Editorial — Envisioning the Post-COVID “New Normal” for Education in Wales

Thomas, Enlli; Crick, Tom; Beauchamp, Gary

doi:10.16922/wje.25.2.1

WJE

2023

DOI: 10.16922/wje.25.2.1

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Editorial — Envisioning the Post-COVID “New Normal” for Education in Wales

Enlli Thomas,

Tom Crick,

Gary Beauchamp

Abstract: Editorial (Wales Journal of Education 25.2)

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2024

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Cited by 3 publications

References 13 publications

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Sociodemographic trends in special educational needs identification in Wales

Knight,

Lowthian,

Crick

et al. 2024

British Educational Res J

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In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified with SEN and (ii) whether there is evidence of social patterning in SEN identification. We find that 48% of those born in the year 2002/3 were identified with SEN at some point during their schooling years. Furthermore, when controlling for health‐related variables, those who are identified with SEN in Wales were more likely to be male, White, from a deprived background, with lower school attendance, had not experienced breastfeeding and were born later in the academic year. Taken together, the research findings suggest that SEN identification was influenced by a child's context. The study thus underscores the critical importance of examining the relationship between socioeconomic, environmental and biological factors in SEN identification, urging for a comprehensive and cross‐organisation approach to enhance outcomes for learners with diverse needs. It also highlights the need for follow‐up research to explore unfolding trends as the new ALN system in Wales becomes fully implemented and integrated over the coming years.

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Sociodemographic trends in special educational needs identification in Wales

Knight,

Lowthian,

Crick

et al. 2024

British Educational Res J

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Rethinking student teachers' professional learning in Wales: Promoting reflection‐in‐action

Grigg,

Lewis,

Morse

et al. 2024

The Curriculum Journal

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Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.

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A Bayesian active learning approach to comparative judgement within education assessment

Gray,

Rahat,

Crick

et al. 2024

Computers and Education: Artificial Intelligence

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Editorial — Envisioning the Post-COVID “New Normal” for Education in Wales

Abstract: Editorial (Wales Journal of Education 25.2)

Cited by 3 publications

References 13 publications

Sociodemographic trends in special educational needs identification in Wales

Sociodemographic trends in special educational needs identification in Wales

Rethinking student teachers' professional learning in Wales: Promoting reflection‐in‐action

A Bayesian active learning approach to comparative judgement within education assessment

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