Kay Heslop | Northumbria University (original) (raw)
Papers by Kay Heslop
Work Based Learning e-Journal International, Feb 11, 2021
Akin to experiences across Europe (Koehler & Schneider, 2019), increasing numbers of economic mig... more Akin to experiences across Europe (Koehler & Schneider, 2019), increasing numbers of economic migrants and asylum seekers in the area presented schools with a variety of new challenges, for which many felt ill equipped. Not only were schools required to support an increasing range of language repertoires and the needs of vulnerable groups, but specialist provision and training was sparse for teachers and even less for Teaching Assistants, who were regularly expected to care for, and educate, these children. There were also concerns over equality of opportunity in education for these children who had English as an addition language (EAL). The local authority area reflected the national pattern of a reduction in such specialist provision for schools. In response to a request for partnership working, a university in the North East of England developed a specialist Certificate of Education Practice with a focus upon offering continuous professional development (CPD) to Teaching Assistants to support EAL learners. This CPD was followed up by a real-time work-based project which aimed to consolidate the learning and effect relevant change within the area. To determine the impact of the programme, a small-scale evaluation was conducted by way of questionnaire and semi-structured interviews, aiming to glean responses from course attendees, their work-based advisors and Head Teachers or managers. The findings identified three themes: motivation, personal and professional development and impact on school. While the impact of the CPD from the perspectives of the teaching assistants is now more clearly defined, the wider impact from the perspectives of colleagues in other school roles remains anecdotal and unconfirmed.
Working with Joe Shimwell and Carol Davenport from the NUSTEM team at Northumbria University, the... more Working with Joe Shimwell and Carol Davenport from the NUSTEM team at Northumbria University, the Northumberland Early Years Professionals network began to explore unconscious bias in early years settings, with a particular focus on the books that are read to children, and the layout of the play space. Analysis of the data is underway and a formal academic article will follow. This article was written to inform current practitioners within Northumberland about the research and progress to date
Early Years Educator, Apr 2, 2021
Widening Participation and Lifelong Learning, 2018
This paper is focused on partnership work between academics in Norway and England involved in the... more This paper is focused on partnership work between academics in Norway and England involved in the teaching of university and work-based learning programmes. Initiated four years ago, the collaboration has developed into a community of practice involving a range of shared activities. These activities include academic and student exchanges, nursery visits, seminars and workshops, which culminate in a joint conference presentation. This paper explores the cultural and
Working alongside Early Years Practitioners as co-researchers, for my doctoral study, we aimed to... more Working alongside Early Years Practitioners as co-researchers, for my doctoral study, we aimed to investigate the importance of the inclusion of older adults in the lives of young children. This presented some methodological and ethical dilemmas.
Work Based Learning e-Journal International, Feb 11, 2021
Akin to experiences across Europe (Koehler & Schneider, 2019), increasing numbers of economic mig... more Akin to experiences across Europe (Koehler & Schneider, 2019), increasing numbers of economic migrants and asylum seekers in the area presented schools with a variety of new challenges, for which many felt ill equipped. Not only were schools required to support an increasing range of language repertoires and the needs of vulnerable groups, but specialist provision and training was sparse for teachers and even less for Teaching Assistants, who were regularly expected to care for, and educate, these children. There were also concerns over equality of opportunity in education for these children who had English as an addition language (EAL). The local authority area reflected the national pattern of a reduction in such specialist provision for schools. In response to a request for partnership working, a university in the North East of England developed a specialist Certificate of Education Practice with a focus upon offering continuous professional development (CPD) to Teaching Assistants to support EAL learners. This CPD was followed up by a real-time work-based project which aimed to consolidate the learning and effect relevant change within the area. To determine the impact of the programme, a small-scale evaluation was conducted by way of questionnaire and semi-structured interviews, aiming to glean responses from course attendees, their work-based advisors and Head Teachers or managers. The findings identified three themes: motivation, personal and professional development and impact on school. While the impact of the CPD from the perspectives of the teaching assistants is now more clearly defined, the wider impact from the perspectives of colleagues in other school roles remains anecdotal and unconfirmed.
Working with Joe Shimwell and Carol Davenport from the NUSTEM team at Northumbria University, the... more Working with Joe Shimwell and Carol Davenport from the NUSTEM team at Northumbria University, the Northumberland Early Years Professionals network began to explore unconscious bias in early years settings, with a particular focus on the books that are read to children, and the layout of the play space. Analysis of the data is underway and a formal academic article will follow. This article was written to inform current practitioners within Northumberland about the research and progress to date
Early Years Educator, Apr 2, 2021
Widening Participation and Lifelong Learning, 2018
This paper is focused on partnership work between academics in Norway and England involved in the... more This paper is focused on partnership work between academics in Norway and England involved in the teaching of university and work-based learning programmes. Initiated four years ago, the collaboration has developed into a community of practice involving a range of shared activities. These activities include academic and student exchanges, nursery visits, seminars and workshops, which culminate in a joint conference presentation. This paper explores the cultural and
Working alongside Early Years Practitioners as co-researchers, for my doctoral study, we aimed to... more Working alongside Early Years Practitioners as co-researchers, for my doctoral study, we aimed to investigate the importance of the inclusion of older adults in the lives of young children. This presented some methodological and ethical dilemmas.