Novel spaces as catalysts for change; developing learner agency through transnational projects - dataset

This dataset comprises interview transcripts and written reflections with accompanying codes and nodes. These were gathered from seven English undergraduate students who took part in the Digital Learning Across Boundaries (DLAB) project. They centre on the students reflecting on their experiences in schools and on the transnational project culmination in Bruges, Belgium. The data was gathered whilst on the trip to Bruges, and explores the students' experiences from their perspectives

Children's Centres worker interviews

This data was gathered as part of a research study exploring and evaluating practice understandings of Children’s Centres core purpose. The research population comprised of four Children’s Centre workers from one centre in Southeast England. Ethical approval was granted by the university and informed consent given by local authority gatekeepers and individual workers. The dataset comprises of the raw data from four semi-structured 1-1 interviews with Children’s Centre worker. The interviews provided rich qualitative data. The interview data was treated with thematic analysis, using inductive and deductive coding which revealed participants understandings, beliefs and perceptions about the core purpose of Children’s Centres

Changemakers as digital makers: connecting and co-creating

The data is drawn from the survey responses of 63 out of 85 university students participating in both projects during the 2020-2021 academic year. TalkTech students were enrolled in universities in the United States and Romania, while DLAB students attended universities in Spain, Belgium, Norway, Denmark and England. Their ages range from 18 to 35. The overall sample is purposive in that students were selected to participate in the projects due to their interest and expertise in digital technologies and changemaking. The 23 students who did not undertake the survey chose not to do so. Ethical approval was granted by all participating university ethics committees. the students in the DLAB project were studying initial teacher education in their respective universities, the Talk Tech project involved students on a Digital entrepreneurship module. . The two projects came together in their evaluative stages to explore how university students’ cultural competencies and changemaker identities might be facilitated by technologies across the two disciplines of education and entrepreneurship. Data is elicited from a reflective questionnaire administered at the end of a project year. The two documents demonstrate both the raw data and the data that has been analysed through open coding to identify common features and themes. There are essentially two separate sets of data, one that discusses the technological skills developed through participation in the project that focusses upon the type and usage of technology the second data has the narrative answers relating to skills and attributes developed over the time of the study

A trioethnographic analysis of the experiences and wellbeing of part time doctoral students with full time academic roles

Coded data and links to transcript

The power of pause: experienced and novice teachers experienced and novice teachers developing dimensions of expertise through video collaboration software

Coded interview data that was gathered in March 2020 from 9 professional dialogues between mentors who work in initial teacher training and novice primary school teachers on their final year of a three year undergraduate degree. The participants and mentors individually watched the IrisConnect recording of the lesson the novice teacher had chosen and added time stamps. These acted as prompts for the discussion. The professional dialogues were then coded according to Tsui (2009) dimensions of an expert teacher

Getting there, being there, staying and belonging: A case study of two Indigenous Australian children's transition to school

Indigenous Australians are among the most unhealthy populations in the world and yet they reside in a country where the non-Indigenous population enjoys high standards of well-being. Education has been identified as the key mechanism for closing this equity gap. At school commencement many Indigenous children are already at risk of disengagement. This four-year longitudinal study of two Indigenous boys from a socially marginalised community examined key factors affecting transitional trajectories into school. While child characteristics affected level of achievement the critical factors in sustaining positive educational engagement were social support, school practices, inclusion of family and positive expectation