Bishop Grosseteste University

About: Bishop Grosseteste University is a education organization based out in Lincoln, Lincolnshire, United Kingdom. It is known for research contribution in the topics: Higher education & Teacher education. The organization has 148 authors who have published 269 publications receiving 2702 citations. The organization is also known as: Bishop Grosseteste College & Lincoln Diocesan Training School for Mistresses.

Is a good Teaching Assistant one who ‘knows their place’?

Abstract: Teaching Assistants’ (TAs’) roles in mainstream English primary schools continue to evolve. Research suggest that TAs play a vital role in managing behaviour and can have benefits for both teachers and children in relation to supporting positive behaviour in the classroom. However, there is a lack of clarity as to what constitutes TAs’ role, particularly when their pedagogical contribution outweighs any other form of support provided to schools. With a lack of clarity in what constitutes the teachers’ and the TAs’ role, TAs’ responsibilities for managing behaviour are opaque. As a result, opportunities for TAs to manage behaviour can be reduced due to their concerns over undermining teachers. The research this paper draws on found TAs were often passive observers in relation to behaviour management as they did not understand how their role correlated to that of teachers’. The concept of what TAs in this research described as ‘knowing their place’ in relation to managing behaviour will be introduced and discussed. Strategies to support TAs in ‘knowing their place’ in a positive, as opposed to pejorative way in managing behaviour will be considered through a range of different approaches to their direct work with children and teachers. The paper then concludes with some ‘next steps’ for schools to consider in supporting TAs to affirmatively find their ‘place’ in managing behaviour.

From Vampire to Apollo: William Blake's Ghosts of the Flea (c. 1819-20)

Abstract: Varley’s Zodiacal Physiognomy and Blake’s Visionary Heads are the two mainstays of a project which involved seance-like meetings at Varley’s house. While the lights were still on, Varley’s guests would have listened to the stories about the flea. With The Ghost of a Flea in front of them, the recitals of the flea’s pompous speeches, combined with the fact that it was just a ghost who leered after human blood, Varley’s guests may have laughed very heartily, if not in front of him then behind his back. Each evening followed the same protocol. When the lights were off, Varley would call out a name and Blake would look around, suddenly exclaiming ‘There he is!’ and start drawing. The flea is the most striking of the Visionary Heads, though it is not the only head which exists in different versions. If appearance is elemental to any kind of judgement of one human being of another, then Blake deliberately confused Varley. By working up the sketch, he played on Varley’s expectations; he presented him with an extraordinary and very puzzling painting, The Ghost of a Flea. But why, if Blake could have chosen any monster, did he settle on the ghost of a flea?

Power, conflict and ritual on the fen-edge: the anarchy-period castle at Burwell, Cambridgeshire, and its pre-conquest landscape

Abstract: Burwell, Cambridgeshire, is best known as possessing a castle constructed by King Stephen during the mid- twelfth-century civil war commonly referred to as ‘the Anarchy’. Documentary sources confirm that the king built a series of fortifications around the East Anglian fen-edge during a.d. 1144 in an attempt to restrict the activities of the rebellious baron Geoffrey de Mandeville, Earl of Essex, who was using the Isle of Ely as a base to raid the surrounding countryside. Written texts also reveal how de Mandeville was mortally wounded during a skirmish or siege which subsequently took place at Burwell. A combination of topographic and geophysical survey, supplemented by documentary analysis, suggests that the castle was constructed in a landscape with a complex earlier history. It is suggested that during the Romano-British period a temple complex was developed on the site, with a spring rising on the edge of the fens providing the likely focus for ritual activity. Burwell later developed into an...

The ‘Open-Closed’ Settlement Model and the Interdisciplinary Formulations of Dennis Mills: Conceptualising Local Rural Change

Abstract: This article is an examination of the value of the ‘open-closed’ settlement model. The model has endured as a helpful point of reference in historical investigations of local rural change in the nineteenth and twentieth centuries and in particular in the study of property and class relations and their influence on the evolution of settlement form. The article is also a consideration of the significance of the work of a chief architect of the model, the historical geographer and local historian Dennis Mills. The model and the contribution of Mills are discussed in relation to initiatives seeking to develop local history of the twentieth century, including the promotion of engagement with interdisciplinary historiographies.

Supporting pre-service teachers to enhance the effectiveness of their classroom practice through engaging with the ‘voice’ of their pupils

Abstract: The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts.