Recent Submissions

  • Primary teachers’ perspectives on implementing the inclusion agenda

    Brown, Zeta (Routledge, 2016-04)
    Inclusion in primary education is seen as an ideological concept where mainstream educated children in the UK will one day be included in every aspect of the schooling experience. The chapter suggests that inclusion is not the only priority agenda and investigates how it can be practically implemented alongside the government-imposed standards agenda. The author offers a historical account of the simultaneous development of these agendas, including the implementation of the National Curriculum, SATs and league tables. In the second section the author details findings from her recent study and suggests that standards objectives dominate the inclusion agenda in primary schools, and that inclusion is limited to focusing on children with Special Educational Needs.
  • The complexities of childhood resilience

    Brown, Zeta; Daly, Jayne (Routledge, 2017-07)
  • Transitions In, Through and Out of Higher Education

    Smith, Sara; Khechara, Martin (Routledge, 2016)
  • Pedagogy for Inclusion?

    Rozsahegyi, Tunde; Lambert, Mike (Routledge, 2016)
  • Flippin staff development!

    Lawton, Megan (The Centre for Recording Achievement (CRA), 2016)
    Education systems which aspire to respect and address equally and inclusively the developmental, educational and social ambitions of all learners require strengthened understanding of the notion of ‘pedagogy’. This chapter explores this concept: What does pedagogy mean? What does it entail? In particular in relation to the focus of this book: What is the relevance of pedagogy to potentially disadvantaged groups within values, policy and practice for all learners? Issues considered are whether there can be ‘pedagogy for inclusion’ and, if so, what kind of conflicts and questions this needs to address. In examining these issues, the chapter invites readers’ engagement in pedagogical discourse, a process which has the potential to inform educators’ thinking and activity and thereby strengthen learning for all learners.
  • HEA Patchwork assessment case study

    Lawton, Megan (Higher Education Academy, 2016)
  • Empowering Students through Learning Space Design

    Rhodes, Jonathan; Green, Mathew (JISC RSC, 2014-03)
  • Record, reflect, connect: Using web cams with an ePortfolio system

    Fenton, Rebecca; Lawton, Megan; Purnell, Emma (University of Wolverhampton, 2008-03-01)
    Each country has its own visual sign language used by the Deaf community; in the UK this is British Sign Language (BSL). In 1994 the University of Wolverhampton created the 1st Degree course in Europe for Interpreting (BSL/English) this course has a very high employment record. Before this research students used video cameras to record work, physically having to bring tapes in for tutorials and feedback. This research brought together an ePortfolio system – PebblePad© and web cams to offer students the opportunity to record, reflect and connect their development in their own space and time and for staff to be able to provide relevant and appropriate formative feedback. Within the University of Wolverhampton all students and staff have an ePortfolio system - PebblePad©. The software allows users to build collections of items related to their studies, personal development, continuing professional development or any event. Those items can then be published or shared with individuals, groups or to a public audience. The software promotes reflection and gathering of evidence, any digital file can be linked to the software giving the ability to add such things as video, images and sound. However, the majority of students and staff use mainly text and pictures this research has tested the ability to connect moving images through web cams. This paper will give a comprehensive view of the technical, pedagogic and support issues raised by this project.
  • What do we mean by PDP? ePortfolio? and ePDP?

    Brett, Paul; Lawton, Megan; Purnell, Emma (University of Wolverhampton, 2008-03-01)
  • Emerging pedagogies using webcams, podcasting and YouTube in eportfolio

    Brett, Paul; Lawton, Megan; Purnell, Emma (University of Wolverhampton, 2008-03-01)
  • Best practice guide for the retreat model of staff development to design ePDP tasks

    Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 2008-03-01)
  • Best practice guide for the design of ePDP tasks

    Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 2008-03-01)
  • The Pathfinder Journey - Embedding ePortfolio at level 1

    Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 2008-03-01)
  • Working class heroes

    Lawton, Megan (University of Wolverhampton, 2005-03-1)
    This research is the first stage in a longitudinal study of mature women learners from three feeder colleges to the University of Wolverhampton in three 'disciplines', nursing, teaching and psychology. The research questions I will address eventually are: to what extent have the aspirations of the women learners been met? What is the context in which these aspirations have been lived out? How can this inform institutional policy and strategy in the context of widening participation? Preliminary findings indicate that these women choose to take degree courses in vocational subjects because they see job opportunities in these fields, they are carers and therefore have personal experience and/or they have missed out on further and higher education earlier in their lives. The institution has developed various initiatives to raise the aspirations of these potential students particularly in the local area. This paper explores whether and how these students' aspirations have informed these initiatives.
  • Tell me the rules of the game so I can play too!

    Lawton, Megan (University of Teeside, 2007-09-01)
  • Personal Development Planning (PDP) using e-portfolio for CPD

    Lawton, Megan; Felce, Alison (School of the Built Environment, University of Salford, UK, 2007-07)
  • Developing materials and motivating Deaf Learners to read and write English via the internet

    Lawton, Megan (Charles University in Prague, The Karolinum Press, 2000-09)
  • Conference Proceedings of the 3rd European First Year Experience (EFYE) Conference

    Pieterick, Jackie; Ralph, Richard; Lawton, Megan (2009-09)
  • PDP and ePortfolio systems: benefits, issues and challenges

    Lawton, Megan; Crispin, Dale; Robinson, Peter; Fenton, Rebecca (Foundation Degree Forward, 2009-01)

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