Project Details
Description
This project offers an innovative approach in alternative education by trialling and evaluating a digitised Student Passport aimed at engaging the hard to engage. Currently the Student Passport is completed in paper format making the task cumbersome and difficult to monitor in terms of pupil progression. This project will pilot the use of PebblePocket as a digital version of the Student Passport and evaluate its effectiveness in terms of student engagement, monitoring and evaluating progress and scalability across the franchise.
| Status | Finished |
|---|---|
| Effective start/end date | 5/04/22 → 31/07/22 |
Collaborative partners
- University of Northampton (lead)
- Northampton Saints Foundation
Fingerprint
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.
Activities
- 5 Conference Presentation
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‘Engaging’ with Education through Technology: Supporting At Risk Young People with their Next Steps
Whewell, E. (Author) & Power, A. (Author)
22 Aug 2023Activity: Academic Talks or Presentations › Conference Presentation › Research
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'Engaging' students with education: promoting inclusivity through technology
Power, A. (Author) & Whewell, E. (Author)
4 Jul 2023 → 6 Jul 2023Activity: Academic Talks or Presentations › Conference Presentation › Research
File -
‘Engaging’ students with education: promoting inclusivity through technology
Whewell, E. (Author) & Power, A. (Author)
17 May 2023Activity: Academic Talks or Presentations › Conference Presentation › Research
File
Research output
- 1 Bulletin/Magazine
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‘Engaging’ students with education: promoting inclusivity through technology.
Whewell, E. & Power, A., 18 Sept 2023, NAACE Advancing Education Journal, p. 8 12 p.Research output: Contribution to Specialist Publication › Bulletin/Magazine
File
Datasets
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‘Engaging’ students with education: promoting inclusivity through technology
Whewell, E. (Creator) & Power, A. (Creator), International Journal of Inclusive Education, 1 Aug 2024
DOI: 10.24339/118b75ce-754b-406e-9756-e68e8040850d
Dataset
File