Jane Pye
Biographic Data
| ID | 6306764 |
|---|---|
| NAME | Jane Pye |
| GIVEN NAMES | Jane |
| FAMILY NAME | Pye |
| SIGNATURE | PYE J |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0002-9924-1183 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Harnessing student expertise
Higher education institutions offer a range of programmes, some of which are professionally qualifying. Such programmes usually include a focus on the development of skills deemed necessary for the profession. This study took a participatory approach to work with undergraduate students who had experienced social work skills teaching in England with an aim of improving the value of this teaching from the student perspective. Findings indicate that…
Practising in an evaluative culture
The prevailing culture in UK higher education is one of evaluation and performativity (Ball Citation2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical a…
Direct observations of practice in social work education
Although the assessment of students via direct observation of practice is a regulatory requirement of social work qualifying programmes in England, there is relative freedom in exactly how this policy is enacted. This study takes a constructionist approach to explore what direct observations are perceived to be and whether this influences their enactment. Interview data was collected from five participants who are all practitioners involved with …
Video-Shorts
Background: The teaching and learning of skills in a classroom setting are often thought to require a resource-intensive approach. Purpose: This study explores the impact of a relatively basic and short communication skills teaching session on postgraduate students’ self-perception of their skills. Methodology/Approach: Data was gathered using a preteaching and postteaching survey designed to enable students to evaluate their own sense of skill d…
Direct observations of practice in social work education
Although the assessment of students via direct observation of practice is a regulatory requirement of social work qualifying programmes in England, there is relative freedom in exactly how this policy is enacted. This study takes a constructionist approach to explore what direct observations are perceived to be and whether this influences their enactment. Interview data was collected from five participants who are all practitioners involved with …
Video-Shorts
Background: The teaching and learning of skills in a classroom setting are often thought to require a resource-intensive approach. Purpose: This study explores the impact of a relatively basic and short communication skills teaching session on postgraduate students’ self-perception of their skills. Methodology/Approach: Data was gathered using a preteaching and postteaching survey designed to enable students to evaluate their own sense of skill d…
Practising in an evaluative culture
The prevailing culture in UK higher education is one of evaluation and performativity (Ball Citation2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical a…
Direct observations of practice in social work education
Although the assessment of students via direct observation of practice is a regulatory requirement of social work qualifying programmes in England, there is relative freedom in exactly how this policy is enacted. This study takes a constructionist approach to explore what direct observations are perceived to be and whether this influences their enactment. Interview data was collected from five participants who are all practitioners involved with …
Harnessing student expertise
Higher education institutions offer a range of programmes, some of which are professionally qualifying. Such programmes usually include a focus on the development of skills deemed necessary for the profession. This study took a participatory approach to work with undergraduate students who had experienced social work skills teaching in England with an aim of improving the value of this teaching from the student perspective. Findings indicate that…
Pedagogy (3 works) · Psychology (3 works) · Social Work Education and Practice (3 works) · Mathematics education (2 works) · Political science (2 works) · Social skills (2 works) · Social Work (2 works) · Sociology (2 works) · Appreciative Inquiry (1 work) · Appreciative Inquiry and Organizational Change (1 work)