Margaret Gregson
Biographic Data
| ID | 5042164 |
|---|---|
| NAME | Margaret Gregson |
| GIVEN NAMES | Margaret |
| FAMILY NAME | Gregson |
| SIGNATURE | GREGSON M |
| AFFILIATIONS | University of Sunderland |
| ORCID | 0000-0002-2195-3738 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1928 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The Importance of the Teacher–Researcher–Artist in Curriculum Design, Development and Assessment in Vocational Education in England
Set in the vocational education and training sector in England, this article draws attention to how top-down, centre–periphery approaches to curriculum design and development in vocational education fail for at least three reasons. First, they misconstrue the nature of knowledge. Second, they lead to perfunctory and fragmented approaches to curriculum design, coupled with mechanistic measures of quality and achievement, which often require little…
In Practice
This article presents the background to and rationale for a practice-focused model of educational change and improvement. In contrast to autocratic top-down models, this democratic and pragmatic approach begins with the educational concerns of teachers. In this model, responsibility and accountability for educational improvement is shared between policy professionals, the university team and sector practitioners. Contributions from the literature…
The Thinking Skills Deficit
This article investigates Brown’s assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a ‘critical thinking deficit’. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inqui…
Reflections of a Practitioner—Researcher in the Field of Widening Participation in Arts Education
This article provides an auto-ethnographic narrative to offer insights into my experience as a practitioner–researcher working in widening participation (WP) in post-compulsory education (PCE). It relates how I came to join the Education and Training Foundation (ETF) Practitioner Research Programme (PRP). It provides insights into the role of WP practitioner and manager and offers a reflection upon my experiences as an early practitioner–research…
Practical Wisdom and Democratic Education
Phronesis or practical wisdom has been understood in relation to the professions where people were able to deliberate wisely by drawing upon their knowledge, character and experience. This project proposes that non-traditional (mature or Access) students also have the potential to draw upon their practical wisdom in order to act well on their degrees. Using the ideas of the educational sociologist Basil Bernstein1924-2000 it is argued that higher…
How policy impacts on practice and how practice does not impact on policy
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐bas…
Thinking skills frameworks for use in education and training
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed
Note on the Headwaters of the Yarkand River
DURING the summer of 1927 my husband (Lieut.-Colonel G. K. Gregson, r.a.) and I ade a deviation from the main trade route in the course of a journey from Srinagar to Yarkand. Following in the tracks of Colonel Wood, Major Kenneth Mason, and other explorers, we left the Kara? koram Pass on our right and branched off to the north-west over an easy watershed to the valley called in earlier reports Valley A, reaching thereby the country at the headwa…
How policy impacts on practice and how practice does not impact on policy
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐bas…
Thinking skills frameworks for use in education and training
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed
Note on the Headwaters of the Yarkand River
DURING the summer of 1927 my husband (Lieut.-Colonel G. K. Gregson, r.a.) and I ade a deviation from the main trade route in the course of a journey from Srinagar to Yarkand. Following in the tracks of Colonel Wood, Major Kenneth Mason, and other explorers, we left the Kara? koram Pass on our right and branched off to the north-west over an easy watershed to the valley called in earlier reports Valley A, reaching thereby the country at the headwa…
Thinking skills frameworks for use in education and training
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed
How policy impacts on practice and how practice does not impact on policy
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐bas…
Practical Wisdom and Democratic Education
Phronesis or practical wisdom has been understood in relation to the professions where people were able to deliberate wisely by drawing upon their knowledge, character and experience. This project proposes that non-traditional (mature or Access) students also have the potential to draw upon their practical wisdom in order to act well on their degrees. Using the ideas of the educational sociologist Basil Bernstein1924-2000 it is argued that higher…
In Practice
This article presents the background to and rationale for a practice-focused model of educational change and improvement. In contrast to autocratic top-down models, this democratic and pragmatic approach begins with the educational concerns of teachers. In this model, responsibility and accountability for educational improvement is shared between policy professionals, the university team and sector practitioners. Contributions from the literature…
The Thinking Skills Deficit
This article investigates Brown’s assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a ‘critical thinking deficit’. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inqui…
Reflections of a Practitioner—Researcher in the Field of Widening Participation in Arts Education
This article provides an auto-ethnographic narrative to offer insights into my experience as a practitioner–researcher working in widening participation (WP) in post-compulsory education (PCE). It relates how I came to join the Education and Training Foundation (ETF) Practitioner Research Programme (PRP). It provides insights into the role of WP practitioner and manager and offers a reflection upon my experiences as an early practitioner–research…
The Importance of the Teacher–Researcher–Artist in Curriculum Design, Development and Assessment in Vocational Education in England
Set in the vocational education and training sector in England, this article draws attention to how top-down, centre–periphery approaches to curriculum design and development in vocational education fail for at least three reasons. First, they misconstrue the nature of knowledge. Second, they lead to perfunctory and fragmented approaches to curriculum design, coupled with mechanistic measures of quality and achievement, which often require little…
Pedagogy (6 works) · Innovative Education and Learning Practices (5 works) · Sociology (5 works) · Curriculum (4 works) · Political science (4 works) · Professional development (3 works) · Psychology (3 works) · Public relations (3 works) · The arts (3 works) · Vocational education (3 works)