LSRN 2023 cONFERENCE

aPRIL 22, 2023

Aston conference centre

@LSRNetwork

Welcome to #LSRN2023

We are thrilled to welcome you to our 2023 Learning and Skills Research Network Conference.

This website houses everything from presenter biographies and abstracts, our digital gallery to the conference programme.

Please be sure to share your experiences of our conference on social media, using the hashtag #LSRN2023 (and tag us in it @LSRNetwork).

Conference Programme

KEYNOTE SPEAKERS

Our Presenters

A huge thank you to all our presenters and anyone who has contributed to our digital gallery!

Session A1

Session B1

Session C1

Session D1

Session A2

Session B2

Session C2

Session D2

Session A3

Session B3

Session C3

Session D3

Speak to the floor... raise the roof!

Dr Rebecca Clare

Senior HMI Curriculum OFSTED

Evidence-informed approaches in further education and skills

Biography

Becca is a Senior HMI in the FES Policy Team at Ofsted, where she heads the FES Curriculum Unit. This is her seventh year working for Ofsted. Before that, she spent 30 years working in FES and HE, including in teacher training and as a sixth form principal.

Becca will talk about the importance of evidence-informed approaches in further education and skills, particularly in relation to curriculum design and pedagogy.

Emma Fielding

Principal of Richard Huish College

Joint Practice Development – professional learning communities in post-16 education

Biography

Emma began her career as an educational research assistant at the University of Cambridge and went on to become a school based researcher at Sharnbrook Upper School in Bedfordshire. She spent a number of years supporting teachers with professional research and enquiry and working with secondary school student researchers, championing learner voice as an integral part of school improvement processes. Emma has since worked in the Post-16 education sector for over 20 years in a variety of roles, as a History and Sociology Teacher, PGCE Coordinator at the University of Sussex, Head of Teaching and Learning at Varndean College, Assistant Principal for Academic Studies at Exeter College, Deputy Principal: Curriculum and Quality and then more recently as Principal of Richard Huish 6th Form College in Taunton. She has a career long interest in the provision of high quality professional development and in the meaningful transfer of practice between teachers and student facing staff working together in education. Emma is passionate about the importance of leading quality improvement through Joint Practice Development models and is proud to be part of a blossoming practitioner research community at Huish.

Chantal Brown

Birmingham City University and Sandwell College

Defining Success in SEND

Biography

I have supported young people with Special Educational Needs/Disabilities (SEND) and Social, Emotional and Mental Health needs (SEMH) in a variety of roles for over 20 years, including almost 15 years as a lecturer in Foundation Learning at Sandwell College. I started teaching P/T non-accredited drama whilst studying for my PGCE, whilst juggling two other jobs in education. My role within my setting has evolved greatly since I began teaching, to include curriculum planning and design across a wide variety of subjects and responsibility for a number of key strategic and student-centred initiatives related to SEND. I achieved a Master’s in Professional Practice and Lifelong Education with distinction in 2018, during which my passion for research and policy first formally emerged. I have since been involved with the launch and development of Sandwell College’s own research network (SCRN) and various networks that have emerged through my own research interests. I was awarded UCU’s Transforming Teaching and Learning Scholarship (TTLS), just prior to the pandemic. Engaging in this project has given me the opportunity to continue with practitioner led research primarily about enhancing provision for learners with SEND in FE, and also to participate in conversations in a variety of formats, aimed at dispelling myths about research and to enhance the purpose and profile of researchers in Further Education. Through my involvement in these projects, engaging with other teachers/educators/researchers has become key to my own development. I am particularly keen on the use of media to discuss and converse with others, as such I’ve recorded podcasts discussing my own research interests, shared short videos via the TTLS website on my own progression and research projects and hosted ‘writing room’ events for SCRN. I do find Twitter a very useful resource for prompting discussion and connecting with others which has helped me start to establish my own research profile through this format and LinkedIn. My prior research has discussed the delivery and assessment of Functional Skills for learners with SEND, and the implementation and interpretation of the current SEND Code of Practice (DfE, 2014) for 16 to 18-year-old learners in my setting. My current research interests are related to SEND policy and its implementation in FE, with a strong focus on outcomes for young people with SEND. I am particularly interested in how government policy identifies what a successful outcome is for a young person leaving Further Education and how this is realised by a specific SEND provision

Pip McDonald

Poet in Residence

Biography

Pip is an experimental poet, learning technologist and action researcher. She will be performing and creating poetry on the day. Delegates' words and presentations will be spun into pedagogical poetry. Pip will also be doing a takeover of LSRN's twitter account on the day of our conference.

Note: everyone will be adding to the same document so please do not delete other's thoughts!

Pip in action, performing 'If Research Could Talk'

The final line (cut from the end of the video) reads:

'how do you research yours?'

Biography

Abbie is an artist-teacher working in Adult Community Learning (ACL). She is currently completing her Ph.D. at Norwich University of the Arts, where she is researching the identity transformation of artist-teachers in ACL.

Cairns identifies herself as an artist-teacher and is engaged in art and teaching practices. She is interested in how those who identify as artist-teachers in ACL came to develop their identity.

Abbie is a text-based artist who makes and exhibits work regularly. Her art practice uses language to communicate with audiences inside and outside of gallery settings. Her practice employs shared public language, which can be accessed and interpreted in an infinite number of ways by an audience.

Abstract

This presentation discusses Howard Gruber's network of enterprises, originally used with creative people at work to track and chart various related activities over time. The presentation shows how the tool has potential to be used by anyone with a multifaceted professional identity, to help them achieve goals in different areas.

Alice Eardley

What works in the delivery of GCSE resits?

Biography

Dr Alice Eardley is English Curriculum Manager at Get Further. She has worked in the FE sector since 2016, as an English teacher, manager, and policy maker. After qualifying as a teacher through the Researchers in Schools programme, she has maintained a passionate interest in research-informed curriculum design and pedagogy. She was shortlisted for Tes FE teacher of the year in 2019 for her work on maths and English resits and led a team that was shortlisted for Tes Outstanding Resit Provision in 2020.

Abstract

Through our work with resit providers, we have developed a suite of high-impact research-informed strategies that can boost student achievement in English and maths resits, including goal setting, retrieval practice, worked examples, and purposeful practice. This session will explore the theory behind these strategies and provide practical examples for delivery in the classroom.

Anne Reardon-James

Fit for purpose? Frontline worker perceptions of workplace learning in communication, number and digital literacy: four organisational case studies from hospitality and health & social care sectors in SE Wales.

Biography

Anne has worked in the Further Education sector since 2006, starting out at the WEA (Workers Educational Association), then on to Cardiff and Vale College and the probation/prison service. Anne has been an multiple award-winning project lead for essential/functional skills (literacy, numeracy and digital literacy), ESOL and employability workplace learning programmes. More recently at Panda Education and Training, Anne was awarded Inspire! 2023 Workplace tutor of the year by the Learning and Work Institute, specialising in the delivery of introductory teaching, training, learning and development apprenticeships and assessor courses. Anne is a volunteer editor for the RaPAL (Research and Practices in Adult Literacies) journal and an EdD postgraduate student at Cardiff University, facilitating seminars to undergraduates in education and the social sciences. Anne's research examines how frontline workers in hospitality and health & social care workers understand, learn and apply essential/functional skills. This has involved listening to learners' and employers' views on current qualifications offered and their purpose and usefulness in the workplace. This research advocates a move towards more empowered democratic learner-led models of self and peer learning in the 'flow' of work.

Abstract

This research questions the established skill deficit, formal ‘top-down’ educational programme policy approach to adult literacies used by Welsh and UK Government. Through semi-structured interviews and periods of observation in the workplace, 'real-life' perspectives and insights from frontline workers on emancipatory ways of learning in the service sector were gained.

Catherine Llyod

Putting the Quality in Qualitative

Biography

Catherine Lloyd has worked in the FE sector for 27 years and is currently a Vice Principal at the Bedford College Group. Her research interests include leadership and management and vocational pedagogy within further education.

Abstract

Drawing on a Research Further project exploring the teaching of agriculture in FE, this session considers qualitative research and use of interviews as a method of data collection. Aspects covered will include devising interview questions, the interview process and data collection and analysis, providing useful information for others planning research.

Chiara Colombo

FE Maths Teachers Delivering Maths to ESOL Learners in England: An Action Research (AR) study.

Biography

Chiara has worked in the Further Education sector since 2016. Since then, she has taught ESOL to adults and teenagers. From 2019 to 2021, Chiara also delivered and led Maths for ESOL learners. She is currently working as an ESOL community teacher.

Chiara's research interest topics are those concerning Social Justice, Social Class and Race, Critical Policy, Critical Education, Teaching, Learning and Assessment Theories, Approaches and Principles, and Reflexivity.

Chiara completed a qualitative study concerning ESOL learners' social mobility in England and is now working on an Action Research project concerning Maths teachers delivering Maths to ESOL Learners.

Abstract

This presentation will be about my ongoing Action Research project that investigates how FE Maths teachers deliver Maths to ESOL learners. Through focus groups, teachers will collaboratively explore different problems that arise in their practice, discuss them and solve them through research. I will mostly focus on the methodology and initial findings (if any).

Christopher Barnett

The Game Is Never Won by Standing in Any One Place for too Long

Biography

Chris has worked in the Further Education sector from 2016, having previously taught in secondary schools since 2013. In both roles, he has taught GCSE Mathematics to a diverse range of learners.

He prides himself on using innovative methods to deliver lessons, often involving technology. Chris has a keen interest in Cognitive Load Theory and this has played a big part in his work around teacher positioning, which he is very excited to explore in greater depth.

Abstract

Teachers have stood at the front of the classroom since the advent of the education system. This is mainly due to the presentation technology available being a tether rather than facilitator of learning.

Technology has now advanced, so why haven’t presentation methods?

Here commences the change, welcome aboard…

Debbie Bogard

Writing to Learn

Our Biography

Our Teaching and Learning Community was set up in 2010 to create a space for us to gather as professionals to develop our practice. Over the years, we have brought relevant examples from our teaching to discuss, read and critiqued articles and participated in reciprocal peer observations. The pandemic provided an unexpected impetus for us to grow as we supported each other through navigating a new world of learning. Since then, we have continued to develop our ground-up commitment to teacher-driven professional development and learning. Currently, we are working towards a collaborative endeavour to enliven professional development across the FE sector through the sharing of practice beyond the borders of institutions.

Abstract

Our project explores the use of writing to learn strategies in the classroom, both for learner achievement and teacher development. In this session, we will engage in freewriting and diagrarting through a modelled approach, enabling participants to trial these strategies for their own development and with their students.

Diane Dalby

The impact of a Whole College Approach (WCA) to mathematics on student learning

Biography

Diane is a Senior Research Fellow at the Centre for Research in Mathematics Education, University of Nottingham. She worked in Further Education colleges for over 20 years, in various management and teaching roles, before completing a full-time doctorate at the university and progressing to her current role. Her recent research includes the Mathematics in FE Colleges project and work for the national Centres for Excellence in Mathematics programme, on the Whole College Approach project and the Teaching for Mastery trials. She has researched and written about various aspects of post-16 mathematics but is particularly interested in how different teaching approaches, organisational strategies and leadership influence the student experience.

Abstract

The WCA programme (2021-23) has supported FE colleges to make strategic improvements to their mathematics provision through a structured change process. We will present evidence from 16 case studies to show how increased inter-departmental collaboration and shared responsibility have led to the design of effective interventions to improve student learning.

Dr Lynne Taylerson

AmplifyFE Insights: developing and deploying learning technology to best support adult learners most impacted by the digital divide

Biography

Dr Lynne Taylerson is a Midlands-based teacher educator, researcher and mentor and Director of Independent Provider Real Time Education. She specialises in digital skills and pedagogy and elearning development for initial teacher education and leadership CPD. She explored FE teachers’ informal, online professional learning when completing a Doctorate as part of SUNCETT’s Practitioner Research Programme. Lynne is currently working for ALT/Ufi on the #AmplifyFE project exploring how vocational educators and elearning designers can help narrow the digital divide for learners most impacted by it. She Tweets @realtimeedu.

Abstract

#AmplifyFE’s research engaged elearning managers and designers, vocational educators, teacher trainers and learners in dialogues on how digital learning can support learners most impacted by the digital divide. This event will summarise the research findings and invite participants to offer their perspectives on digital learning design and deployment.

Glenda Dowdell Thomas

Practitioner views of teaching English resits in the post 16 sector

Biography

Glenda had worked extensively in the Welsh secondary and FE sectors. Her background is in PE, Sport Science and Health and Wellbeing. Since 2015, Glenda has been heavily involved in teaching and learning, staff development, supporting and coaching both new and experienced practitioners.

More recently, Glenda is leading a national action research project to embed a culture of curiosity and raise the profile of research in the FE sector. Sitting on the Research College Group steering committee and DfE Teaching and Learning Advisory Group give Glenda the unique opportunity to support those in the FE sector on their research journey and share research in a wider educational context .

Abstract

In 2022, The Research College Group conducted piece of national research to investigate the views of English resit teachers in the Post-16 sector. The research highlighted the unique (and not so unique) issues surrounding English resits for both practitioners and students. The findings fed into a national CPD programme, currently available to FE practitioners.

Hannah Ruth McCarthy

Juggling an FE/HE Habitus

Biography

Hannah is a Course Director and Lecturer within the Carnegie School of Education at Leeds Beckett University. Supervised by Prof Steven Courtney and Dr Miriam Firth, Hannah's PhD research at the University of Manchester thinks with Bourdieusian concepts to interrogate the context of T-Levels and the professional identities of FE teachers.

Abstracts

Parallel Session - Juggling an FE/HE Habitus

The session will begin with a 10 minute summary of my experiences and transitions from FE practitioner-researcher to HE lecturer, exploring the barriers, obstacles, challenges and isolation faced. I will reflect on the isolation of conducting FE-based research within educational research, plus the nuances of transitioning from the FE field to the HE sphere whilst still researching in FE. I will then introduce the purpose of the session, which is to allow space for reflection on the above topic, asking participants to reflect together on their experiences for 5 minutes. The final 5 minutes will move to ideas for further networking and support between practitioners, plus ideas on how to ensure FE research is more visible within HE educational curricula and spaces.

5-minute 'Speak to the Floor' - An exploration of the relationship between ‘T-Levels’ and professional identities within Further Education.

I will use the session to present findings from the first round of my doctoral research interviews. Conducted with FE practitioners from across the country, the PhD research conducts semi-structured interviews with FE practitioners and leaders before crafting these into narrative accounts. Using Bourdieu's thinking tools of 'habitus', 'capital' and 'field' the research project aims to explore the relationship between 'T-Levels' and professional identities within Further Education in England.

Heidi McWade

Technical Tensions

Biography

Heidi has worked in the Further Education sector since 2003, initially delivering vocational animal care qualifications. Since 2010, she has taught on initial teacher education programmes as well as having a quality improvement role within the FE college she works for. Heidi was recently re-accredited for Advanced Teacher Status, conferred through the Society for Education and Training, and has also completed her Doctorate in Education.

Abstract

Heidi’s thesis explored Vocational Lecturers’ professionalism when using technology enhanced learning within an FE college, and this presentation is a product of that research.

Howard Scott and Lewis Shields

‘If it’s broke, fix it.’ The impact of teaching re-sits on professional development

Our Biographies

Howard is a senior lecturer and researcher in post-compulsory teacher education with the University of Wolverhampton, with a background as an English teacher in Further Education and a doctorate in Technology Enhanced Learning.

Lewis is a Lecturer currently working at Walsall College with a special interest in FE research, the impact policy change has on professionalism, and how teaching pedagogy impacts student experience and motivation.

Abstract

Results continue to show the limited success of the compulsory re-sit of GCSEs that many FE college students have to undertake. Through this talk, the presenters will outline their collaboration on a research study that will explore the suitability of the English resit curriculum within Further Education as a transformative sector and how the curriculum shapes the professional practices and values of FE teachers. We talk through our plans for the study as a response to the recent consultation from Secretary of State for Skills Andrea Jenkyns, who finds little demand for alternatives to GCSEs in FE. We argue for a revitalised curriculum that puts creativity and justice, rather than authority and punishment and the “disease of repetitive stress syndrome” (Bowser-Angermann and Draper, 58:2022) at its heart.

Reference

Bennett, P., Lambert, L., & Smith, R. (Eds.). (2022). Rethinking and Reviving Subject English: The Murder and the Murmur. Taylor & Francis.

Jane Kay

Design thinking in GCSE maths planning post 16 – reframing the product

Biography

Jane has been working in further education, teaching and managing GCSE maths for more than 18 years and loves this environment. Alongside delivering a plethora of teacher education, functional skills and GCSE maths in a variety of settings from secondary school, family learning and studio school to sixth form and FE college, Jane has become a specialist in that very specific niche area of GCSE maths, raising the lower grades, where perception plays such a huge role in the confidence and self-efficacy of learners. This became a major theme of doctorate study and Janes PHD thesis which focussed on teachers’ perceptions of numerical skills. This in turn followed on from her Master’s degree where she originally examined: ‘Why does everyone hate maths?’

Abstract

Design thinking as a concept is outlined briefly for the whole group with a rationale. The first stage of design thinking ‘immersion’ is applied to small groups as a task with focus in each: assessment/feedback/curriculum/research/delivery methods/resources for example. The group provides feedback and outlines propositions for ‘design’ ideas from immersion.

Jenny Drain

How can we embed empathy through English texts?

Biography

Jenny has worked in the Further Education sector at Reaseheath college since 2014 having worked in secondary schools previously. Since then, she has become an Advanced practitioner teaching Functional skills English and GCSE across all curriculum areas and has been a teaching mentor for the last 4 years. She attained her Advanced mentoring skills award from the ETF this year. Jenny has worked with outside agencies to develop computer software to assist with writing at GCSE level and has organised writing competitions to increase the confidence and self-esteem of students. During the AP Connect course, Jenny developed her project on Empathy looking at how can we embed empathy through English texts.

Abstract

How can we embed empathy through English texts? Can we teach our students, through the study of English language, to use empathy to show tolerance, respect and acceptance of those not like themselves? Lack of empathy prevents many students from successfully accessing the GCSE English course, what can we do?

Joyce I-Hui Chen

What the BERA Practitioner Research SIG offers and can support you as a practitioner researcher?

Biography

Dr Joyce I-Hui Chen has been working in different educational sectors for more than 20 years abroad and in the UK. Her current job role includes professional development and teacher education, organisational development, and quality improvement at an English further education college. She is a chartered teacher with an advanced teacher status. Joyce is a LSRN co-convenor for East Anglia. She is a Member of the Chartered College of Teaching (CCT) and a Fellow of SET. She is a member and a co-convenor of the Practitioner Research SIG of BERA. She has published several practitioner research projects over the years and was awarded a Doctorate in Philosophy in 2022. Her main research interests are FE policies, practice-focused professional development and learning and practitioner research.

Abstracts

Origami and Reflection - Folding Paper, Unfolding your Mind

Using origami as a medium for reflective practice. This session is a hands-on and interactive session that requires attendees to use origami (the art of paper folding) for reflection. The end artefact will be a collage of origami creation on a tree and a digital display. Click here to explore Joyce's session.

5-minute 'Speak to the Floor' - BERA Practitioner Research SIG

This session will provide an overview of the BERA Practitioner Research SIG and what events and activities are on offer as well as what support is in place for practitioner researchers. BERA magazines (Research Intelligence) and the BERA ethical guides to the event will be available at this event.

Kate Sida-Nicholls

Taking a research inqiry approach to professional learning in post-16 settings

Biography

Kate Sida-Nicholls has been in her current post as Group Director of Professional Learning and Research at Eastern Colleges Group, three post-16 colleges, one FE college and two sixth form colleges since September 2021. Kate has worked in education for over twenty five years. As a secondary school English teacher for eighteen years and as course leader for a SCITT ITE programme across Suffolk and Norfolk for ten years. Her intention is to help teachers develop an authentic confidence about their teaching practice so they know what has an impact on their learners and why and research inquiries is one way of supporting this type of reflective practice.

Kerry Heathcote

DARPA Modelling #DoingDataDifferently: A Critical Realist Perspective.

Biography

Kerry is a chartered psychologist and associate fellow of the British Psychological Society. She has worked in educational institutions and custodial settings for over three decades and is now the Vice Principal Curriculum and Quality at College of West Anglia / University Centre West Anglia. Having spent significant periods working at the heart of very diverse communities and for a time, across both open and secure accommodation for young people, her dogmatic advocacy of lifelong learning and widening participation endures. Kerry actively supports the charitable sector; she is currently involved as a board member at Open Road West Norfolk Trust and volunteer helper at King’s Lynn Night Shelter and 8:56 Foundation. She can also be seen at The Walks in King’s Lynn most Saturday mornings, enjoying the fresh air and company of the resident ducks, as one of the regular KL Parkrun marshals.

Kerry is currently in the final writing-up phase of her part-time, self-funded PhD, looking at the effective and predictive utilisation of routinely collected learning analytics, to inform and support outcomes and social justice for learners, from both strategic and operational perspectives. She is determined to help amplify the further education research voice in a collaborative and supportive manner, having recently launched the College of West Anglia Research and Innovation Forum #CWARIF, with colleagues Joyce Chen and Helen Sims. The monthly online CWARIF is open to all, including students, so don’t hesitate to contact Kerry if you would like to attend, present, or guest chair.

Twitter: @PurpleKerry1969 LinkedIn: Kerry Heathcote

Abstract

This PhD investigated the validity of utilising routinely collected data to support positive outcomes and social justice for learners in further education. It builds upon learning analytics literature, which almost exclusively exists in the higher education sector, currently. The most significant outputs: development of an effective in-house, predictive analytics model; a new intersectional data modelling approach - DARPA.

Katheryn Cockerton

How to get Maths into the Vocational area and have impact.

Biography

Katheryn has been spent the last 4 years researching Maths in FE as a part of CfEM. The work included more than 30 action research teachers in 5 different projects. Katheryn is going to talk about one of the research projects that took maths into vocational areas by using a simple maths tool that vocational teachers can use to support their vocational areas and support the students with their maths. ETF have now adopted this as a recommendation as a part of their CPD on how to get maths into vocational areas.

Kevin Orr

Advice, direction, impact: Connecting research with the people who might benefit from it

Biography

Kevin is Professor of Work and Learning at the University of Huddersfield where his research focuses on further education (FE), and vocational education and training. He was a co-editor of the trilogy of FE and the Twelve Dancing Princesses books. His latest joint publication is an editorial for the Journal of Vocational Education and Training that examines vocational education in relation to patterns of racialisation. He is currently researching Degree Apprenticeships on a project led and funded by the Edge Foundation. Kevin is a former LSRN regional convenor.

Abstract

This session focuses on designing research so that it might inform practice or policy. Specifically, I will discuss the role of expert advisory groups in shaping studies. Who should be on an advisory group and how do you get to join one? What are the features of a successful advisory group?

Laura Kayes

Poverty Inclusive Practice

Biography

Laura is an advanced practitioner with Luminate Education Group's teaching, learning and assessment team. A music and performing arts teacher by trade, Laura now predominately teaches academic writing modules within the college's University Centre. Laura is currently working towards her Doctorate in Education with the University of Sheffield, supported by the Association of College's Research Further initiative.

Abstract

This short presentation will consider how colleges can learn from the theory of cognitive justice to create spaces of inclusion for poverty-experienced learners and staff.

It will briefly outline the research informing the development of Laura's Ed.D research on poverty-informed and poverty-inclusive practice.

Louise Misselke

What will T levels change? The portrayal of technical and vocational education in England: Tensions in policy and a conundrum for lecturers

Biography

Louise is the Principal of a General Further Education College on the island of Guernsey. Starting her career as a nurse and later moving into Further Education teaching Health and Social Care, Louise has always combined study and work. Having worked in Further Education for over twenty years, Louise has been a Principal for the last 6 years. The College in Guernsey is at an exciting time, as the island education system is undergoing a major transformation which will result in amazing new facilities for students. Louise recently completed a professional doctorate in Education on a part-time basis.

Abstract

This session explores the impact of T levels on perceptions of vocational education. Uncovering policy tensions due to significant policy churn, and conundrums for lecturers regarding their professional identity and relationship with employers. The presentation examines the significant role colleges, and lecturers can play to address the ongoing status issue.

Marc Denervaux

Modelling Effective Practice - learning to read by learning to write.

Biography

Marc Denervaux has been teaching for thirty years and has for most of them specialised in A level mathematics. He has also investigated radical democratic methods in and out of the mainstream.

Abstract

Advanced level mathematics students have shown a resistance to problems based on supposedly realistic scenarios exemplified by the recent emphasis on modelling. The session will propose both what has caused this resistance and remedies trialled in the classroom.

Mark Addis

Developing English VET through Social Partnership in Further Education

Biography

Mark is Associate Dean Knowledge Exchange at the Open University and a Research Associate at the Centre for Philosophy of Natural and Social Science at the London School of Economics. He was a Visiting Professor at the Department of Culture and Society at Aarhus University. Mark has published in the areas of Wittgenstein, epistemology, and the philosophies mind and science. He has applied research about know-how and know-that to issues about how vocational education and training should be designed and delivered.

Abstract

English vocational education and training could benefit from adopting and embedding social partnership models, especially ones in which further education colleges have a local and regional anchoring role. The benefits of establishing a coordinated skills system providing coherent local, regional and national pathways for vocational, technical and skilled work are considered.

Masha Apostolidu

Predicting mathematics self-efficacy and anxiety in further education students: the importance of individual psychological variables and perceptions of teachers.

Biography

Lecturer in Mathematics in Lewisham College, London.

Background in management in international charity sector, PGCE with maths specialism including teaching mathematics in primary and secondary schools in the UK and abroad. Entered FE as maths lecturer in 2011 and taught maths across different levels, working with underachieving maths students. developed interest in the role of affective barriers in learning and performance. This experience has led her towards exploring psychological aspects of learning and performance in maths and engaging in research in exploring the role of psychological safety, mindsets and resilience in maths learning. This research underpins her current research as part of her degree in MSc Psychology in Derby University. She also has a keen interest in developmental mentoring and coaching for maths teachers in FE.

Abstract

Further education colleges are facing the challenges of delivering mathematics as a compulsory subject for those that have previously failed to achieve grade 4 in GCSE mathematics. Most commonly reported issues are low level of motivation and affective difficulties such as low efficacy and anxiety. This research is aiming to explore learners' perceptions and beliefs underpinning those constructs in order to further our understanding of learners' behaviour.

Melanie Lenehan

The adult educator in adaptive times

Biography

Melanie Lenehan is the Principal and CEO of Fircroft College, a residential adult education college in Birmingham. Melanie has always worked in the post 16 education sector. She started as a practitioner teaching in higher, further and adult education in the areas of Sociology, Politics and Psychology. Before joining Fircroft College, Melanie spent seventeen years working in a variety of roles for a national adult education charity. She is a passionate climate activist and adult educator and her doctoral research combines both of these by focusing on ‘rethinking the role of adult educators for our times’.

Abstract

We know that our future will require substantial social adaptation to climate and ecological change. What does this mean for adult educators? Mel will present some emerging headlines of what her EdDoc research is uncovering about the role of the adaptive adult educator for our times.

Click here to read Mel's inspiring speech!

Olivia Sills

Where do our learners learn best?

Biography

Olivia works at Coleg Sir Gar/ Coleg Ceredigion, in the Teaching & Learning team. She is program director of the initial teachers training program and the Level 3 teaching award. In addition to this she mentors staff, coordinates and runs CPD and has a focus of digital within the T&L team. Previous Olivia was program director of the Foundation in Art & Design. Before moving to west Wales, she worked at the Institute of Making UCL, Selfridges, and studies at Design at Goldsmiths University. More recently she is undertaking a MSc in Digital Education at Edinburgh University.

Abstract

Tracking and tracing the sociomaterial dynamics of a study area in a rural Welsh college; is space bounded to learning only and can it be multimodal? ‘Place’ can be described as something fixed, ‘space’ can be fluid. Collaborative teaching or Learning markets are becoming more commonplace, consider where do our students learn best? This might be a cafe where distractions are all around but this sometimes makes students concentrate more.

Peter Venables

Temporalities in Further Education.

Biography

Peter is a Lecturer in English who has worked within Further Education since 2017. He recently completed an MA in Contemporary Literature and Culture at Birkbeck, University of London.

Abstract

Drawing upon the work of W. G. Sebald to think about how and why we can resist what he referred to as ‘the inexorable rise of the myth of the progress’, I discuss current discourses around the uses of English in Further Education.

Click here to read Peter's 'speak to the floor... raise the roof speech'!

Professor Samantha Broadhead

Social Justice Through Pedagogic Rights, Access and Widening Participation (WP)

Biography

Professor Samantha Broadhead is Head of Research at Leeds Arts University. Previously, she has worked in many sectors such as: community arts, prison education, Access education and teacher training. Her research interests include access and widening participation in art and design education and the educational sociology of Basil Bernstein (1924–2000). She serves on the Journal of Widening Participation and Lifelong Learning’s editorial board. Broadhead has co-authored with Professor Maggie Gregson (2018) Practical Wisdom and Democratic Education - Phronesis, Art and Non-traditional Students, Palgrave Macmillan. She also has co-authored with Rosemarie Davies and Anthony Hudson (2019) Perspectives on Access: Practice and Research, Emerald Publishing. She has produced an edited book, Access and Widening Participation in Arts Higher Education, Palgrave Macmillan (2022).

Abstract

This paper considers the impact of a Practitioner Research Programme (PRP), delivered by Sunderland University Centre of Excellence in Teacher Training on access and widening participation. An analysis was undertaken of 133 abstracts written by PRP participants that had been submitted to the ETF Annual Research conferences 2018-2020.

Dr Rob Smith

Further education and mental health during the pandemic: the moral impasse of meritocracy

Biography

Dr Rob Smith is a Professor of Education at Birmingham City University. His work explores the impact of funding regimes and marketisation in education. Recent research focuses on transformative teaching and learning in further education and the lived experiences of global majority PGRs in HE. Much of his work is collaborative: researching and writing with teachers and students. His practice is rooted in strengthening the interconnection between education and social justice.

Abstract

This paper presents research into the impact of the COVID-19 pandemic on the mental health and well-being of further education teachers and managers. Key findings were that the funding regime drove a ‘business as usual’ management attitude, intensifying work and eroding pedagogical practice in ways that negatively affected staff’s mental health.

Sarah Marshall

Promoting research and enquiry in Sixth Form Colleges

Biography

Sarah has worked within the Sixth Form sector for over twenty years, predominantly managing and teaching A level Biology, but also teaching BTEC Health and Care and GCSE science. She completed a MSc in Science, Understanding, Research and Education from Bristol University in January 2009. In 2022, Sarah became Head of College teaching and learning at Richard Huish College in Taunton, having been involved with enhancing the quality of teaching and learning across her organisation for many years. One of the aims of this role is to foster a culture of enquiry and reflection amongst Academic and Pastoral staff as part of their evidence-based professional development programme.

Abstract

Last year, at Richard Huish College in Taunton we launched our first, college wide, action research initiative for all teaching staff. This presentation looks at how we planned and supported this, what we have learnt from it, and how we are extending it this year to also include our pastoral and student support team.

Charlotte Marshall

When are you a student? A workshop exploring what it is to be and become a student.

Biography

Charlotte is a Lecturer of Academic Practice at Nottingham Trent University. This work follows a teaching career in Further Education (FE) as a Programme Area Leader (PAL) with teaching responsibilities in English Literature and Sociology. Prior to teaching Charlotte worked as a Communication Support Worker (CSW) supporting D/deaf learners in their education giving her a passion for accessibility and inclusion. Charlotte is completing her doctoral studies at a University of Northampton. The study is making use of a range of lenses including materialism and posthumanism.

As well as presenting in one of our parallel session, Charlotte will also be signing during our keynote presentations.

Abstract

This workshop will invite you to think differently about what it is to be a student by leaning new materialist and posthuman philosophies. Attendees to the session will be invited to respond to provocations of being-becoming students in tertiary education through creative methodologies.

Kayte Haselgrove

BERA Post Compulsory and Lifelong Learning SIG

Biography

Kayte is first and foremost, a mum of two dream boats. She is dedicated to supporting the development of tomorrow’s teachers through her roles as Assistant Programme Lead for the Post 14 PGCE and Cert Ed at the University of Derby and as a Subject Specialist Tutor at the University of Huddersfield. She is also External Examiner for Teesside University and University of Buckingham PGCE programmes. Finally, she is passionate about supporting FE research as a convenor for LSRN and BERA research groups and promoting FE English teacher voices as coeditor for The Use of English. Owner of EduKayte.

Biography

Michaela has worked in the Further Education sector for 32 years, delivering within vocational and technical qualifications in the hair, beauty and media make up industry. During this time, she has managed many curriculum areas, including hair & beauty, catering, travel and performing arts. Since 2017, Michaela has been involved with enhancing teaching, learning and assessment across her organisation. Last year her passion for this landed her the role of developing Teaching, learning, quality and digital innovation across the College. This role has led her to drive for a sustainable College, ensuring all learners, apprentices, staff and external stakeholders work on an academic year long research project to improve sustainability within their vocational areas, sharing these at a College fair to celebrate their sustainability journey.

Jackie Rossa is an education and quality improvement consultant, teacher educator, author, creator of spaces to think and an experienced senior leader and inspector.

She is a fellow member of SET and an associate of FETN (Further Education Tutorial Network). Jackie works with providers to improve the quality of their provision with a strong focus on the development of ‘happy, healthy, confident and capable learners and staff’. Jackie has most recently supporting Chesterfield college to bring about improvements in teaching and learning, with a strong focus on developing the skills, characteristics and habits of mind that enable learners and staff to grow and thrive.

Abstract

What the flower...? A provocative tale of people doing and earning together. How the power of simply noticing and wondering with genuine curiosity created a vibrant ecosystem that enabled staff and learners to thrive. This is a story of authentic, genuine, collaboration leading to positive and lasting impact.

Gwyneth Allatt and Nena Skrbic

Confronting the "normative" perspective in Initial Teacher Education programmes for the post-16 sector

Biography

Nena was a teacher in the FE and Skills sector for over 20 years. Her doctorate is in English Language and Literature and her career began teaching English to ESOL learners and native speakers in an FE environment. Her journey into training other teachers began in 2005. One of Nena’s key research interests is teacher education and the preparation of trainee teachers for practice and she has written about the issues surrounding this topic in a number of publications, including a best practice guide for practitioners in the FE and Skills sector and for those involved in professional organisational learning. Nena is Head of Division (Lifelong Learning) at the University of Huddersfield.

After graduating with a degree in English with History from the University of Lancaster, Gwyneth worked as a college librarian before moving into teaching, first as a teacher of adult literacy then as a teacher educator. Her doctoral research focused on adult literacy and the various ways in which literacy may be conceptualised and since completing her thesis she has contributed to a number of journal articles and a book chapter on this subject. Currently, her research interests lie in the use of learning theory within the initial teacher education curriculum for the Lifelong Learning Sector. Gwyneth is a Senior Lecturer and Course Leader for the Pre-service PGCE (Lifelong Learning programme at the University of Huddersfield.

Abstract

Our research explores the learning theories commonly used in teacher education for the post-16 sector in England and identifies a range of more culturally pluralistic perspectives on learning through which to contribute to the development of an inclusive ITE curriculum. Our presentation will share the early findings from our study.

Stacey Salt, Dr Amanda Benson and Ali Longden

Eau de Co-operation – An exploration of the essence of our teaching and learning approach through the lens of co-operation and the analogy of fragrance distillation.

Biography

Amanda has been with the College since 2016 and has worked across projects and research as well as learning. As Curriculum Development Manager, Amanda plays a key role in designing and delivering our learning programmes. Both a practitioner and researcher who has significant international experience in the world of co-operatives, Amanda also has a strong commitment to adult and community learning and has extensive experience of offering pastoral support to students in all educational settings. Prior to coming to the College, Amanda worked in community development in the UK, supporting adult learners through community training and mentoring.

Before joining the Co-operative College in June 2022, Stacey worked for many years in the public and private sector, before starting her career in education in 2016, wanting to share her passion and experience of business and management in the further education sector, to help young people and adults achieve their goals. During her time in FE, in addition to teaching, Stacey has led projects to develop teaching and learning practices, as well as coaching and mentoring teachers across a wider sector. Her values-based approach and passion for social justice are what has led her to the College. Stacey is a keen writer and researcher with an interest in empathy and equity for everyone in education.

Abstract

Many of the practices and methods that we use to deliver our co-operative learning are not new, or even unique to the Co-operative College. They result from a combination of participatory learning theories and practices, as well as the addition of the skills and experiences of both our staff team and our learners themselves. The session will explore the essence of co-operative learning and an opportunity to share our findings so far.

A huge thank you to all of today's presenters!

LSRN 2023 Digital Gallery

Abbie Cairns

Dual Identities

Don't forget to check out Pip's Poem, If Research Could Talk!'

Post Conference Publication

What is the focus of the publication?

The publication picks up on the conference theme of the uses of research in further education. Further education should be understood in its broadest sense – to encompass adult and prison education, education in voluntary settings, through private providers, and so on. The uses of research may be similarly broad. You may want to consider how your research has shaped your practice as a teacher or educator, or how it has affected the practice of others. Your focus may be more personal, considering the impact of research on your own development or thinking. You may challenge or support the notion that research necessarily has a ‘use’ that can be clearly identified. You may take a wider view on the factors shaping research in the sector.

What should be the focus of my article?

The primary role of your article is to communicate your research to the reader. Your research may be at any stage – it doesn’t have to be completed. We also welcome articles addressing methodology or other issues associated with conducting research.

Can it be a collaboration?

Yes, but with a maximum of two authors.

Who is the intended audience?

This publication is aimed at practitioners and researchers across the further education field. Like the attendees of the conference, they may work in FE or HE,

or for other bodies that produce and make use of FE research. You can assume some knowledge of further education and of the language associated with research.

How many words do I need?

Submissions should be between 800 and 1000 words. This does not include references but it does include titles.

What format should I use?

Use Word with Arial font, size 12, double line spacing.

Are any alternative submission formats possible?

If you would like to submit a 3-minute audio recording instead, please get in touch for further guidance.

What is the deadline for submissions?

All articles must be submitted as a Word attachment to jo.fletcher-saxon@asfc.ac.uk by Monday 31 July 2023 using the subject line LSRN publication.

If you have any queries or would like to speak to someone about your ideas before submission please contact Jo on the email above.