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Pedagogically mediated listening practices; the development of pedagogy through the development of trust© 2019 EECERA. This paper reports on a segment of Ph.D. research which was undertaken to develop participatory pedagogy working specifically within a praxeological paradigm [Oliveira-Formosinho, J., and J. Formosinho. 2012a. “Praxeological Research in Early Childhood: a Contribution to a Social Science of the Social.” European Early Childhood Education Research Journal 20 (4): 471–476; Pascal, C., and T. Bertram. 2012. “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492]. It focuses on the development of listening practices through a process of pedagogic mediation [Oliveira-Formosinho, J., and J. Formosinho. 2012b. Pedagogy-in Participation: Childhood Association Educational Perspective. Porto: Childhood association and Porto Editoria]. The research was carried over two academic years in a private day care setting in England and aimed to enhance pedagogic practice with three and four-year olds. This qualitative methodology encompassed ethnographic techniques to develop a case study [Stake, R. 1995. The Art of Case Study Research. London: Sage]. It researched the development of participatory practice through pedagogic mediation, as developed by the Childhood Association, Portugal (Oliveira-Formosinho and Formosinho 2012b). This paper reports on two listening methods which were developed between researcher, practitioner and the children in the setting. These methods demonstrate the co-constructed participatory pedagogy and the isomorphic nature of learning [Formosinho, J., and J. Formosinho. 2016. “The Search for a Holistic Approach.” In Assessment and Evaluation for Transformation in Early Childhood, edited by J. Formosinho, and C. Pascal, 93–106. London: Routledge].
HeadStart schools qualitative researchIn order to understand the perspectives of schools participating in the HeadStart programme better, the Education Observatory undertook qualitative research with the member of senior management with overall responsibility for PSHE, SUMO and/or the integration of HeadStart in a focused sample group of four primary schools. Using a common semi-structured interview schedule based on our created theoretical framework, four researchers each went in to one primary school to interview the lead teacher. Their responses were then analysed by the research team and collated to identify key themes. Schools stated programmes which were embedded in school practice had greater impact. In these cases HeadStart activities are seen as complementary rather than an add-on; that children were involved in learning essential skills for life, coupled with developing greater self-esteem and resilience; and that teachers have also become more conscious of their own mental health and wellbeing as a result of their engagement with HeadStart. The development of a shared language through SUMO was highlighted as positive, but schools were clear about the need for high quality training for all members of staff, which needs to be maintained as staff move key stages or new staff join the school.
Where bias begins: a snapshot of police officers’ beliefs about factors that influence the investigative interview with suspectsThe aim of the current study was to obtain a snapshot of police officer’s beliefs about factors that may influence the outcome of the investigative interview with suspects. We created a 26-item survey that contained statements around three specific themes: best interview practices, confessions and interviewee vulnerabilities. Police officers (N = 101) reported their beliefs on each topic by indicating the level of agreement or disagreement with each statement. The findings indicated that this sample of officers held beliefs that were mostly consistent with the literature. However, many officers also responded in the mid-range (neither agree nor disagree) which may indicate they are open to developing literature-consistent beliefs of the topics. Understanding what officers believe about factors within the investigative interview may have implications for future training. It may also help explain why some officers do not consistently apply best practices (i.e. strong counterfactual beliefs) versus officers who reliably apply literature-consistent practices to their interviews (i.e. knowledge-consistent beliefs).
World’s end: punk films from London and New York, 1977-1984Saturday Night Fever (John Badham, 1977) concludes with the protagonist, seemingly weary of the company of his delinquent friends (given over to gang violence and gang rape, and in the wake of the needless death of the youngest and most disorientated), finding a moment of peace in the apartment of his previously unenthused girlfriend. They have reconciled, a future together has begun, and “How Deep is Your Love” by the Bee Gees – a major international chart hit of 1977 – plays over the closing credits. The couple’s connection was initially based on shared disco dancing abilities, and their get-togethers on the dance floor and in the dance studio have offered the opportunity of an escape for each. For Tony Manero (John Travolta), the escape is from his underpaid blue-collar job and suffocating family tensions – where his life at home, as a second-generation Italian immigrant, seems like stepping back into the old country for family meals, in sharp contrast to the grooming he devotes to his appearance, upstairs in his bedroom. Once outside, the very streets of New York seem to have been recast as a dance floor – via mobile shots of Travolta’s feet, pacing with a cocksure swagger to the beat of the Bee Gees soundtrack. For Stephanie Mangano (Karen Lynn Gorney), the escape is from more obscure forms of patriarchal exploitation, enacted via her aspirations to a glamourous and independent life, which can be read as calibrated to an imagining of the nightclub Studio 54 (which opened in 1977), not least in her celebrity name-dropping and initial distaste for her uncultured suitor. The final shot of Saturday Night Fever frames the couple in her apartment: polished wooden floors, exposed brick walls, a healthy rubber plant, an acoustic guitar resting against a sofa, and a window ledge looking out across Manhattan – a much more desirable locale than the film’s initial setting of Tony’s Brooklyn (see Figure 1). In short, to return to “How Deep is Your Love”, the couple have realised that they were “living in a world of fools / breaking us down when they all should let us be / [since] we belong to you and me”, and enshrine this shared sentiment in domestication. The New York of 1977 has tested them and their success in meeting this test has allowed them to take a synchronised step forward, and establish themselves on an upwardly mobile trajectory.
Atmin modulates PKHD1 expression and through altered non-canonical wnt/planar cell polarity (pcp) signalling mediates ARPKD severityINTRODUCTION AND AIMS: ARPKD is a genetic disorder with an incidence of ~1:20,000 that can lead to perinatal mortality. In the ~60% of ARPKD patients who survive the neonatal period, there is a range of disease severity, however, little is known about the genetic mechanisms that regulate ARPKD. ARPKD is caused by mutations in PKHD1 which encodes the large membrane protein, fibrocystin, required for normal branching morphogenesis of the ureteric bud during embryonic renal development. The range of disease severity observed in ARPKD suggests that besides PKHD1 that when mutated causes ARPKD, other genes might also play a role in ARPKD, acting as modifiers of disease severity.