Jill Porter
Biographic Data
| ID | 3655171 |
|---|---|
| NAME | Jill Porter |
| GIVEN NAMES | Jill |
| FAMILY NAME | Porter |
| SIGNATURE | PORTER J |
| AFFILIATIONS | University of Reading |
| ORCID | 0000-0002-8507-6260 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
At-risk or a risk? Sencos’ conceptualisations of vulnerability and risk in relation to school exclusion
In this paper we explore how Special Educational Needs Coordinators (SENCOs) conceptualise vulnerability and risk, and how these conceptualisations inform their responses to students at risk of exclusion from school. The literature typically makes a distinction between within-child and systemic or structural factors. We draw on interview data from SENCOs working in 11 secondary schools in England, and an activity theory approach to unpick the con…
What Counts as Evidence in the Understanding of School Exclusion in England
Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses o…
Learning lessons from the collaborative design of guidance for new build schools
This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildi…
Evaluating performance on a bespoke maths game with children with Down syndrome
Reflexivity and visual technology in research
Although existing notions of reflexivity address the positionality of researchers, they rarely consider the processes through which methods and methodologies can come about. This study builds children's reflexivity into the research design. Drawing on footage from a pilot visual ethnography of paternal engagement in home environments, we show first, that at one level, building children's reflexivity into data collection and analysis, allows us to…
Time for justice
This article reviews two core strategies for safeguarding the rights of disabled children and examines the extent to which these processes advance justice for children in accessing an inclusive and equitable education. The article evaluates the adequacy of the legal system in the face of increased evidence of exclusionary practices of schools, and the low uptake of the disability tribunal as a vehicle for redressing discriminatory practices. It r…
Collecting disability data from parents
This article describes the development and national trial of a methodology for collecting disability data directly from parents, enabling schools and local authorities to meet their obligations under the Disability Discrimination Act (DDA; 2005) to promote equality of opportunity for all children. It illustrates the complexities around collecting this information and also highlights the dangers of assuming that special educational needs (SENs) eq…
Visual Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students
This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that…
Time to listen
Gaining authentic voices in the production of research includes reflection on the process of research itself. The following paper reports on the work of an advisory group and raises issues about the extent to which it should be anticipated that such groups represent the feelings and interests of the wider community without the infrastructure and support to enable them to access these. Should we therefore conclude that advisory group members only …
The understanding of counting in children with severe learning difficulties and nursery children
Background . Little is known about the development of counting in children with severe learning difficulties (SLD) although early research has stressed the rote nature of children's understanding. Aims . We investigated the attainments of children with SLD both with regard to their skills and understanding of counting and compared performance with typically developing preschoolers. Samples . Twenty‐five children with SLD (aged 7–14 years) matched…
Reflexivity and visual technology in research
Although existing notions of reflexivity address the positionality of researchers, they rarely consider the processes through which methods and methodologies can come about. This study builds children's reflexivity into the research design. Drawing on footage from a pilot visual ethnography of paternal engagement in home environments, we show first, that at one level, building children's reflexivity into data collection and analysis, allows us to…
Collecting disability data from parents
This article describes the development and national trial of a methodology for collecting disability data directly from parents, enabling schools and local authorities to meet their obligations under the Disability Discrimination Act (DDA; 2005) to promote equality of opportunity for all children. It illustrates the complexities around collecting this information and also highlights the dangers of assuming that special educational needs (SENs) eq…
The understanding of counting in children with severe learning difficulties and nursery children
Background . Little is known about the development of counting in children with severe learning difficulties (SLD) although early research has stressed the rote nature of children's understanding. Aims . We investigated the attainments of children with SLD both with regard to their skills and understanding of counting and compared performance with typically developing preschoolers. Samples . Twenty‐five children with SLD (aged 7–14 years) matched…
Time to listen
Gaining authentic voices in the production of research includes reflection on the process of research itself. The following paper reports on the work of an advisory group and raises issues about the extent to which it should be anticipated that such groups represent the feelings and interests of the wider community without the infrastructure and support to enable them to access these. Should we therefore conclude that advisory group members only …
Visual Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students
This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that…
Collecting disability data from parents
This article describes the development and national trial of a methodology for collecting disability data directly from parents, enabling schools and local authorities to meet their obligations under the Disability Discrimination Act (DDA; 2005) to promote equality of opportunity for all children. It illustrates the complexities around collecting this information and also highlights the dangers of assuming that special educational needs (SENs) eq…
Time for justice
This article reviews two core strategies for safeguarding the rights of disabled children and examines the extent to which these processes advance justice for children in accessing an inclusive and equitable education. The article evaluates the adequacy of the legal system in the face of increased evidence of exclusionary practices of schools, and the low uptake of the disability tribunal as a vehicle for redressing discriminatory practices. It r…
Reflexivity and visual technology in research
Although existing notions of reflexivity address the positionality of researchers, they rarely consider the processes through which methods and methodologies can come about. This study builds children's reflexivity into the research design. Drawing on footage from a pilot visual ethnography of paternal engagement in home environments, we show first, that at one level, building children's reflexivity into data collection and analysis, allows us to…
What Counts as Evidence in the Understanding of School Exclusion in England
Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses o…
Learning lessons from the collaborative design of guidance for new build schools
This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildi…
Evaluating performance on a bespoke maths game with children with Down syndrome
At-risk or a risk? Sencos’ conceptualisations of vulnerability and risk in relation to school exclusion
In this paper we explore how Special Educational Needs Coordinators (SENCOs) conceptualise vulnerability and risk, and how these conceptualisations inform their responses to students at risk of exclusion from school. The literature typically makes a distinction between within-child and systemic or structural factors. We draw on interview data from SENCOs working in 11 secondary schools in England, and an activity theory approach to unpick the con…
Psychology (8 works) · Sociology (6 works) · Computer Science (4 works) · Children's Rights and Participation (3 works) · Education Discipline and Inequality (3 works) · Mathematics education (3 works) · Political science (3 works) · Public relations (3 works) · Social science (3 works) · Applied Psychology (2 works)