The number of families in England choosing to withdraw their children from school has grown significantly since 2016. In this manuscript, we present findings from action research with purposefully sampled home educating young people (n = 9), parents/carers (n = 16), staff from Career Connect (n = 4), staff from schools and colleges (n = 4), staff…

This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed…

This paper reports on the process of participatory action research from a three-year project to co-create ideas to reduce educational inequity with young people funded by Erasmus+. The project involved 10 academics and 50 university students from Norway, Denmark and England who co-researched 200 young people's experiences of educational inequity.…

Personal tutoring as an academic role is neither innovative nor one-dimensional. Engagement in the personal tutoring system correlates to student retention and ultimately achievement. Today the role is considered extensive with the Personal Tutor endeavouring to provide students with both academic and personal support. Whilst literature recognises…

Police forces in England and Wales have faced ongoing difficulties of engagement with minority communities leading to a loss of confidence and trust in policing. The paper reports on the results of a project to improve relations with communities with Humberside Police, UK by implementing key ideas relating to procedural justice that consider how…

This paper reports on findings from a two-year project, which explored whether undertaking small-scale action research supported the development and articulation of the values of trainee teachers. Underpinned by a conceptualisation of teacher professionalism which prioritised research literacy, it used questionnaires to collect data from a sample…

Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers' standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID-19 travel…

This article examines the use of first-person action research to improve the facilitation of a continuing professional development (CPD) project in Early Years leadership. The intention of this project was to support Early Years Leaders (EYLs) from a diverse range of Early Years settings in NW England to improve their practice and hence strengthen…

This article offers an insight into the process and potential of Deleuze-inspired action research. It draws on a classroom action research (CAR) project that critically reconceptualises practices of reflective writing in teacher education, including the widespread use of the 'professional learning journal' as a resource to facilitate reflection on…

This paper uses the theories of practice architectures and learning to teach to study in-service teachers' practice of learning to teaching within a further education (FE)-based initial teacher education (ITE) classes at one further education college (FEC) in England. It seeks to answer two research questions: How do in-service teachers learn how…

The Gloucestershire Gateway Trust (GGT) is a social enterprise initiative in Southwest England focused on Asset-Based Community Development (ABCD). This article describes a six-year action research collaboration that has sought to support the GGT and its local non-profit organizational partners using a variety of action research methods, including…

This paper presents a narrative case study of an innovative Froebelian approach to professional development, implemented in a large Nursery School and Family Centre in southern England undertaken as part of an extended programme of research and development funded by the Froebel Trust from 2021-2024 which was trans-national, including two early…

Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers' professional practice. In…

This study adapted a participatory action research (PAR) approach as part of student-staff collaboration aimed at co-producing a research-engaged pedagogy to provide vocational students with access to curricular opportunities to develop their academic capabilities. This article focuses on the co-creation process between seven multidisciplinary…

This paper describes an action research project in a university to identify the requirements of Work-Based Learning (WBL) students in respect of literature searches for practice enquiries and outlines measures subsequently taken to improve student support. The study confirms previous research that WBL students need to consult a wide variety of…