Papers by Kimberly Safford
Learning Assistants in Sierra Leone
Literacies across educational contexts
. Climate Change -All Change: evaluation of the primary school pilot for architecture. The Museum... more . Climate Change -All Change: evaluation of the primary school pilot for architecture. The Museum of Childhood. For guidance on citations see FAQs.
The Open University, Jun 1, 2020
Approaches to small-scale enquiry and research in primary schools
This report describes and evaluates a creative partnership between primary school children and an... more This report describes and evaluates a creative partnership between primary school children and an architectural design team, funded by the V&A Museum of Childhood and the Britta and Jeremy Lloyd Family. Two classes of 9 and 10 year old children worked intensively with an architect to design sustainable primary schools for radically changed environments in the year 2050. In classroom activities, children learned about the causes of climate change, and about sustainable building materials and energy sources, and they imagined new materials and energy sources for the future. The architect’s team elaborated children’s designs in computer models and an immersive display, illustrating the power of young minds to generate creative responses to the climate scenarios they may inherit. Interviews and endline survey data give evidence of impact: children increased their knowledge and understanding of climate science and of sustainable architecture. Outcomes show that young children are keen to...
Changing English, 2016
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Barriers to blended digital distance vocational learning for non-traditional students
British Journal of Educational Technology, 2014
ABSTRACT This research identifies and examines the challenges of blending digital distance and vo... more ABSTRACT This research identifies and examines the challenges of blending digital distance and vocational learning for non-traditional and low-socio-economic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with individual students and video diaries recorded by them during module study. Barriers to study include where and when to go online, finding support for digital study, navigating virtual learning environments and knowing what is relevant, variable or no technologies in the workplace, making connections between workplace technologies and ICT for study, and storing and organising digital information. As university education goes increasingly online, the research aims to improve institutional awareness and provision for widening participation. The research findings suggest practical changes to ameliorate experiences of digital distance vocational learning and by these means to improve student retention, progression and completion.
Language and Education, 2010
This research is an interpretive study of individual and institutional language practices based o... more This research is an interpretive study of individual and institutional language practices based on an analysis of quantitative and qualitative data from a large higher education institute of teacher training in Britain. The study explores teacher professionalism in relation to language, examining the 'invisible' linguistic and cultural capital (cf Ellis 2004) of multilingual student teachers. This capital is a potentially powerful contribution to student teacher pedagogy and professionalism, but in the two key domains of teacher education (university and school) where practitioner 'funds of knowledge' are manifested in events and activities (Moll & Greenberg 1990) the study reveals how multilingual students struggle to create or access events and activities where they can demonstrate and develop their 'knowledge in action' . The discussion frames multilingual student teachers and multilingual pupils as mirror participants in monolingual institutions and explores issues of subordination, investment and empowerment in relation to language use (Norton 1997; Lee and Norton, in press). The study presents multilingual student teachers as multi-competent language users (Pavlenko 2003) who could positively influence wider pedagogic knowledge and practices but who are prevented from activating their linguistic, cultural and community expertise through institutional and professional lack of recognition.
The ‘problem’ of bilingual children in educational settings: policy and research in England
Language and Education, 2013
Is language something to be ‘overcome’? In this discussion of education policy and research persp... more Is language something to be ‘overcome’? In this discussion of education policy and research perspectives on bilingual children in England, the authors take as their starting point five questions about language diversity posed in 1973 by Dell Hymes. The authors review the history of mainstream school support for young bilingual learners in England and how policies and practices have contextualised
‘I didn't speak for the first year’: Silence, Self-Study and Student Stories of English Language Learning in Mainstream Education
Innovation in Language Learning and Teaching, 2008
The paper draws on interviews with 17- and 18-year-old students learning English as an Additional... more The paper draws on interviews with 17- and 18-year-old students learning English as an Additional Language (EAL) in mainstream secondary schools in the UK, where the students describe their experiences as new arrivals and their resources and strategies for accessing and learning English in multiple social and academic contexts. Silence and self-study emerge as key survival strategies for these students,
The reading journey
Routledge eBooks, 2008
The authors examine the journey that pupils make from their very earliest explorations into langu... more The authors examine the journey that pupils make from their very earliest explorations into language and literacy through to becoming fluent and experienced readers. As pupils learn and develop in different ways, the authors analyse typical but not exclusive characteristics of stages of reading development.
©NALDIC ITE Support Materials EAL and English
English is a core subject of the National Curriculum and English is also the 'language of sc... more English is a core subject of the National Curriculum and English is also the 'language of schooling ' eg the oral and written medium of instruction for the whole curriculum. ‘English across the curriculum ’ conceptualises pupils applying their knowledge of speaking, listening, reading and writing to other areas of subject knowledge. The subject of English is highly politicised and contested. No other curriculum area undergoes such continuous scrutiny and revision as can be seen from the current debate around approaches to reading instruction. English as an Additional Language is, in contrast, a ‘diffuse ’ curriculum area (Leung 2001) which is not articulated as a distinct subject or a controversial domain of learning although, like English, EAL crosses all curriculum subjects. Pupils learning EAL apply their developing knowledge of English as well as their other languages in all subject areas. There is sometimes a tendency to assume that learning an additional language acr...
| Building Communities of Engaged Readers | Taylor & Francis Group
The research elicits parents’ views of what constitutes a creative curriculum and parents’ respon... more The research elicits parents’ views of what constitutes a creative curriculum and parents’ responses to the creative schools agenda, and draws upon extensive findings from questionnaire and interview data. When children are engaged in short- or long-term creative projects they extensively describe these experiences at home and these home discussions appear to influence parents in a number of ways. Some parents feel they understand more about what their children are learning in school, and they begin to develop perspectives on their children as learners and on what constitutes learning in and out of school. Children’s enthusiasm for creative projects also causes some parents to become critical of the core curriculum, and they perceive creative programmes as offering alternative long-term benefits which positively influence children’s aspirations as well as their learning. In terms of their involvement in the school itself, creative programmes offer low-risk invitations which encourag...
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh... more The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 F...
Many routes to meaning: children's language and literacy learning in creative arts projects. Section 4, Partnership Between Artists and Teachers: Structures and Processes
Published pesentation to international symposium on the nature of pupil, teacher and artist talk ... more Published pesentation to international symposium on the nature of pupil, teacher and artist talk and language in school-based creative arts projects. The activities in such projects, and the workshop atmosphere they generate, open up opportunities for discussion where pupils’ talk is authentic and wide-ranging, encompassing personal, social, imaginary and real-world themes. Pupils’ talk is focused on the external work itself, techniques and methods, and also on internal, imaginary worlds which become visually manifested. The development of relationships within communities of professional practice also feature strongly in this collaborative discourse. See also: Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494
Animating Literacy: Inspiring children’s learning through teacher and artist partnerships
Action research by teachers and artists provide a window on creative projects at work in classroo... more Action research by teachers and artists provide a window on creative projects at work in classrooms from the Nursery to year 6, demonstrating how creative approaches to learning enhance pupils’ reading, writing, speaking and listening and how partnerships play a key role in teachers’ professional development. Contributions feature pupils’ own work and voices as well as reflections from practitioners. See also: Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494 Safford, K. and Barrs, M. (2005) Many routes to meaning: children’s language and literacy development in creative arts work London: CLPE/Creative Partnerships ISBN 1872267459
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Papers by Kimberly Safford