^ Moving to College of Arts, Law and Social Sciences http://bura.brunel.ac.uk/handle/2438/8605 2026-04-08T15:54:51Z 2026-04-08T15:54:51Z Tree, D Worsfold, N http://bura.brunel.ac.uk/handle/2438/32828 2026-02-19T03:00:25Z 2026-01-26T00:00:00Z

Title: Do Synoptic Assessments Lead to Authentic Learning? A Critical Perspective on Integration and Intentionality in Higher Education Assessment Design Authors: Tree, D; Worsfold, N Abstract: Synoptic assessment has gained prominence in higher education as a way to bridge fragmented curricula by enabling students to synthesize knowledge across modules. However, structural integration through assessment does not automatically produce authentic learning. Drawing on theoretical analysis and three reflective case studies from UK undergraduate programmes, this paper offers a critical practitioner perspective on how synoptic assessment and authentic learning intersect in practice. We argue that integration and authenticity represent distinct pedagogical imperatives that require deliberate alignment. Through comparative analysis of successful, partially successful, and unsuccessful implementations of assessment strategies, we demonstrate that authentic learning emerges not from integration per se, but from intentional design embedding real-world relevance, developmental scaffolding, clear purpose, and student agency. Our case studies reveal that without such intentionality, synoptic assessments risk becoming structurally coherent but pedagogically hollow exercises that fail to engage students meaningfully. Key challenges include inconsistent staff understanding, inadequate contextual framing, and insufficient attention to progressive capability development. We propose practical design principles grounded in practitioner experience: embedding authenticity through professional relevance, scaffolding complexity appropriately, enabling open-ended student responses, and establishing strong programme-level leadership with authority over assessment strategy. The core contribution of the paper is to articulate these design principles for embedding authenticity within synoptic assessment at programme level, particularly in increasingly modularised and flexible curricula, such as those designed to enable lifelong learning. By positioning integration as necessary but insufficient for authentic learning, we advance critical understanding of assessment reform and address emerging tensions between programme coherence and increasingly modularized curricula serving diverse learner pathways. Description: Data Availability Statement: No new data were created or analyzed in this study.

2026-01-26T00:00:00Z Ferreira, JM Ineson, G http://bura.brunel.ac.uk/handle/2438/32557 2025-12-25T03:00:20Z 2025-12-05T00:00:00Z

Title: Embodied learning in teacher education: Investigating student-teachers' experiences in engaging with embodied cognition theories Authors: Ferreira, JM; Ineson, G Abstract: This study examines how integrating perceptual, sensorimotor, and reflective processes supports the learning of enactive cognition theory, demonstrating how student-teachers develop competencies for engaging with theory through lived, embodied experiences. We employed between-methods data triangulation, combining the PRISMA method, microgenetic, and thematic analysis of video and text data, revealing students' experiences. Findings describe how concepts of enactive theory become part of student-teachers' bodily experiences and reveal that reflective awareness of these bodily connections coupled with shared dialogue is pivotal for deep learning. This study's approach is a compelling demonstration of how enactive cognition can be operationalized in educational practice. Description: Data availability: The authors do not have permission to share data.

2025-12-05T00:00:00Z McHugh, E Wainwright, E Bhuyan, M http://bura.brunel.ac.uk/handle/2438/32536 2026-03-12T11:46:37Z 2026-01-06T00:00:00Z

Title: On-campus food poverty in England: student hunger and university free food provision Authors: McHugh, E; Wainwright, E; Bhuyan, M Abstract: This report provides summary findings of a 20-month British Academy/ Leverhulme-funded project to examine on-campus free food provision in response to student need. We define free food provision as food that is free at the point of collection and consumption and is based on presumed and/or evidenced student need.

2026-01-06T00:00:00Z Tereshchenko, A Demie, F Gorard, S Gao, Y See, BH Siddique, N http://bura.brunel.ac.uk/handle/2438/32462 2025-12-22T19:17:11Z 2025-12-05T00:00:00Z

Title: Making teaching an attractive profession: What are the challenges and opportunities for minority ethnic teachers in England? Authors: Tereshchenko, A; Demie, F; Gorard, S; Gao, Y; See, BH; Siddique, N Abstract: This paper explores the challenges and opportunities surrounding the recruitment and retention of minority ethnic teachers in England. Drawing on interview data from 33 teachers and school leaders of diverse ethnic backgrounds, it investigates whether racialised barriers identified in earlier research have shifted in the current context of teacher shortages and workforce diversification efforts. The findings suggest that participants generally did not face obstacles in securing classroom teaching roles, attributing this to staff shortages and, in some cases, schools' diversity goals. However, systemic barriers to career progression persist, with experienced teachers—particularly Black teachers—reporting racism and discrimination more frequently than their other ethnicity colleagues. Opportunities for improvement were identified by the presence of school diversity, especially in leadership, which was a promising factor in supporting the retention of minority ethnic teachers. The paper argues for structural change to ensure that recruitment efforts are matched by meaningful pathways to progression. Description: Key insights: What is the main issue that the paper addresses? There is a persistent concern about the underrepresentation of minority ethnic teachers in the teaching profession in England. This paper examines the issue of the recruitment and retention of minority ethnic teachers through the lens of ‘interest convergence’. It uses data from interviews with teachers of different ethnicities and career stages to investigate their experiences. What are the main insights that the paper provides? This paper shows that although participants generally did not face obstacles in securing classroom teaching roles, attributing this to teacher shortages and, in some cases, schools' diversity goals, the long-term success such as progression remains a challenge. This was particularly the case for Black teachers.; Data Availability Statement: Research data are not shared.

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