Thomas Godfrey-Faussett
Biographic Data
| ID | 9505485 |
|---|---|
| NAME | Thomas Godfrey-Faussett |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Godfrey-Faussett |
| SIGNATURE | GODFREY-FAUSSETT T |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0002-1538-3257 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teacher confidence and student engagement with mental health and wellbeing lessons
The mental health and wellbeing of young people has received increasing attention in both research and the wider public discourse. There has been a marked rise in mental health conditions in young people, and the burden of care is increasingly transferred onto schools and teachers. However, evidence on the impact and effectiveness of school‐based mental health and wellbeing interventions remains ambiguous and contested. This paper reports on the …
Modelling evidence-based practice in initial teacher training
Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to …
What does success mean to you? Negotiating individual definitions of educational success within an examination-dominated regime of truth
The meaning of education success is a complex and contested question. In England, as in many countries, this question remains dominated by high-stakes summative assessment, resulting in perverse secondary consequences, detrimental to education itself. In this study, we asked six policy-makers, seven secondary-school teachers and 17 pupils what success meant to them. We extend Broadfoot’s four Cs framework of competence, competition, content, and …
Standards as a social contract in curriculum-based qualifications
The theoretical literature on the meaning of qualification standards depicts a variety of definitions. Some definitions describe properties of examinees, whilst others rely on cohort-level or system-level characteristics. Different definitions can be compatible or contradictory. In this study, stakeholders’ views of the meaning of qualification standards in Scotland were collected, using focus groups (82 participants) and a questionnaire (918 par…
National qualifications in Scotland
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high‐stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high‐stakes assessment in Scotland, as in other United Kingdom countri…
Participatory Research and the Ethics of Anonymisation
Research in the UK is increasingly regulated by ethics review committees (RECs) which require researchers to seek ethics approval before commencing research. These RECs routinely expect researchers to anonymise data as part of standard ethical research practice. However, the anonymisation of data may sit in tension with participatory approaches to research which prioritise shared ownership of the research. In particular, the need to make decision…
No prominent works on this page.
Participatory Research and the Ethics of Anonymisation
Research in the UK is increasingly regulated by ethics review committees (RECs) which require researchers to seek ethics approval before commencing research. These RECs routinely expect researchers to anonymise data as part of standard ethical research practice. However, the anonymisation of data may sit in tension with participatory approaches to research which prioritise shared ownership of the research. In particular, the need to make decision…
National qualifications in Scotland
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high‐stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high‐stakes assessment in Scotland, as in other United Kingdom countri…
Standards as a social contract in curriculum-based qualifications
The theoretical literature on the meaning of qualification standards depicts a variety of definitions. Some definitions describe properties of examinees, whilst others rely on cohort-level or system-level characteristics. Different definitions can be compatible or contradictory. In this study, stakeholders’ views of the meaning of qualification standards in Scotland were collected, using focus groups (82 participants) and a questionnaire (918 par…
What does success mean to you? Negotiating individual definitions of educational success within an examination-dominated regime of truth
The meaning of education success is a complex and contested question. In England, as in many countries, this question remains dominated by high-stakes summative assessment, resulting in perverse secondary consequences, detrimental to education itself. In this study, we asked six policy-makers, seven secondary-school teachers and 17 pupils what success meant to them. We extend Broadfoot’s four Cs framework of competence, competition, content, and …
Teacher confidence and student engagement with mental health and wellbeing lessons
The mental health and wellbeing of young people has received increasing attention in both research and the wider public discourse. There has been a marked rise in mental health conditions in young people, and the burden of care is increasingly transferred onto schools and teachers. However, evidence on the impact and effectiveness of school‐based mental health and wellbeing interventions remains ambiguous and contested. This paper reports on the …
Modelling evidence-based practice in initial teacher training
Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to …
Law (4 works) · Political science (4 works) · Sociology (4 works) · Psychology (3 works) · Public relations (3 works) · Curriculum (2 works) · Education Systems and Policy (2 works) · Global Educational Policies and Reforms (2 works) · Medicine (2 works) · Pedagogy (2 works)