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Papers by Michael Jopling

Postdigital science and education, Jun 14, 2024

This collective article presents a theoretical kaleidoscope, the multiple lenses of which are use... more This collective article presents a theoretical kaleidoscope, the multiple lenses of which are used to examine and critique citizen science and humanities in postdigital contexts and from postdigital perspectives. It brings together 19 short theoretical and experiential contributions, organised into six loose groups which explore areas and perspectives including Indigenous and local knowledge, technology, and children and young people as citizen researchers. It suggests that this collective approach is appropriate because both postdigital and citizen research are founded on and committed to collaboration, dialogue, and co-creation, as well as challenging the tenets and approaches of traditional academic research. In particular, it suggests that postdigital transformations in contemporary societies are both changing citizen science and humanities and making it more important.

Postdigital Science and Education, Dec 1, 2023

could not have been completed without a team of researchers who conducted interviews across 32 sc... more could not have been completed without a team of researchers who conducted interviews across 32 schools in England. We especially thank Andy Aston for leading this work, as well as Brendan Bartram, Andy Cramp, Debbie Hayes and Lydia Lewis for their very useful contributions and Matt Johnson and Amy Welham for their invaluable project management skills. Finally, we thank Catherine Bassindale for her skilful editing and finishing of this report.

Research papers in education, Feb 20, 2023

This chapter examines how changes to policy and practice in England since 2010 have affected how ... more This chapter examines how changes to policy and practice in England since 2010 have affected how schools work with other agencies to support "vulnerable" children, young people and families. It begins by reviewing how vulnerability has become a ubiquitous term in policy, practice and theory in England and elsewhere in recent years and the difficulties involved in defining vulnerability. Research findings from two reforms, which were both designed to improve provision for vulnerable families, are then discussed in detail. Four factors affecting their success are highlighted: being family-centred and strengths-based; adopting a non-judgemental approach; communication, consistency and coordination; and mediation between family and school. The chapter concludes by advocating a shift towards addressing the multiple, 'empirical realities' of vulnerable children and their families, rather than viewing them as failing, and incorporating such a perspective into the education and professionalization of teachers and other professionals. Changes to policy and practice in England since 2010 have affected how support for those who are commonly referred to as "vulnerable" children, young people and families. After a review of how vulnerability has become a ubiquitous term in policy, practice and theory in England and elsewhere in recent years, this chapter uses research findings from two reforms (involving but not centred on schools), which were intended to improve provision for vulnerable families, to draw out some of the lessons for practice and policy.

Introduction This brief review explores the literature around effective practices in one to one o... more Introduction This brief review explores the literature around effective practices in one to one online tuition. Online tuition is defined here as a tutor teaching a student or students remotely through an online medium, offering what Johnson & Bratt (2009) have termed 'individualised ...

Journal of European Studies, 2002

Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical G... more Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. A hands-on guide which critically explores and scrutinizes research methods used in educational enquiry.

Postdigital Science and Education, Mar 27, 2023

Education 3-13, Jan 7, 2023

Routledge eBooks, Sep 23, 2020

Springer eBooks, 2020

This chapter begins by highlighting the rise of vulnerability as a term in social policy, and the... more This chapter begins by highlighting the rise of vulnerability as a term in social policy, and the three-level approach that is used to examine it. The first level is definitional, examining the possibility of defining vulnerability and vulnerabilities through a consideration of relevant literature and a number of recent policy documents. The second looks at how policy developments in Scotland and England have diverged, particularly since 2010, and how vulnerability has become more central to education policy in England. The third level focuses on practice, presenting research undertaken by authors into a programme developed to support vulnerable children, young people, and families in Northern England as a case study exemplifying some of the factors affecting the effectiveness of

Postdigital Science and Education, 2023

Postdigital Science and Education

11, Dec 31, 2020

The article reports on the key findings from a project that investigated children's perspectives ... more The article reports on the key findings from a project that investigated children's perspectives on their resilience, including whether they had a positive perception of themselves, whether they believed they were resilient and what support was available. The project formed part of an evaluation of Headstart, a programme funded by the Big Lottery (2017-2021) trialling a range of initiatives for improving resilience and emotional wellbeing in six locations in England. To identify shared perspectives, this study used Q-methodology, which provides a means of gathering quantifiable data from highly subjective viewpoints. In 2018, 55 children (aged 9-16 years) in one of the Headstart locations took part in the data collection during community and schoolbased activities. There was a clear message from all of the children that, regardless of their self-perception and support networks, they valued the support they received from others, but they did not value the role others played in tackling adversity in their lives. Other findings include a significant link between family support (and the support from other groups) and the child's self-perception and enjoyment of life. Children with limited or no family support sought the support of friends and Headstart. The paper emphasises the need to ensure there is a collaborative resilience-building approach between adults and children where children are listened too in a range of ways and also encouraged to value the involvement they play in tackling adversity in their lives.

Parliament has officially opened and the Queen’s speech has been delivered. The speech – written ... more Parliament has officially opened and the Queen’s speech has been delivered. The speech – written by prime minister David Cameron – outlined the new government’s ambitious policy agenda for the coming year. From the so-called “snoopers' charter”, to city deals for a “northern powerhouse”, our experts are on hand to explain what it all means.

Postdigital science and education, Jun 14, 2024

This collective article presents a theoretical kaleidoscope, the multiple lenses of which are use... more This collective article presents a theoretical kaleidoscope, the multiple lenses of which are used to examine and critique citizen science and humanities in postdigital contexts and from postdigital perspectives. It brings together 19 short theoretical and experiential contributions, organised into six loose groups which explore areas and perspectives including Indigenous and local knowledge, technology, and children and young people as citizen researchers. It suggests that this collective approach is appropriate because both postdigital and citizen research are founded on and committed to collaboration, dialogue, and co-creation, as well as challenging the tenets and approaches of traditional academic research. In particular, it suggests that postdigital transformations in contemporary societies are both changing citizen science and humanities and making it more important.

Postdigital Science and Education, Dec 1, 2023

could not have been completed without a team of researchers who conducted interviews across 32 sc... more could not have been completed without a team of researchers who conducted interviews across 32 schools in England. We especially thank Andy Aston for leading this work, as well as Brendan Bartram, Andy Cramp, Debbie Hayes and Lydia Lewis for their very useful contributions and Matt Johnson and Amy Welham for their invaluable project management skills. Finally, we thank Catherine Bassindale for her skilful editing and finishing of this report.

Research papers in education, Feb 20, 2023

This chapter examines how changes to policy and practice in England since 2010 have affected how ... more This chapter examines how changes to policy and practice in England since 2010 have affected how schools work with other agencies to support "vulnerable" children, young people and families. It begins by reviewing how vulnerability has become a ubiquitous term in policy, practice and theory in England and elsewhere in recent years and the difficulties involved in defining vulnerability. Research findings from two reforms, which were both designed to improve provision for vulnerable families, are then discussed in detail. Four factors affecting their success are highlighted: being family-centred and strengths-based; adopting a non-judgemental approach; communication, consistency and coordination; and mediation between family and school. The chapter concludes by advocating a shift towards addressing the multiple, 'empirical realities' of vulnerable children and their families, rather than viewing them as failing, and incorporating such a perspective into the education and professionalization of teachers and other professionals. Changes to policy and practice in England since 2010 have affected how support for those who are commonly referred to as "vulnerable" children, young people and families. After a review of how vulnerability has become a ubiquitous term in policy, practice and theory in England and elsewhere in recent years, this chapter uses research findings from two reforms (involving but not centred on schools), which were intended to improve provision for vulnerable families, to draw out some of the lessons for practice and policy.

Introduction This brief review explores the literature around effective practices in one to one o... more Introduction This brief review explores the literature around effective practices in one to one online tuition. Online tuition is defined here as a tutor teaching a student or students remotely through an online medium, offering what Johnson & Bratt (2009) have termed 'individualised ...

Journal of European Studies, 2002

Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical G... more Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. A hands-on guide which critically explores and scrutinizes research methods used in educational enquiry.

Postdigital Science and Education, Mar 27, 2023

Education 3-13, Jan 7, 2023

Routledge eBooks, Sep 23, 2020

Springer eBooks, 2020

This chapter begins by highlighting the rise of vulnerability as a term in social policy, and the... more This chapter begins by highlighting the rise of vulnerability as a term in social policy, and the three-level approach that is used to examine it. The first level is definitional, examining the possibility of defining vulnerability and vulnerabilities through a consideration of relevant literature and a number of recent policy documents. The second looks at how policy developments in Scotland and England have diverged, particularly since 2010, and how vulnerability has become more central to education policy in England. The third level focuses on practice, presenting research undertaken by authors into a programme developed to support vulnerable children, young people, and families in Northern England as a case study exemplifying some of the factors affecting the effectiveness of

Postdigital Science and Education, 2023

Postdigital Science and Education

11, Dec 31, 2020

The article reports on the key findings from a project that investigated children's perspectives ... more The article reports on the key findings from a project that investigated children's perspectives on their resilience, including whether they had a positive perception of themselves, whether they believed they were resilient and what support was available. The project formed part of an evaluation of Headstart, a programme funded by the Big Lottery (2017-2021) trialling a range of initiatives for improving resilience and emotional wellbeing in six locations in England. To identify shared perspectives, this study used Q-methodology, which provides a means of gathering quantifiable data from highly subjective viewpoints. In 2018, 55 children (aged 9-16 years) in one of the Headstart locations took part in the data collection during community and schoolbased activities. There was a clear message from all of the children that, regardless of their self-perception and support networks, they valued the support they received from others, but they did not value the role others played in tackling adversity in their lives. Other findings include a significant link between family support (and the support from other groups) and the child's self-perception and enjoyment of life. Children with limited or no family support sought the support of friends and Headstart. The paper emphasises the need to ensure there is a collaborative resilience-building approach between adults and children where children are listened too in a range of ways and also encouraged to value the involvement they play in tackling adversity in their lives.

Parliament has officially opened and the Queen’s speech has been delivered. The speech – written ... more Parliament has officially opened and the Queen’s speech has been delivered. The speech – written by prime minister David Cameron – outlined the new government’s ambitious policy agenda for the coming year. From the so-called “snoopers' charter”, to city deals for a “northern powerhouse”, our experts are on hand to explain what it all means.

The intention of this chapter is to demystify quantitative research and give readers clear, strai... more The intention of this chapter is to demystify quantitative research and give readers clear, straightforward information about collecting and analysing quantitative data. It does this by clarifying key concepts and terms and illustrating these with examples taken from the author's own research and other investigations. The chapter first explains the concepts of independent, dependent and other variables and why controlling them is important. Three types of quantitative design are then considered: experiments, quasi-experiments and non-experiments, together with notions of internal and external validity. The purposes and limitations of randomized control trials (RCTs) are examined, again with critical reference to real research. In discussing data analysis, readers are introduced to important concepts, including descriptive statistics, central tendency and standard deviation, as well as inferential statistics, statistical significance, effect size, correlation and factor analysis. To conclude, the author recommends that improving understanding of quantitative data can help all researchers to assess quantitative investigations more critically and to integrate use into their own research projects.

Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical G... more Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. A hands-on guide which critically explores and scrutinizes research methods used in educational enquiry.