Ioanna Bakopoulou
Biographic Data
| ID | 2747005 |
|---|---|
| NAME | Ioanna Bakopoulou |
| GIVEN NAMES | Ioanna |
| FAMILY NAME | Bakopoulou |
| SIGNATURE | BAKOPOULOU I |
| AFFILIATIONS | School of Education University of Bristol UK |
| ORCID | 0000-0003-3170-1443 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Children’s centres, families and food insecurity in times of crisis
We examine how children’s centres in a major city in England responded to food insecurity during the COVID-19 pandemic by helping to run ‘FOOD Clubs’ to support families. Drawing on data from semi-structured interviews with children’s centre staff, we analyse how clubs were organised, why people joined them, and the range of benefits parents derived from them. We extend the literature on food insecurity which focuses heavily on the rise of foodba…
The peer relations of pupils with special educational needs in mainstream primary schools
Background and aimsChildren with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differi…
Scaffolding as a key role for teaching assistants
BACKGROUND: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' inter…
The peer relations of pupils with special educational needs in mainstream primary schools
Background and aimsChildren with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differi…
Children’s centres, families and food insecurity in times of crisis
We examine how children’s centres in a major city in England responded to food insecurity during the COVID-19 pandemic by helping to run ‘FOOD Clubs’ to support families. Drawing on data from semi-structured interviews with children’s centre staff, we analyse how clubs were organised, why people joined them, and the range of benefits parents derived from them. We extend the literature on food insecurity which focuses heavily on the rise of foodba…
Scaffolding as a key role for teaching assistants
BACKGROUND: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' inter…
The peer relations of pupils with special educational needs in mainstream primary schools
Background and aimsChildren with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differi…
Children’s centres, families and food insecurity in times of crisis
We examine how children’s centres in a major city in England responded to food insecurity during the COVID-19 pandemic by helping to run ‘FOOD Clubs’ to support families. Drawing on data from semi-structured interviews with children’s centre staff, we analyse how clubs were organised, why people joined them, and the range of benefits parents derived from them. We extend the literature on food insecurity which focuses heavily on the rise of foodba…
Mainstream (2 works) · Mathematics education (2 works) · Medicine (2 works) · Psychology (2 works) · Sociology (2 works) · Aggression (1 work) · Agriculture (1 work) · Anxiety (1 work) · Bullying, Victimization, and Aggression (1 work) · Collaborative Teaching and Inclusion (1 work)