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Winter, C. · White Rose Research Online
In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for…
Avramidis, E.; Bayliss, P.; Burden, R. · White Rose Research Online
This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identified as inclusive by the local education authority (LEA). The study, which formed the second part of a 'bricolage' approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school lev…
Davies, I.; Fulop, M.; Hutchings, M.; Ross, A.; Berkics, M. · White Rose Research Online
We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and England. Contextual matters are described and research methods outlined prior to a discussion of emerging issues. We argue that citizenship in both countries is understood broadly in terms of what it means to be human. The English teachers emphasized community issues …
Kyriacou, Chris; Mylonakou-Keke, Iro; Stephens, Paul · White Rose Research Online
This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their str…
Bingham, A.C.; Delap, L.; Jackson, L.; Settle, L. · White Rose Research Online
This article reflects on methodological and ethical issues that have shaped a collaborative project which aims to chart social, legal and political responses to child sexual abuse in England and Wales across the twentieth century. The etymological problem of searching for child sexual abuse in the historical archive is discussed, given that the term itself i…
Kyriacou, C.; Avramidis, E.; Hoslashie, H.; Stephens, P.; Hultgren, A. · White Rose Research Online
A group of postgraduate (secondary school) student teachers attending a teacher training course in York (England) and Stavanger (Norway) completed a questionnaire at the start (N = 174) and at the end (N = 128) of their course which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of pupil misbehaviour, the strategi…
Jenkins, EW · White Rose Research Online
An earlier paper in this Journal (Jenkins & Nelson, 2005) drew upon the findings of the Relevance of Science Education Project (ROSE) to report the attitudes of students in England towards their secondary school science education. The present paper draws upon the same project to explore what the same students, almost all in their penultimate year of compulso…
Afitska, O.; Clegg, J. · White Rose Research Online
Over the last year the density of learners who speak English as their second or even third language has increased by 1% in all state funded schools in England (NALDIC, 2014). Many of these learn-ers have to acquire English alongside their learning of the National Curriculum. Specific practices have to be put in place to allow EAL learners achieve their best …
Meekums, BVF · White Rose Research Online
This paper reports a pragmatic mixed methods pilot study of teacher perceptions regarding a school-based Dance Movement therapy (DMT) service for six children aged four to seven in a North of England primary school. No previous studies have systematically evaluated DMT in terms of the development of Emotional Literacy (EL), though theoretical support exists …
McCrone, Tami; Teeman, David; Featherstone, Gill; Rudd, Peter; Ahmad, Sophie; Thompson, Hilary · White Rose Research Online
The education sector has experienced significant changes in recent years, for example, workforce remodelling, the move towards academies and the development of extended services through the Every Child Matters agenda. In this context the Training and Development Agency for Schools (TDA) commissioned a research study into how schools engage with change and ho…
Snell, Julia · White Rose Research Online
This paper is based on the results emerging from an ethnographic study of the language practices of 10-year-old children in two primary schools in Teesside, in the north-east of England. It focuses on the children’s use of us for the objective singular first person pronoun. Investigation of the occurrences of singular us in a corpus of radio-microphone recor…
Millar, R. · White Rose Research Online
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curri…
Hart, C.S. · White Rose Research Online
This paper explores the social context of food practices in primary schools in England based on research conducted in 2013-14 as part of the Sheffield School Food Project. Drawing on the capability approach, and social quality theory, the theoretical framework informed a research methodology enabling exploration of ways in which food practices are relate…
Snell, J · White Rose Research Online
This article investigates the indexical relation between language, interactional stance and social class. Quantitative sociolinguistic analysis of a linguistic variable (the first person possessive singular) is combined with micro-ethnographic analysis of the way one particular variant, possessive ‘me’ (e.g. Me pencil’s up me jumper), is used by speakers in …
Evans, CEL; Mandl, V; Christian, MS; Cade, JE · White Rose Research Online
Objective: Nutrient and food standards exist for school lunches in English primary schools although packed lunches brought from home are not regulated. The aim of the present study was to determine nutritional and dietary differences by lunch type. Design: A cross-sectional survey was carried out in 2007 assessing diet using the Child and Diet Evaluation Too…
Braund, M.; Campbell, B. · White Rose Research Online
A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and evidence and the nature of science encountered by student teachers training to teach in the age range 11-16 in schools in England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project d…
Kitchen, MS; Ransley, JK; Greenwood, DC; Clarke, GP; Conner, MT; Jupp, J; Cade, JE · White Rose Research Online
Background The School Fruit and Vegetable Scheme (SFVS) is an important public health intervention. The aim of this scheme is to provide a free piece of fruit and/or vegetable every day for children in Reception to Year 2. When children are no longer eligible for the scheme (from Year 3) their overall fruit and vegetable consumption decreases back to baselin…
Ransley, J; Greenwood, DC; Cade, JE; Blenkinsop, S; Schagen, I; Teeman, D; Scott, E; White, G; Schagen, S · White Rose Research Online
Objective: Evaluation of the impact on diet of the school fruit and vegetable scheme (SFVS). Design: Non-randomised controlled trial. Setting: Infant and primary schools in the north of England. Participants: 3703 children aged four to six years (reception, year 1, and year 2). Intervention: One portion of fruit or vegetable provided per child on each school…
Snell, Julia · White Rose Research Online
This paper is based on the results emerging from an ethnographic study of the language practices of 10-year-old children in two primary schools in Teesside, in the north-east of England. It focuses on the children’s use of us for the objective singular first person pronoun. Investigation of the occurrences of singular us in a corpus of radio-microphone recor…
Kyriacou, Chris · White Rose Research Online
This paper draws upon multidisciplinary research in Europe, particularly at the interface between education, psychology and social work, to explore the extent to which the adoption of a social pedagogic approach in schools can provide a basis for promoting civic engagement. This paper focuses on the use of a social pedagogic approach to addressing the needs …