Tristan Middleton
Biographic Data
| ID | 3936057 |
|---|---|
| NAME | Tristan Middleton |
| GIVEN NAMES | Tristan |
| FAMILY NAME | Middleton |
| SIGNATURE | MIDDLETON T |
| AFFILIATIONS | University of Gloucestershire |
| ORCID | 0000-0001-8111-3856 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘Stretched… like butter scraped over too much bread ’—The Senco role in Sweden, England, Ireland and Austria: An ecosystemic analysis in evolving inclusive and special education policy landscapes
This paper offers a comparative analysis of the Special Educational Needs Coordinator (SENCo) role or equivalent, across Sweden, England, Ireland and Austria. Framed by Bronfenbrenner's Ecological Systems Theory, the study investigates how inclusive education is characterised in policy and practice, and how the SENCo role is defined, enacted and supported within each jurisdiction. A hybrid methodological approach, combining a Most Similar Systems…
Justice-Involved Children with Special Educational Needs and Disability: What Are the Implications for Access to Identification and Support Through an Education, Health and Care Plan? A Thought Piece
This thought piece exposes the gap in the operationalised support in England for young people within the justice system who have special educational needs and disabilities. It exposes inequity within the system which serves to create barriers for justice-involved young people, who are likely to already be disengaged from education, in accessing appropriate provision. It presents gaps in key educational advice and practice relating to access to Ed…
Educational development in secure juvenile justice settings: The benefits, the challenges and power dynamics in international research collaborations
International research collaborations (IRCs) can play a significant role in shaping educational development, particularly in youth justice settings. This study explores the benefits, challenges, and structural inequalities within IRCs focused on education for justice-involved children and young people. Drawing on qualitative data from participants from three Erasmus+-funded projects across multiple European countries, the findings highlight how I…
Developing effective assessment feedback: Academic buoyancy and the relational dimensions of feedback
This research reports on the second phase of a project exploring the effectiveness of tutor to student assessment feedback. It highlights the dynamic interaction of interpersonal and intrapersonal contexts in effective feedback processes. It proposes a holistic conceptualisation of feedback that considers the academic buoyancy and attributes of the recipient, and the relationships and opportunities for dialogue with the provider and the ramificat…
Re-engaging incarcerated children and young people with education and learning using authentic inquiry in Italy, Spain, Germany and the UK
Children and young people who come into conflict with the law tend to be disengaged with education and learning. This paper reports on research from an EU Erasmus+ project in Spain, Italy, Germany and the UK. The research focused on the impact of Authentic Inquiry (AI) on learners in custodial or youth justice settings and the impact on educators and their pedagogy. Quantitative data (from 82 educators and 73 young people), demonstrated the young…
The role of assessment feedback in developing academic buoyancy
This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students resp…
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The role of assessment feedback in developing academic buoyancy
This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students resp…
Developing effective assessment feedback: Academic buoyancy and the relational dimensions of feedback
This research reports on the second phase of a project exploring the effectiveness of tutor to student assessment feedback. It highlights the dynamic interaction of interpersonal and intrapersonal contexts in effective feedback processes. It proposes a holistic conceptualisation of feedback that considers the academic buoyancy and attributes of the recipient, and the relationships and opportunities for dialogue with the provider and the ramificat…
Re-engaging incarcerated children and young people with education and learning using authentic inquiry in Italy, Spain, Germany and the UK
Children and young people who come into conflict with the law tend to be disengaged with education and learning. This paper reports on research from an EU Erasmus+ project in Spain, Italy, Germany and the UK. The research focused on the impact of Authentic Inquiry (AI) on learners in custodial or youth justice settings and the impact on educators and their pedagogy. Quantitative data (from 82 educators and 73 young people), demonstrated the young…
Justice-Involved Children with Special Educational Needs and Disability: What Are the Implications for Access to Identification and Support Through an Education, Health and Care Plan? A Thought Piece
This thought piece exposes the gap in the operationalised support in England for young people within the justice system who have special educational needs and disabilities. It exposes inequity within the system which serves to create barriers for justice-involved young people, who are likely to already be disengaged from education, in accessing appropriate provision. It presents gaps in key educational advice and practice relating to access to Ed…
Educational development in secure juvenile justice settings: The benefits, the challenges and power dynamics in international research collaborations
International research collaborations (IRCs) can play a significant role in shaping educational development, particularly in youth justice settings. This study explores the benefits, challenges, and structural inequalities within IRCs focused on education for justice-involved children and young people. Drawing on qualitative data from participants from three Erasmus+-funded projects across multiple European countries, the findings highlight how I…
‘Stretched… like butter scraped over too much bread ’—The Senco role in Sweden, England, Ireland and Austria: An ecosystemic analysis in evolving inclusive and special education policy landscapes
This paper offers a comparative analysis of the Special Educational Needs Coordinator (SENCo) role or equivalent, across Sweden, England, Ireland and Austria. Framed by Bronfenbrenner's Ecological Systems Theory, the study investigates how inclusive education is characterised in policy and practice, and how the SENCo role is defined, enacted and supported within each jurisdiction. A hybrid methodological approach, combining a Most Similar Systems…
Pedagogy (5 works) · Political science (5 works) · Psychology (4 works) · Economic Justice (3 works) · Evaluation of Teaching Practices (2 works) · Higher education (2 works) · Mathematics education (2 works) · Sociology (2 works) · Special education (2 works) · Student Assessment and Feedback (2 works)