Despite the ubiquity of Structured Thinking Activities (STAs) throughout primary school education in the UK and beyond, little is known about the ways that activities such as learning logs are used to support pupils to think about and manage their own thinking (i.e., engage with metacognition). Here we investigated how pupils engaged with STAs throughout a school year by conducting an in-depth case study of one Scottish primary four classroom, examining factors that facilitated and/or inhibited pupil metacognition. By triangulating data from participant observation, interviews and document analysis, we found that pupils were often un-motivated to engage with STAs, with responses provided during written and oral activities typically revealing superficial references to classroom topics of interest. Whilst factors such as the classroom culture and the timing of activities were found to influence pupil engagement with STAs, observational data indicated that teacher-pupil interactions are essential for eliciting metacognition from pupils (i.e., via discussions that occurred as part of the STAs). Our findings suggest that teachers play a critical role in encouraging elaboration from pupils in relation to descriptions of their own thinking and learning, particularly when pupils' initial responses are broad or superficial. We discuss the critical importance of teacher talk for metacognition, emphasising the 'dual role' that teachers must play when facilitating metacognition within the classroom.

Structured thinking activities (STAs) are pedagogical tools used to support metacognition in classrooms. Despite their popularity, little is known about how pupils use STAs as platforms to think about and manage their own thinking (i.e. as metacognitive tools). This case study investigated pupils’ use of STAs in relation to metacognition throughout a school year. We focus on two 8‐year‐old pupils, Amy and Laura, as they completed two specific STAs through weekly class meets and termly achievement logs. Data were triangulated through participant observation, qualitative interviews and analysis of written texts. We found clear differences between Laura's and Amy's written STAs, however observation and interviews revealed that engagement with STAs was similar beyond that suggested by the written evidence alone. Whereas Amy used easily spelt ‘stock’ responses, Laura used ‘bare minimum’ responses to meet teacher expectations. As such, neither Amy nor Laura used STAs as metacognitive tools, however in negotiating STAs, both exhibited strategic regulatory skills indicative of metacognition. Whilst our findings highlight that pupils may still be developing explicit metacognitive knowledge necessary to take full advantage of STAs, we highlight the clear value of persistent approaches to using STAs as tools to support developing metacognition, particularly in association with teacher–pupil interactions.

Educational policy in the UK and beyond increasingly focuses on promoting skills that encourage learners to be independent thinkers and to self‐manage their own learning. While the educational benefits of metacognition (i.e., thinking about and managing one’s own thinking) are widely acknowledged, little attention has been paid to teachers’ perspectives about the enactment of such approaches within the educational setting. Thus, this interview study seeks to investigate Scottish primary schools teachers’ perspectives about the enactment of policy, using metacognition as an exemplar case. Analysis produced two broad themes that distinguished between ‘bottom‐up’ implementation of metacognitive approaches, and more commonly described ‘top‐down’ approaches promoted by local or national policy. The perceived ‘changing tide’ of externally set top‐down initiatives was described as particularly challenging for teachers to negotiate, resulting in a perceived crowding of the curriculum and associated ‘tick‐boxing’ practices. Results are discussed in relation to the process of enactment—arguing that the predominance of top‐down policy initiatives acts to restrict teachers’ agency by diminishing professionalism and promoting performativity.

This chapter outlines a multi-phased project aiming to understand and enhance the transition experiences of advanced entry (AE) students (i.e., college students entering university directly into second or third year with SQA HNC/HND qualifications). The project team includes academic and professional services staff with heavy involvement from student interns, giving a unique insight into transition support for AE students. Data were collected through student focus groups and a staff survey. Focus groups highlighted perceived gaps in support as students transition through(out) university, suggesting students lack knowledge about existing resources and desire more peer support. Resultantly, a new online toolkit has been developed to host existing support and new resources developed for students by students. Staff survey findings highlighted variation in knowledge of and contact with AE students, leading to consideration of how to better support staff to support these students. Findings can be applied to the wider sector such as students transferring from other universities.

ASMR is a sensory-perceptual experience in which specific audio-visual or haptic stimuli reliably trigger electro-static-like ‘brain tingles’ extending peripherally from the back of the scalp. While generally an under-studied phenomenon, research is beginning to identify potential therapeutic benefits of immersing in ASMR-content, supported by anecdotal accounts from active online communities. The present mixed-methods online study aimed to explore the phenomenological aspects of ASMR and its potential therapeutic effects. A total of 224 participants watched ASMR-videos and completed scales measuring ASMR response and affect. Participants then completed four open-ended questions about their ASMR experience and use. In line with our hypotheses, quantitative results suggested that participants who experienced ASMR demonstrated significantly higher positive affect and significantly lower negative affect compared to those who did not (or were unsure about whether they did) experience ASMR. The pleasurability and intensity of ASMR also positively correlated with measures of positive affect, and negatively with measures of negative affect. Thematic analysis identified great phenomenological variability in perceived pleasurability and intensity of ASMR experience among individuals as a super-theme present across themes (Psychological, Physical and Social dimensions). Based on these findings, a multi-dimensional model for characterising ASMR is proposed, providing clear opportunities for future research.