Recent Submissions

  • Inclusive practice in early childhood

    Brown, Zeta; Palaiologou, Ioanna (Routledge, 2016-05-13)
    In the last two decades, the field of early childhood education and care in England has been transformed and is still witnessing changes. Central to all the changes in the field was the creation of ‘joined- up’ thinking where a varied range of services such as nurseries, pre- schools, child minders and social workers aimed to work in a multi- agency, multi- departmental way in order to allow all children and their families to get the best start in life. There was also an attempt to ensure that all the changes in the field at policy and curriculum level were aimed at achieving equality of opportunity for all children and their families as well as ensuring anti- discriminatory practice so that all children are included and supported. In that sense, Nutbrown’s quote reflects the core element in early childhood education and care for an inclusive provision. However, Nutbrown importantly stated that only at its best is early years inclusive practice possible. This is because inclusive practice is complex: it cannot simply be considered ideologically and instead tensions need to be considered that may exist in practically implementing inclusion in the early childhood.
  • Accidentally learning to play the violin

    Matheson, David (Routledge, 2014)
  • Infusing Inclusive Pedagogy Across the Curriculum

    Griggs, Gerald; Medcalf, Richard (Emerald Group Publishing Limited, 2015-12)
  • Exploring ePortfolios and weblogs as learning narratives in a community of new teachers.

    Hughes, Julie (International Society for Teacher Education, 2008)
    Drawing upon student narratives, the author explores the extent to which a Post Graduate Certificate in Education (PGCE) teaching community at the University of Wolverhampton in the United Kingdom (UK), developed an approach to the process and product of e-portfolio which optimised the concrete outcomes required by external professional bodies, while harnessing the technology's potential for promoting collaboration and discursive reflection.
  • Game-based Learning: A Different Perspective.

    Royle, Karl (Nova Southeastern University, Fischler School of Education and Human Services, 2008)
    Because the goals of games and the object of school-based learning are fundamentally mismatched, efforts to integrate games into the curriculum have largely fallen flat despite the best intentions of teachers and the gaming industry. Arguing that educational game designers should be investigating ways to get education into games rather than getting games into education, Karl Royle describes how this might be accomplished. The discussion is contextualized by a brief outline of the shortcomings of video game usage within education. Royle demonstrates a link between the kind of learning that typically occurs in game playing and project-based learning and illustrates how curriculum-related learning material can be integrated into commercial-quality video games.
  • Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.

    Hughes, Julie (The Australasian Society for Computers in Learning in Tertiary Education (ascilite), 2008)
    E-learning research, as an emergent field in the UK, is highly political in nature (Conole & Oliver, 2007, p.6) occupying a complex landscape which houses policy-makers, researchers and practitioners. Increasingly and more interestingly, the landscape is being shaped by the narratives and experiences of the learners themselves (Creanor et al., 2006, Conole et al., 2006) and the use of Web 2.0 technologies. However, as Laurillard (2007, p.xv) reminds us we still, ‘tend to use technology to support traditional modes of teaching’ and ‘we scarcely have the infrastructure, the training, the habits or the access to the new technology, to be optimising its use just yet’ (p.48). Web 2.0 spaces, literacies and practices offer the possibility for new models of education (Mayes & de Freitas, 2007, p.13) which support iterative and integrative learning but as educators and higher educational establishments are we prepared and ready to re-think our pedagogies and re-do (Beetham & Sharpe 2007, p.3) our practices? This concise paper will reflect upon how the use of new learning landscapes such as eportfolios might offer us the opportunity to reflect upon the implications of letting in the e-learning eportfolio Trojan mouse (Sharpe & Oliver, 2007, p.49).
  • Becoming an eportfolio teacher.

    Hughes, Julie (Washington, DC: Stylus Publishing, 2009)
    This book: Higher education institutions of all kinds - across the United States and around the world - have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning. Widespread use creates an urgent need to evaluate the implementation and impact of e-portfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how e-portfolios influence learning and the learning environment for students, faculty members, and institutions. This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in e-portfolio development, from engaging faculty to going to scale. These studies exemplify how e-portfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of e-portfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system.
  • Blogging for beginners? Using blogs and eportfolios in Teacher Education.

    Hughes, Julie; Purnell, Emma (Lancaster: Lancaster University, Department of Educational Research, 2008)
    This paper explores the use of an eportfolio and an educational blog within, and beyond, a professional pre-service teacher education programme, the Post-Graduate Certificate in Education (PGCE) for the post-compulsory sector. Writing within dialogic storytelling practices in an online environment allows student teacher development and identity to be seen “as a gradual ‘coming to know’” (Winter, 2003, p.120) dependent upon connections and interactions with others through both text and non-text formats such as metaphor, music and video. The authors explore their personal experiences as teacher (Julie) and learner (Emma) and eportfolio’s potential for longer term impact on and in their professional teaching lives.