Early Years Professional Status Impact Study – Final Report: Achieving outcomes in Essex

This three year study aimed to explore the impact of Early Years Professional Status on outcomes for children. The graduate leader status is part of the professionalisation of the Early Years sector and the research occurred between 2010 and 2013. Data was collected using questionnaires, interviews and focus groups with members of the early years workforce and documentary analysis of Ofsted reports. Findings demonstrate that the graduate leader is having an important impact on improving outcomes for children against the five areas of being healthy; staying safe; enjoying and achieving; making a positive contribution and achieving economic wellbeing. This is an important study of the value of the graduate leader in the context of changing early years policy

Exploring leadership in early childhood practice: summary of original research

This is a summary of the research undertaken for this project. The results of our research project are presented within the book ‘Leading in Early Childhood’, published by Sage, 2016, and are being prepared for presentation in early childhood journal articles and at academic and practitioner conferences

Learning at work and university: Midwifery students and sexual health advice

Concerns about the theory-practice gap and discussion regarding the role of the preregistration programme in preparing registered health care practitioners, are two recurring themes in the literature. This study was carried out in a higher education institution in England and was conducted over a twelve month period. It examined how well the undergraduate programme in midwifery prepares student midwives to provide sexual health advice to women. Using focus groups and questionnaires the study sought the views of three consecutive cohorts of final year midwifery students. The research focused on the students’ experiences of giving advice on contraception and sexual health to women in their care and on how they responded to proposed changes in the programme. Findings indicated that students wanted more practice based educational methods. The study suggests that a model in which theoretical knowledge is reinforced practically, with practice based scenarios and mentor emulation as staging points, would help to develop confident practice

Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health

Objective: This study explored the views of three cohorts of final year midwifery students, regarding their confidence in giving advice to women on contraception and sexual health in the postnatal period. The project also investigated knowledge of contraception using a factual quiz, based on clinical scenarios regarding contraception and sexual health in the post-partum period. Design: A mixed method design using qualitative data from focus groups, and mixed qualitative and quantitative data from a paper based questionnaire was used. Setting: The project was carried out in one higher educational institution in England. Findings: Findings demonstrate that expressed confidence varies according to contraceptive method, with most confidence being reported when advising on the male condom. The findings of the factual quiz indicate that students applied theoretical knowledge poorly in a practically oriented context. These findings also indicated that most students limited advice to general advice. Key Conclusions: The paper concludes that midwifery students need more practically oriented education in contraception and sexual health, and that the role of mentors is very important in helping students feel confident when giving advice in this area

Creative Writing through the Arts. Final full report.

Description to be added.Cannot be left empt

On Ewen's Moons

Paterson Ewen's gouged plywood moonscapes are not landscapes in the tradition of the genre as it has been understood. A discussion of the landscape traditions and their implications provides a framework for the notion that his large-scale, rigorously executed works create the viewer's physical experience of the Moon in space. This experience is imaginative but palpable. "On Ewen's Moons" explores the viewer's interaction with Ewen's works in the context of Merleau-Ponty's thoughts on perception along with contemporary notions of visual memory. A detailed analysis of six major works from the artist's Moon series forms the centerpiece to this discussion. Set against the historical events of the Apollo lunar landing, Ewen's visceral Moon images are examined in the context of our contemporary awareness of outer space

Creative Writing through the Arts. Final summary report

Description to be added.Cannot be left empt

Write away from it all! The value of running a writing retreat for doctoral students

Doctoral candidates often struggle to write at doctoral level. This struggle has many causes, but includes finding the time and support to write. We analyse a doctoral writing retreat aimed to encourage doctoral candidates to develop their academic writing and offer new insights into successful retreats. A comprehensive review of the literature about writing retreats and how these have been conceived and devised, includes the international literature about development of academic writing and the range of retreats. We identify the approach to writing within the UK and the limited references to retreats to support doctoral candidates to develop their writing. The writing retreat we devised is considered in detail. Features of the retreat which were valued by participants are identified and explored including specific skill development, a supportive environment with time and space to write. The findings extend the knowledge and understanding within the existing literature about doctoral writing retreats

BERA-TACTYC Early Childhood Research Review 2003-2017

BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC – the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK. The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, policy makers and teachers in further and higher education. We intend to create a User Review that will be aimed at practitioners and to engage other stakeholders in current trends and debates. The Review is being launched at a time of change and uncertainty within early childhood education and care, and we hope that the Review will provide a focal point for discussions about future directions in the four UK policy frameworks, the importance of research, and how we use research evidence to inform provision and practice