Author: School of Education University of Bristol

Blog Series #1 Undergraduate Dissertation Research in SoE: Where to Start?

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By Dr. Amanda Williams  School of Education

One of the most exciting things to happen in the academic year is our Year 3 undergraduates submitting their dissertation projects. This past academic year I, along with Dr Will Baker, had the privilege of co-leading the Undergraduate Dissertation Unit. In this role I delivered taught components that guided students through the process of their dissertation while they worked closely with their individual supervisor to complete their independent research project. (more…)

An ADHD Teacher Toolkit – is there a need? 

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By Dr. Simon Brownhill and Dr. Frances Knight, University of Bristol School of Education

A recent report (Moore et al., 2019) placed improving behaviour in schools as a central priority for education contexts. For young people with ADHD [Attention Deficit Hyperactivity Disorder], the classroom can be a particularly challenging environment for them as they are often more inattentive (Kofler et al., 2008), and display more off-task (Imeraj et al., 2013) and disruptive behaviours (O’Regan, 2018).

As such, young people with ADHD require more support from educators in the classroom, but this is typically hindered by a limited teacher knowledge of ADHD (Kendall, 2016) and of evidence-based ADHD-specific interventions, both in the UK (Moore et al., 2016) and internationally (Arcia et al., 2000). In a review of UK teachers’ own perspectives, Moore et al. (2017) recognise the importance of informed pupil-teacher interactions, and the need for evidence-based interventions to effectively assist educators in their daily practice in the classroom. (more…)

“The government gives me £35 a week to buy food… During the lockdown, my kids do not receive free school meals”

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Blog post as told to Jáfia Câmara, School of Education.

As a refugee and single mother, lockdown in the UK is hard. #HumansofCOVID19

My name is Maria*. I am an asylum-seeker single-mother who escaped to the UK because I felt unsafe in my home country.

My life in the United Kingdom before the pandemic 

I arrived in the United Kingdom two years ago. It was hard for me because I am a single mother. I am alone with my two small kids. Initially, the accommodation and support I received as an asylum-seeker were horrible. I had to share a house with strangers who liked to drink alcohol and smoke. It was depressing. It was horrible. My living conditions are better now, but my children and I have faced many new difficult challenges. (more…)

Education and COVID-19: Is Ghana ready to return to the classroom?

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Blog post by Kenneth Gyamerah, Chevening Scholar, Professional teacher, and Global Youth Ambassador for Education.

Introduction

In March 2020, the government of Ghana announced a countrywide shutdown of schools as a precautionary measure to mitigate the spread of the coronavirus. In response, the Ministry of Education (MOE)  in collaboration with Ghana Education Service rolled out remote learning interventions to provide education for the students. Data from UNESCO as of 29th  May 2020  shows there are 9,696,756 children and youth currently out of school in Ghana due to coronavirus. Of this number, 1,852,028 are in Pre-primary, 4,549,875 are in Primary, 2,851,160 are in Junior High School (JHS) and Senior High School (SHS) and 443,693 are in the tertiary institutions. In this blog, I will examine the MOE’s education response to COVID-19 in Ghana. (more…)

Document Summary Service chart toppers Spring 2020

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Blog post by Helen Aberdeen, Director of the Document Summary Service

What a Spring term it turned out to be for those of us in the education sector! In my role as a PGCE tutor I have been on a steep learning curve getting to grips with all things online. In my other role as Director of the Document Summary Service, things have carried on a more even keel. As we moved into March I had wondered if every report research and guidance report produced would be focussed on the current crisis, but this turned out not to be the case – interesting and useful reports continue to emerge from a wide range of sources. I should also mention that the summaries have become an invaluable resource as out student teachers move to working independently. (more…)

Rebuilding Bristol as a City of Care

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Scene of Bristol harbour
Blog post by Dr Helen Manchester, Associate Professor Digital Inequalities & Urban Futures, School of Education and Bristol City Fellow.

I was today asked to speak at an event organised by the Mayor of Bristol, Marvin Rees and the City Office team that brought together academics and other interested in rebuilding Bristol. I was asked to respond to the following question and thought people might be interested in reading the full text here.

‘Bristol, along with cities all over the globe, is facing an unprecedented health, economic and social crisis. This brings both a challenge and an opportunity to rebuild our city. If we do it well, Bristol will be more inclusive, more sustainable and more resilient in the face of future shocks. If we do it without thinking, falling into old assumptions (ie. badly), the opposite is true. How should we rebuild our city?’ (more…)

The UK needs a new impact agenda

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By Kat Smith Justyna Bandola Nasar Meer Ellen Stewart and Richard Watermeyer
Our new book, The Impact Agenda: Controversies, Consequences and Challenges, examines UK efforts to incentivise and measure research impact via REF2021 and research funding. It’s a strange time for a book to come out and we did think twice about promoting it. However, the COVID-19 pandemic is a startling reminder of both how important (how ‘impactful’) research can be, and also how vexed the relationship between research and policy decisions often is.

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Academic lives are in transition

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Blog by Richard Watermeyer, School of Education, University of Bristol; Tom Crick, Swansea University; Cathryn Knight, Swansea University and Janet Goodall, the University of Swansea
A group of university academics set out to capture and profile academic lives-in-transition as a result of the pandemic. Here’s the results.

The physical closure of university campuses by the Covid-19 pandemic has almost overnight changed “how we do what we do” as academics, and the nature of our daily routines.

In an attempt to capture and profile academic lives-in-transition, we designed a large-scale international attitudinal survey coinciding with universities’ mass online-migration and for which we received an overwhelming response. (more…)

A career change and new perspectives: spotlight on studying for a PGCE at the School of Education

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Today’s blog features Georgia Adsett, current PGCE student at the School of Education. Georgia offers some insight on what made her want to change careers and train to be a teacher, and why she chose the School of Education to continue her postgraduate study.

Hi, I’m Georgia, I’ve lived in Bristol for a few years, previously working in Advertising and Marketing strategy roles before commencing the PGCE. I completed my joint honours degree in BA English and French at the Uni of Southampton which allowed me to live in France for a year and make the most of all the good grub! I spend most of my free time doing art, yoga, cooking and catching up on good books and films. My favourite word is kerfuffle. My worst nightmare would be potholing. I like people with memorable laughs and a cool sense of style. I asked my housemates to describe me in three words, they said: creative, personable and sparky… apparently.

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Alone together? Digital inequalities and the 2020 student experience of higher education

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Dr Sue Timmis: Co-Director –  Centre for Knowledge, Culture and Society, School of Education, University of Bristol

Alone Together was written by Sherry Turkle (2011), a digital ethnographer, and explores how technology is helping to shape what it means to be human. It makes a rather one-sided claim that technology is replacing social interaction and human contact.  Writing in the midst of an unprecedented world pandemic, nothing seems further from the truth.  The need for social interaction is increasing and many of us are seeking ways to exploit technology to achieve this. (more…)