Many young people are creating research accounts as part of their AS Extended Project qualification, the new Diplomas or as contributions to the fields of their enthusiasms.
We hope you will find some thing that stimulates your interest or contributes to your own research or project. If you do it would be very nice for the researcher to know the influence their work is having. Please contact us through apex@bathnes.gov.uk
Here are the first of the accredited AS Extended Project accounts which can all be downloaded by clicking on the titles.
Louise Mead. (2009) How had the rise and fall of the Berlin Wall affected Germany?
Nathan Moore. (2009) The physiological and psychological effects of excess fats on people in modern society.
James Mould. (2009) Exploring a connection between Phi and Aesthetic Preference.
Educators accounts of research to create and contribute knowlege of improving practice.
Educators have also been creating their research accounts as part of their Masters and Doctoral programmes and as contributions to the educational knowledge base through publication and presentations of papers. These are some
Educators have been working with Jack Whitehead to create knowledge through researching questions such as, 'How do I improve my practice?' developing their living educational theory. These accounts are those that have been successfully submitted.
Masters Dissertations
Chris Jones' MA dissertation (2009), How do I improve my practice and an inclusion officer working in a children's service. Graduating from Bath Spa University on the 17th July 2009
Gifts and Talents in Education
Louise Cripps - How can I clarify my responsibility as a Headteacher as I provide opportunitiesto enable all children in the school to create talents? - September 2009Kate Kemp - How have I come to recognise and develop my talents which are my gift to my colleagues and pupils? February 2009
Kate Kemp - February 2009
Joy Mounter - How can I work within the government's perspective of 'Gifted and Talented' but still remain true to my own living values? February 2009
Sally Cartwright - How can I enable the gifts and talents of my students to be in the driving seat of their own learning? February 2009
Nina Clayton - 'How am I using my own understanding and development of gifts and talents to promote the learning of children?' 2008
Vicky Tucker - A response as to how my involvement with the Gifted and Talented programme initiated by Bath and North East Somerset has made me re-assess my living educational values and beliefs, thus influencing my delivery and provision for the SEBD students with whom I work. May 2008.
Ros Hurford - How does using philosophy and creative thinking enable me to recognise and develop inclusive gifts and talents in my pupils? May 2008.
Educational Enquiry Accounts
Sally Cartwright second Educational Enquiry, 'How can leadership qualities improve my practice as a teacher? February 2009
Sally Cartwright first Educational Enquiry, A Pilot Project: The application of the TASC process across 5 subjects to Year 7 students 2008. Large pdf file - worth the wait!
Kate Kemp first Educational Enquiry, Can I put the pupils voice at the heart of our ‘request for support’ form and what will I learn in the process? November 2008
Ros Hurford's first Educational Enquiry, How do I encourage my pupils, through my own example and practice to become lifelong learners? January 2006.
Ros Hurford second Educational Enquiry How does the writing of a new gifted and talented policy enable me to reflect upon and evaluate my personal values about gifts and talents? In what ways am I living my values in this area? September 2007
Ros Hurford third Educational Enquiry ' Working within the framework of 'Personalised Learning' how can I ensure there is a real learning space for my pupils, where they feel involved in what they learn and how they learn it?' Submitted February 2008.
Joy Mounter first Educational Enquiry, How can I live my personal theory of education in the classroom to promote self reflection as a learner? November, 2006.
Joy Mounter's Second Educational Enquiry, Language of learning to the language of educational responsibility. November, 2006.
Joy Mounter third Educational Enquiry, ‘How can I enhance the educational influence of my pupils in their own learning, that of other pupils, myself and the school?’
Amy Skuse first educational Enquiry How have my experiences of Year 2 SAT's influenced my perceptions of assessment in teaching and learning? Submitted October 2007.
Louise Cripps first Educational Enquiry How do I improve my educational relationship with the learners I work with, both adults and children? Submitted for examination, University of Bath, November 2007
Nina Clayton's first Educational Enquiry, How am I enhancing communication within my classroom with traditional stories and using both non-verbal and verbal language?
Claire Formby's first Educational Enquiry, 'How can I improve learning in my class through the explicit teaching of emotional literacy?' 2007
Claire Formby second Educational Enquiry, How do I sustain a loving, receptively responsive educational relationship with my pupils which will motivate them in their learning and encourage me in my teaching? Submitted September 2007.
Claire Formby's third Educational Enquiry, How am I integrating my educational theorizing with the educational responsibility I express in my educational relationships with the children in my class and in my school and wider society? April 2008.
Ed Harker How can I carry out Masters level educational research without abandoning my own educational values? November, 2006.
Marie Huxtable How can I improve my practice through 'walking the talk' and 'dealing with doorsteps? January 2006
Research Methods in Education
Joy Mounter, If I want the children in my class to extend their thinking and develop their own values and learning theories, how can I show the development of their learning? How do I research this in my classroom? 2007
Steve Bamford, The Creation of Quality Experience. How Do I Research This in My Classroom? November 2006.
Claire Formby, How can I research the difference my values make to the children I teach? November 2006.
Ros Hurford, If the development of an emotionally literate classroom is fundamental to my own values and philosophy of education, how can I show the impact of it on the well-being and learning of the children I teach? How do I research this in my classroom? November 2006.
Margaret White, How do I research the relationships that are created within my primary classroom? November 2006.
Methods of Educational Enquiry
Kevin McDermott A Study of the ways in which Spirituality is understood by students in a Catholic school using two types of educational research submitted February 2004 .
Understanding Learners and Learning
Sally Cartwright Understanding Learning and Learners. November 2007
Claire Formby As my understanding of the way children learn continually develops, how does this influence my everyday teaching?
Joy Mounter Can children carry out action research about learning, creating their own learning theory?
Nina Clayton's How does my planning affect the learning of the children in my class?
Louise Cripps What am I learning about learners and learning as I begin to develop an inclusive approach to making provision for children who are gifted and talented at Swainswick School in response to national initiatives and expectations
Ros Hurford How has my own development as a learner influenced the changes I have made in the way I teach, and how has this affected the learning of my pupils? January 2007