International Research Students: reflections on PhD supervision (DVD and resource booklet)
As part of a teaching Fellowship project led by Anna Magyar and Anna Robinson-Pant, this DVD was developed with doctoral students from across UEA. The DVD has a double purpose in terms of introducing new doctoral students to UEA supervision and research practices (through the students' perspectives on their experiences), and it can be used as a training resource for doctoral supervisors. The DVD is divided into nine separate sections addressing key issues and questions raised by the group of doctoral students who were involved in the project.
These themes include: expectations of supervisor and supervisee; differences in academic research cultures; researching and communicating across cultures, disciplines and methodologies; and researching and writing in a second language. A resource booklet accompanies the DVD, incorporating other data from the research project and introducing activities for training sessions.
The DVD and resource booklet are available for £10 (contact email@example.com).
Please either firstname.lastname@example.org with your request and an invoice will be sent with the publications, or make a cheque (Pounds Sterling) payable to "University of East Anglia" and post with your request to:
University of East Anglia
Norwich NR4 7TJ
Cox, S. & Robinson-Pant, A. (2006) Children Decide: Power, Participation and Purpose in the Primary Classroom.
This research project (funded by CfBT) explored children's participation in decision making and aimed for children and teachers to develop a more collaborative approach to making decisions that affect children's lives in primary schools. The project was carried out in six Norfolk primary schools and engaged with current debates on student voice, participation and primary pedagogy and was innovatory in involving children as action researchers.
Cox, S. & Robinson-Pant, A. (2003) Empowering Children through Visual Communication.
This research project (funded by the CfBT) explored how visual means could be used to improve communication amongst children and between children and adults in the primary school. Drawing on a methodology known as PRA (Participatory Rural Appraisal), the project encouraged children and teachers in three Norfolk primary schools to experiment with visual ways of enhancing communication, participation and decision making within school council meetings. This report gives teachers detailed ideas for facilitating school and class council meetings, based on the project's findings.
(69pp) ISBN 0-9539983-7-1
Elliott,J; Zamorski,B; & Shreeve,A(2002) Norwich Area Schools Consortium (NASC) Final Report to the Teacher Training Agency
Exploring the pedagogical dimensions of dissafection from learning through collaborative research. (132pp)
ISBN 0 9539983 5 5
Elliott,J; McKee,A; Hand,C; Schostak,J; & Watts,M (2002) Educating the GP in a primary care-led NHS (EDGE)
£7.00, Final Report (165pp) ISBN 0 9539983 3 9
£3.00, Executive Summary (18pp) ISBN 0 9539983 4 7
O'Hanlon,C.; Teggin,M.; & Walker,B (2001) Young People Achieving their Potential in Rural Norfolk?
A study commissioned by Norfolk Careers Service. The report presents the findings of an investigation into the opportunities and barriers that young people in rural Norfolk experience as they make their transition from schooling to work and training. (51pp) ISBN 0 9539983 1 2
Zamorski,B. (2000) Research-Led Teaching and Learning in Higher Education.
This document reports on the Research-Led Teaching and Learning Project, which took place in the University of East Anglia during the second semester of the academic year 1999/2000. It was supported by the University through the HEFCE Learning Teaching and Quality Development Fund and set out to investigate the reality of University rhetoric (public and private) concerning the relationship of research to teaching. (66pp) ISBN 09539983 0 4
Walker, B. (1994) No-one to talk with: Norfolk young people's conversations about sex. Norwich: CARE, University of East Anglia.
Young people report that they learn most about sex from conversations with friends. But just how informative are these conversations? This report begins with short biographical stories detailing some young people's information-gathering experience. It investigates what is talked about and what is not, who is included and who excluded, and concludes that these conversations leave much to be desired as an information-gathering strategy. The report ends by looking at the fit between these research findings and peer education programmes.
Fox, J., Walker, B., and Kushner, S. (1993) "It's not a bed of roses" Young Mothers' Education Project Evaluation Report. Norwich: CARE, University of East Anglia.
This report evaluates a peer education project whereby young mothers were trained to run peer education sessions in schools and youth clubs, passing on information concerning contraception and the realities of young parenthood. It includes short biographies of some of the young women involved, a description of their training as peer educators, and accounts of the peer education sessions from the points of view of those attending and the young mothers themselves.
Schostak, Jill (1993) Thinking About Qualitative Research. Norwich: CARE, University of East Anglia
This booklet has been written as one introduction to the methodology of qualitative research, using, for the most part, dissertations held in the Curriculum and Learning Resources Centre, School of Education, UEA, as well as the publication The Cambridge Journal of Education.
Frankham, J. (1993) Parents and Teenagers. Understanding and Improving Communication about HIV and AIDS.
This report describes the research conducted as the basis for ³Not Under My Roof² (see above). The report summarises the main difficulties that parents and teenagers experience when discussing sexuality with one another.
Frankham, J (1992) Not Under My Roof: Families Talking about Sex and AIDS. Horsham: AVERT.
This book looks at the subject of sex and AIDS education in the family in a new way. It is based on research with parents and young people and it allows the reader to 'see inside' several families and consider how they are dealing with the subject. The book throws light on some of the issues and difficulties associated with talking about sex within families, and will help parents to think about their approach in terms of what suits them, their children and their circumstances.
The first part of the book contains the stories of five families, interspersed with the words of other parents and young people. There is also an account of how these families have tackled the subject of HIV and AIDS. The second part of the book contains discussion sheets. These have been designed primarily for use by those who work professionally with parents or young people (such as Health Promotion Officers, Youth Workers and Teachers) but it is hoped that parents will also find them of interest.
Kushner, S. (1992) The Arts, Education and Evaluation: an introductory pack with practical exercises.
This pack goes along with the second information pack in the Arts Council 'Partners¹ series and provides a more in-depth look at evaluation for the arts in education. It is produced as an aid to artists and educators to help start doing self-evaluation or to commission an evaluation. It takes a critical but constructive look at evaluation, inviting people to use it to improve professional understanding and as an aid to accountability - but also highlighting perils and potential difficulties. Most of the sections include practical exercises - many of them designed for groups of artists and educators to work on together. This pack, then, can be used as a basis for individual learning and reflection or for group workshops. The pack leans heavily towards naturalistic (qualitative) evaluation encouraging people to use conversation, natural observation, thinking time, diaries, coffee breaks, notice boards and critical friends to find different ways of seeing what they do.
Schostak, J F (1991) Youth in Trouble: educational responses. London: Kogan Page.
Educational responses to young people 'at risk' are failing to address the complexity of adolescent experience. The contributors to this volume believe that, to be effective, schools will need a thorough understanding of the attitudes young people have towards problems such as alcohol, drugs, arcade-gambling and AIDS.
Such problems are part of everyday life - and so is the 'trouble' that often goes with them. Too often, though, trouble is seen as being outside the mainstream, the concern of specialists, the subject of containment, punishment or therapy. Only by accepting trouble as a facet of ordinary living - as a product of pervasive social processes - is there some chance of helping vulnerable adolescents to avoid violence, drug addiction and sexual exploitation.
Drawing heavily on first-hand accounts, the book seeks to distinguish between the coercive nature of 'schooling' and the liberating potential of true education. The contributors set out a framework for change, dealing with issues such as:
- punishment and the 'dangerous classes'
- the bearing of gender and race
- youth sub-cultures and their moral values
- the influence of AIDS, gambling and drug addiction
- the economic versus the possible in educational responses.
This book will be of interest to school teachers, sociologists, social workers and all those willing to consider a fresh approach to Britain's troubled youth.
Kushner, S. (1991) The Children¹s Music Book
What do children think about music and musicians? What do they think is educational about working with professional musicians? How do we go about finding out?
Performing musicians and schools: the combination is compelling and full of promise for the musicians, teachers and children. We all would have little difficulty in thinking how the combination might best be exploited - and this would probably include developing creativity, broadening access to the arts, offering a rare resource to schools, professional reform of the music profession or the professional development of teachers. These are adult ways of thinking about things and they are, understandably, positive and undeniably wholesome.
But the realities of interactions between professional musicians and children turn out to be more complex the likely 'effects¹ and promises far-reaching and challenging - especially when considered from the point of view of children.
Frankham, J & Stronach, I (1990) Making a Drama Out of a Crisis: An evaluation of the Norfolk Action Against AIDS health education play 'Love Bites'. Norwich: CARE, University of East Anglia.
This report considers the effectiveness of a participatory style of educational drama - 'Love Bites' - as a health education initiative. The initiative was funded by Norfolk Action Against AIDS and cost £30,000.
The initial questions of the evaluation were:
- What were the 'moral and sexual beliefs surrounding young people's thinking about AIDS' before they saw the play?
- How well did the play communicate with teenagers?
- How effective was it in influencing their attitudes?
- Did it go beyond superficial attitude change and influence long-term belief and/or behaviour?
A special effort was made to understand the culture of young people's sexual behaviour. Considerable time was spent in collecting data that would reveal their knowledge of HIV and AIDS, their attitudes in relation to this information, and what their surrounding sexual beliefs and values implied for their actual or potential behaviour. If the evaluation has something to offer to Health/Sex Education in the longer term future, it may be in an exposure to current general attitudes and ways of behaving in sexual relationships so that future initiatives can be more firmly based on the reality of teenagers' lives and their sexual experiences and values. This information is contained in Section One of this report. Data for this section of the report were collected before the young people had seen 'Love Bites'. A consideration of the impact of the play on their thinking is contained in Section Two of the report.
MacDonald, B. et al (1990) Studies in Police Training: An Evaluation of Police Recruit Education in New South Wales (Australia)
Stronach, I. & MacDonald, B. (1990) Making a Start: The Origins of a Research Programme
An evaluation of the origins and selection procedures involved in setting up an ESRC research programme. A First Report from the independent evaluators of the ESRC Research Programme 'Information Technology in Education¹ (InTER)
Norris, N. (1990) Understanding Educational Evaluation. Published by Kogan Page in association with the Centre for Applied Research in Education.
£19.50 HB (£12.00 PB)
This book is about educational evaluation and the key ideas that have shaped its theory and practice. Focusing mainly on the British and American experience, the book aims to improve our understanding of educational evaluation by examining its origins, history and modern methodology. The idea that institutions and cultures can be moulded through experimentation and research is one of the hallmarks of twentieth-century social thought. Educational evaluation is one expression of the idea of harnessing science for the improvement and effective management of social affairs. In comparison with the US experience, educational evaluation in Britain has been a modest activity, largely seen as an adjunct to educational research and development.
Part One provides an account of the US experience, while Part Two charts its influence on British developments such as the Technical and Vocational Education Initiative and the National Development Programme in Computer-Assisted Learning. Part Three examines the current debates on the subject, covering issues like: What is the difference between evaluation and research? What roles do utility and social responsibility play in evaluation? What are the models, metaphors and paradigms most useful to evaluation?
Kushner, S. (1989) A for Arts: evaluation, education and arts centres
Evaluation of the National Association of Arts Centres education programme. This report edits together a series of smaller evaluations of arts centre projects in such a way as to help people think about how to do evaluation. It includes discussion of the purposes of evaluation as well as of a range of methodological issues.
Donaldson, P., Jennings, J., Layton, J., Stronach, I. & Wood, M. (1988) Teacher Development: A teacher-centred report
This report gives teachers¹ perceptions of their jobs, careers, and development needs in Norfolk. It details their prescriptions for teacher development and effective INSET and offers a 4-stage model of that development. The Report is relevant to anyone wishing to understand the development needs of teachers throughout their careers and is a readable and lively resource for INSET.
Stronach, I. (1988) TVEI in Caister High: A Case-study in Educational Change, Part 1 of the Norfolk TVEI Final Report
This case-study examines the pressures for and against change in a secondary school adapting to TVEI innovations. It interprets the reactions of groups of staff to the managerial, technological and pedagogical changes, as well as providing a detailed practical critique of student-centred learning. The study is of interest to students undertaking case-study and to INSET providers wishing to use case-study as a basis for developing skills in the management of change.
Kushner, S. (1986) Working Dreams: Innovations in a Conservatoire
In 1984 the Guildhall offered a new course to link the school and community - in musical encounters in hospitals, prisons, community centres and units for the handicapped. The evaluation for this innovation was funded by Leverhulme. The reports include accounts of improvised music-making in a hospice, interactions between the elite conservatoire and a 'street level¹ music academy and insider accounts of success and failure in the 'fame-game¹.
Barrett, G. (1986) Starting School: An Evaluation of the Experience
The final report of a project commissioned and funded by the Assistant Masters and Mistresses Association, it presents a case study and a broader based analysis of children¹s¹ responses to starting school, raising issues of policy, funding, and curriculum, highlighting implications for parents and for Initial and In-service training of teachers.
Kushner, S. & Logan, T. (1984) Made in England: an evaluation of curriculum in transition
CARE Occasional Publications No 14. This book looks at curriculum for adolescents through the eyes of an action research project and its evaluation. At the core of the book are three school case studies which focus on teacher and student perspectives. There is a preface by Bill Law on the future for career counselling and a chapter on the characteristics and dilemmas of the Careers Service.
Norris, N. & Sanger, J. (1984) Inside Information
CARE Occasional Publications No 13. The account of the evaluation of the Information Skills in the Curriculum Research Unit Project, based in ILEA 1972-1982. It traces the impact of the innovation in a group of schools whilst reflecting upon the evaluation support process.
May, N. & Rudduck, J. (1983) Sex-Stereotyping and the Early Years of Schooling
Rudduck, J. (1983) The Humanities Curriculum Project: An Introduction (revised edition).
Rudduck, J. & Sigsworth, A.(1983) Partnership - an exploration of the student tutor relationship in teaching practice
MacDonald, B., Adelman, C., Kushner, S. & Walker, R. (1982) Bread and Dreams - a case study of bilingual schooling in the USA
CARE Occasional Publications No 12. An in-depth study of a bilingual/bi-cultural school in Boston including an analysis of the politics and legislation which saw its creation. Three shorter school studies complement the analysis and the book ends with concluding sections on language policy, curriculum development and a political overview. There is a final section on implications for Britain and an appendix on case study methodology. (284 pages A5).
Hopkins, E. & Bell, A. (1980) MACOS in an East Anglian School
CARE Occasional Publications No 11. MACOS was introduced in the school in 1976-1977 and formed the basis of about a quarter of the timetable for third form pupils. In 1977-78 an evaluation was conducted by Eric Hopkins and Adrian Bell of Keswick Hall College. Information was gathered through questionnaires and interviews. The report of the evaluation should be very useful to teachers who are concerned to undertake their own evaluation in their own schools. The evaluation design closely followed the approach adopted by the MACOS curriculum development team and described in Evaluation Strategies, one of MACOS 'Teacher Guides¹.
Simons, H. (Ed) (1980) Towards a Science of the Singular, (1984 reprint)
CARE Occasional Publications No 10. A collection of theoretical and methodological papers on naturalistic forms of enquiry, with particular focus on case study.
Verma, G.K. (Ed) (1980) The Impact of Innovation
CARE Occasional Publications No 9. (Vol 1 of the revised edition of Towards Judgement) A selection of evaluation papers about the Humanities Curriculum Project including an updated final account of the measurement programme.
Higgins, T. (1979) Teaching about Controversial Issues in Catholic Schools
CARE Occasional Publications No 7. This book is an account of the Catholic Schools Humanities Project. Chapters cover Catholic teacher opinion of the project, teachers¹ judgements, pupils¹ comments, the evaluation programme and its findings.
MacDonald, B. (1979) The Experience of Innovation
CARE Occasional Publications No 6 (Vol 2 of the revised edition of Towards Judgement). Previously unpublished material consisting of evaluation reports and two case studies. ISBN 0 904510 06 9
Sikes, P.J. (Ed) (1979) Teaching about race relations
Rudduck, J. (Ed) (1979) Learning to Teach Through Discussion (1981 reprint)
Book £5.75, Tape and book £8.75,
CARE Occasional Publications No 8. A book compiled by HCP teachers, that provides an introduction to the style of discussion developed in the Humanities Curriculum Project. Chapters: The pupils and students find discussion difficult the role of the teacher in discussion the discussion of issues using evidence in discussion 'understanding¹ as an aim in discussion observing behaviour in the discussion group. An accompanying C90 tape has extracts from HCP discussions in different classrooms.
Jenkins, D., Kemmis, S., MacDonald, B. & Verma, G.K. (1977) Racism and Educational Evaluation
Norris, N. (Ed) (1977) SAFARI Two: Theory in Practice (1985 reprint)
CARE Occasional Publications No 4. Papers on the practice of evaluation research and its implications for the ongoing design of appropriate strategies and theoretical frameworks. A contribution towards the explication of the role of theory and its practical application.
MacDonald, B. & Walker, R (Ed) (1974) SAFARI: Innovation, Evaluation, Research and the Problem of Control (1978 reprint)
Methodological Issues in Fieldwork.
Lawrence Stenhouse Memorial Lectures
- Elliott, J. (1988) Education in the Shadow of the Education Reform Act
- Kemmis, S. (1989) Some Ambiguities of Stenhouse¹s Notion of ³The Teacher as Researcher²: Towards a New Resolution
- Simon, B. (1990) The National Curriculum, School Organisation and the Teacher
- Edwards, T. (1991) Uncertain Knowledge and Indeterminate Practice