This study collated person-centred therapists' views on their use of questions in person-centred counselling. It asked whether the therapists considered that questions are useful and how they seek to implement them. Six experienced person-centred therapists were interviewed and their comments analysed using Thematic Analysis. Therapy transcripts…

This research contributes to ongoing debate surrounding primary teachers' perceptions of key benefits, challenges and effective practice associated with whole-class teaching and learning in the primary school. A review of pre-existing literature relevant to the practice and perceptions of whole-class teaching and learning informed the scope and…

The notion of the ethnographer as participant observer, as an active agent rather than passive observer, is well established within conversations about method and methodology. Less well explored is the extent to which the inherent curiosity and inquisitiveness of the ethnographer might be reciprocated: how might this be established and how might…

Action learning has evolved with multiple variants and a multiplicity of interpretations which have moved it away from Revans Classical Principles. This account of practice describes the use of an adapted action learning set within the legal profession with a specific focus on a 'provided' problem and collective reflective practice in the form of…

The Thinking Folk project introduced Socratic dialogues as a pedagogical construct to develop critical thinking skills by drawing on the lived experiences of learners in English for Speakers of Other Languages (ESOL) classes. The resulting conversations were soon described as "real" talk by learners, which, in a process that not only…

This article examines the teaching of creation in a year six and a year three Religious Education (RE) class in schools in the south of England with a focus on the type and role of teacher questioning in relation to classroom discussions. The nature of knowledge, curriculum content and the relationship between RE and other subjects is currently…

Despite possessing valuable skills, social communication differences mean that autistic people are frequently disadvantaged in job interviews. We examined how autistic and non-autistic adults compared on standard (unmodified) job interview questions, and then used these findings to develop and evaluate supportive adaptations to questions. Fifty…

A mixed-method of questionnaires and analysis of audio-visual recordings are used to contextualise one's use of lecture capture technology on a Foundation Year provision at a higher education institute. The researcher's use of lecture capture technology appears to mirror many aspects of its use amongst colleagues, including the method used and the…

Michael Bird has a longstanding interest in the power of classroom dialogue, not only as a means of eliciting students' prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he first uses two extracts of…

This descriptive case study explored the presence of a community of inquiry among 4492 secondary learners enrolled in four asynchronous online discussion forums over a full year. The forums (Ethics and Philosophy, Reading, Astronomy and Space, and General Debates, among others not studied) were external to the students' schools across England. The…

Young children's questions may offer powerful leverage for knowledge acquisition and deep level learning, yet often go unrecognised and undervalued in early childhood education (ECE) settings. When young children's questions are not heard or respected, they are denied their UNCRC Article 12 right to express their views freely and have 'due weight'…

Critical thinking is a key attribute for students in British higher education, but there has been little research on how Chinese students develop critical thinking during their studies at British universities. Based on interviews with sixteen Chinese students at a university in England, this paper reports their experiences of developing critical…

Autistic people have difficulties recalling episodic memories, including retrieving fewer or less specific and detailed memories compared to typically developing people. However, the ability to effectively recall episodic memories is crucial in many real-world contexts, such as the criminal justice system, medical consultations, and employment…