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Big ideas, sometimes referred to as key, core, fundamental or threshold concepts, are widely applicable concepts at the heart of disciplines that are or have been central and influential for their fields. Attention here is particularly directed to meta-concepts common to sister disciplines in the sciences. "Learning thresholds", "powerful knowledge" and their meanings are singled out for discussion having become widely relevant to geography. Other empowering big ideas for geography are identified; collectively these can be close to the global concerns that new learners may have, giving them motivation for their learning. Developing global challenges, from coronavirus infections to climate change, are geographically varied in their reach and impacts. Student engagement can be enhanced as concepts are addressed and they embark on the methodological and factual knowledge and skills that give new value to HE learning. Fresh concepts can also be realized from students' individual projects or enquiries. In these ways big ideas can provide motivational stimuli for progressing enterprising research through such learning.

This article reviews the adult literacy campaign in the 1970s in the United Kingdom (UK) and the influence of Paulo Freire's thinking on how we worked. We argue that much adult literacy provision had been designed to 'domesticate' rather than 'liberate'. The mid-1970s 'Right to Read' campaign in the UK rejected this approach (BAS, 1974). The use by tutors of the language and the experience of learners led in part to the publication of student writing, creating reading materials and approaches that were different, and challenging to existing power structures. Emancipatory adult literacy work could not withstand the arrival of substantial government funding in 2001, which brought a new Skills for Life government strategy, together with new teacher-training, new standards and literacy qualifications. Also, in the 1970s and 1980s progressive educators and the institutions for whom they worked developed initiatives which focused on underrepresented and marginalised groups, asking 'who isn't there, and what can be done about it?' The result was a renewed development of outreach work, better understanding of what helps and hinders participation, and improved progression routes for individuals. One aspect of this development flowed directly from the literacy work in the 1970s--the participation of volunteers as 'fellow learners'. Looking at educational work with older people in care homes, volunteers from among local university students acted as co-learners in a charity which illustrates Putnam's (2000, p.134) 'generalised reciprocity'. We consider how Freire's legacy emerges among voluntary action as much as it does in literacy programmes

Objectives: Several 100,000s of people living with dementia in the UK are cared for at home by a spouse or relative. Few studies have considered the ICT needs and experiences of unpaid carers. This study explores the types of ICT unpaid carers use, the ways they use ICT, the impact of ICT-use, and their ideas for how ICT could be more supportive of their role as a carer., Methods: Six focus groups with 32 unpaid carers of people living with dementia discussed their experiences of - and barriers to - using ICT. Transcripts were analysed thematically according to three types of ICT (mainstream, accessible and formal) and five functions (supporting domestic tasks, care management, monitoring, communication and information and education)., Results: Participants predominantly used mainstream ICT devices such as laptops and smartphones and internet-enabled applications including videoconferencing and social media platforms to support their daily activities and assist them in their caring role. A few participants discussed using accessible devices such as memory clocks and formal telecare and care-phone services for care management and monitoring functions. Participants' ideas for improvements centred on personalised communication applications that facilitate remote interactions and promote persons living with dementia's independence. Others expressed concerns about the growing need to use ICT to access formal care services and the inadequacy of the ICT infrastructure in some care homes., Conclusions: Unpaid carers mostly turn to readily available mainstream ICT to support their personal and care activities. Further research is required to understand the social impact of the increasing reliance of ICT across health, social and residential care service sectors. Improved cooperation between unpaid carers, technology developers and care services providers could align ICT development to the needs and experiences of families living with dementia and assist unpaid carers with identifying ICTs that optimally support their personal circumstances., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Based on thematic data analysis of reports from a qualitative cross-country study, the article explores the perceptions of Brexit and collaborations with the UK in different EU countries through the lens of discursive institutionalism. We suggest that in the context of uncertainty characteristic of the post-Brexit referendum period, ideas related to economic concerns and strategic repositioning of national higher education systems subsume the values attached to the European dimension of higher education and research policies. The ideal of educational cooperation based on cultural diversity and national varieties is overridden by concerns expressed in terms of economic rationales. These findings corroborate research that argues that collaboration/cooperation has become a pragmatic and instrumental endeavour. In time, and if the current climate of uncertainty persists, this may further reconfigure institutional strategies and lead institutions to focus on problem-solutions rather than the pursuit of the political ends of cooperation.

How children piece together their ideas about other nations, peoples and cultures is an important but under-researched area of geography education. This article reviews findings conducted in Western industrialised countries relating to primary school children's global awareness and the factors which influence their understanding. Differences relating to age, gender, ethnicity, social group membership and travel experience emerge as a key theme. It is argued that learning about other countries is problematic because it excites strong feelings, challenges our identity and draws attention to unequal international power relations resulting from colonialism. As such it represents a particular type of knowledge which is both highly individual and emotionally "hot." The extraordinary growth in world knowledge that occurs in middle childhood is also highlighted as it appears to indicate a developmental stage and a particularly favourable opportunity for promoting global awareness. The article concludes that a stronger focus on the process of learning has the potential to enhance classroom practice and help circumvent the barriers created by stereotypes and preconceptions. This could inform an authentic geography curriculum which will match the needs of the middle years of the present century.

Years before the term "visual literacy" came to light in 1969 (Felten, 2008; Reis, 2013), British designer and art educator, Kurt Rowland, wrote, illustrated, and meticulously designed a series of art education textbooks called "Looking and Seeing." The intent was to teach visual awareness in a way that increased the capacity for visual understanding and thinking. We explore Rowland's notion of a "grammar of vision," as an idea ahead of the times, explicating its features, and appraising the import and originality of his pedagogy. His lessons on "visual grammar" were intended to provide a way to teach students how to decipher and analyze any and all visual information. We argue that Rowland has been unduly overlooked by the academic community and is worthy of assessment and further study. Now, in an educational climate that emphasizes 21st-century skills, attention to visual literacy and critical thinking are essential. This article examines the ways in which Rowland's ideas of a visual education are relevant today, in particular with links to the National Core Arts Standards (NCAS) "responding" and "connecting."

With the globalization of the English language, Global Englishes (GE) is a growing research paradigm with numerous pedagogical implications for those learning and teaching English. The study reported here provides insights on pre- and in-service Teaching English to Speakers of Other Languages (TESOL) practitioners' perceptions of Global Englishes Language Teaching (GELT) (Galloway & Rose, 2015; Rose & Galloway, 2019), which aims to make TESOL classrooms more reflective of learners' needs in today's globalized world, where multilingualism is the norm and English functions as a lingua franca. Interviews (n=5) with those taking a GE course on an MSc TESOL programme at a Russell Group university in the UK were triangulated with a survey among the wider programme (n=66). The study reveals that curriculum innovation is complex, particularly when it requires a conceptual transition, and practitioners need time and support to implement change. Furthermore, it was clarified that GE has made little headway into 'traditional' TESOL classrooms, which remains biased towards 'native' English norms.

This essay explores hitherto unnoticed conceptual transactions between reflections on scientific method and a rethinking of political-economic categories in early-nineteenth century Britain through the writings of William Whewell and Richard Jones. Closely examining personal correspondences between Whewell and Jones, their works, contemporary debates on political economy and the problem of scientific method, Jones's pedagogic practices, Karl Marx's engagements with Jones, and his receptions as a teacher of political economy in colonial governance and imperial education, I argue that Jones drew upon Whewell's philosophical considerations on the relation between "fact" and "idea," to reconstitute the epistemological orientation of political economy.

Corthorn, Paul Enoch Powell: Politics and Ideas in Modern Britain, Oxford, Oxford University Press, 2019, xvi + 256 pp.; £20.00 hbk; ISBN 9780198747147 In I Enoch Powell: Politics and Ideas in Modern Britain i , historian Paul Corthorn produces a thematic, very clear analysis of a key Conservative ideologue whose very name is often reduced to a single piece of nativist rhetoric routinely known as the "Rivers of Blood" speech (20 April 1968), either vilified as fascist by the anti-racist Left or glorified by the backlash right. Despite that, Paul Corthorn must be thanked for providing such a clear, multi-faceted analysis of an extremely complex political figure, acknowledging very evidently his most striking contradictions, some of which Powell himself was aware of, for he "almost made specific arguments that he knew did not quite add up" (p. 165). [Extracted from the article]

In this paper, we utilise data from biographical interviews to examine the values held by UK planners and whether and how they promote progressive planning ideals in their everyday work, often despite countertendencies in planning systems and organisational priorities. Our research concurs with the idea of a mildly progressive, yet conservative, positioning: in Hillier's (2002) terms, some planners are 'on a mission' but these missions vary from common-good orientations, a desire to do 'better' planning in a putative public interest, to more justice-based commitments to certain progressive 'causes' such as particular publics, cultural heritage, special places, or the environment. [ABSTRACT FROM AUTHOR]

Last November, more than 700 school leaders, educators, and reporters gathered in Washington, D.C., to celebrate the promise of innovative teaching and project learning to change global future. The event was the Microsoft Partners in Learning Global Forum, and its purpose was for educators worldwide to connect, learn, and collaborate on some of the most exciting innovations in education, particularly in the use of technology. In many cases, the teachers who come to the forum have never left their home country before, have never stepped out of their villages, have never gotten on an airplane. The result is "an amazing global community of teachers," says Anthony Salcito, vice president of education for Microsoft. From a virtual travel agency to a school-based music studio to a real-world advertising pitch, the ideas highlighted, from seven amazing teachers, represent inspired teaching at its best. The author also suggests ways a teacher can bring innovation to his/her own classroom.

Purpose: The aim of this paper is to explore how creative disciplines education is taught, delivered, and assessed, and how this might inform the development of enterprise education UK. Design/methodology/approach: The paper makes use of empirical data from three main sources across creative disciplines: interviews with entrepreneurs; job adverts for lecturing staff; and a survey of educators. This approach offers multiple perspectives on hypothesis development as well as the validation of emergent result. Findings: The analysis of the three strands of data highlights the benefits of contextualized enterprise education. It confirms that ideas assessment techniques within creative disciplines are well embedded in practice and applied consistently within the context of an academic framework. Practical implications: An exploration of delivery styles and ideas assessment in the creative sector has highlighted a potential model which could be adopted by generic enterprise education in business schools and other faculties. Potentially, it offers educators a template for assessment of entrepreneurial ideas. Originality/value: This paper highlights characteristics of creative discipline education and ideas assessment, which might potentially be a model for teaching enterprise within an academic framework, which could be adopted by enterprise educators. (Contains 1 table and 4 figures.)

In the context of what are often highly compartmentalised curriculum requirements, this article considers the cyclical nature of the acquisition and transfer of knowledge in the education system in relation to those questions that transcend individual subjects as set out in traditional curriculum divisions. It also considers the detrimental consequences of this across the curriculum for all subjects and seeks to identify "pinch points" at which interventions might most effectively be introduced to break the cycle of knowledge compartmentalisation, and allow those questions that do not sit simply within a single subject to be handled in a meaningful way. Particular examples from the teaching of genetics are used to illustrate the broader issue that affects science education across all fields. Finally, in seeking to break this cycle of perpetuated errors there are opportunities to offer new modes of thinking about the relationship of science with other ways of thinking that move beyond the simplistic notions of conflict embedded in many discussions, such as those relating to science and religion.

The National Arts Education Archive (NAEA) is housed and maintained by the Yorkshire Sculpture Park (YSP), and managed by YSP coordinators and educators with a well-established volunteer programme. This year, 2017, as part of the celebrations of the YSP's 40th anniversary, the Archive will hold its own exhibition entitled "Treasures Revealed": a collection of items selected by people who have been involved in the Archive, whether as donors, volunteers, researchers, artists, trustees or steering group members. In parallel with the exhibition, this article aims to give voice to a selection of individuals and groups associated with the Archive, discussing their interests and experiences of it, and their thoughts on its value and importance as a repository of arts education materials, ideals and practices. Our primary motivations were to consider these different voices in relation to the purpose, direction and relevance of the NAEA today. These exchanges raise fundamental questions and debates about what art education is and what it might become, and how these historical collections, and creative engagements with it, might help to shape our contemporary thinking.

This paper looks at blogging by academics and argues that there is a niche role for an academic blog informed by principles of transformative learning. I begin by describing my experiences of blogging, first, as a reader while carrying out my own doctoral research, next, as a teacher introducing blogs to my students, then as a writer of my own journal blog. I suggest that transformative learning principles provide a frame of reference for understanding these experiences, in particular, by offering an idea of autonomy which puts subjective experience in social contexts. I then suggest that academics interested in transformative learning might learn a more engaging style of writing from bloggers.

The macroeconomic policies of advanced economies during the Great Recession were characterised by a curious mixture of unconventional market interventions executed through depoliticised governance structures. We explain this phenomenon by developing a theoretical framework that focuses on the ideational and institutional influence of government-related economic ideas by combining insights of constructivist institutionalism and historical institutionalism. Specifically, we argue that the dominant government-related idea of 'policy credibility' – the need to convince markets of government commitment to refrain from 'politicised' interventions – was crucial for the adoption of depoliticised macroeconomic interventionism. The ideational dominance of 'policy credibility' and its pre-crisis institutionalisation enabled significant policy interventions as long as depoliticised decision-making was maintained and consolidated. We demonstrate this argument through a comparative in-depth analysis of monetary and fiscal policy in two very different cases among advanced economies – the UK and Israel. [ABSTRACT FROM AUTHOR]

The involvement of patients and the public in research is now an expectation in research with funders requesting a clear plan of involvement and engagement. In the United Kingdom involvement typically focuses on research prioritisation, design and delivery, in contrast activities that share the results of research or research methods more generally are considered to be engagement. Clinical trials tend to concentrate on involvement activities with less emphasis on engagement. To promote engagement activities in the context of clinical trials we asked people attending the 2022 International Clinical Trials Methodology Conference to share ideas on how we can best engage with patients and the public. Responses were reviewed and 22 themes identified. One suggestion was to create an advent calendar and so these 22 themes plus two from the authors were used as a daily tweet from the 1st to the 24th December 2022. Here we share these ideas and draw comparisons between engagement activities in research and traditions of the Christmas period. The ideas shared are not intended as a definitive list but instead a novel way to start discussions between experts by experience, researchers, health professionals and communities to facilitate co-production of meaningful engagement strategies. Plain English summary: Patient and public involvement and engagement are terms used to describe specific activities that have a variety of goals from information giving through topublic co-production of research. Involvement and engagement are important as they can help reduce waste in research by ensuring that the research is relevant, conducted well and that the results are shared to those that will use them to make decisions about treatments, including patients. In the United Kingdom the term "engagement" usually refers to activities that focus mainly on information giving, for example sharing the results of research or information about how research is done in general. In this commentary we share ideas for engagement activities that were collected from people attending the International Clinical Trials Methodology Conference in 2022. One of the ideas shared was to have an advent calendar and we have used this to draw comparisons between traditions surrounding the Christmas period and engagement of patients and the public. We share 24 different ideas in the form of a printable advent calendar and invite the clinical trials community, including experts by experience, to reflect on these to generate more ideas for meaningful engagement activities so that everyone who will use the results of research has the opportunity to shape, share, and benefit from research. [ABSTRACT FROM AUTHOR]

Cognitive models of the writing process make a distinction between the functions of planning and translation: the first to generate ideas, the second to represent these ideas in written linguistic conventions. For many writers however, ideas do not always appear to precede the act of writing, rather they appear to be discovered through it. This article reports on interview data investigating the metacognitive thinking of adolescent writers about their own composing processes. The data will show that young writers differ in their understanding of their own composing styles and some struggle with the classroom imposition of pre- and post-composing strategies requiring that they plan and revise; talking instead of planning and revising as they translate. The findings will be considered in the light of contrasting models of writing composition, problem solving models and the dual-processing model. The article will call for a writing pedagogy that better recognises the different ways young writers might integrate planning and translation.

This paper provides an overview of the contribution of Professor Geoffrey Sherington to the study of the history of Australian education and immigration. His academic and leadership roles are summarised and the main themes of his work are briefly discussed. These themes comprise: Australia as an immigrant nation, British colonial values and meritocracy, public, private, and corporate schooling, and the interconnectedness of educational institutions. These themes recur in the discussion below and are aimed at providing a context for the analyses and assessments of his major scholarly projects.

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors' likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.

This article investigates whether self-reports about playfulness are related to self-reports about creativity and the alternate uses of objects. An on-line survey was conducted of how people think about themselves. One thousand, five hundred and thirty-six people completed the survey. They were asked whether a variety of statements were very characteristic of themselves through to whether they were very uncharacteristic. Respondents were then asked to offer alternative uses for 2 different objects. Those people who characterized themselves as being playful clearly thought of themselves as being creative. The self-reports of their playfulness, creativity, and innovation were positively correlated with each other and were validated with their suggested uses for 2 different objects. Personality measures were derived from the respondents' self-assessments. On the openness scale, the measure was positively correlated with the respondents' assessments of their own playfulness and with the number of alternative uses for two objects.

Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long-serving teachers reach retirement age. This article is about the working lives of long-serving teachers in three high-poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work-place. Qualitative in-depth interviews with 20 long-serving teachers, all of whom had management responsibilities, are used to explore their lives and careers. These histories evoke a strong sense of the ideas and values that make up their personal and professional identities. These are then contrasted with the ideas and values in officially mandated views of progression within the profession. Within the stories of their professional lives, the teachers talk about the emotional dimensions of their work and the emotional ties of their "work-place". The article concludes that recognition of the emotional dimensions within teachers' work at an official level could go some way to helping with recruitment and retention in schools facing challenging circumstances. (Contains 1 note.)

The problem addressed in this paper is the need for analytical resources to theorise the nature of knowledge work and, in the light of a practice turn in social sciences, to consider how knowledge is generated and circulated. The aim of the paper is to contribute to a practice-based rethinking of how to investigate professional knowledge, relating its considerations to a case of digital workers. It suggests that Knorr Cetina's ideas of macro-epistemics and information knowledge offer analytical resources for theorising knowledge as practised. The paper's considerations are drawn from an empirical study of 10 localisers who were digital workers from continental Europe, Ireland, the UK and South America and whose work entailed the linguistic, cultural and software adaptation of digital products to support global communication. The paper first presents localisers and explains their knowledge work, second, it positions its considerations in the field of practice theory, exploring Knorr Cetina's concepts of macro-epistemics and information knowledge. Lastly, it draws on localiser data to consider how these concepts offer analytical resources for researching adults' knowledge. The paper will be relevant to educationalists interested in the implications of new theoretical developments for understanding the generation and circulation of professional knowledge.

In Goldie's formulation, there are various iterations of Locke: one who adhered to establishments in the 1650s and most of the 1660s; a radical who served with Shaftesbury in the 1670s and 1680s; and a post-revolutionary Locke, who was a reconciled Williamite in the 1690s. The first, and largest, section covers the politics and religion of the Restoration regime, which is viewed within the paradigm of Goldie's concept of Anglican royalism. Delphine Soulard builds on Goldie's earlier work on the reception of Locke in the English-speaking Atlantic by focusing on the circulation of Locke's works in the francophone world. [Extracted from the article]

Examines the role of addition and repetition in generating what counts as valuable educational knowledge and ideas in divergent tasks. Argues that the nature of valuable knowledge required for divergent tasks is different from that of convergent tasks. Attempts to define originality and examines how original or new significant ideas might be generated. Data is from a group discussion of Malaysian students in British undergraduate courses. (Author/VWL)

Skjönsberg proceeds to take up a series of other authors who analyzed parties, including quite famous figures such as Bolingbroke, Hume, and Burke, and others such as John Perceval and John Brown who are today frequently overlooked. Increasingly sophisticated theories of party are formulated by Hume and Burke - yet Skjönsberg also emphasizes new attacks on party by such figures as Brown and Catherine Macaulay. To grasp the history of party before Burke, one would have to read a whole series of books on British political culture and ideas, many of which wouldn't even have the word "party" in the title. [Extracted from the article]

This study explores the ideas of Greek prospective primary teachers about the anthropogenic greenhouse effect, particularly about its causes, consequences and cures. For this purpose, a survey was conducted: 265 prospective teachers completed a closed-form questionnaire. The results showed serious misconceptions in all areas (causes, consequences and cures). The most prominent misconception found by this survey is the conflation between the greenhouse effect and the ozone layer depletion, which is widely reported in the literature. There is also the notion that "good things" (like clean beaches) can help ameliorate the greenhouse effect, whereas "bad things" (like insecticides) can enhance it. One of the secondary results of the survey is that prospective teachers' main source of information about the greenhouse effect is school. This calls for educational interventions to fight misconceptions at the source. Some suggestions are presented in this paper. The results of this study are compared with the results of two similar studies conducted in the UK and in Turkey.

The proliferation of policy think tanks and more broadly the rise of "policy networks" can be viewed as indicative of important global transformations in the nature of the state. That is, the emergence of new state modalities, with a shift away from government towards forms of polycentric governance, where policy is produced through multiple agencies and multiple sites of discourse generation. This paper addresses some particular aspects of this shift by focusing on a set of relationships and sites which have had some kind of influence upon the social and educational policies of UK New Labour governments. It has two main concerns. First, focusing on the generation and circulation of some of the key policy "ideas" of New Labour, it maps out a related and overlapping set of policy networks which join-up government, think tanks and some individual interlockers, who "straddle sectors and policy fields and settings". Second, it highlights some of the main discursive elements that flow through these networks, in particular those of innovation and enterprise. They give particular emphasis on the role of "social enterprise" and social entrepreneurs in the modernisation of public service provision and in providing solutions to intractable social problems. (Contains 4 boxes, 4 notes, and 3 figures.)

Language can provide an entree into an academic discipline, but can also serve as a barrier to exclude newcomers. How does this apply to academic developers trying to promote teaching and learning on their campuses? Using an online survey, academics at two institutions in the UK and USA were asked to describe their typical and ideal reading in their disciplines and in teaching and learning, focusing on combinations of ideas presented and language used. Results show their expectations and experiences of literature in their own fields differ from those in teaching and learning; further differences are noticeable between disciplinary clusters and between institutions. Implications for academic developers are explored in terms of academic credibility, accessibility, and the possibility of collaboration across the disciplines to overcome academics' potential resistance to literature on teaching and learning. (Contains 2 figures and 2 tables.)

In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its process, and its practices. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach a set of "ideas-about-science" for which consensual support had been established using a Delphi study in the first phase of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data, we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively "about" science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success, or otherwise, that individual teachers of science have when confronted with teaching aspects "about" science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of "ideas-about-science."

Reddish Vale Technology College was the first co-operative trust in England. The democratic and co-operative nature of the experiment mean that students have gained a greater voice in the organisation of the school. As a result, new social enterprises, environmental interventions, connections with the community and with the wider co-operative movement have all thrived. The importance of taking action in partnership with learners, staff, parents, partners and community all contribute to the development of a more autonomous and democratic form of education. This example is understood within the context of the Schools Co-operative Society.

This paper is written in a personal capacity and mainly takes the form of a poem--in five sections--composed as a response to some of the ideas in the article by Hannu Heikkinen and colleagues in this same issue of "Educational Action Research": "Action research as narrative: five principles for validation". The poem takes its title and structure from that article: its coming-into-being as a piece of work is described in the short introduction. As the introduction mentions, the author-poet has discussed, in previous papers, some of the connections and disconnections between the practices of educational research and poetry. The present paper offers actual work-in-practice that illustrates how these have been played out in one context--which was as poet-in-residence at a conference on inter-professional learning and practice in healthcare. The author is very keen to tempt others into dialogue on these issues. (Contains 3 notes.)

The paper investigates how planetary science could be integrated into other courses, specifically geography and astronomy, at two universities in Hungary and the UK. We carried out both a classroom course and an online course over several years. The methods used and the experiences gained, including feedback from students and useful examples for other educators, are summarized. We found that it is possible to integrate planetary science into geography-related subjects and that planetary science can be used to encourage the students to uncover gaps in their knowledge and also to help to synthesize information they have learnt from different disciplines. (Contains 9 tables and 7 figures.)

The current article analyses the papers presented at the 2011 BELMAS Conference in order to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. Based on an analysis of 57 works presented at the Conference, it was found that the typical paper was authored by a single individual, who might originate from countries other than the UK. Additionally, the presenter is usually a university member who presents empirical and conceptual works mostly in the area of policy/reforms and headship (leadership) but not solely. Compared to the 2007 BELMAS Conference, some increase in the works authored by practitioners from schools and a variety of educational agencies was observed. A major shift between the conferences is evident in respect to the topics discussed by the presenters. Some suggestions for BELMAS end this paper. (Contains 7 tables.)

This paper explores the use of poetic documents in narrative therapy practice. It considers the ways in which feminist and poststructuralist ideas inform these practices and speculates about the extent to which a "poetic-mindedness" might sustain the practice of double- (or multiple-) listening. The author illustrates these explorations with examples from her own therapeutic practice.

This article reports on an experimental scheme in adult education designed for people with curiosity about, but limited formal education in, science. It is offered within a department of humanities and focuses on "ideas" drawn from science, rather than on facts, phenomena or formulae. It involves different approaches to teaching, learning and the curriculum from those traditionally used in the formal education of young people but raises issues of interest in teaching any age. (Contains 11 information boxes.)

The article stems from an international partnership between two faculty members from a British university and an American state college. This partnership has developed through years of collaboration in the field of early childhood education, resulting in the sharing of best practice of both countries and the research of the two authors. Each has developed and published curriculum models for teaching young children in diverse societies to assist teachers in educating young children for global understanding and supporting young bilingual children in culturally sensitive curriculum approaches. This article reflects on this joint international collaboration and the results of disseminating practice.

Transformations in educational research structures in the United States and UK over the past decade are examined, and it is argued that these changes are manifestations of wider forces. Rather than internal developments in the field, they are better understood as serving the changing interests of the state in an era of increasingly globalized capital. The argument that the imposed changes improve the quality of educational research is shown to be inconclusive. It is suggested that these structural transformations can be seen as an attempt to promote market managerialism in educational research for political ends.

The public release of ChatGPT in November 2022 brought excitement and concerns regarding students' use of language models in higher education. However, little research has empirically investigated students' intention to adopt ChatGPT. This study developed a theoretical model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) with an additional construct- anxiety, to investigate university students' adoption intention of ChatGPT in two higher education contexts-- the UK and Nepal. 239 and 226 questionnaires were deemed sufficient for data analysis for Nepal and the UK, respectively. We utilised the structural equation modelling technique to test the hypotheses. Our results reveal that performance expectancy, effort expectancy and social influence significantly impacted the adoption intention of ChatGPT for both countries. However, anxiety's impact varied between Nepal and the UK. Integrating UTAUT with a cross-country comparative approach provides insights into how ChatGPT's reception diverges between different higher education contexts. Our results also have implications for technology companies aiming to expand language models' availability worldwide.

Explores ideas about the causes and consequences of urban and rural air pollution of secondary school students aged 11-16 years (n=786) using a questionnaire. Students thought the air in towns and cities was more polluted than the air in the countryside. (Author/SAH)