AffiliationUniversity of Derby
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AbstractNestled in the Staffordshire moorlands, a small rural school appointed a Head Teacher, who also served as teacher, for a school community of 5 children in 2010. Shortly afterwards, the school was earmarked for closure. Passionate for the school to remain open, the Head Teacher sought to adopt a flexi-schooling approach. The school is now at capacity with just under 50 children, most of whom have previously been home educated or school refusers. Carnie (2017) describes flexi-schooling as an agreed contract and partnership whereby the school and family agree responsibilities for the education of the children concerned. It is characterised in part by there being no unique location for education. Parents, according to Neuman & Guterman (2019) are important and active participants in the education of their children. They have a clear educational role working in close collaboration and partnership with the school, where the home environment is central to the teaching process
CitationPoultney, V & Anderson, D. (2019). 'Leading change for survival: the rural flexi-school approach', BELMAS, 19 August. Available at: https://www.belmas.org.uk/BELMAS-Blog/leading-change-for-survival-the-rural-flexi-school-approach.
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An exploration of primary school teachers’ understanding of art and the place of art in the primary school curriculumHallam, Jenny; Das Gupta, Mani; Lee, Helen A. N.; University of Derby (Taylor and Francis, 2008)Some research within developmental psychology shows a slow period of development in children’s expressive drawings during the primary school years (Davis, 1997; Ives 1984; Jolley, Fenn and Jones, 2004). Developmental researchers suggest that ‘educational factors’ could contribute to this dip in development but have not explored these factors. This study explores links between educational policy – in terms of the English National Curriculum - and the development of expression in child art. A Foucauldian style analysis of interviews is presented which investigates how ten primary school teachers working in two Staffordshire schools approach art. A specific concern is to explore how different understandings of art and teaching practices are shaped and managed by the curriculum. This allows links between the demands of the curriculum and the observed dip in expressive drawing development to be investigated.
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