Browsing by Person "Burns, Helen"

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Creative Classroom at Barrowford Primary School [Evaluation Report]
(Partners for Youth Empowerment, 2019-11) Burns, Helen
Evidence-informed teaching: An evaluation of progress in England [Research Report]
(Department for Education, 2017-07-06) Coldwell, Mike; Greany, Toby; Higgins, Steve; Brown, Chris; Maxwell, Bronwen; Stiell, Bernadette; Stoll, Louise; Willis, Ben; Burns, Helen
Mind the gap: Evaluation report and executive summary
(Education Endowment Foundation, 2014-10) Dorsett, Richard; Rienzo, Cinzia; Rolfe, Heather; Burns, Helen; Robertson, Barbara-Anne; Thorpe, Benjamin; Wall, Kate
Professional learning and an emergent community of practice on the Scottish islands as viewed through Biesta’s educational domains
(Informa UK Limited, 2023-09-21) Dick, Suzie; Burns, Helen
The Scottish Island Schools Network is a community of practice for leadership teams working in island schools in Scotland. This paper reflects on the emergence of the network within an island community context. The paper discusses how the emergence of an island network aligns with Biesta’s (2009) three educational domains of qualification, socialisation and subjectification. Drawing on the OECD (2019) report on rural education, this paper explores the professional learning needs of teachers in remote, Scottish communities, highlighting issues of rurality, benefits and challenges. It considers the role of identity and the tensions that can exist between the different ‘faces’ of a teacher living and working in an island community - as an islander, community member, teacher, and within a wider educational context. In an increasingly digital age, the paper explores the opportunities and limitations for those in less digitally connected rural areas to take part in professional learning opportunities, along with other practical considerations. Finally, the paper discusses the importance of preserving personal and social identities in a remote rural school, and how the unique experiences of rural educators may offer insights which are useful for the wider education population.
Space for Imagination? Exploring the Challenges of Implementing Art‐Based, Metacognitive Approaches for Supporting Imagination as a Route to Agency
(2025-03-26) Burns, Helen; Dick, Suzie; Keay, Cath; Robb, Anna; Woolner, Pamela
This paper explores the implementation and evaluation of Imagination Agents, a mixed‐methods case study, with young people aged 12–13, funded by a Royal Society of Arts Catalyst Award. The project was grounded in a flexible theory that imagination enables the necessary originality for creativity, enabling learners to construct personal understandings of their own learning which equate to metacognition, with this enabling the self‐awareness and confidence for personal and, in turn, social/democratic agency. Life in a posthuman world necessitates the creation of new understandings, which can be produced through the application of imagination and agency, towards the conceptualisation and facilitation of positive change. Supporting learners to develop imagination and understand it metacognitively could result in personal agency which better equips them as participants within and activators of healthy environments. Based on Burns' (2024) models of cognitive/metacognitive imagination, we tried to support imagination and agency through a focus on the local environment. Implementation of the pedagogy and evaluation was very challenging in the school context. There was little space for imagination and agency. In conclusion, we consider how we might create such a space.
Teacher identity and professional development
(Imaginative Minds Ltd, 2023-10-05) Dick, Suzie; Burns, Helen; McGlynn, Louise; Peat, Stephanie
Visualizing social science research. Maps, methods, and meaning [Book Review]
(Routledge, 2012-10-09) Burns, Helen
What next for creativity?
(Schools North East, 2010-10-14) Burns, Helen