Jane Davies
Biographic Data
| ID | 5550056 |
|---|---|
| NAME | Jane Davies |
| GIVEN NAMES | Jane |
| FAMILY NAME | Davies |
| SIGNATURE | DAVIES J |
| AFFILIATIONS | University of Sunderland |
| ORCID | 0000-0002-3843-837X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 112 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Constructing Reality
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…
Countering the “wrong story”
The COVID-19 pandemic, coupled with the “infodemic” of misinformation, meant First Nations peoples in Australia’s Northern Territory were hearing “the wrong story” about COVID-19 vaccines. In March 2021, when the Australian government offered COVID-19 vaccines to First Nations adults there was no vaccine information designed with, or for, the priority group. To address this gap, we conducted a Participatory Action Research project in which First …
Evaluation of a person-centred, nurse-led model of care delivering hepatitis C testing and treatment in priority settings
Providing outreach hepatitis C services in community-based services was effective in engaging people living with and at-risk of hepatitis C, in education, testing, and care. Nurse-led, person-centred care was critical to the success of the project. Our evaluation underscores the importance of employing a partnership approach when delivering hepatitis C models of care in community settings, and incorporating workforce education and capacity-buildi…
Preventing early childhood transmission of hepatitis B in remote Aboriginal communities in northern Australia
Chronic hepatitis B in this context is a sensitive issue, with a high proportion of women refusing consent. Although uncommon, there is ongoing transmission of hepatitis B to Aboriginal children in remote northern Australia despite vaccination, and this is likely occurring by both vertical and horizontal routes. Prevention will require ongoing investment to overcome the many barriers experienced by this population in accessing care
Opening the “Can of Worms”
This paper reports the findings of a study which involved a critical examination of “race”-related provision on initial teacher education (ITE) programmes in England. It draws upon data collected as part of a national survey of ITE provision which included interviews with providers and students, and case studies of ITE providing institutions. The study utilized aspects of Critical Race Theory and Critical Whiteness Studies as a theoretical framew…
Effectiveness of treatment for hepatitis C virus reinfection following direct acting antiviral therapy in the Reach-C cohort
A “one stop liver shop” approach improves the cascade-of-care for Aboriginal and Torres Strait Islander Australians living with chronic hepatitis B in the Northern Territory of Australia
A "One Stop Liver Shop" developed with and including Aboriginal Health Practitioners bridges gaps in the availability of services to those living with CHB in a very remote community and improves the cascade of care
Only your blood can tell the story” – a qualitative research study using semi- structured interviews to explore the hepatitis B related knowledge, perceptions and experiences of remote dwelling Indige…
Having an educational tool in Indigenous patient's first language is crucial in developing treatment partnerships for Indigenous patients with hepatitis B. Using a culturally appropriate worldview as the foundation for development should help to reduce disempowerment and improve health literacy
Education, identity and Roma families
This paper outlines and discusses work carried out with teachers of Roma children in the North East of England. The paper draws upon continuing professional development (CPD) work carried out in two primary schools as part of the Comenius IN‐SErvice Training for Roma Inclusion (INSETRom) project. The project spanned a number of school terms over an academic year and involved working closely with two groups of teachers from different schools. This…
The trouble is they don’t mix’
This article draws on a two‐year study funded by the Economic and Social Research Council (ESRC) of South Asian parents and their children’s views on the school experience (Parents, Children and the School Experience: Asian Families’ Perspectives – Grant Reference: R000239671). The article focuses on an aspect of the young people’s school experience and reports that teachers constructed the students’ behaviour in terms of ‘Asian gang culture’. Te…
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as ‘hard to reach’. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the par…
Family Matters
This paper looks beyond an individualised type of parental involvement and discusses the role of the extended family in relation to school. We draw on the different social capital theories to explain its implications and also to discuss its efficacy. Our focus is on the Bangladeshi community and the Pakistani community in two towns in the North East of England. British South Asian parents are variously accused of having too high educational expec…
Grouping practices in the primary school
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Ability groupings in the primary school
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Reliability of questionnaire responses as compared with interview in the elderly
Society for Social Medicine
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as ‘hard to reach’. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the par…
The trouble is they don’t mix’
This article draws on a two‐year study funded by the Economic and Social Research Council (ESRC) of South Asian parents and their children’s views on the school experience (Parents, Children and the School Experience: Asian Families’ Perspectives – Grant Reference: R000239671). The article focuses on an aspect of the young people’s school experience and reports that teachers constructed the students’ behaviour in terms of ‘Asian gang culture’. Te…
Family Matters
This paper looks beyond an individualised type of parental involvement and discusses the role of the extended family in relation to school. We draw on the different social capital theories to explain its implications and also to discuss its efficacy. Our focus is on the Bangladeshi community and the Pakistani community in two towns in the North East of England. British South Asian parents are variously accused of having too high educational expec…
Ability groupings in the primary school
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Grouping practices in the primary school
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Reliability of questionnaire responses as compared with interview in the elderly
Society for Social Medicine
Reliability of questionnaire responses as compared with interview in the elderly
Ability groupings in the primary school
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Grouping practices in the primary school
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Family Matters
This paper looks beyond an individualised type of parental involvement and discusses the role of the extended family in relation to school. We draw on the different social capital theories to explain its implications and also to discuss its efficacy. Our focus is on the Bangladeshi community and the Pakistani community in two towns in the North East of England. British South Asian parents are variously accused of having too high educational expec…
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as ‘hard to reach’. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the par…
The trouble is they don’t mix’
This article draws on a two‐year study funded by the Economic and Social Research Council (ESRC) of South Asian parents and their children’s views on the school experience (Parents, Children and the School Experience: Asian Families’ Perspectives – Grant Reference: R000239671). The article focuses on an aspect of the young people’s school experience and reports that teachers constructed the students’ behaviour in terms of ‘Asian gang culture’. Te…
Education, identity and Roma families
This paper outlines and discusses work carried out with teachers of Roma children in the North East of England. The paper draws upon continuing professional development (CPD) work carried out in two primary schools as part of the Comenius IN‐SErvice Training for Roma Inclusion (INSETRom) project. The project spanned a number of school terms over an academic year and involved working closely with two groups of teachers from different schools. This…
Only your blood can tell the story” – a qualitative research study using semi- structured interviews to explore the hepatitis B related knowledge, perceptions and experiences of remote dwelling Indige…
Having an educational tool in Indigenous patient's first language is crucial in developing treatment partnerships for Indigenous patients with hepatitis B. Using a culturally appropriate worldview as the foundation for development should help to reduce disempowerment and improve health literacy
A “one stop liver shop” approach improves the cascade-of-care for Aboriginal and Torres Strait Islander Australians living with chronic hepatitis B in the Northern Territory of Australia
A "One Stop Liver Shop" developed with and including Aboriginal Health Practitioners bridges gaps in the availability of services to those living with CHB in a very remote community and improves the cascade of care
Opening the “Can of Worms”
This paper reports the findings of a study which involved a critical examination of “race”-related provision on initial teacher education (ITE) programmes in England. It draws upon data collected as part of a national survey of ITE provision which included interviews with providers and students, and case studies of ITE providing institutions. The study utilized aspects of Critical Race Theory and Critical Whiteness Studies as a theoretical framew…
Effectiveness of treatment for hepatitis C virus reinfection following direct acting antiviral therapy in the Reach-C cohort
Preventing early childhood transmission of hepatitis B in remote Aboriginal communities in northern Australia
Chronic hepatitis B in this context is a sensitive issue, with a high proportion of women refusing consent. Although uncommon, there is ongoing transmission of hepatitis B to Aboriginal children in remote northern Australia despite vaccination, and this is likely occurring by both vertical and horizontal routes. Prevention will require ongoing investment to overcome the many barriers experienced by this population in accessing care
Countering the “wrong story”
The COVID-19 pandemic, coupled with the “infodemic” of misinformation, meant First Nations peoples in Australia’s Northern Territory were hearing “the wrong story” about COVID-19 vaccines. In March 2021, when the Australian government offered COVID-19 vaccines to First Nations adults there was no vaccine information designed with, or for, the priority group. To address this gap, we conducted a Participatory Action Research project in which First …
Evaluation of a person-centred, nurse-led model of care delivering hepatitis C testing and treatment in priority settings
Providing outreach hepatitis C services in community-based services was effective in engaging people living with and at-risk of hepatitis C, in education, testing, and care. Nurse-led, person-centred care was critical to the success of the project. Our evaluation underscores the importance of employing a partnership approach when delivering hepatitis C models of care in community settings, and incorporating workforce education and capacity-buildi…
Constructing Reality
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…
Medicine (9 works) · Sociology (8 works) · Pedagogy (7 works) · Psychology (7 works) · Hepatitis B Virus Studies (5 works) · Hepatitis C virus research (5 works) · Gender Studies (4 works) · Nursing (4 works) · Parental Involvement in Education (4 works) · Public health (4 works)