Lorna Smith
Biographic Data
| ID | 6155590 |
|---|---|
| NAME | Lorna Smith |
| GIVEN NAMES | Lorna |
| FAMILY NAME | Smith |
| SIGNATURE | SMITH L |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0003-2714-6301 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Supporting or stifling? Experiences of beginning teachers working within the Early Career Framework
This study discusses the experiences of a group of new teachers in England since the introduction of the Early Career Framework (ECF), against the backdrop of the global teacher recruitment and retention crisis. The experiences of new teachers within the ECF are under‐researched. We discuss the reasons that attracted new entrants to the profession and why many are leaving or considering leaving, and critically evaluate the ECF. The research invol…
Reflection through revisiting
This paper reflects on two research projects undertaken a decade apart. The first, Celebrating creativity collaboratively (CCC), undertaken in 2009–10 (see Fitzgerald and Smith 2012), explored how a collaborative approach could inspire student teachers of English to become competent, confident teachers of creative writing. The second, Celebrating creativity collaboratively II (CCCII), undertaken in 2018–19, was a “revisit” of the original. The co…
‘In truth, in very truth I tell you’
This article discusses the difficultly in distinguishing between non-fiction and fiction, given that both are linguistic fabrications and both can be bearers of “truth”. It explores the terms “fiction”, “non-fiction” and “truth”, problematising the relationship between them. It goes on to summarise the history of hermeneutics as an approach to exploring texts as carriers of “truths” and how hermeneutics developed to become a recognised research m…
Bracing Ourselves
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Depar…
Responding to a cry in the wilderness
This paper reports the findings from a small-scale study conducted over the first two years of a novel post-16 qualification, the Apprentice of Fine Arts in Creative Writing (AFA). It foregrounds the voices of English teachers teaching the AFA, to explore whether and how the AFA contributes to developing subject English’s ‘signature pedagogies’ (p. 3), promoting teacher agency, creativity and dialogue. Research was conducted through semi-structur…
Teacher agency in the selection of literary texts
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
The Dance and the Tune
This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught.Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that…
All the Nines
Just after the First World War the English Association published The Teaching of English in Schools. It argues that developing children’s ‘creative spirit’ is fundamental to maintaining peace in Europe. Seventy years later, the first National Curriculum promotes a creative, unitary English appropriate for ‘a European context’.In contrast, today’s national curriculum contains no reference to the role of English in international relations; simultan…
‘We’re Not Building Worker Bees.’ What Has Happened to Creative Practice in England Since the Dartmouth Conference of 1966
It is now five years since the introduction of the current National Curriculum for English in England; it is just over 50 years since the Dartmouth Conference drew together American and English educationalists. This paper reports on a hermeneutic study that presents voices from the field of English teaching in England. It asks questions of today’s statutory instruments in the light of approaches highlighted at Dartmouth, with a focus on writing. …
Talking Together, Learning Together
This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position …
Towards a Freer Curriculum
No prominent works on this page.
Towards a Freer Curriculum
Talking Together, Learning Together
This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position …
‘We’re Not Building Worker Bees.’ What Has Happened to Creative Practice in England Since the Dartmouth Conference of 1966
It is now five years since the introduction of the current National Curriculum for English in England; it is just over 50 years since the Dartmouth Conference drew together American and English educationalists. This paper reports on a hermeneutic study that presents voices from the field of English teaching in England. It asks questions of today’s statutory instruments in the light of approaches highlighted at Dartmouth, with a focus on writing. …
All the Nines
Just after the First World War the English Association published The Teaching of English in Schools. It argues that developing children’s ‘creative spirit’ is fundamental to maintaining peace in Europe. Seventy years later, the first National Curriculum promotes a creative, unitary English appropriate for ‘a European context’.In contrast, today’s national curriculum contains no reference to the role of English in international relations; simultan…
Teacher agency in the selection of literary texts
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
The Dance and the Tune
This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught.Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that…
Responding to a cry in the wilderness
This paper reports the findings from a small-scale study conducted over the first two years of a novel post-16 qualification, the Apprentice of Fine Arts in Creative Writing (AFA). It foregrounds the voices of English teachers teaching the AFA, to explore whether and how the AFA contributes to developing subject English’s ‘signature pedagogies’ (p. 3), promoting teacher agency, creativity and dialogue. Research was conducted through semi-structur…
Bracing Ourselves
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Depar…
Reflection through revisiting
This paper reflects on two research projects undertaken a decade apart. The first, Celebrating creativity collaboratively (CCC), undertaken in 2009–10 (see Fitzgerald and Smith 2012), explored how a collaborative approach could inspire student teachers of English to become competent, confident teachers of creative writing. The second, Celebrating creativity collaboratively II (CCCII), undertaken in 2018–19, was a “revisit” of the original. The co…
‘In truth, in very truth I tell you’
This article discusses the difficultly in distinguishing between non-fiction and fiction, given that both are linguistic fabrications and both can be bearers of “truth”. It explores the terms “fiction”, “non-fiction” and “truth”, problematising the relationship between them. It goes on to summarise the history of hermeneutics as an approach to exploring texts as carriers of “truths” and how hermeneutics developed to become a recognised research m…
Supporting or stifling? Experiences of beginning teachers working within the Early Career Framework
This study discusses the experiences of a group of new teachers in England since the introduction of the Early Career Framework (ECF), against the backdrop of the global teacher recruitment and retention crisis. The experiences of new teachers within the ECF are under‐researched. We discuss the reasons that attracted new entrants to the profession and why many are leaving or considering leaving, and critically evaluate the ECF. The research invol…
Pedagogy (10 works) · Sociology (10 works) · Mathematics education (8 works) · Psychology (8 works) · Curriculum (4 works) · Teacher Education and Leadership Studies (4 works) · Creativity (3 works) · Creativity in Education and Neuroscience (3 works) · Engineering (3 works) · Political science (3 works)