Author Archives: Michele C Palmer

I reached out to all 5 potential participants, to arrange a consultation. This is a usual protocol within my role, to discuss the briefs of their provisions, the location and the students’ number that are expected to attend. I also … Continue reading →

“the questions you ask your respondents are important and should be well thought out.” (SurveyMonkey, n.d.) I realised that I already had “half-hearted” questions prepared for my audience while I was getting ready to structure the questions, I would ask … Continue reading →

“Career education helps students to develop the skills that are needed to evaluate potential career paths. Students engage in hands-on learning to master a craft” (www.positiveaction.net, n.d.) Upon analysis of my work and its connection to the industry, namely interacting with … Continue reading →

“What is the meaning of training in teaching? Teaching focuses on imparting knowledge and facilitating learning, while training concentrates on developing specific skills and abilities. Teaching emphasizes understanding and conceptual comprehension, whereas training places emphasis on practical application and execution.” (Testbook, … Continue reading →

On deciding on my research question and establishing the data I needed to extract to get the information that I wanted while undertaking primary research (making enquiries with UAL colleagues as per phase one of my plans), I looked to … Continue reading →

Before beginning to prepare and plan my action research study, I made sure I knew what action research was. “Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, … Continue reading →

On reflection of my ARP, I originally foresaw an intervention that would be based on an amendment to the current UAL code of Conduct. However, the legal requirements and structural sign offs that this would require would be extremely transformational … Continue reading →

Representation within education is paramount for inspiration and the lack of constitutes to barriers within institutions, which can have a direct impact on student attainment and retention (Finnigan, n.d.). Deficiencies and barriers within policy and systems provide hindrances to marginalised … Continue reading →