Timothy Crick
Dados Biográficos
| ID | 147193 |
|---|---|
| NOME | Timothy Crick |
| PRENOMES | Timothy |
| SOBRENOME | Crick |
| ASSINATURA | CRICK T |
| AFILIAÇÕES | Swansea University |
| ORCID | 0000-0001-5196-9389 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 17 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Teaching primary and secondary computing
Background and Context As more K–12 teachers are required to teach computing, there is a need to understand how it is enacted in classrooms. In addition, many non-specialists are teaching computing for the first time.Objective We set out to better understand how computing is currently being taught across five jurisdictions in the UK and Ireland. The aim of the study was to understand CS teaching practices, including the use of certain approaches …
Educational pathways and outcomes for care‐experienced children
Children who are removed from their birth families during childhood—termed care‐experienced—can be at risk for lower educational attainment and poorer school experiences, often linked to deprivation and behavioural factors. However, research often uses aggregated measures that obscure the complexities of care (e.g. timing, and placements) and evidence is needed to understand the factors that could explain the link between care‐experience and atta…
Examining the health literacy and health behaviours of children aged 8–11 in Wales, UK
Childhood is a period of significant formative development where knowledge, skills, and capacities for adequate health literacy are acquired, particularly within school settings. The new Curriculum for Wales (CfW), phasing in from September 2022 for learners aged 3–16 years, places statutory focus on health and well-being and school-level curriculum design, providing unprecedented opportunities to empower children as agents in making health-enhan…
Children’s early care experiences and their educational attainment
Care-experienced children are at risk of lower educational attainment. Duration of care is related to attainment, as is the type of placement(s) (e.g. foster care). To determine ‘what works’ for care-experienced children, our research examined: i) profiles of children on their care experiences, and ii) how these relate to educational attainment at age seven. Using anonymised, linked records in Wales, United Kingdom, we constructed an e-cohort of …
The relationship between dyslexia, autism, and academic outcomes
Dyslexia and autism are neurodevelopmental conditions known to influence educational experiences, yet their distinct impacts on academic outcomes remain underexplored in large-scale population studies. This study utilises longitudinal, population-level administrative data from Wales to examine the relationships between dyslexia and autism identification and educational attainment across all key educational stages in children born between 2002 and…
Academic anomie
The experience of the COVID-19 pandemic has ignited a near universal rethink of what is tolerable or desirable in work settings. In higher education—where discontent has been exacerbated by the pandemic—the potential for a ‘great resignation’ is a very real threat. The long-term impact of a crisis management approach in universities has led to a state of ‘pandemia’, according to Watermeyer et al., (British Journal of Sociology of Education 42:651…
Divergences in the framing of inclusive education across the UK
Commitments to inclusive education have been articulated in policy across the UK, in the context of increasingly inclusive rhetoric in education policy globally over recent years. This paper uses a critical policy analysis approach to understand the framing of inclusion within national legislation, policy documents and associated key resources from across the four UK nations of England, Scotland, Wales and Northern Ireland. The paper seeks to und…
Sociodemographic trends in special educational needs identification in Wales
In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified…
Identifying protective and risk behavior patterns of online communication in young people
INTRODUCTION: Research has investigated the association between time spent online and mental well-being, however the nuances between specific online behaviors and well-being have been less explored. This research examines how specific online behaviors (i.e., how young people are engaging online and with whom), are associated with one another, and how these patterns of behaviors are related to well-being. METHODS: We used the November 2020 and Mar…
Opinion Paper
Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, …
‘Living at work’
The COVID-19 pandemic has been the source of large-scale disruption to the work practices of university staff, across the UK and globally. This article reports the experiences of n = 4731 professional services staff (PSS) working in UK universities and their experiences of pandemic-related work disruption. It specifically focuses on a transition to remote-working as a consequence of social restrictions and campus closures, presenting both quantit…
‘This can’t be the new norm’
The COVID-19 pandemic has profoundly affected the university sector globally. This article reports on the Australian findings from a large-scale survey of academic staff and their experiences and predictions of the impact of the pandemic on their wellbeing. We report the perceptions of n=370 Australian academics and accounts of their institutions’ responses to COVID-19, analysed using self-determination theory. Respondents report work-related str…
Artificial Intelligence (AI)
‘The Covid-19 crisis is not the core problem’
This article, drawing on data from an international survey – distributed in the summer of 2020 – explores the experiences and concerns of academic staff (n=167) working in universities in Ireland and their perceptions of their institutions’ early response to the pandemic. Concerns related to transitioning to remote online working, impact on research productivity and culture, and work intensification, as intersected by enhanced managerialism, are …
Covid-19 and digital disruption in UK universities
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respon…
Pandemia’
Universities in the UK, and in other countries like Australia and the USA, have responded to the operational and financial challenges presented by the COVID-19 pandemic by prioritising institutional solvency and enforcing changes to the work-practices and profiles of their staff. For academics, an adjustment to institutional life under COVID-19 has been dramatic and resulted in the overwhelming majority making a transition to prolonged remote-wor…
Electric Vehicle Mobility-as-a-Service
Three distinct trends have emerged that have disrupted the dominance of privately owned, combustion-powered car transport in the United Kingdom. First, the electric powertrain has emerged as an affordable means of transport, addressing various existing environmental concerns; second, new models of car ownership are developing, particularly in urban areas; third, the growth of “smart city” thinking emphasizes capitalizing on increased connectivity…
Measuring UK crime gangs
The Game Body
Synthesizing research in philosophy and phenomenology, this article offers a sympathetic critique of Vivian Sobchack's view of digital moving images. Focusing on contemporary first- and third-player video games, it examines how digital imagery inscribes bodily dimensions onto a nonindexical world and the different ways in which we inhabit cinematic and electronic space. More specifically, it draws upon the writings of Maurice Merleau-Ponty to bui…
Pandemia’
Universities in the UK, and in other countries like Australia and the USA, have responded to the operational and financial challenges presented by the COVID-19 pandemic by prioritising institutional solvency and enforcing changes to the work-practices and profiles of their staff. For academics, an adjustment to institutional life under COVID-19 has been dramatic and resulted in the overwhelming majority making a transition to prolonged remote-wor…
Divergences in the framing of inclusive education across the UK
Commitments to inclusive education have been articulated in policy across the UK, in the context of increasingly inclusive rhetoric in education policy globally over recent years. This paper uses a critical policy analysis approach to understand the framing of inclusion within national legislation, policy documents and associated key resources from across the four UK nations of England, Scotland, Wales and Northern Ireland. The paper seeks to und…
The Game Body
Synthesizing research in philosophy and phenomenology, this article offers a sympathetic critique of Vivian Sobchack's view of digital moving images. Focusing on contemporary first- and third-player video games, it examines how digital imagery inscribes bodily dimensions onto a nonindexical world and the different ways in which we inhabit cinematic and electronic space. More specifically, it draws upon the writings of Maurice Merleau-Ponty to bui…
Sociodemographic trends in special educational needs identification in Wales
In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified…
The Game Body
Synthesizing research in philosophy and phenomenology, this article offers a sympathetic critique of Vivian Sobchack's view of digital moving images. Focusing on contemporary first- and third-player video games, it examines how digital imagery inscribes bodily dimensions onto a nonindexical world and the different ways in which we inhabit cinematic and electronic space. More specifically, it draws upon the writings of Maurice Merleau-Ponty to bui…
Measuring UK crime gangs
Electric Vehicle Mobility-as-a-Service
Three distinct trends have emerged that have disrupted the dominance of privately owned, combustion-powered car transport in the United Kingdom. First, the electric powertrain has emerged as an affordable means of transport, addressing various existing environmental concerns; second, new models of car ownership are developing, particularly in urban areas; third, the growth of “smart city” thinking emphasizes capitalizing on increased connectivity…
Artificial Intelligence (AI)
‘The Covid-19 crisis is not the core problem’
This article, drawing on data from an international survey – distributed in the summer of 2020 – explores the experiences and concerns of academic staff (n=167) working in universities in Ireland and their perceptions of their institutions’ early response to the pandemic. Concerns related to transitioning to remote online working, impact on research productivity and culture, and work intensification, as intersected by enhanced managerialism, are …
Covid-19 and digital disruption in UK universities
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respon…
Pandemia’
Universities in the UK, and in other countries like Australia and the USA, have responded to the operational and financial challenges presented by the COVID-19 pandemic by prioritising institutional solvency and enforcing changes to the work-practices and profiles of their staff. For academics, an adjustment to institutional life under COVID-19 has been dramatic and resulted in the overwhelming majority making a transition to prolonged remote-wor…
‘This can’t be the new norm’
The COVID-19 pandemic has profoundly affected the university sector globally. This article reports on the Australian findings from a large-scale survey of academic staff and their experiences and predictions of the impact of the pandemic on their wellbeing. We report the perceptions of n=370 Australian academics and accounts of their institutions’ responses to COVID-19, analysed using self-determination theory. Respondents report work-related str…
Opinion Paper
Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, …
‘Living at work’
The COVID-19 pandemic has been the source of large-scale disruption to the work practices of university staff, across the UK and globally. This article reports the experiences of n = 4731 professional services staff (PSS) working in UK universities and their experiences of pandemic-related work disruption. It specifically focuses on a transition to remote-working as a consequence of social restrictions and campus closures, presenting both quantit…
Identifying protective and risk behavior patterns of online communication in young people
INTRODUCTION: Research has investigated the association between time spent online and mental well-being, however the nuances between specific online behaviors and well-being have been less explored. This research examines how specific online behaviors (i.e., how young people are engaging online and with whom), are associated with one another, and how these patterns of behaviors are related to well-being. METHODS: We used the November 2020 and Mar…
Examining the health literacy and health behaviours of children aged 8–11 in Wales, UK
Childhood is a period of significant formative development where knowledge, skills, and capacities for adequate health literacy are acquired, particularly within school settings. The new Curriculum for Wales (CfW), phasing in from September 2022 for learners aged 3–16 years, places statutory focus on health and well-being and school-level curriculum design, providing unprecedented opportunities to empower children as agents in making health-enhan…
Children’s early care experiences and their educational attainment
Care-experienced children are at risk of lower educational attainment. Duration of care is related to attainment, as is the type of placement(s) (e.g. foster care). To determine ‘what works’ for care-experienced children, our research examined: i) profiles of children on their care experiences, and ii) how these relate to educational attainment at age seven. Using anonymised, linked records in Wales, United Kingdom, we constructed an e-cohort of …
The relationship between dyslexia, autism, and academic outcomes
Dyslexia and autism are neurodevelopmental conditions known to influence educational experiences, yet their distinct impacts on academic outcomes remain underexplored in large-scale population studies. This study utilises longitudinal, population-level administrative data from Wales to examine the relationships between dyslexia and autism identification and educational attainment across all key educational stages in children born between 2002 and…
Academic anomie
The experience of the COVID-19 pandemic has ignited a near universal rethink of what is tolerable or desirable in work settings. In higher education—where discontent has been exacerbated by the pandemic—the potential for a ‘great resignation’ is a very real threat. The long-term impact of a crisis management approach in universities has led to a state of ‘pandemia’, according to Watermeyer et al., (British Journal of Sociology of Education 42:651…
Divergences in the framing of inclusive education across the UK
Commitments to inclusive education have been articulated in policy across the UK, in the context of increasingly inclusive rhetoric in education policy globally over recent years. This paper uses a critical policy analysis approach to understand the framing of inclusion within national legislation, policy documents and associated key resources from across the four UK nations of England, Scotland, Wales and Northern Ireland. The paper seeks to und…
Sociodemographic trends in special educational needs identification in Wales
In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified…
Teaching primary and secondary computing
Background and Context As more K–12 teachers are required to teach computing, there is a need to understand how it is enacted in classrooms. In addition, many non-specialists are teaching computing for the first time.Objective We set out to better understand how computing is currently being taught across five jurisdictions in the UK and Ireland. The aim of the study was to understand CS teaching practices, including the use of certain approaches …
Educational pathways and outcomes for care‐experienced children
Children who are removed from their birth families during childhood—termed care‐experienced—can be at risk for lower educational attainment and poorer school experiences, often linked to deprivation and behavioural factors. However, research often uses aggregated measures that obscure the complexities of care (e.g. timing, and placements) and evidence is needed to understand the factors that could explain the link between care‐experience and atta…
Sociology (10 obras) · Political science (8 obras) · Psychology (7 obras) · Public relations (7 obras) · COVID-19 and Mental Health (6 obras) · Economics (6 obras) · Higher education (6 obras) · Medicine (6 obras) · Economic growth (5 obras) · Geography (4 obras)