Tina Cook
Dados Biográficos
| ID | 3674849 |
|---|---|
| NOME | Tina Cook |
| PRENOMES | Tina |
| SOBRENOME | Cook |
| ASSINATURA | COOK T |
| AFILIAÇÕES | Liverpool Hope University |
| ORCID | 0000-0001-8750-5121 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 60 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1977 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
Putting lived experiences at the heart of research
It is a great pleasure to introduce you to this special issue of Educational Action Research (EARJ), offered as a tribute to the work of Professor Carol Munn-Giddings. Carol was an editor of EARJ for nearly 20 years. Throughout that time, she consistently championed two specific issues she recognised as under-represented in the general literature and in the journal itself. The first was the paucity of accounts of creative forms of action research…
How Do Health Visitors and Parents Interact in the UK Child Health Clinics around Infant Weight in the Context of Overweight and Obesity
Background . In 2020, figures estimated that 39 million preschool children worldwide, experienced overweight or obesity. Global prevalence has almost tripled in the last 40–50 years. The number of preschool children impacted makes it severe enough to be one of the most serious public health challenges for the 21st century, which could be addressed during infancy, for improved short‐ and long‐term health outcomes. Objective . Research in a local T…
We are listening’ Mother-led research exploring inclusive communication between autistic young people and their families
This research engages Autoethnographic Participatory Action Research (APAR) to explore family communication within and between families of autistic young people in emerging adolescence. Autistic young people often have diverse ways of communicating and differences between family members’ communication can result in barriers to family interaction. Much of the existing research in communication in autistic young people within family settings centre…
Teaching music in the early years in schools in challenging circumstances
The call to raise UK educational standards has a focus on the underachievement of pupils attending schools in challenging socioeconomic circumstances. Research suggests that music can have a significant role in developing children’s phonological awareness, language and future reading ability. Many generalist primary school teachers feel that they do not have the confidence or pedagogical knowledge required to teach music in a way that engages and…
Enabling ambitious science teachers in urban challenging settings
The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of ‘poverty o…
Learning Difficulties
Editorial of the JLCDS special issue, Learning Difficulties: Histories and Cultures
Developing Early Years leadership
This article examines the use of first-person action research to improve the facilitation of a continuing professional development (CPD) project in Early Years leadership. The intention of this project was to support Early Years Leaders (EYLs) from a diverse range of Early Years settings in NW England to improve their practice and hence strengthen the quality of Early Years provision. The project gave rise to a nested action research inquiry carr…
Sense Making
Telling and Showing
Capturing and Reflecting for Change
Continuing the Journey
Making the Case
Framing
Engaging
Organizing
Shaping
Getting Started
Epilogue
Acting for Change
Mindfulness‐based practices with family carers of adults with learning disability and behaviour that challenges in the UK
BACKGROUND: Family carers of adults with learning disability and behaviours that challenge lead complex and stressful lives. Their caring role can leave them isolated and unsupported. In the UK, effective services designed to build resilience for people in long-term caring roles are lacking. There are none (to our knowledge) designed using a participatory health research (PHR) approach with family carers and professionals. OBJECTIVE: With positiv…
Participatory Research for Health and Social Well-Being
The purpose of mess in action research
Mess and rigour might appear to be strange bedfellows. This paper argues that the purpose of mess is to facilitate a turn towards new constructions of knowing that lead to transformation in practice (an action turn). Engaging in action research – research that can disturb both individual and communally held notions of knowledge for practice – will be messy. Investigations into the ‘messy area’, the interface between the known and the nearly known…
What the Camera Sees and from Whose Perspective
This article draws on the experience of three research projects where photography was used with children as a data collection method and presentation tool. It was used as a way of trying to enhance opportunities for adults to hear about topics from the perspective of children. The projects were not designed to investigate the use of cameras as a research methodology; the article is a synthesis of incidentally observed outcomes and issues raised b…
Collaborative Action Research within Developmental Evaluation
This article investigates the use of collaborative action research in both the development and evaluation of a project designed to develop inclusive practice in Early Years and childcare settings.The purpose of the evaluation was to ascertain how practitioners understand the term ‘inclusion’, how those understandings were translated into practice and how changes in that practice might be conceptualized and carried out.The article explores the use…
Evaluating the Early Excellence Initiative
This article focuses on an evaluation of the pilot implementation of the UK ‘Early Excellence’ programme, designed to improve Early Years services and achieve national impact. As with other ‘New Labour’ programmes, the evaluation approach was based on addressing the relationship between ‘context, process and outcome’; to facilitate this, nationally defined indicators were adopted through collaboration between a national evaluation team, local eva…
Participatory Research for Health and Social Well-Being
What the Camera Sees and from Whose Perspective
This article draws on the experience of three research projects where photography was used with children as a data collection method and presentation tool. It was used as a way of trying to enhance opportunities for adults to hear about topics from the perspective of children. The projects were not designed to investigate the use of cameras as a research methodology; the article is a synthesis of incidentally observed outcomes and issues raised b…
Voices from Segregated Schooling
This paper considers the notion of ‘inclusion’ in the provision of education for young disabled people in a climate of closing specialist schools. Uniquely, it analyses the judgements of disabled adults on their education and the views and experiences of pupils from a specialist school. Cook argues that understanding experiences of segregation is crucial to the construction of education policies that are truly inclusive. The paper highlights the …
Local Evaluation in a National Early Years Excellence Centres Pilot Programme
This article is focused on the evaluation of one of New Labour's area-based initiatives in the UK. It traces local evaluators' changing concerns in the face of increasing control from a national evaluation programme. It shows how strains are being felt in relation to evaluators' roles, timescales and approaches to reporting. A pre-specified framework of indicators and a template for reporting are tending to concentrate effort upon finding the ‘lo…
Collaborative Action Research within Developmental Evaluation
This article investigates the use of collaborative action research in both the development and evaluation of a project designed to develop inclusive practice in Early Years and childcare settings.The purpose of the evaluation was to ascertain how practitioners understand the term ‘inclusion’, how those understandings were translated into practice and how changes in that practice might be conceptualized and carried out.The article explores the use…
Evaluating the Early Excellence Initiative
This article focuses on an evaluation of the pilot implementation of the UK ‘Early Excellence’ programme, designed to improve Early Years services and achieve national impact. As with other ‘New Labour’ programmes, the evaluation approach was based on addressing the relationship between ‘context, process and outcome’; to facilitate this, nationally defined indicators were adopted through collaboration between a national evaluation team, local eva…
In the name of inclusion
Romantown local education authority (LEA), like other authorities in England and Wales, is adopting a policy of ‘inclusion’ in providing education for young disabled people alongside non-disabled peers. Ostensibly, at least, this is a process of radical change towards institutions which are explicitly designed to cater for all, rather than the ‘integration’ or assimilation of disabled individuals into existing or adapted mainstream provision. We …
Teacher Training for Teachers of Aborigines
Some determinants of educability for Aborigines are discussed and such problems as integration aid involvement in decision-making by Aborigines reviewed. The role of the teacher in effective communication with Aboriginal children and Aboriginal communities and related aspects such as teacher expectation are considered. Research findings in behavioural science which relate to belief systems and attitudes are considered for inclusion in teacher edu…
Local Evaluation in a National Early Years Excellence Centres Pilot Programme
This article is focused on the evaluation of one of New Labour's area-based initiatives in the UK. It traces local evaluators' changing concerns in the face of increasing control from a national evaluation programme. It shows how strains are being felt in relation to evaluators' roles, timescales and approaches to reporting. A pre-specified framework of indicators and a template for reporting are tending to concentrate effort upon finding the ‘lo…
Voices from Segregated Schooling
This paper considers the notion of ‘inclusion’ in the provision of education for young disabled people in a climate of closing specialist schools. Uniquely, it analyses the judgements of disabled adults on their education and the views and experiences of pupils from a specialist school. Cook argues that understanding experiences of segregation is crucial to the construction of education policies that are truly inclusive. The paper highlights the …
In the name of inclusion
Romantown local education authority (LEA), like other authorities in England and Wales, is adopting a policy of ‘inclusion’ in providing education for young disabled people alongside non-disabled peers. Ostensibly, at least, this is a process of radical change towards institutions which are explicitly designed to cater for all, rather than the ‘integration’ or assimilation of disabled individuals into existing or adapted mainstream provision. We …
Evaluating the Early Excellence Initiative
This article focuses on an evaluation of the pilot implementation of the UK ‘Early Excellence’ programme, designed to improve Early Years services and achieve national impact. As with other ‘New Labour’ programmes, the evaluation approach was based on addressing the relationship between ‘context, process and outcome’; to facilitate this, nationally defined indicators were adopted through collaboration between a national evaluation team, local eva…
Collaborative Action Research within Developmental Evaluation
This article investigates the use of collaborative action research in both the development and evaluation of a project designed to develop inclusive practice in Early Years and childcare settings.The purpose of the evaluation was to ascertain how practitioners understand the term ‘inclusion’, how those understandings were translated into practice and how changes in that practice might be conceptualized and carried out.The article explores the use…
What the Camera Sees and from Whose Perspective
This article draws on the experience of three research projects where photography was used with children as a data collection method and presentation tool. It was used as a way of trying to enhance opportunities for adults to hear about topics from the perspective of children. The projects were not designed to investigate the use of cameras as a research methodology; the article is a synthesis of incidentally observed outcomes and issues raised b…
The purpose of mess in action research
Mess and rigour might appear to be strange bedfellows. This paper argues that the purpose of mess is to facilitate a turn towards new constructions of knowing that lead to transformation in practice (an action turn). Engaging in action research – research that can disturb both individual and communally held notions of knowledge for practice – will be messy. Investigations into the ‘messy area’, the interface between the known and the nearly known…
Sense Making
Telling and Showing
Capturing and Reflecting for Change
Continuing the Journey
Making the Case
Framing
Engaging
Organizing
Shaping
Getting Started
Epilogue
Acting for Change
Mindfulness‐based practices with family carers of adults with learning disability and behaviour that challenges in the UK
BACKGROUND: Family carers of adults with learning disability and behaviours that challenge lead complex and stressful lives. Their caring role can leave them isolated and unsupported. In the UK, effective services designed to build resilience for people in long-term caring roles are lacking. There are none (to our knowledge) designed using a participatory health research (PHR) approach with family carers and professionals. OBJECTIVE: With positiv…
Participatory Research for Health and Social Well-Being
Learning Difficulties
Editorial of the JLCDS special issue, Learning Difficulties: Histories and Cultures
Developing Early Years leadership
This article examines the use of first-person action research to improve the facilitation of a continuing professional development (CPD) project in Early Years leadership. The intention of this project was to support Early Years Leaders (EYLs) from a diverse range of Early Years settings in NW England to improve their practice and hence strengthen the quality of Early Years provision. The project gave rise to a nested action research inquiry carr…
Teaching music in the early years in schools in challenging circumstances
The call to raise UK educational standards has a focus on the underachievement of pupils attending schools in challenging socioeconomic circumstances. Research suggests that music can have a significant role in developing children’s phonological awareness, language and future reading ability. Many generalist primary school teachers feel that they do not have the confidence or pedagogical knowledge required to teach music in a way that engages and…
Sociology (18 obras) · Psychology (16 obras) · Political science (14 obras) · Pedagogy (13 obras) · Computer Science (10 obras) · Action research (7 obras) · Citizen journalism (6 obras) · Early Childhood Education and Development (6 obras) · Evaluation and Performance Assessment (6 obras) · Engineering (5 obras)