Papers by Rosie Ridgway
Choice and Control: corpus-based discourse analysis of teacher education policy in England 2010-2021, 2023
Education policy in recent years has dramatically repositioned the role
and status of teachers, ... more Education policy in recent years has dramatically repositioned the role
and status of teachers, trainee teachers and teacher education in the UK and
beyond. This paper focuses specifically on education policy in England; however, it
has broader significance for those interested in education and teacher education in
international policy contexts. Two corpora were constructed for the project; one
collated education policy documents in 2010–2021, and another collated education
policy documents in 1970–2009. The analysis used the corpus linguistic tool
Wordsmith 8. Keywords, concordance, and collocation, were used to examine
themes within the discourse of the focus corpus, supported by a critical policy
discourse analysis frame. The themes identified in this analysis were governance
(control) and marketisation (choice). These themes have strong connections to
analyses of the Global Education Reform Movement (GERM) and contribute to
understanding how education policy discourses can frame teacher education. The
positioning of trainee teachers as both product and subject of initial teacher education in education policy documents is explored in the analysis.
Proceedings Universities Council for the Education of Teachers (UCET) November 2019, 2019
Statistics has a bad reputation as a subject, it is viewed as dull, difficult, dry and (possibly ... more Statistics has a bad reputation as a subject, it is viewed as dull, difficult, dry and (possibly worst of all) as irrelevant (Ridgway & Ridgway 2019). This reputation makes it challenging for teachers, learners and citizens in general to engage seriously with statistics and statistical claims. However, there is a pressing need to 'lean in' and engage with claims, in an era where data is highly commodified and encompasses more and more of daily life and where 'false claims' abound.
Doctoral thesis: Giving a voice to the hard to reach - song as an effective medium for communication with PMLD children with low social tolerance, 2013
Unpublished CPD resource, 2020
Ridgway, R. (2020). Diverse Classrooms: Professional Learning and Development Resources SEND and ... more Ridgway, R. (2020). Diverse Classrooms: Professional Learning and Development Resources SEND and Inclusion CPD catalogue. CPD resources for Teachers. School of Education. Durham University. Durham, UK.
This catalogue of learning resources is designed to offer an introduction to different aspects of Special Educational Needs and Disabilities (SEND) and inclusion* for educational professionals.
Resources here have been collated from a number of different sources and put together to support professional learning.
It was compiled during May 2020 as a free CPD resource for Initial Teacher Education students and Newly Qualified Teachers in the UK.
It is shared here for free- please cite it if you find it useful!
Radical Statistics, 2019
Ridgway, J., & Ridgway, R. (2019). Teaching for Citizen Empowerment and Engagement. Radical Stati... more Ridgway, J., & Ridgway, R. (2019). Teaching for Citizen Empowerment and Engagement. Radical Statistics, 123, 15-23.
Ridgway, R., Nicholson, J., & Ridgway, J. (2019). Citizen Empowerment - changing the face of stat... more Ridgway, R., Nicholson, J., & Ridgway, J. (2019). Citizen Empowerment - changing the face of statistical literacy. Paper presented at the 62nd ISI World Statistics Congress, Kuala Lumpur, Malaysia.
Ridgway, J., Nicholson, J., & Ridgway, R. (2019). Looking back, looking forward: statistics and t... more Ridgway, J., Nicholson, J., & Ridgway, R. (2019). Looking back, looking forward: statistics and the data science tsunami. Paper presented at the 62nd ISI World Conference Kuala Lumpur, Malaysia.
Ridgway, J., Ridgway, R., & Nicholson, J. (2018). Data Science for all: A stroll in the foothills... more Ridgway, J., Ridgway, R., & Nicholson, J. (2018). Data Science for all: A stroll in the foothills. Paper presented at the Looking back, looking forward. Proceedings of the 10th International Conference on Teaching Statistics (ICOTS 10, July 2018), Kyoto, Japan. http://icots.info/10/proceedings/pdfs/ICOTS10_3A1.pdf?1531364253
OERJ, 2010
Reports on pupil performance form an important element in the efforts to improve the quality of e... more Reports on pupil performance form an important element in the efforts to improve the quality of education. Here, we examine the practicalities of making reliable judgements about changes in school performance over time. In a very large number of primary schools in England, too few pupils provide performance data to allow sensible conclusions to be drawn. In fact, the sample sizes are often not big enough to reliably detect the growth in attainment expected over a whole school year – let alone nuances about whether the performance by the same age group in adjacent years has changed. We provide links to simulations to illustrate this argument. Statistical inference is a difficult topic, and few teachers are able to draw conclusions from data that a professional statistician would endorse. We set out some heuristics developed by Wild and his co-workers (2011, in press) that can remedy this problem. We are critical of current practices and current plans to continue to perpetrate crimes against inference, and make suggestions about how this can be avoided. We highlight the strong negative impact that the poor statistical literacy embedded in government reporting requirements for schools can have on the lives of individuals, and on the reputation of schools.
Books by Rosie Ridgway
Statistics for empowerment and social engagement: teaching Civic Statistics to develop informed citizens, 2022
To appear as Chapter 23 in the book: Statistics for empowerment and social engagement: teaching C... more To appear as Chapter 23 in the book: Statistics for empowerment and social engagement: teaching Civic Statistics to develop informed citizens.
Human knowledge is not a coherent body of carefully structured knowledge, created by an expert group, and made accessible to others. Rather, it should be thought of as a dynamic ecosystem made up of creators and consumers connected in complex ways. Here, we identify some of the elements in this ecosystem, and map some of their relationships with Civic Statistics.
Statistics for Empowerment and Social Engagement: teaching civic statistics to develop informed citizens, 2022
To appear as Chapter 12 in the book: Statistics for empowerment and social engagement: teaching C... more To appear as Chapter 12 in the book: Statistics for empowerment and social engagement: teaching Civic Statistics to develop informed citizens.
There are few better examples than a pandemic to demonstrate the importance of, and need for,
Civic Statistics. Every country affected by Covid-19 faces the threat of widespread deaths,
economic damage, and social disruption. Citizens and governments need to take account of
existing and emerging evidence, in order to decide on effective action.
Looking After Literacy, 2016
Ridgway, R. (2016). Supporting Deaf Learners. In D. Waugh & C. Walker-Gleaves (Eds.), Looking Aft... more Ridgway, R. (2016). Supporting Deaf Learners. In D. Waugh & C. Walker-Gleaves (Eds.), Looking After Literacy.
London: Sage.
What is deafness?
Which children in the UK are deaf?
What impact can deafness have on learning?
Deaf aware teaching- supporting deaf learners
Looking After Literacy, 2016
Ridgway, R. (2016). Teachers, Learners and Labels: some approaches to support learners struggling... more Ridgway, R. (2016). Teachers, Learners and Labels: some approaches to support learners struggling with literacy.
In D. Waugh & C. Walker-Gleaves (Eds.), Looking after Literacy. London: Sage.
Who are the children struggling with literacy?
How does a child get a label of 'Special Educational Need'?
What do the labels mean? Do they help?
General strategies for teachers to support struggling learners
Conference Presentations by Rosie Ridgway
Proceedings TEAN 9th Annual Conference, 2019
Paper presented at the Teacher Education Advancement Network (TEAN) 9th Annual Conference : The A... more Paper presented at the Teacher Education Advancement Network (TEAN) 9th Annual Conference : The Ambition of Teacher Education,2019 Birmingham, England.
UCET Annual Conference - Proceedings, 2021
This symposium addresses the issue of the erasure of diversity in contemporary education policie... more This symposium addresses the issue of the erasure of diversity in contemporary education policies as they relate to teacher education by exploring three themes:
Diversity and Inclusion in Education policy
● Social justice and Initial Teacher Education (ITE)
● Shifting the agenda- a call to action
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Papers by Rosie Ridgway
and status of teachers, trainee teachers and teacher education in the UK and
beyond. This paper focuses specifically on education policy in England; however, it
has broader significance for those interested in education and teacher education in
international policy contexts. Two corpora were constructed for the project; one
collated education policy documents in 2010–2021, and another collated education
policy documents in 1970–2009. The analysis used the corpus linguistic tool
Wordsmith 8. Keywords, concordance, and collocation, were used to examine
themes within the discourse of the focus corpus, supported by a critical policy
discourse analysis frame. The themes identified in this analysis were governance
(control) and marketisation (choice). These themes have strong connections to
analyses of the Global Education Reform Movement (GERM) and contribute to
understanding how education policy discourses can frame teacher education. The
positioning of trainee teachers as both product and subject of initial teacher education in education policy documents is explored in the analysis.
This catalogue of learning resources is designed to offer an introduction to different aspects of Special Educational Needs and Disabilities (SEND) and inclusion* for educational professionals.
Resources here have been collated from a number of different sources and put together to support professional learning.
It was compiled during May 2020 as a free CPD resource for Initial Teacher Education students and Newly Qualified Teachers in the UK.
It is shared here for free- please cite it if you find it useful!
Books by Rosie Ridgway
Human knowledge is not a coherent body of carefully structured knowledge, created by an expert group, and made accessible to others. Rather, it should be thought of as a dynamic ecosystem made up of creators and consumers connected in complex ways. Here, we identify some of the elements in this ecosystem, and map some of their relationships with Civic Statistics.
There are few better examples than a pandemic to demonstrate the importance of, and need for,
Civic Statistics. Every country affected by Covid-19 faces the threat of widespread deaths,
economic damage, and social disruption. Citizens and governments need to take account of
existing and emerging evidence, in order to decide on effective action.
London: Sage.
What is deafness?
Which children in the UK are deaf?
What impact can deafness have on learning?
Deaf aware teaching- supporting deaf learners
In D. Waugh & C. Walker-Gleaves (Eds.), Looking after Literacy. London: Sage.
Who are the children struggling with literacy?
How does a child get a label of 'Special Educational Need'?
What do the labels mean? Do they help?
General strategies for teachers to support struggling learners
Conference Presentations by Rosie Ridgway
Diversity and Inclusion in Education policy
● Social justice and Initial Teacher Education (ITE)
● Shifting the agenda- a call to action
and status of teachers, trainee teachers and teacher education in the UK and
beyond. This paper focuses specifically on education policy in England; however, it
has broader significance for those interested in education and teacher education in
international policy contexts. Two corpora were constructed for the project; one
collated education policy documents in 2010–2021, and another collated education
policy documents in 1970–2009. The analysis used the corpus linguistic tool
Wordsmith 8. Keywords, concordance, and collocation, were used to examine
themes within the discourse of the focus corpus, supported by a critical policy
discourse analysis frame. The themes identified in this analysis were governance
(control) and marketisation (choice). These themes have strong connections to
analyses of the Global Education Reform Movement (GERM) and contribute to
understanding how education policy discourses can frame teacher education. The
positioning of trainee teachers as both product and subject of initial teacher education in education policy documents is explored in the analysis.
This catalogue of learning resources is designed to offer an introduction to different aspects of Special Educational Needs and Disabilities (SEND) and inclusion* for educational professionals.
Resources here have been collated from a number of different sources and put together to support professional learning.
It was compiled during May 2020 as a free CPD resource for Initial Teacher Education students and Newly Qualified Teachers in the UK.
It is shared here for free- please cite it if you find it useful!
Human knowledge is not a coherent body of carefully structured knowledge, created by an expert group, and made accessible to others. Rather, it should be thought of as a dynamic ecosystem made up of creators and consumers connected in complex ways. Here, we identify some of the elements in this ecosystem, and map some of their relationships with Civic Statistics.
There are few better examples than a pandemic to demonstrate the importance of, and need for,
Civic Statistics. Every country affected by Covid-19 faces the threat of widespread deaths,
economic damage, and social disruption. Citizens and governments need to take account of
existing and emerging evidence, in order to decide on effective action.
London: Sage.
What is deafness?
Which children in the UK are deaf?
What impact can deafness have on learning?
Deaf aware teaching- supporting deaf learners
In D. Waugh & C. Walker-Gleaves (Eds.), Looking after Literacy. London: Sage.
Who are the children struggling with literacy?
How does a child get a label of 'Special Educational Need'?
What do the labels mean? Do they help?
General strategies for teachers to support struggling learners
Diversity and Inclusion in Education policy
● Social justice and Initial Teacher Education (ITE)
● Shifting the agenda- a call to action