helen hendry - Academia.edu (original) (raw)
Papers by helen hendry
Routledge eBooks, Jul 11, 2022
Routledge eBooks, Jul 11, 2022
This brief summarises findings from an extended literature review on the current status of early ... more This brief summarises findings from an extended literature review on the current status of early childhood development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on training different cadres in delivering early childhood development at scale in low-resource contexts. The work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of Wollongong and University College London. The following overarching questions guided this study: • To whom does the term ‘ECD cadre’ most usefully apply, given the wide range of settings and aims of early childhood development programmes? • What are expert views on essential knowledge and skills required of ECD cadres working in different contexts? • What are expert view...
Palgrave Communications, 2020
There is a continued fascination with all things monster. This is partly due to the popular recep... more There is a continued fascination with all things monster. This is partly due to the popular reception of Mary Shelley’s Monster, termed a ‘new species’ by its overreaching but admiringly determined maker Victor Frankenstein in the eponymous novel first published in 1818. The enduring impact of Shelley’s novel, which spans a plethora of subjects and genres in imagery and themes, raises questions of origin and identity, death, birth and family relationships, as well as the contradictory qualities of the monster. Monsters serve as metaphors for anxieties of aberration and innovation (Punter and Byron, 2004). Stephen Asma (2009) notes that monsters represent evil or moral transgression and each epoch, to speak with Michel Foucault (Abnormal: lectures at the Collège de France, 1975–75, 2003, p. 66), evidences a ‘particular type of monster’. Academic debates tend to explore how social and cultural threats come to be embodied in the figure of a monster and their actions literalise our deep...
Education 3-13, 2020
His research interests include the transition from early childhood education to compulsory school... more His research interests include the transition from early childhood education to compulsory school, the relationship between these phases of education and the role of play-based pedagogy. His PhD research focuses on how settings in different sectors, maintained and independent, approach the transition from early childhood education to compulsory school.
Journal of Further and Higher Education, 2018
Literacy, 2019
Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newl... more Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy.
The Sustainable Development Goals (SDGs) signal a greater focus on inter-sectoral, collaborative ... more The Sustainable Development Goals (SDGs) signal a greater focus on inter-sectoral, collaborative approaches to ensuring that all human beings can fulfil their potential in dignity and equality. This is reflected in the current global concern with promotion of holistic, community-based programmes to support early childhood development and wellbeing – widely referred to as ‘early childhood development’ (ECD). Within this context, the study reported here sought to achieve consensus among 14 global experts on training needs for three groups of personnel (‘cadres’) involved in delivery of early childhood development (ECD) programmes. The three cadre groups, identified via a comprehensive review of literature on current issues in the provision of ECD, comprise delivery of education, health and community-based early childhood interventions across a diverse range of low resource settings. The study responds to a gap in knowledge on training needs for ECD cadres, associated with a serious de...
British Journal of Educational Studies, 2018
This accessible and thought-provoking text offers a satisfying blend of theory, research and peda... more This accessible and thought-provoking text offers a satisfying blend of theory, research and pedagogy relevant to supporting 2-year-olds using schematic learning. Brierley and Nutbrown rightly argu...
Education policy in England requires student teachers to demonstrate effective teaching of early ... more Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify. However, central monitoring of student teacher satisfaction in initial teacher education (ITE) indicates that some students feel inadequately prepared to teach reading as they enter the profession. Furthermore, recent policy changes to ITE on postgraduate routes have increased time in schools and reduced time in the university. In this challenging climate, little is known about how student teachers develop knowledge, understanding and practice for teaching early reading whilst moving between the different learning environments of schools and university and how they adapt to the first term as newly qualified teachers (NQTs). This research used a longitudinal, collective case study design involving seven lower primary (3–7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East...
Improving Schools, 2016
The research explores the views of teachers about how their teaching is evaluated by others. The ... more The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation-inspection) are considered, linked to findings and ideas reported in the literature. The study was undertaken using interviews (which included reflection on critical incidents during inspection), and incorporated the use of drawings as a research tool. Much of the data gathering and analysis was undertaken by five Third Year undergraduate Education Studies students working under the direction and tutorage of the author. The findings validated those reported in the literature about the negative experiences of external evaluation (inspection) and point towards ways in which these might be reduced. The use of drawings alongside semi-structured interviews proved to be a particularly powerful means of eliciting teachers' thinking and feeling. The involvement of undergraduates as coresearchers provided them with a rich and authentic opportunity to gain insights into the professional world of teachers which they were preparing to join.
Early Years Educator, 2010
Routledge eBooks, Jul 11, 2022
Routledge eBooks, Jul 11, 2022
This brief summarises findings from an extended literature review on the current status of early ... more This brief summarises findings from an extended literature review on the current status of early childhood development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on training different cadres in delivering early childhood development at scale in low-resource contexts. The work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of Wollongong and University College London. The following overarching questions guided this study: • To whom does the term ‘ECD cadre’ most usefully apply, given the wide range of settings and aims of early childhood development programmes? • What are expert views on essential knowledge and skills required of ECD cadres working in different contexts? • What are expert view...
Palgrave Communications, 2020
There is a continued fascination with all things monster. This is partly due to the popular recep... more There is a continued fascination with all things monster. This is partly due to the popular reception of Mary Shelley’s Monster, termed a ‘new species’ by its overreaching but admiringly determined maker Victor Frankenstein in the eponymous novel first published in 1818. The enduring impact of Shelley’s novel, which spans a plethora of subjects and genres in imagery and themes, raises questions of origin and identity, death, birth and family relationships, as well as the contradictory qualities of the monster. Monsters serve as metaphors for anxieties of aberration and innovation (Punter and Byron, 2004). Stephen Asma (2009) notes that monsters represent evil or moral transgression and each epoch, to speak with Michel Foucault (Abnormal: lectures at the Collège de France, 1975–75, 2003, p. 66), evidences a ‘particular type of monster’. Academic debates tend to explore how social and cultural threats come to be embodied in the figure of a monster and their actions literalise our deep...
Education 3-13, 2020
His research interests include the transition from early childhood education to compulsory school... more His research interests include the transition from early childhood education to compulsory school, the relationship between these phases of education and the role of play-based pedagogy. His PhD research focuses on how settings in different sectors, maintained and independent, approach the transition from early childhood education to compulsory school.
Journal of Further and Higher Education, 2018
Literacy, 2019
Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newl... more Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy.
The Sustainable Development Goals (SDGs) signal a greater focus on inter-sectoral, collaborative ... more The Sustainable Development Goals (SDGs) signal a greater focus on inter-sectoral, collaborative approaches to ensuring that all human beings can fulfil their potential in dignity and equality. This is reflected in the current global concern with promotion of holistic, community-based programmes to support early childhood development and wellbeing – widely referred to as ‘early childhood development’ (ECD). Within this context, the study reported here sought to achieve consensus among 14 global experts on training needs for three groups of personnel (‘cadres’) involved in delivery of early childhood development (ECD) programmes. The three cadre groups, identified via a comprehensive review of literature on current issues in the provision of ECD, comprise delivery of education, health and community-based early childhood interventions across a diverse range of low resource settings. The study responds to a gap in knowledge on training needs for ECD cadres, associated with a serious de...
British Journal of Educational Studies, 2018
This accessible and thought-provoking text offers a satisfying blend of theory, research and peda... more This accessible and thought-provoking text offers a satisfying blend of theory, research and pedagogy relevant to supporting 2-year-olds using schematic learning. Brierley and Nutbrown rightly argu...
Education policy in England requires student teachers to demonstrate effective teaching of early ... more Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify. However, central monitoring of student teacher satisfaction in initial teacher education (ITE) indicates that some students feel inadequately prepared to teach reading as they enter the profession. Furthermore, recent policy changes to ITE on postgraduate routes have increased time in schools and reduced time in the university. In this challenging climate, little is known about how student teachers develop knowledge, understanding and practice for teaching early reading whilst moving between the different learning environments of schools and university and how they adapt to the first term as newly qualified teachers (NQTs). This research used a longitudinal, collective case study design involving seven lower primary (3–7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East...
Improving Schools, 2016
The research explores the views of teachers about how their teaching is evaluated by others. The ... more The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation-inspection) are considered, linked to findings and ideas reported in the literature. The study was undertaken using interviews (which included reflection on critical incidents during inspection), and incorporated the use of drawings as a research tool. Much of the data gathering and analysis was undertaken by five Third Year undergraduate Education Studies students working under the direction and tutorage of the author. The findings validated those reported in the literature about the negative experiences of external evaluation (inspection) and point towards ways in which these might be reduced. The use of drawings alongside semi-structured interviews proved to be a particularly powerful means of eliciting teachers' thinking and feeling. The involvement of undergraduates as coresearchers provided them with a rich and authentic opportunity to gain insights into the professional world of teachers which they were preparing to join.
Early Years Educator, 2010