ORCID Profile
0000-0002-4801-0000
Current Organisation
University of Nottingham
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Publisher: Informa UK Limited
Date: 09-2011
Publisher: Informa UK Limited
Date: 26-10-2018
Publisher: Wiley
Date: 05-03-2013
Publisher: SAGE Publications
Date: 03-2009
Abstract: Creative Partnerships aims to change the ways in which children learn and teachers teach, and to support whole school change. Our research examines how schools take up the `cultural offer' made by Creative Partnerships. In this article, drawing on data from snapshot visits to 40 English schools, we suggest that it has made a difference to school culture and to its meaning-making practices. In many of the schools it has also spread beyond one-off projects to help teachers change their pedagogical approach more generally. We found a consistent trend across the schools towards cross-curricular and integrated approaches which in some cases had also produced structural shifts in the use of space, time, budgets and promotion positions. We raise some concerns about the ways in which performative regimes inhibit what some schools are able to achieve, but also point to challenges for Creative Partnerships relating to assessment, knowledge, and understandings about social justice.
Publisher: SAGE Publications
Date: 07-2006
Abstract: Schools in England are being urged to personalize the curriculum and make school experiences more responsive to all students. We report on an evaluation project which investigated innovation in teaching and learning in a successful secondary school in the north of England. Data were gathered from a s le of teaching staff, a questionnaire to all students, lesson and meeting observations, and meetings with the governing body and parents: the student-guided evaluation canvassed recent and planned changes to the structure and experience of teaching and learning. This article illuminates how one school is breaking the ‘traditional schooling rules’ that limit improvement and how in doing so it is developing new insights about the nature and process of improvement. We show how staff and students have been engaged in the change process, and focus in particular on analysing the interplay between improvement as a plan, a practice and a lived experience.
Publisher: Informa UK Limited
Date: 02-2012
Publisher: Informa UK Limited
Date: 08-2011
Publisher: Informa UK Limited
Date: 19-02-2016
Publisher: Informa UK Limited
Date: 12-2006
Publisher: Wiley
Date: 07-2010
Publisher: Informa UK Limited
Date: 09-2023
Publisher: Informa UK Limited
Date: 09-2008
Publisher: Routledge
Date: 28-11-2022
Publisher: Routledge
Date: 28-11-2022
Publisher: Springer Science and Business Media LLC
Date: 04-2021
Publisher: Wiley
Date: 08-2021
DOI: 10.1111/JADE.12370
Abstract: Art educators are increasingly interested in the affective dimensions of pedagogy. This article explores students’ reports of feeling more relaxed and less stressed in the art room, data drawn from a three‐year study of thirty arts‐rich secondary schools. Drawing on recent scholarship on affect, we suggest that these feelings were in part the result of ‘atmosphere’ – mobile bodies in (1) a curated space, engaged with educational activities associated with (2) a signature text and pedagogy, enacted as an (3) isorhythmic practice. We suggest that these three elements of atmosphere not only help us to understand how to produce positive feelings about art, but they also have some potential for use in professional reflection on practice.
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Routledge
Date: 19-04-2010
Publisher: Routledge
Date: 28-11-2022
Publisher: Informa UK Limited
Date: 03-07-2015
Publisher: Routledge
Date: 28-11-2022
Publisher: Routledge
Date: 28-11-2022
Publisher: Routledge
Date: 28-11-2022
Publisher: Acumen Publishing Limited
Date: 31-07-2008
Publisher: Routledge
Date: 09-11-2022
Publisher: Routledge
Date: 09-11-2022
Publisher: Wiley
Date: 28-02-2005
DOI: 10.1111/J.1365-2648.2004.03340.X
Abstract: With the recognition that environmental health has relevance to all nursing and midwifery activities, the aim of this paper is to discuss nurses' and midwives' past and present involvement in environmental health in the UK, where the international situation demonstrates good practice, and the challenges and possibilities for greater and more effective UK-based activity in the future. The association between environmental hazards and adverse health effects has received increasing attention over recent years. In the United States of America (USA), the importance of developing an environmental health role for nurses outside of the "traditional" occupational and environmental health nursing specialty has been recognized and acted upon through education, information programmes and policy developments. In the United Kingdom (UK), the same degree of interest, commitment and activity is somewhat lacking. Little nursing and midwifery activity on environmental health issues has taken place in the UK over recent years. The lack of development in this field may relate to the problems of an already overstretched disease treatment service and the lack of an upstream approach to public health. Theoretical and philosophical influences, as well as in idual and organizational obstacles or constraints, exist and may hinder nurses and midwives in their efforts to address the subject. Yet nurses and midwives are the largest group in the National Health Service workforce and this gives enormous potential for effective interventions in environmental health. Whilst barriers and obstacles to nursing and midwifery involvement in environmental health in the UK exist, they are all surmountable and appropriate interventions could prove cost-effective in the middle and long-term. Additionally, they may be viewed as a necessary activity for nurses and midwives in response to real health threats and the expressed worries and concerns of patients and communities.
Publisher: Routledge
Date: 09-11-2022
Publisher: Routledge
Date: 21-11-2007
Publisher: Informa UK Limited
Date: 24-10-2018
Publisher: Informa UK Limited
Date: 03-2007
Publisher: Informa UK Limited
Date: 30-10-2015
Publisher: Elsevier
Date: 2010
Publisher: Elsevier BV
Date: 06-2000
Publisher: SAGE Publications
Date: 03-2007
Abstract: Whilst government policies are now pushing teachers to listen to pupils, this concern is largely framed within the school improvement agenda. This is not the only arena where listening to pupils counts. This article examines the ways in which two young people, making a significant choice about which university to attend, felt unable to discuss their interests and concerns with their teachers. In one case, this resulted in a young woman doing less well in her examinations in order to avoid getting her first preference of Oxbridge, and securing her ‘real choice’ at another Russell Group university. The other was not invited by his school to apply to Oxbridge, despite a desire to go there which he felt unable to articulate at school. We suggest that, given the current concern over widening participation, these two cases provide hints that all is not well with school gate-keeping and career guidance procedures.
Publisher: Informa UK Limited
Date: 03-04-2014
Publisher: Informa UK Limited
Date: 12-2011
Publisher: Informa UK Limited
Date: 10-2013
Publisher: Unconventional Resources Technology Conference
Date: 2019
Publisher: Informa UK Limited
Date: 11-2008
Publisher: Informa UK Limited
Date: 08-2010
Publisher: Wiley
Date: 13-07-2023
DOI: 10.1111/JADE.12470
Abstract: Art education has a range of purposes. Art is said to support students to explore, interpret, ask critical questions, communicate and realise ideas, experiment, take risks, collaborate, tell stories and/or engage in social and political actions. In this paper, we consider whether educational researchers have the same capacious view of students’ potential and capacities for involvement. We bring the results of a Rapid Evidence Review (RER) of the benefits of arts education into conversation with the literatures on student voice and participation. We outline the ways in which student voice and participation are discussed, then move to the results of the RER. We conclude with a discussion of the opportunities for art education researchers to develop research practices that are inclusive of students.
Publisher: American Educational Research Association (AERA)
Date: 11-2008
Abstract: Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. This article analyzes some characteristics of this self-help genre, including the ways it produces an expert–novice relationship with readers, reduces dissertation writing to a series of linear steps, reveals hidden rules, and asserts a mix of certainty and fear to position readers “correctly.” The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice. They reject transmission pedagogies that normalize the power-saturated relations of protégé and master and point to alternate pedagogical approaches that position doctoral researchers as colleagues engaged in a shared, unequal, and changing practice.
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Routledge
Date: 07-05-2009
Publisher: Routledge
Date: 28-11-2022
Publisher: Informa UK Limited
Date: 02-2013
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Routledge
Date: 09-11-2022
Publisher: Informa UK Limited
Date: 09-2010
Publisher: Springer Science and Business Media LLC
Date: 03-2006
Publisher: Wiley
Date: 06-2007
Publisher: Routledge
Date: 09-11-2022
Publisher: Informa UK Limited
Date: 10-01-2019
Publisher: Informa UK Limited
Date: 12-2007
Publisher: Informa UK Limited
Date: 06-2009
Publisher: Informa UK Limited
Date: 23-03-2016
Publisher: Routledge
Date: 09-11-2022
Publisher: Informa UK Limited
Date: 08-2011
Publisher: Informa UK Limited
Date: 07-10-2015
Publisher: Informa UK Limited
Date: 13-09-2021
Publisher: Informa UK Limited
Date: 15-09-2014
Publisher: Informa UK Limited
Date: 05-2004
Publisher: Informa UK Limited
Date: 06-06-2022
Publisher: SAGE Publications
Date: 07-2012
Abstract: Student involvement in leadership activities is now common in English schools. It is generally assumed to have beneficial learning outcomes and there is some research which suggests that this is the case. However, there is still work to do to detail these learning outcomes − and to assess them. I present one case in which primary school students researched what they learned from leadership activities. I then illustrate how these learnings could be amenable to student-led monitoring and tracking and thus formative assessment. I argue that adult school leaders need to find time to work with students on assessing student leadership and that such work might provide experience useful for other pedagogical changes.
Publisher: Informa UK Limited
Date: 12-2003
Publisher: Oxford University Press (OUP)
Date: 06-2006
DOI: 10.1016/J.EJCNURSE.2005.10.003
Abstract: This paper discusses the piloting of a computerised decision aid that provides in idualised information about hypertension to patients. The program is based on decision analysis, using decision trees as a way of structuring information. It incorporates the Framingham risk equation to assess a users' risk of coronary artery disease, together with a detailed assessment of the patient's current lifestyle and their willingness to change behaviour. Users of the program can decide how much or how little information they access. The program assesses in idual's preferences for different treatment outcomes, before providing them with guidance on what might be the best treatment option for them. The program was evaluated by 10 patients with a diagnosis of mild to moderate hypertension and 8 health care professionals. Overall, both health care professionals and patients assessed the program positively. The use of a decision aid based on decision analysis may be a useful way of providing information to patients in order to promote shared decision making.
Publisher: Springer Science and Business Media LLC
Date: 30-09-2023
DOI: 10.1007/S13384-022-00573-W
Abstract: The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Publisher: SAGE Publications
Date: 07-2006
Abstract: Researchers investigating the decline of potential applicants for principalships have demonstrated that teachers perceive there to be a significant problem in current selection procedures. This article reports an investigation in two Australian states into principal selection. Drawing on a corpus of interviews, two case studies and administrative guidelines, we highlight five key problems in the interview process: (1) the dependence of selection panels on a written application (2) the dilemma of experience versus potential (3) the covert rule about the appointment of preferred applicants (4) the quandary of panel competency and (5) the evidence of inconsistency of decisions. We argue that the selection process amounts to a reproductive technology which, in the quest for certainty and safety, results in particular kinds of people being successful. This amounts we suggest, whether the selection process is managed by progressive or conservative personnel, to a form of homosociability the tendency to select people just like oneself
Publisher: Informa UK Limited
Date: 26-02-2014
Publisher: Informa UK Limited
Date: 20-03-2015
Publisher: Springer Science and Business Media LLC
Date: 12-04-2009
Publisher: Routledge
Date: 04-12-2009
Publisher: Informa UK Limited
Date: 11-2008
Publisher: Informa UK Limited
Date: 11-2009
Publisher: Routledge
Date: 18-02-2014
Publisher: Elsevier BV
Date: 2009
Publisher: Informa UK Limited
Date: 09-2007
Publisher: Informa UK Limited
Date: 05-2004
Publisher: Informa UK Limited
Date: 04-12-2015
Publisher: Emerald
Date: 10-2005
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Informa UK Limited
Date: 05-01-2010
Publisher: Informa UK Limited
Date: 03-2008
Publisher: Informa UK Limited
Date: 05-2013
Publisher: SAGE Publications
Date: 11-10-2022
DOI: 10.1177/00345237221131107
Abstract: The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school leaders. In this paper, we draw on thinking about punk subcultures to recognise the ways in which leaders hold self-expression and identity as important, while also thinking about how leaders as a collective might push back against some of the narrow ideas of who or what a school leader can be and do. We present findings from a mixed-methods study of women school leaders from around the world. Drawing on an anonymous survey and interviews, and literatures from sociology, fashion studies, and cultural studies, we explore women’s experiences and identities as school leaders. The paper contributes to our understanding of professionalism and identity and also how we can better attract, support, and retain school leaders.
Publisher: Routledge
Date: 05-11-2010
Publisher: Elsevier BV
Date: 2012
Publisher: Informa UK Limited
Date: 11-2005
Publisher: Routledge
Date: 08-01-2016
Publisher: Informa UK Limited
Date: 02-2006
Publisher: SAGE Publications Ltd
Date: 2013
Publisher: Wiley
Date: 11-2006
Publisher: Informa UK Limited
Date: 15-02-2019
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Pat Thomson.