Adeela Ahmed Shafi
Biographic Data
| ID | 4428876 |
|---|---|
| NAME | Adeela Ahmed Shafi |
| GIVEN NAMES | Adeela Ahmed |
| FAMILY NAME | Shafi |
| SIGNATURE | SHAFI A A |
| AFFILIATIONS | University of Gloucestershire |
| ORCID | 0000-0002-6265-5024 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
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…
Re-Designing Secure Children’s Homes Through a Child-First Lens
This article explores existing learning gaps concerning optimal ways to support children within and beyond secure care in England and Wales, with a specific focus on Secure Children’s Homes (SCHs). Insights from key stakeholders working in SCHs are often omitted from research despite being fundamental to understanding both challenges and best-practice initiatives. The Children’s Residential Care Research Network, which is a collaboration between …
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…
Children’s education in secure custodial settings: Towards a global understanding of effective policy and practice
The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK
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 Resilient Agency in Learning: The Internal Structure of Learning Power
Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research; however, such measures have an additional use – to provide formative feedback to the learner. In this article we reanalyse 15 years of d…
The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK
Developing Resilient Agency in Learning: The Internal Structure of Learning Power
Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research; however, such measures have an additional use – to provide formative feedback to the learner. In this article we reanalyse 15 years of d…
Developing Resilient Agency in Learning: The Internal Structure of Learning Power
Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research; however, such measures have an additional use – to provide formative feedback to the learner. In this article we reanalyse 15 years of d…
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…
The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK
Children’s education in secure custodial settings: Towards a global understanding of effective policy and practice
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…
Re-Designing Secure Children’s Homes Through a Child-First Lens
This article explores existing learning gaps concerning optimal ways to support children within and beyond secure care in England and Wales, with a specific focus on Secure Children’s Homes (SCHs). Insights from key stakeholders working in SCHs are often omitted from research despite being fundamental to understanding both challenges and best-practice initiatives. The Children’s Residential Care Research Network, which is a collaboration between …
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…
Political science (7 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Computer Science (3 works) · Economic Justice (3 works) · Homelessness and Social Issues (3 works) · Law (3 works) · Social science (3 works) · Children's Rights and Participation (2 works)