Past, present, future

Journal article


Rogers, R. and Barnes, J. 2003. Past, present, future. Primary Geographer. 50, pp. 22-23.
AuthorsRogers, R. and Barnes, J.
Year2003
JournalPrimary Geographer
Journal citation50, pp. 22-23
PublisherGeographical Association
ISSN0956-277x
Publication dates
Print2003
Publication process dates
Deposited13 Feb 2013
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/8555z/past-present-future

  • 12
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Applying cross-curricular approaches creatively
Barnes, J. Cremin, T. (ed.) 2018. Applying cross-curricular approaches creatively. London Routledge.
Parents who wait: acknowledging the support needs and vulnerabilities of approved adopters during their wait to become adoptive parents
Rogers, R. 2017. Parents who wait: acknowledging the support needs and vulnerabilities of approved adopters during their wait to become adoptive parents. Child & Family Social Work. https://doi.org/10.1111/cfs.12417
Inter-agency adoption: subsidy of the inter-agency fee
Dance, C., Neil, E. and Rogers, R. 2017. Inter-agency adoption: subsidy of the inter-agency fee. Department for Education. https://doi.org/DFE-RR685
Youth marginality in Britain: contemporary studies of austerity
Blackman, S. and Rogers, R. Blackman, S. and Rogers, R. (ed.) 2017. Youth marginality in Britain: contemporary studies of austerity. Bristol Policy Press.
Consistent ozone-induced decreases in pasture forage quality across several grassland types and consequences for UK lamb production
Hayes, F., Mills, G., Jones, L., Abbott, J., Ashmore, M., Barnes, J., Cape, J., Coyle, M., Peacock, S., Rintoul, N., Toet, S., Wedlich, K. and Wyness, K. 2016. Consistent ozone-induced decreases in pasture forage quality across several grassland types and consequences for UK lamb production. Science of the Total Environment. 543 (A), pp. 336-346. https://doi.org/10.1016/j.scitotenv.2015.10.128
Effects of ozone on species composition in an upland grassland
Wedlich, K., Rintoul, N., Peacock, S., Cape, J., Coyle, M., Toet, S., Barnes, J. and Ashmore, M. 2011. Effects of ozone on species composition in an upland grassland. Oecologia. 168, pp. 1137-1146. https://doi.org/10.1007/s00442-011-2154-2
Towards a creativity-rich curriculum for the well-being of children 3 – 7 years.
Barnes, J. 2015. Towards a creativity-rich curriculum for the well-being of children 3 – 7 years. in: Powell, S., David, T. and Goouch, K. (ed.) Philosophies and Theories of Early Childhood Education and Care London Routledge.
Interdisciplinary, praxis-focused autoethnography: using autobiography and the values discussion to build capacity
Barnes, J. 2014. Interdisciplinary, praxis-focused autoethnography: using autobiography and the values discussion to build capacity. Advances in Social Sciences Research Journal. 1 (5), pp. 160-182. https://doi.org/16.14758/assrj15.466
Using the built environment to generate musical composition
Barnes, J. 2007. Using the built environment to generate musical composition. in: Austin, R. (ed.) Letting the Outside In: Developing Teaching and Learning Beyond the Early Years Classroom Stoke on Trent Trentham. pp. 33-51
Speech bubbles: an evaluation of the 2013-14 extended programme funded by the Shine Trust
Barnes, J. 2015. Speech bubbles: an evaluation of the 2013-14 extended programme funded by the Shine Trust. Canterbury Canterbury Christ Church University.
Taking responsibility for the provision of financial, housing, and emotional support for young people leaving care
Rogers, R. 2014. Taking responsibility for the provision of financial, housing, and emotional support for young people leaving care. Australian Social Work. 68 (1), pp. 99-114. https://doi.org/10.1080/0312407X.2013.868013
What sustains a fulfilling life in education?
Barnes, J. 2013. What sustains a fulfilling life in education? Journal of Education and Training Studies. 1 (2), pp. 74-88. https://doi.org/10.10.11114/jets.v1i2.144
East Kent Global Citizens: using the citizenship curriculum at Key Stage 3 to teach about refugees and asylum seekers
Barnes, J. 2004. East Kent Global Citizens: using the citizenship curriculum at Key Stage 3 to teach about refugees and asylum seekers. Canterbury Multicultural Association.
Drama to promote personal and social well-being in six and seven year old children with communication difficulties: The Speech Bubbles Project
Barnes, J. 2013. Drama to promote personal and social well-being in six and seven year old children with communication difficulties: The Speech Bubbles Project. Perspectives in Public Health. https://doi.org/10.1177/1757913912469486
What sustains a life in education?
Barnes, J. 2012. What sustains a life in education? PhD Thesis Canterbury Christ Church University Education
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, B., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
The GENERATE project: curriculum and pedagogical inspiration from parents and their children working together
Barnes, J. 2010. The GENERATE project: curriculum and pedagogical inspiration from parents and their children working together. Improving Schools. 13 (2), pp. 143-157. https://doi.org/10.1177/1365480210376477
Happiness matters: towards a pedagogy of happiness and well-being
Scoffham, S. and Barnes, J. 2011. Happiness matters: towards a pedagogy of happiness and well-being. Curriculum Journal. 22 (4), pp. 535-548. https://doi.org/10.1080/09585176.2011.627214
Transformational experiences and deep learning: the impact of an overseas study visit on UK initial teacher education students
Scoffham, S. and Barnes, J. 2009. Transformational experiences and deep learning: the impact of an overseas study visit on UK initial teacher education students. Journal of Education for Teaching. 35 (3), pp. 257-270.
Instant adulthood and the transition of young people out of state care
Rogers, R. 2011. Instant adulthood and the transition of young people out of state care.
Bits ‘n pieces of other places
Barnes, J. 2000. Bits ‘n pieces of other places. Times Educational Supplement, Curriculum Special.
Net value
Barnes, J. 2000. Net value. Primary Geographer. 42, p. 15.
Design and Technology and the Historic Environment
Barnes, J. 1999. Design and Technology and the Historic Environment. London English Heritage.
Positive pedagogy in cross disciplinary practice
Barnes, J. and Scoffham, S. 2008. Positive pedagogy in cross disciplinary practice.
An emotional roller coaster: the transformational impact of overseas study visits on UK initial teacher education students
Barnes, J. and Scoffham, S. 2008. An emotional roller coaster: the transformational impact of overseas study visits on UK initial teacher education students.
Outlining the case for positive pedagogy
Barnes, J. and Scoffham, S. 2008. Outlining the case for positive pedagogy.
Evaluation of the Charlton Athletic Social Inclusion Project
Rogers, R. 2009. Evaluation of the Charlton Athletic Social Inclusion Project.
Research into post 16 transition amongst Aimhigher Kent
Rogers, R. 2009. Research into post 16 transition amongst Aimhigher Kent. Aimhigher and Connexions Kent and Medway.
Evaluating community-based interventions for young people: measuring the impact of informal mentoring
Rogers, R. 2011. Evaluating community-based interventions for young people: measuring the impact of informal mentoring. Journal of Poverty and Social Justice. 19 (2), pp. 159-168. https://doi.org/10.1332/175982711X574021
Music and the Rose Review: In praise of the wordless
Barnes, J. 2009. Music and the Rose Review: In praise of the wordless. National Association of Music Educators (NAME) Magazine.
Creativity and composition in music
Barnes, J. 2001. Creativity and composition in music. in: Philpott, C. and Plummeridge, C. (ed.) Issues in Music Teaching London Routledge Falmer. pp. 92-104
An analysis of conversion to UCAS 'Accepted Applicant' status of AHKM partnership school students
Apps, J., Bryant, R. and Rogers, R. 2010. An analysis of conversion to UCAS 'Accepted Applicant' status of AHKM partnership school students. Aimhigher Kent and Medway.
The integration of music with other subject disciplines, particularly other art forms
Barnes, J. 2009. The integration of music with other subject disciplines, particularly other art forms. in: Evans, J. and Philpott, C. (ed.) A Practical Guide to Teaching Music in the Secondary School Abingdon, UK Routledge.
Creativity in the curriculum
Cremin, T. and Barnes, J. 2010. Creativity in the curriculum. in: Arthur, J. and Cremin, T. (ed.) Learning to Teach in the Primary School Abingdon, UK Routledge. pp. 357-373
The GENERATE project: curricular and pedagogical inspiration from parents and their children working together
Barnes, J. 2010. The GENERATE project: curricular and pedagogical inspiration from parents and their children working together. Improving Schools. 13 (2), pp. 143-157. https://doi.org/10.1177/1365480210376477
Dirty work
Barnes, J. 2002. Dirty work. Primary Geographer. 48, pp. 38-39.
Geography, creativity and place
Barnes, J. 2004. Geography, creativity and place. in: Scoffham, S. (ed.) Primary Geography Handbook Sheffield Geographical Association. pp. 24-33
Teachers’ emotions, teachers’ creativity
Barnes, J. 2003. Teachers’ emotions, teachers’ creativity. Improving Schools. 6 (1), pp. 39-43.
Young, gifted and... human
Hancox, G. and Barnes, J. 2004. Young, gifted and... human. Improving Schools. 7 (1), pp. 11-21. https://doi.org/10.1177/1365480204042114
Creating the world in the mind
Barnes, J. 2003. Creating the world in the mind. Primary Geographer. 50, pp. 16-18.
Creativity in the primary curriculum
Barnes, J. and Grainger, T. 2006. Creativity in the primary curriculum. in: Arthur, J., Grainger, T. and Wray, D. (ed.) Learning to Teach in the Primary School Routledge. pp. 209-225
'Strangely familiar': authentic experience, teacher education and a thought-provoking environment
Barnes, J. 2005. 'Strangely familiar': authentic experience, teacher education and a thought-provoking environment. Improving Schools. 8 (2), pp. 199-206. https://doi.org/10.1177/1365480205057708
Hitting the right note (subject coordinator's file)
Barnes, J. 2005. Hitting the right note (subject coordinator's file). Child Education. 29 (1), pp. 46-47.
Planning the perfect curriculum
Barnes, J. 2005. Planning the perfect curriculum. Child Education.
''On your mind'' Howard Gardner - child development pioneer
Barnes, J. 2005. ''On your mind'' Howard Gardner - child development pioneer. Nursery World. 105 (3965), pp. 12-13.
Space to reflect: creative leadership and the science of learning
Barnes, J. and Scoffham, S. 2009. Space to reflect: creative leadership and the science of learning. London, UK Creative Partnerships.
Using the built environment for musical composition
Barnes, J. 2007. Using the built environment for musical composition. in: Austin, R. (ed.) Letting the Outside In Stoke-on-Trent, UK Trentham Books. pp. 90-112
A conversation about creative teaching and learning
Barnes, J., Hope, G. and Scoffham, S. 2008. A conversation about creative teaching and learning. in: Craft, A., Cremin, T. and Burnard, P. (ed.) Creative Learning 3-11 and How We Document It Stoke-on-Trent Trentham Books. pp. 125-133
Strangely familiar – the HEARTS Project
Shirley, I. and Barnes, J. 2007. Strangely familiar – the HEARTS Project. National Association of Music Educators Magazine. 22, pp. 7-10.
Post compulsory withdrawal rates amongst Aimhigher students
Rogers, R. 2009. Post compulsory withdrawal rates amongst Aimhigher students. Aimhigher Kent and Medway.
Evaluation of the Charlton Athletic Community Scheme
Rogers, R. and Godfrey, R. 2009. Evaluation of the Charlton Athletic Community Scheme.
Discourses of resistance and the hostile jobseeker
Rogers, R. 2002. Discourses of resistance and the hostile jobseeker. Benefits. 10 (33), pp. 19-23.
The ethics of the self and the social security discourse of the jobseeker
Rogers, R. 2002. The ethics of the self and the social security discourse of the jobseeker. PhD Thesis Brunel University School of Social Sciences
Images of community in New Labour social security discourse
Rogers, R. 2000. Images of community in New Labour social security discourse.
Fostering a human rights culture in the provision of social care for adults
Dean, H. and Rogers, R. 2002. Fostering a human rights culture in the provision of social care for adults.
Re-engaging with learning: an action research project into the impact of study support on disaffected secondary school students
Kirwan, A. and Rogers, R. 2004. Re-engaging with learning: an action research project into the impact of study support on disaffected secondary school students.
A critical analysis of youth participation
Rogers, R. 2004. A critical analysis of youth participation.
Developing transferable guidelines for evaluation
Rogers, R. and Bottle, G. 2004. Developing transferable guidelines for evaluation.
'Disengaged' - young people and the impact of study support
Barnes, T. and Rogers, R. 2004. 'Disengaged' - young people and the impact of study support.
Widening participation: who benefits?
Rogers, R. and Dismore, H. 2007. Widening participation: who benefits?
Target as a barrier to meaningful evaluation
Rogers, R. 2008. Target as a barrier to meaningful evaluation.
Aimhigher: Is it actually achieving its goals?
Rogers, R. 2008. Aimhigher: Is it actually achieving its goals?
Antisocial data? Problems with the use of police and criminal justice data in educational contexts
Rogers, R. and Godfrey, R. 2008. Antisocial data? Problems with the use of police and criminal justice data in educational contexts.
Limits of the widening participation agenda within post compulsory education and its significance for 'under-represented groups'
Rogers, R. 2008. Limits of the widening participation agenda within post compulsory education and its significance for 'under-represented groups'.
Soft benefits for hard nuts: the impact of community building interventions on 'anti-social youth'
Rogers, R. 2010. Soft benefits for hard nuts: the impact of community building interventions on 'anti-social youth'.
Transition into further education in Kent and Medway: an exploration into the experiences of care leavers
Rogers, R. 2010. Transition into further education in Kent and Medway: an exploration into the experiences of care leavers. Kent, UK Kent County Council and Medway County Council.
Fostering a human rights discourse in the provision of social care for adults
Ellis, K. and Rogers, R. 2004. Fostering a human rights discourse in the provision of social care for adults. in: Dean, H. (ed.) The Ethics of Welfare: Human Rights, Dependency and Responsibility Policy Press. pp. 89-110
Administering rights for dependent subjects
Dean, H. and Rogers, R. 2004. Administering rights for dependent subjects. in: Dean, H. (ed.) The Ethics of Welfare: Human Rights, Dependency and Responsibility Policy Press. pp. 111-134
Popular discourses of dependency, responsibility and rights
Dean, H. and Rogers, R. 2004. Popular discourses of dependency, responsibility and rights. in: Dean, H. (ed.) The Ethics of Welfare: Human Rights, Dependency and Responsibility Policy Press. pp. 68-88
Ethical techniques of the self and the 'good jobseeker'
Rogers, R. 2004. Ethical techniques of the self and the 'good jobseeker'. in: Dean, H. (ed.) The Ethics of Welfare: Human Rights, Dependency and Responsibility Bristol, UK Policy Press. pp. 155-172
Student perceptions of Aimhigher learning mentors and post 16 pastoral support
Rogers, R. 2010. Student perceptions of Aimhigher learning mentors and post 16 pastoral support. Practical Research in Education. 43, pp. 61-65.
Soft benefits for hard nuts: the impact of community-building interventions on 'anti-social youth'
Rogers, R. 2010. Soft benefits for hard nuts: the impact of community-building interventions on 'anti-social youth'. Pastoral Care in Education. 28 (3), pp. 195-204. https://doi.org/10.1080/02643944.2010.504220
The TRACK project in Kent: evaluation report
Barnes, J. and Powell, S. 2008. The TRACK project in Kent: evaluation report. Future Creative.
Music and well-being
Barnes, J. 2008. Music and well-being. National Association of Music Educators Magazine. 24, pp. 10-13.
Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students
Scoffham, S. and Barnes, J. 2009. Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students. Journal of Education for Teaching. 35 (3), pp. 257-270. https://doi.org/10.1080/02607470903091294
'No one helped out. It was like, “Get on with it. You're an adult now. It's up to you”. You don't … it's not like you reach 17 and suddenly you don't need any help anymore': a study into post-16 pastoral support for 'Aimhigher students'
Rogers, R. 2009. 'No one helped out. It was like, “Get on with it. You're an adult now. It's up to you”. You don't … it's not like you reach 17 and suddenly you don't need any help anymore': a study into post-16 pastoral support for 'Aimhigher students'. Pastoral Care in Education. 27 (2), pp. 109-118. https://doi.org/10.1080/02643940902897673
"I remember thinking, why isn’t there someone to help me? Why isn’t there someone who can help me make sense of what I’m going through?": ‘Instant Adulthood’ and the transition of young people out of state care
Rogers, R. 2011. "I remember thinking, why isn’t there someone to help me? Why isn’t there someone who can help me make sense of what I’m going through?": ‘Instant Adulthood’ and the transition of young people out of state care. Journal of Sociology. 47 (4), pp. 411-426. https://doi.org/10.1177/1440783311420793
A creative cocktail: creative teaching in initial teacher education
Grainger, T., Barnes, J. and Scoffham, S. 2004. A creative cocktail: creative teaching in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy. 30 (3), pp. 243-253. https://doi.org/10.1080/0260747042000309475
“You could see it on their faces…?”: The importance of provoking smiles in schools
Barnes, J. 2005. “You could see it on their faces…?”: The importance of provoking smiles in schools. Health Education. 105 (5), pp. 392-400. https://doi.org/10.1108/09654280510617204
Strangely familiar: cross-curricular and creative thinking in teacher education
Barnes, J. and Shirley, I. 2007. Strangely familiar: cross-curricular and creative thinking in teacher education. Improving Schools. 10 (2), pp. 290-304. https://doi.org/10.1177/1365480207078580
Cross-Curricular Learning 3-14
Barnes, J. 2007. Cross-Curricular Learning 3-14. Paul Chapman.
Creative teaching for tomorrow
Cremin, T., Barnes, J. and Scoffham, S. 2009. Creative teaching for tomorrow. Deal, UK Future Creative.
Evaluation of the special educational needs parent partnership services in England
Rogers, R., Tod, J., Powell, S., Parsons, C., Godfrey, R., Graham-Matheson, L., Carlson, A. and Cornwall, J. 2006. Evaluation of the special educational needs parent partnership services in England. London, UK Department for Education and Skills.
The ethics of the self and the social security discourse of the ‘jobseeker’
Rogers, R. 2002. The ethics of the self and the social security discourse of the ‘jobseeker’. PhD Thesis Brunel University