The International Journal of Nurture in Education aims to attract papers that explore themes related to the effectiveness of nurture groups, nurture in education, whole-school approaches to nurture and related subjects.
The current issue is a special edition focusing on the unique and valuable viewpoint of the reflective practitioner researcher. It is devoted to those who are backing up practice with their own school and classroom based research, often as part of a further research degree.
In 2016 our research coordinator Sarah Hogan DPhil, CS (Audiology), PGDip Auditory Verbal Therapy, LSLS Cert. AVT® presented findings from a ten year audit of outcomes for pre-school children in the UK. She discussed findings that showed approximately 80% of the children who were on the Auditory Verbal programme at Auditory Verbal UK for two years or more graduated with age appropriate language (AAL) by five years of age. This poster summaries the research.
This report is from a research project, funded by the Nuffield Foundation, on the educational life stories of 15 and 16 year old adolescents excluded from mainstream school and their re-engagement in education. The report summarises findings from interviews with adolescents at a Pupil Referral Unit/Alternative Provision (PRU/AP) and a small scale pilot of a narrative and solution based intervention which aimed to improve student engagement with education.
KIDS National Development Department was commissioned by the British Council, working on the West Bank of the Palestinian Territories, to investigate how An-Najah National University in Nablus, could develop their provision for disabled students.
KIDS worked closely with the British Council, the University’s People with Disability Care Office (OCFD) and Office for International Development and External Affairs (IDEA) throughout the project.