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.
Centre for the Advancement of PBS Practice Paper 2 in a series of 12 practice papers commissioned by the CAPBS to provide a reference point and discussion tool for teams wishing to develop their positive behaviour practice.
This paper provides a focus for facilitated discussion for improving staff practice through the development and exercise of practice leadership by practitioners. Practitioners, includes frontline support and senior support staff, team leaders and frontline managers in an educational, housing
or social care setting. Senior (strategic) managers who do not focus upon actual practice should consider how they can become so. This paper is focussed upon people with learning disabilities.
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.
The Fresh Start project is for teachers and other education professionals, such as mentors, working with individual students. The aim of the Fresh Start intervention is for students to become re-engaged in their education. This document provides detailed guidance for practitioners about how to use this approach to support students.
This was a national research project led by the IoE and Birmingham University. We worked across four schools to determine the impact of the post-lesson dialogue on teaching and learning using a coaching approach.
A Generation Adrift draws together research which shows that many children and young people aren't being adequately supported to develop good communication skills and children with speech language and communication needs (SLCN) are often misunderstood, misinterpreted or missed altogether.
The paper includes current research from the Better Communication Research Programme, and also brings to light solutions such as the What Works database.
What Works is a moderated virtual library of evidenced interventions that aim to support children's speech, language and communication.
It helps practitioners find the most appropriate interventions for children and young people by providing a free and easily accessible overview of the evidence base for each intervention.