Exploring Children’s Constructions of COVID-19 Using Participatory Approaches: A Grounded Theory Study

Covid-19 has had a seismic impact on the world and one which continues to reverberate. The pandemic has disrupted day-to-day living in the UK in ways arguably not seen since the Second World War. Research has begun to emerge marking the different ways in which groups and societies have experienced and responded to the Covid-19 pandemic. However, children have, for the most part, been left out of the conversation. Though not a homogenous group, children can be seen as possessing their own cultural knowledge. Yet, historically, children’s voices have been constrained and distorted by adults, either wilfully or not, through prejudicial attitudes and/or adult-centric bias. The present research recognises structural, epistemic injustices faced by children and positions children as best-placed to represent their understanding about the world. The present research sought to understand how children have constructed the Covid-19 pandemic in ways that respect them as rights-holders, autonomous individuals, and meaning-makers. Participatory approaches and constructivist grounded theory methods were used to facilitate more equitable research, with five child co-researchers devising many aspects of the methodology. Each co-researcher (age 9-10) was partnered with a younger pupil participant (age 6-7). Together, research partners integrated drawings with dialogue to co-generate a rich dataset comprising children’s constructions of the Covid-19 pandemic. Data were collected and analysed concurrently across two timepoints (July 2021 and November 2021), with dissemination discussions taking place in January 2022. Co-researchers engaged in constant comparative analysis to progressively sort and synthesise their data, and to inductively raise them to an abstract level. Through collaborative analysis, co-researchers ultimately raised five pivotal concepts from their data, which together formed a constructivist grounded theoretical framework. It comprises ideas about managing significant challenges and changes, while developing a sound knowledge base of their situations. The children’s final product, and the process by which their knowledge was generated, have important implications for Educational Psychology practice and epistemic conduct across wider society

Tetravalent metal complexation by Keggin and lacunary phosphomolybdate anions

We report the synthesis, spectroscopic and structural characterization, and computational analysis of a series of phosphomolybdate complexes with tetravalent metal cations. The reaction between Ce-IV and Th-IV with phosphomolybdate at the optimum pH for the stabilization of the lacunary heteropolyoxometalate anion, [PMo11O39](7-), results in the formation of compounds containing the anions [Ce(PMo11O39)(2)](10-) and [Th(PMo11O39)(2)](10-), respectively. Single crystal X-ray diffraction analysis was performed on salts of both species, Cs-10[Ce(PMo11O39)(2)]center dot 20H(2)O and (NH4)(10)P(PMo11O39)(2)]center dot 22H(2)O. In both anionic complexes the f-block metal cation is coordinated to the four unsaturated terminal lacunary site oxygens of each [PMo11O39](7-) anion, yielding 8 coordinate sandwich complexes, analogous to previously prepared related complexes. Spectroscopic characterization points to the stability of these complexes in solution over a reasonably Wide pH range, Density functional analysis suggests that the Ce-O bond strength in [Ce(PMo11O39)(2)](10-) is greater than the Th-O bond strength in [Th(PMo11O39)(2)](10-), with the dominant bonding interaction being ionic in both cases. In contrast, under similar reaction conditions, the dominant solid state Zr-IV and Hf-IV complexes formed contain the anions [Zr(PMo12O40)(PMo11O39)](6-) and [Hf(PMo12O40)(PMo11O39)](6-), respectively. In these complexes the central Group 4 d-block metal cations are coordinated to the four unsaturated terminal lacunary site oxygens of the [PMo11O39](7-) ligand and to four bridging oxygens of a plenary Keggin anion, [PMo12O40](3-). In addition, (NH4)(5){Hf[PMo12O40][(NH4)PMo11O39]}-23.5H(2)O can be crystallized as a minor product. The structure of the anion, {Hf[PMo12O40][(NH4)PMo11O39]}(5-), reveals coordination of the central Hf-IV cation via four bridging oxygens on both the coordinated [PMo11O39](7-) and [PMo12O40](3-) anions. Unusually, the highly charged lacunary site remains uncoordinated to the Hf metal center but instead interacts with an ammonium cation, P-31 NMR indicates that complexation of the Keggin anion, [PMo12O40](3-), to Hf-IV and Zr-IV will stabilize the Keggin anion to a much higher pH than usually observed

Diverse Voices in Educational Practice: A Workbook for Promoting Pupil, Parent and Professional Voice

This practical workbook supports teachers seeking to sensitively understand and respond to the opinions and perceptions of critical stakeholders in student learning and development; pupil voice, parent voice, and professional voice are introduced and explored. A wide range of expert educator and academic contributors ensure that diverse voices are meaningfully understood, with chapters placing an emphasis on minority and traditionally marginalised groups, including SEND, LGBTQIA+, and Global Majority students. The workbook advocates a clear and inclusive ethos and demonstrates how voice work can help to decolonise the curriculum, promote a positive LGBTQIA+ friendly school climate, and value pupil involvement. Moments for personal reflection, activities, and action plans allow practitioners to consider the role they play in facilitating the effective inclusion of those not normally involved in knowledge construction and decision-making processes. Blending key theory with practical strategies and takeaways, this workbook is an essential tool for practising primary and secondary teachers and teaching assistants, as well as educational psychologists, school counsellors, and other educational professionals interested in promoting inclusive voice practices