14 results on '"Bamber, Sally"'
Search Results
2. The Building Blocks
- Author
-
Bamber, Sally, primary
- Published
- 2023
- Full Text
- View/download PDF
3. Teaching the Lesson
- Author
-
Bamber, Sally, primary and Watson, Steven, additional
- Published
- 2023
- Full Text
- View/download PDF
4. Learning to teach mathematics : navigating the landscape of teacher education
- Author
-
Bamber, Sally
- Subjects
373.112 ,teacher education ,mathematics ,teaching ,education - Abstract
Metaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.
- Published
- 2015
5. Enabling collaborative lesson research.
- Author
-
Bamber, Sally, Blears‐Chalmers, Sarah, Egan‐Simon, Daryn, Packer, Christine, Guest, Sarah, and Hall, Joanna
- Abstract
In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49). [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
6. Using found poetry to explore creativity in the professional lives of English teachers.
- Author
-
Matthews, Martin, Bamber, Sally, and Jones, Luke
- Subjects
- *
ENGLISH teachers , *CREATIVE ability , *POETRY (Literary form) , *PERFORMATIVE (Philosophy) , *ENGLISH language education - Abstract
This arts-based research considers creativity in the professional lives of English teachers in a school in England within the context of a progressively performative education system. In addition, it explores how found poetry can represent participants' voices in an illuminating and authentic manner. The teachers who participated in the study were able to scrutinise, reflect and comment upon the content of poems created from the words found in an initial interview transcript. This recursive process supports a credible way of seeing and knowing the teachers' voices in a representation that gives a deeper understanding of the participants' creative experiences. The construction, interrogation, and presentation of the found poems reveal that the teachers of English believe they have reduced freedom to be creative or to act with agency in their professional lives. The reduced freedom to be creative stems from the normalising practices of working within a culture of performance. The restrictions are both tangible and self-imposed by the participants. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
7. Datblygu Athrawon Yfory Gyda'n Gilydd: Partneriaeth Addysg Gychwynnol i Athrawon CaBan
- Author
-
Hughes, J. Carl, primary, Griffiths, Jeremy, additional, Bamber, Sally, additional, French, Graham, additional, Hulse, Bethan, additional, Jones, Gwyn, additional, Jones, Rhys C., additional, Jones, Susan, additional, Williams, Gwawr Maelor, additional, and Wordsworth, Hazel, additional
- Published
- 2020
- Full Text
- View/download PDF
8. Growing Tomorrow's Teachers Together: The CaBan Initial Teacher Education Partnership
- Author
-
Griffiths, Jeremy, primary, Bamber, Sally, additional, French, Graham, additional, Hulse, Bethan, additional, Jones, Gwyn, additional, Jones, Rhys C., additional, Jones, Susan, additional, Williams, Gwawr Maelor, additional, Wordsworth, Hazel, additional, and Hughes, J. Carl, additional
- Published
- 2020
- Full Text
- View/download PDF
9. Day conference abstracts
- Author
-
Nabiul Alam, K. M., primary, Andrews, Nick, additional, Ingram, Jenni, additional, Pitt, Andrea, additional, Archer, Rosa, additional, Bamber, Sally, additional, de la Fuente, Abraham, additional, Rowland, Tim, additional, Deulofeu, Jordi, additional, Ergene, Özkan, additional, Delice, Ali, additional, Hacıömeroğlu, Güney, additional, Sür, Büşra, additional, Kenna, Abate L., additional, Kosyvas, Georgios, additional, McCullouch, Judith, additional, Naik, Mamta, additional, Nikolakopoulou, Vasiliki, additional, Palmer, Pauline, additional, Hough, Sue, additional, Kennedy, Jo, additional, Pope, Sue, additional, Lister, Sarah, additional, Povey, Hilary, additional, Adams, Gill, additional, Jackson, Colin, additional, Şay, Rüya, additional, Akkoç, Hatice, additional, and Webb, Charlotte, additional
- Published
- 2016
- Full Text
- View/download PDF
10. An illusion of choice : the lived experiences of non-traditional students
- Author
-
Hopkinson, Sharon C., Bamber, Sally, and Bacon, Jo
- Subjects
Lived experience ,Student ,Education ,Higher Education - Abstract
Students with a combination of A levels and BTEC qualifications make up a small but significant number of students entering higher education (HE) in England. There has been limited research into how these students make the decision to study a combination of qualifications or how they feel the combination has supported the transition to university. This study uses Interpretative Phenomenological Analysis to explore the in-depth lived experiences of three students who entered HE at the study university with a combination of A level and BTEC experiences. The study considers the agency the participants perceive they had during decision-making at 16 and 18. It also explores how assessment methods have acted as a structure limiting agency in decision-making. The study considers how the participants' combination of qualifications has supported their transition to university. Analysis of the participants' lived experiences identifies three key themes: the impact of assessment type on the students, an exploration of the structures affecting decision-making at 16 and 18, and how post-16 qualifications affect their academic identity. These themes are embedded within the academic/ vocational divide present within the English education system, where academic qualifications are given greater symbolic value, especially for entry to HE. The study uses Bourdieu's theoretical concepts of doxa, symbolic violence and social reproduction to identify structures that impact on the participants' agency in their decision-making. It highlights the doxa of A levels as 'gold standard' in post-16 education. The study also provides supporting evidence for the continued academic/vocational divide in English post-16 education, through which symbolic violence is enacted on the participants. Symbolic violence is also identified in the government's policies on assessment, where a focus on examinations reduces the participants' agency. Indeed, recent changes in assessment in BTECs may limit future students' opportunities to enter HE through this route. The thesis argues that government policies on assessment serve to reinforce the academic/vocational dichotomy and this may lead to social reproduction rather than widening participation to HE.
- Published
- 2022
11. An exploration of creativity in the lives of English teachers : representing voices through found poetry
- Author
-
Matthews, Martin, Bamber, Sally, and Jones, Luke
- Subjects
creativity ,English teachers ,poetry - Abstract
This arts-based research sets out to explore the place of creativity in the lives of a group of English teachers in one secondary school in the north west of England. More specifically, it uses found poetry to examine creativity in the lives of English teachers who work within the context of an increasingly performative educational system. As well as interrogating the place of creativity in the lives of the participants, the study also explores how found poetry can be used as a research method to represent and analyse data and communicate research findings in a manner that is democratic and illuminating. The words that created the poems came from two semi-structured interviews with each participant. After the first interview, the participants were able to scrutinise and reflect upon the content of the found poems before returning for a second interview. This recursive process helped build confidence in the findings and gave a deeper understanding of the experiences of the participants in relation to creativity whilst eliciting further responses in the interview process itself. The findings suggest that English teachers have limited space to be creative, or to think differently in their teaching practice. The limited space to be creative comes from the normalising practices of a performance culture, but the restrictions are both real and self-imposed by the participants. There is perhaps a need to find a new space for English teachers to act, or think creatively and form notions of resistance in order to re-think English teacher identity.
- Published
- 2020
12. Travelling to the top of the mountain : the use of found poetry to explore Palestinian and Arab teachers' perceptions and experience of their participation in a drama in education summer school
- Author
-
Alsawayfa, Fadel, Owens, Allan, Adams, Jeff, and Bamber, Sally
- Subjects
poetry ,found poetry ,teachers ,Palestinian teachers - Abstract
The purpose of this qualitative arts-based research study is to illustrate the potential of using found poetry to explore Palestinian and Arab teachers' perceptions and the experience of their participation in a drama in education summer school. The study sought to gain insight of how nine teachers from Palestine and Arab countries start their journey in learning drama and how they make sense of their experience. This study is grounded in narrative inquiry and interpretivist standpoint theories and presents teachers' lived experience in poetic form. In this study, I adopted a qualitative case study design paired with poetic research methodology to interpret and analyse the teachers' experiences in depth. The study uses semi-structured interviews and the reflective journals of nine participants in the drama in education summer school. Three key themes were identified: space and place, coexistence and the power of drama. I created forty found data poems representing these thematic findings in the words of participants. The poems were briefly analysed to open discussion and allow the readers to make their own interpretations. Found poetry was illustrated as a means of data analysis and re-presentation in qualitative research. The analysis and re-presentation of the teachers' interviews and reflective journals through found poetry led to an in-depth understanding of their experience. The findings of the study revealed that the summer school had a positive impact upon them. It offered them an opportunity to interact, communicate and coexist. The findings also revealed that drama had a positive impact upon teachers personally and professionally. It is concluded that researchers, education policymakers and teachers may benefit from understanding the experience of teachers' participation in the drama in education summer school through poetry.
- Published
- 2019
13. The Plastic Ceiling Project : representing the pain of mothers that work and study
- Author
-
Misra, Sarah, Adams, Jeff, and Bamber, Sally
- Subjects
working mothers ,emotional pain ,ethnographic studies ,autoethnography - Abstract
My previous research around mothers that work and study, showed that many of their everyday, emotional experiences could be regarded as "unseen" in that they were routine, invisible and unnoticed and were often played out in private. For those experiences that could be regarded as emotionally painful, their "unseen" nature was further complicated as tendencies toward denial, withdrawal, and self-isolation were common reactions to deeply felt emotional pain. Thus, these experiences were frequently concealed in two ways as they were both "unseen" and hidden. A fundamental principle of feminist research is to liberate by exposing, that which is concealed and suppressed and to make feminine lived experiences visible. Modern, feminist research uses a wide range of research methods and in recent years, arts-based and narrative research have emerged as disciplines from within the broader field of qualitative research. Feminist scholars have found visual, narrative inquiry methods to be useful tools in obtaining rich data from traditionally marginalised perspectives and have stressed the transformative opportunities for the development of continuities between the "unseen" and the "seen" through potential to reveal and expose hidden oppression, promote empathetic understanding of the ways in which people experience their worlds and present new opportunities for communication, protest and campaign I believe that artists and ethnographers often share strong, emancipatory affinities through their research intentions and so could productively collaborate and learn from each others' practices. An artist-practitioner and mother myself, I also had responsibility for leading the postgraduate teacher training provision in a local university full-time and studying for a doctorate and I became interested in the potential of using arts-based, ethnographic research to investigate and tell the stories of other working/studying parents. I was particularly interested in findings from previous research which had identified that whilst all parents routinely reported similar issues around practical issues of balancing multiple roles; the painful, emotional aspects of managing life as a working/studying mother were exclusively female territory and had been described by almost every female participant as pernicious, significant and disempowering aspects of their lived experiences. I set up The Plastic Ceiling Project with the intention of developing an arts-based research methodology unequivocally and explicitly grounded in emancipatory feminist principles. My initial research question was simply; "why do mothers that work and study often report painful emotions such as guilt, shame, frustration, anger, and loneliness?" This work is an exploration of The Plastic Ceiling Project and its effectiveness in realising these challenges.
- Published
- 2019
14. The out-of-school creative practice of an art teacher
- Author
-
Lloyd-Johnson, Jude, Bamber, Sally, and Adams, Jeff
- Subjects
770.71 ,Teaching ,Vivian Maier ,Photography - Abstract
This research aims to give a greater understanding of the impact my teaching role has on my creative practice as a self-portrait photographer. This aim has been researched and explored using self-portrait photography and personal experiences in and outside of the classroom. Using the street photographer Vivian Maier as inspiration, I have reflected on how using the techniques of another practitioner could influence my practice and teaching. Pursuant to this, I have produced a portfolio of Street and Home Life selfportraits. With the application of auto-ethnographic research methods and a/r/tography approaches, I explored the tensions and parallels within my creative practice and my role as a researcher and teacher. As a photographer, researcher and teacher, I have found that each of these roles and identities are intertwined and interlinked such that it is impossible to separate them. I found that my creativity does not generally follow a journey from initial starting point to final piece and taking photographs in the style of another photographer limited the generation of my own ideas. Therefore, as a result of my research, I propose that there are two types of art, school art and creative practitioner art. The former follows a set of rules and criteria and is primarily assessed on the merit of the pupil's skill level by the schools' examination board. The latter can be organic and sometimes stilted in its creation, but judged by either art critics or purchasers of the art practice.
- Published
- 2018
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.