Julia Everitt | Birmingham City University (original) (raw)
Books by Julia Everitt
Personal Guidance What Works, Nov 13, 2018
This research was commissioned by The Careers & Enterprise Company in summer 2018 to establish wh... more This research was commissioned by The Careers & Enterprise Company in summer 2018 to establish what works in the provision of personal guidance in schools and colleges and to identify the impacts on young people. The research consisted of three inter-related phases:
1. a rapid evidence review of the academic and grey literature which informs what is currently happening within this area;
2. case studies with schools and colleges across England which highlight good practice and the challenges of implementation; and
3. expert interviews with key thought leaders relevant to the area - this builds on the findings from the literature review.
Hanson, J., et al (2019) 'Gatsby careers benchmark north east implementation pilot: interim evaluation (2015-2017)'. Derby: University of Derby., Feb 2, 2019
This report presents interim evaluation findings on the implementation of the Gatsby Benchmarks (... more This report presents interim evaluation findings on the implementation of the Gatsby Benchmarks (herewith referred to as the Benchmarks) for good career guidance with a sample of 16 pilot schools and colleges (herewith referred to as education providers) in the North East of England. These interim findings report progress made against the Benchmarks during the course of the pilot (autumn 2015 to autumn 2017), the enablers and barriers faced, and the impact of the Benchmarks on learners’ career readiness and attainment. The interim findings suggest the following: Timescale - Schools and colleges involved were able to make significant strides towards fully meeting most, if not all, Benchmarks within two years. To date Benchmark 2 (Learning from career and labour market information) and Benchmark 7 (Encounters with FE and HE) have seen the largest increase in the number of pilot education providers fully achieving them. Benchmark 3 (Addressing the needs of every pupil) and Benchmark 4 (Linking curriculum to careers) have the least number of pilot education providers fully achieving them. Positive impact on learners. Learners show an increase in some aspects of career readiness and tentative increases in some aspects of GCSE attainment. Effective implementation of the Benchmarks. This was enabled by the existence of a regional facilitator to support pilot education providers and strong provider leadership and robust organisational infrastructures. Key barriers were a lack of time and space (in the curriculum), a lack of funding and a lack of commitment at senior leadership level, which impacted on achieving a cultural shift in some education providers. Regional impact. The implementation of the Benchmarks is impacting more widely in the region with non-pilot education providers forming links with pilot providers to seek support on developing good career guidance in their settings. Furthermore, wider stakeholders such as local employers and providers of careers education were also using the Benchmarks to review and develop their services to schools/colleges. Emerging challenges: A noticeable challenge was how the term ‘meaningful’, in relation to encounters with employers and employees, was interpreted and how education providers monitor provision of such encounters.
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Scho... more The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are understandably focused upon the standards agenda. Implementing the Government's wishes to make schools available to parents from 8 am to 6pm 48 weeks a year can be seen as an additional burden. Even where an extended schools coordinator has been appointed they can be 'shared' between so many schools that it makes it difficult to meet the needs of all the schools involved. A patchwork of provision means that there is still great confusion and lack of direction in terms of delivery.
This publication looks at the issue of extended schools from a down-to-earth point of view. It understands the difficulties that schools face and the practical implications of what they're being asked to do. It aims to help school staff by providing a bank of resources and ideas which they can select from in order to make the job of delivering extended provision more manageable. It provides ideas and templates for each of the core offers and considers some of the health and safety issues involved. It provides practical assistance in applying for funding, publicising provision and working with other services. In summary, the book will help schools: · develop understanding of where the concept came from and what extended provision actually means · audit current provision and establish what to do next · find the capacity to develop their provision · utilise the experiences, facilities and resources provided by local services, voluntary groups, clubs and associations · develop the core offer of extended activities · develop the role of the extended schools coordinator · find ways of funding the role · evaluate the effectiveness of provision.
Papers by Julia Everitt
Innovations in education and teaching international, Apr 18, 2024
British Journal of Guidance & Counselling, Dec 20, 2019
Teaching in Higher Education, Nov 16, 2022
International Journal of Doctoral Studies
Aim/Purpose: This study examined the perceptions of doctoral supervisors and candidates around ho... more Aim/Purpose: This study examined the perceptions of doctoral supervisors and candidates around how expectations for doctoral supervision are clarified, and the strategies used. Background: Clarifying expectations is recommended in supervisor and candidate handbooks, supervisor training and recognition programme. Formal strategies have been adopted as a blanket approach by some departments, faculties, or universities but little research explores supervisor and candidate perceptions of this practice or available strategies. Methodology: Semi-structured interviews using stimulus material were held with nine supervisors and nine doctoral candidates from a university in England which adopts a team supervision model. Supervisor and candidate dyads were not used. Contribution: This study can be used to consider the process of clarifying expectations. A smorgasbord or selection of strategies is presented, for practice. Findings: Six supervisors were clarifying expectations at the beginning ...
Educational Futures, 2022
This article reports on the findings of a small-scale study that explores the co-ordination of ex... more This article reports on the findings of a small-scale study that explores the co-ordination of external partners into schools and the realities of being involved in this work. The study used one-to-one interviews to explore the perceptions of four school teaching/support staff and 15 external partners from different sectors attached to four schools in England. The findings reveal how the range of co-ordinating roles introduced by government policies are creating a complexity that external partners have to navigate. The focus on academic outcomes and reduced budgets means that the school is perceived as an invited space where external partner access is controlled. The findings highlight how the external partners had their own co-ordinators who were working in parallel to the school-based co-ordinators to overcome these challenges. To connect with schools the external partners highlighted the need to find a decision-maker who might exist in addition to a co-ordinator. Despite capacity concerns in the literature, it was felt the involvement of a headteacher as the co-ordinator was beneficial for quality, value for money and checking of ethos. The conclusion argues that the co-ordinating roles within external partners need to be recognised together with the challenges they are facing when attempting to access schools. Those involved in this work in schools and external partners need to be the right person with shared values and a mutual understanding of the benefit of this work.
Teaching in Higher Education
University of Derby, Dec 1, 2019
University of Derby, Feb 15, 2019
Social Sciences, 2020
Despite the move to state education, policy-makers since the early 1900s have encouraged the comm... more Despite the move to state education, policy-makers since the early 1900s have encouraged the community, external agencies, private companies, employers and voluntary organisations to become involved in schools. The rationales for these collaborations are to address issues (e.g., delinquency, neglect, underachievement and low family support), which will be tackled through activities (e.g., extra-curricular clubs and one-to-one support) and to focus on the social aspects of schooling of wider audiences (e.g., adults). These activities are deemed as beneficial through implementation which is perceived to be issue free. Research is lacking with regard to how these policy responses are played out in practice and the perceptions of those involved. This paper reveals the individuals involved in four case study schools using an audit pro-forma, documentary analysis and interviews with school staff and external agencies. The findings highlight that several individuals were expected to delive...
It is clear the delivery of this agenda is ambitious. Schools have economic and social importance... more It is clear the delivery of this agenda is ambitious. Schools have economic and social importance to communities, but this agenda requires ‘visionary’ leadership. The government acknowledges the ‘challenge’ but informs schools’ locations at the ‘heart’ of their communities, indicates a geographical location primed for success.
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Scho... more The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are understandably focused upon the standards agenda. Implementing the Government's wishes to make schools available to parents from 8 am to 6pm 48 weeks a year can be seen as an additional burden. Even where an extended schools coordinator has been appointed they can be 'shared' between so many schools that it makes it difficult to meet the needs of all the schools involved. A patchwork of provision means that there is still great confusion and lack of direction in terms of delivery. This publication looks at the issue of extended schools from a down-to-earth point of view. It understands the difficulties that schools face and the practical implications of what they're being asked to do. It aims to help school staff by providing a bank of resources and ideas which they can select from in order to make the job of delivering extended provision more manageable. It provi...
There is lack of a discussion regarding the reasons why external agents are invited to contribute... more There is lack of a discussion regarding the reasons why external agents are invited to contribute, aside from it being the right thing to do. I am interested to discover why they are there and what they are there to do.
To investigate the ‘phenomenon’ of these other individuals who have roles and responsibilities fo... more To investigate the ‘phenomenon’ of these other individuals who have roles and responsibilities for the learning and well-being of children and young people in and around schools. Who are they, why are they there and what are they there to do?
The call for sectors to work collaboratively to provide integrated services is not new or unique ... more The call for sectors to work collaboratively to provide integrated services is not new or unique to New Labour; but a combination of previous political approaches assumed to be more inclusive. The rhetoric of partnership is seen as essential to locate solutions to complex problems, with policies focusing on the socially disadvantaged. It could be argued that this thrust of partnership activity in different arenas and contexts highlights the terms’ ambiguity and despite the increased political interest, partnership remains ‘fuzzy’. It is described as the ‘indefinable in pursuit of the unachievable’ and despite the optimism of official documents there is an array of issues including the definition of partnership itself.
Personal Guidance What Works, Nov 13, 2018
This research was commissioned by The Careers & Enterprise Company in summer 2018 to establish wh... more This research was commissioned by The Careers & Enterprise Company in summer 2018 to establish what works in the provision of personal guidance in schools and colleges and to identify the impacts on young people. The research consisted of three inter-related phases:
1. a rapid evidence review of the academic and grey literature which informs what is currently happening within this area;
2. case studies with schools and colleges across England which highlight good practice and the challenges of implementation; and
3. expert interviews with key thought leaders relevant to the area - this builds on the findings from the literature review.
Hanson, J., et al (2019) 'Gatsby careers benchmark north east implementation pilot: interim evaluation (2015-2017)'. Derby: University of Derby., Feb 2, 2019
This report presents interim evaluation findings on the implementation of the Gatsby Benchmarks (... more This report presents interim evaluation findings on the implementation of the Gatsby Benchmarks (herewith referred to as the Benchmarks) for good career guidance with a sample of 16 pilot schools and colleges (herewith referred to as education providers) in the North East of England. These interim findings report progress made against the Benchmarks during the course of the pilot (autumn 2015 to autumn 2017), the enablers and barriers faced, and the impact of the Benchmarks on learners’ career readiness and attainment. The interim findings suggest the following: Timescale - Schools and colleges involved were able to make significant strides towards fully meeting most, if not all, Benchmarks within two years. To date Benchmark 2 (Learning from career and labour market information) and Benchmark 7 (Encounters with FE and HE) have seen the largest increase in the number of pilot education providers fully achieving them. Benchmark 3 (Addressing the needs of every pupil) and Benchmark 4 (Linking curriculum to careers) have the least number of pilot education providers fully achieving them. Positive impact on learners. Learners show an increase in some aspects of career readiness and tentative increases in some aspects of GCSE attainment. Effective implementation of the Benchmarks. This was enabled by the existence of a regional facilitator to support pilot education providers and strong provider leadership and robust organisational infrastructures. Key barriers were a lack of time and space (in the curriculum), a lack of funding and a lack of commitment at senior leadership level, which impacted on achieving a cultural shift in some education providers. Regional impact. The implementation of the Benchmarks is impacting more widely in the region with non-pilot education providers forming links with pilot providers to seek support on developing good career guidance in their settings. Furthermore, wider stakeholders such as local employers and providers of careers education were also using the Benchmarks to review and develop their services to schools/colleges. Emerging challenges: A noticeable challenge was how the term ‘meaningful’, in relation to encounters with employers and employees, was interpreted and how education providers monitor provision of such encounters.
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Scho... more The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are understandably focused upon the standards agenda. Implementing the Government's wishes to make schools available to parents from 8 am to 6pm 48 weeks a year can be seen as an additional burden. Even where an extended schools coordinator has been appointed they can be 'shared' between so many schools that it makes it difficult to meet the needs of all the schools involved. A patchwork of provision means that there is still great confusion and lack of direction in terms of delivery.
This publication looks at the issue of extended schools from a down-to-earth point of view. It understands the difficulties that schools face and the practical implications of what they're being asked to do. It aims to help school staff by providing a bank of resources and ideas which they can select from in order to make the job of delivering extended provision more manageable. It provides ideas and templates for each of the core offers and considers some of the health and safety issues involved. It provides practical assistance in applying for funding, publicising provision and working with other services. In summary, the book will help schools: · develop understanding of where the concept came from and what extended provision actually means · audit current provision and establish what to do next · find the capacity to develop their provision · utilise the experiences, facilities and resources provided by local services, voluntary groups, clubs and associations · develop the core offer of extended activities · develop the role of the extended schools coordinator · find ways of funding the role · evaluate the effectiveness of provision.
Innovations in education and teaching international, Apr 18, 2024
British Journal of Guidance & Counselling, Dec 20, 2019
Teaching in Higher Education, Nov 16, 2022
International Journal of Doctoral Studies
Aim/Purpose: This study examined the perceptions of doctoral supervisors and candidates around ho... more Aim/Purpose: This study examined the perceptions of doctoral supervisors and candidates around how expectations for doctoral supervision are clarified, and the strategies used. Background: Clarifying expectations is recommended in supervisor and candidate handbooks, supervisor training and recognition programme. Formal strategies have been adopted as a blanket approach by some departments, faculties, or universities but little research explores supervisor and candidate perceptions of this practice or available strategies. Methodology: Semi-structured interviews using stimulus material were held with nine supervisors and nine doctoral candidates from a university in England which adopts a team supervision model. Supervisor and candidate dyads were not used. Contribution: This study can be used to consider the process of clarifying expectations. A smorgasbord or selection of strategies is presented, for practice. Findings: Six supervisors were clarifying expectations at the beginning ...
Educational Futures, 2022
This article reports on the findings of a small-scale study that explores the co-ordination of ex... more This article reports on the findings of a small-scale study that explores the co-ordination of external partners into schools and the realities of being involved in this work. The study used one-to-one interviews to explore the perceptions of four school teaching/support staff and 15 external partners from different sectors attached to four schools in England. The findings reveal how the range of co-ordinating roles introduced by government policies are creating a complexity that external partners have to navigate. The focus on academic outcomes and reduced budgets means that the school is perceived as an invited space where external partner access is controlled. The findings highlight how the external partners had their own co-ordinators who were working in parallel to the school-based co-ordinators to overcome these challenges. To connect with schools the external partners highlighted the need to find a decision-maker who might exist in addition to a co-ordinator. Despite capacity concerns in the literature, it was felt the involvement of a headteacher as the co-ordinator was beneficial for quality, value for money and checking of ethos. The conclusion argues that the co-ordinating roles within external partners need to be recognised together with the challenges they are facing when attempting to access schools. Those involved in this work in schools and external partners need to be the right person with shared values and a mutual understanding of the benefit of this work.
Teaching in Higher Education
University of Derby, Dec 1, 2019
University of Derby, Feb 15, 2019
Social Sciences, 2020
Despite the move to state education, policy-makers since the early 1900s have encouraged the comm... more Despite the move to state education, policy-makers since the early 1900s have encouraged the community, external agencies, private companies, employers and voluntary organisations to become involved in schools. The rationales for these collaborations are to address issues (e.g., delinquency, neglect, underachievement and low family support), which will be tackled through activities (e.g., extra-curricular clubs and one-to-one support) and to focus on the social aspects of schooling of wider audiences (e.g., adults). These activities are deemed as beneficial through implementation which is perceived to be issue free. Research is lacking with regard to how these policy responses are played out in practice and the perceptions of those involved. This paper reveals the individuals involved in four case study schools using an audit pro-forma, documentary analysis and interviews with school staff and external agencies. The findings highlight that several individuals were expected to delive...
It is clear the delivery of this agenda is ambitious. Schools have economic and social importance... more It is clear the delivery of this agenda is ambitious. Schools have economic and social importance to communities, but this agenda requires ‘visionary’ leadership. The government acknowledges the ‘challenge’ but informs schools’ locations at the ‘heart’ of their communities, indicates a geographical location primed for success.
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Scho... more The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are understandably focused upon the standards agenda. Implementing the Government's wishes to make schools available to parents from 8 am to 6pm 48 weeks a year can be seen as an additional burden. Even where an extended schools coordinator has been appointed they can be 'shared' between so many schools that it makes it difficult to meet the needs of all the schools involved. A patchwork of provision means that there is still great confusion and lack of direction in terms of delivery. This publication looks at the issue of extended schools from a down-to-earth point of view. It understands the difficulties that schools face and the practical implications of what they're being asked to do. It aims to help school staff by providing a bank of resources and ideas which they can select from in order to make the job of delivering extended provision more manageable. It provi...
There is lack of a discussion regarding the reasons why external agents are invited to contribute... more There is lack of a discussion regarding the reasons why external agents are invited to contribute, aside from it being the right thing to do. I am interested to discover why they are there and what they are there to do.
To investigate the ‘phenomenon’ of these other individuals who have roles and responsibilities fo... more To investigate the ‘phenomenon’ of these other individuals who have roles and responsibilities for the learning and well-being of children and young people in and around schools. Who are they, why are they there and what are they there to do?
The call for sectors to work collaboratively to provide integrated services is not new or unique ... more The call for sectors to work collaboratively to provide integrated services is not new or unique to New Labour; but a combination of previous political approaches assumed to be more inclusive. The rhetoric of partnership is seen as essential to locate solutions to complex problems, with policies focusing on the socially disadvantaged. It could be argued that this thrust of partnership activity in different arenas and contexts highlights the terms’ ambiguity and despite the increased political interest, partnership remains ‘fuzzy’. It is described as the ‘indefinable in pursuit of the unachievable’ and despite the optimism of official documents there is an array of issues including the definition of partnership itself.
The government’s vision of an extended school has meant that a range of activities and services, ... more The government’s vision of an extended school has meant that a range of activities and services, outside of the normal school day, have been accessible through school sites, by a range of recipients, for several years since the concept was adopted. The vision was government funded, which encouraged schools to work collaboratively with other schools and partners, to provide ‘access’ to these services. This meant that not all schools had to offer the full range on their site, but could signpost accordingly within the network of partners that was created. However, the sustainability of this new way of collaborative working to provide services though schools was under question, in the event that the government funding which assisted to deliver this vision was to be reduced. In response, within the education sector, a range of current partnership models were being promoted, as a way forward, to sustain the collaborative approach to the delivery of extended services. Could the formation o...
Education is important for it affords individuals the opportunity to fulfil their potential and c... more Education is important for it affords individuals the opportunity to fulfil their potential and contribute to society. However stark differences exist in the educational achievement levels between different social classes and documented research on the cause; the inter-connected problems which face these children and young people. However their social mobility, or the opportunities they will have, will be markedly affected by their social background. This could blight the poor, bright child, compared to the not so bright, richer counterpart. The solution appears to reside within ‘social policies’ however the Great British Cabinet Office Strategy Unit accepted that by 2000, social mobility had not risen, despite various policies. A current policy example is the Academies Act (2010), which has been selected for analysis and evaluation in this essay. The author chose this policy as it presents a national school improvement option which contrasts against a current structural solution, u...
Hours spent building skills and employability, 2020
Research to measure the time that young people spend on activities in and outside of education wh... more Research to measure the time that young people spend on activities in and outside of education which build their skills and employability.