Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners

References

• Anderson, A., Moore, D. W., Godfrey, R., & Fletcher-Flinn, C. M. (2004). Social skills assessment of children with autism in free-play situations. Autism, 8(4), 369–385. https://doi.org/10.1177/1362361304045216
   PubMed Web of Science ®Google Scholar
• Anning, A., Cullen, J., & Fleer, M. (2004). Early childhood education: Society and culture. Sage Publications.
   Google Scholar
• Armstrong, A., Cansdale, M., Collis, A. R., Collis, B. E., Rice, S., & Walmsley, J. (2019). What makes a good self-advocacy project? The added value of co-production. Disability & Society, 34(7–8), 1289–1311. https://doi.org/10.1080/09687599.2019.1613960
   Web of Science ®Google Scholar
• Arnott, L., & Duncan, P. (2019). Exploring the pedagogic culture of creative play early childhood education. Journal of Early Childhood Research, 17(4), 309–328. https://doi.org/10.1177/1476718X19867370
   Web of Science ®Google Scholar
• BERA-RSA. (2014). Research and the teaching profession: Building the capacity for a self-improving education system. BERA. https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf
   Google Scholar
• Biesta, G. (2007). Why “What works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
   Google Scholar
• Biesta, G., Allan, J., & Edwards, R. (2014). Making a difference in theory. The theory question in education and the education question in theory. Routledge.
   Google Scholar
• Cascio, M. A., Weiss, J. A., & Racine, E. (2020). Making autism research inclusive by attending to intersectionality: A review of the research ethics literature. Review Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s40489-020-00204-z
   Web of Science ®Google Scholar
• Chown, N., Robinson, J., Beardon, L., Downing, J., Hughes, L., Leatherland, J., Fox, K., Hickman, L., & MacGregor, D. (2017). Improving research about us, with us: A draft framework for inclusive autism research. Disability & Society, 32(5), 720–734. https://doi.org/10.1080/09687599.2017.1320273
   Web of Science ®Google Scholar
• Christie, D., & Menter, I. (2009). Research capacity building in teacher education: Scottish collaborative approaches. Journal of Education for Teaching: International Research and Pedagogy, 35(4), 337–354. https://doi.org/10.1080/02607470903220414
   Google Scholar
• Cochran-Smith, M., & Lytle, S. (1999). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & C. Pearson (Eds.), Review of research in education (Vol. 24, pp. 249–306). American Educational Research Association.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. (2006). Troubling images of teaching in no child left behind. Harvard Educational Review, 76(4), 668–697. https://doi.org/10.17763/haer.76.4.56v8881368215714
   Web of Science ®Google Scholar
• Conn, C. (2015). Essential conditions for research with children with autism: Issues raised by two case studies. Children & Society, 29(1), 59–68. https://doi.org/10.1111/chso.12018
   Web of Science ®Google Scholar
• Daniels, H. (2001). Vygotsky and pedagogy. Routledge Falmer.
   Google Scholar
• Department for Education / Department of Health (2015). SEND code of practice: 0 to 25 years. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to–25
   Google Scholar
• Ellis, J. (2017). Researching the social worlds of autistic children: An exploration of how an understanding of autistic children’s social worlds is best achieved. Children & Society, 31(1), 23–36. https://doi.org/10.1111/chso.12160
   Web of Science ®Google Scholar
• ESRC. (n.d.). Guidance for collaboration. ESRC. http://www.esrc.ac.uk/collaboration/knowledge-exchange/
   Google Scholar
• Fayette, R., & Bond, C. (2018). A systematic literature review of qualitative research methods for eliciting the views of young people with ASD about their educational experiences. European Journal of Special Needs Education, 33(3), 349–365. https://doi.org/10.1080/08856257.2017.1314111
   Web of Science ®Google Scholar
• Franklin, A., & Sloper, P. (2009). Supporting the participation of disabled children and young people in decision-making. Children & Society, 23(1), 3–15. https://doi.org/10.1111/j.1099-0860.2007.00131.x
   Web of Science ®Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. Penguin. (Revised edition, published 1996).
   Google Scholar
• Gabriel, N. (2020). Beyond ‘developmentalism’: A relational and embodied approach to young children’s development. Children and Society. Advance online publication. https://doi.org/10.1111/chso.12381
   Web of Science ®Google Scholar
• Goodall, C., & MacKenzie, A. (2019). Title: What about my voice? Autistic young girls’ experiences of mainstream school. European Journal of Special Needs Education, 34(4), 499–513. https://doi.org/10.1080/08856257.2018.1553138
   Web of Science ®Google Scholar
• Guldberg, K. (2017). Evidence-based practice in autism educational research: Can we bridge the research and practice gap? Oxford Review of Education, 43(2), 149–161. https://doi.org/10.1080/03054985.2016.1248818
   Web of Science ®Google Scholar
• Guldberg, K., Parsons, S., Porayska-Pomsta, K., & Keay-Bright, W. (2017). Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. British Educational Research Journal, 43(2), 394–413. https://doi.org/10.1002/berj.3275
   Web of Science ®Google Scholar
• Hammersley, M. (2005). Is the evidence-based practice movement doing more good than harm? Reflections on Iain Chalmers‘ case for research-based policy making and practice. Evidence and Policy: A Journal of Research, Debate and Practice, 1(1), 85–100. https://doi.org/10.1332/1744264052703203
   Google Scholar
• Hoskins, K., & Smedley, S. (2019). Protecting and extending Froebelian principles in practice: Exploring the importance of learning through play. Journal of Early Childhood Research, 17(2), 73–87. https://doi.org/10.1177/1476718X18809114
   Web of Science ®Google Scholar
• Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200
   PubMed Web of Science ®Google Scholar
• Lambert, J. (2010). The digital storytelling cookbook. Center for Digitial Storytelling. Digital Diner Press. https://wrd.as.uky.edu/sites/default/files/cookbook.pdf
   Google Scholar
• Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th ed.). Routledge.
   Google Scholar
• Lawlor, M. C., & Solomon, O. (2017). A phenomenological approach to the cultivation of expertise: Emergent understandings of autism. Ethos, 45(2), 232–249. https://doi.org/10.1111/etho.12162
   Web of Science ®Google Scholar
• LeFrancois, B., & Coppock, V. (2014). Psychiatrised children and their rights: Starting the conversation. Children & Society, 28(3), 165–171. https://doi.org/10.1111/chso.12082
   Web of Science ®Google Scholar
• Leibowitz, B., Ndebele, C., & Winberg, C. (2014). ‘It’s an amazing learning curve to be part of the project’: Exploring academic identity in collaborative research. Studies in Higher Education, 39(7), 1256–1269. https://doi.org/10.1080/03075079.2013.801424
   Web of Science ®Google Scholar
• Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations convention on the rights of the child. British Educational Research Journal, 33(6), 927–942. https://doi.org/10.1080/01411920701657033
   Web of Science ®Google Scholar
• Lyndon, H., Bertram, T., Brown, Z., & Pascal, C. (2019). Pedagogically mediated listening practices; the development of pedagogy through the development of trust. European Early Childhood Education Research Journal, 27(3), 360–370. https://doi.org/10.1080/1350293X.2019.1600806
   Web of Science ®Google Scholar
• Malone, A., & Hogan, P. (2020). Evidence and its consequences in educational research. British Educational Research Journal, 46(2), 265–280. https://doi.org/10.1002/berj.3580
   Google Scholar
• McFadyen, M. A., & Cannella, A. A., Jr. (2004). Social capital and knowledge creation: Diminishing returns of the number and strength of exchange relationships. The Academy of Management Journal, 47(5), 735–746. https://doi.org/10.5465/20159615
   Web of Science ®Google Scholar
• Morris, J. (2003). Including all children: Finding out about the experiences of children with communication and/or cognitive impairments. Children & Society, 17(5), 337–348. https://doi.org/10.1002/CHI.754
   Google Scholar
• Mortimer, H. (2004). Hearing children’s voices in the early years. Support for Learning, 19(4), 169–174. https://doi.org/10.1111/j.0268-2141.2004.00343.x
   Google Scholar
• Murray, J. (2019). Hearing young children’s voices. International Journal of Early Years Education, 27(1), 1–5. https://doi.org/10.1080/09669760.2018.1563352
   Web of Science ®Google Scholar
• Newman, L., & Leggett, N. (2019). Practitioner research: With intent. European Early Childhood Education Research Journal, 27(1), 120–137. https://doi.org/10.1080/1350293X.2018.1556538
   Web of Science ®Google Scholar
• Newman, L., & Woodrow, C. (2015). Practitioner research in early childhood: International issues and perspectives. Sage Publications.
   Google Scholar
• Nind, M. (2006). Conducting systematic review in education: A reflexive narrative. London Review of Education, 4(2), 183–195. https://doi.org/10.1080/14748460600855500
   Google Scholar
• Nind, M. (2017). The practical wisdom of inclusive research. Qualitative Research, 17(3), 278–288. https://doi.org/10.1177/1468794117708123
   Web of Science ®Google Scholar
• Nind, M., Armstrong, A., Cansdale, M., Collis, A., Hooper, C., Parsons, S., & Power, A. (2017). TimeBanking: Towards a co-produced solution for power and money issues in inclusive research. International Journal of Social Research Methodology, 20(4), 387–400. https://doi.org/10.1080/13645579.2016.1179469
   Web of Science ®Google Scholar
• Office of Autism Research Coordination, National Institute of Mental Health, Autistica, Canadian Institutes of Health Research, and Macquarie University. (2019). 2016 international autism spectrum disorder research portfolio analysis report. Interagency Autism Coordinating Committee. https://iacc.hhs.gov/publications/international-portfolio-analysis/2016
   Google Scholar
• Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024–1026. https://doi.org/10.1080/09687599.2013.818773
   Web of Science ®Google Scholar
• Parsons, S., Charman, T., Faulkner, R., Ragan, J., Wallace, S., & Wittemeyer, K. (2013). Bridging the research and practice gap in autism: The importance of creating research partnerships with schools. Autism, 17(3), 268–280. https://doi.org/10.1177/1362361312472068
   PubMed Web of Science ®Google Scholar
• Parsons, S., Guldberg, K., Porayska-Pomsta, K., & Lee, R. (2015). Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism. International Journal of Research & Method in Education, 38(3), 247–271. https://doi.org/10.1080/1743727X.2015.1019852
   Web of Science ®Google Scholar
• Parsons, S., Ivil, K., Kovshoff, H., & Karakosta, E. (2020). ‘Seeing is believing’: Exploring the perspectives of young autistic children through digital stories. Journal of Early Childhood Research. Advance online publication. https://doi.org/10.1177/1476718X20951235
   PubMed Web of Science ®Google Scholar
• Parsons, S., & Kasari, C. (2013). Editorial: Schools at the centre of educational research in autism: Possibilities, practices and promises. Autism, 17(3), 251–253. https://doi.org/10.1177/1362361313483624
   PubMed Web of Science ®Google Scholar
• Parsons, S., & Kovshoff, H. (2019) Building the evidence base through school-research partnerships in autism education: the Autism Community Research Network @ Southampton [ACoRNS]. Good Autism Practice, 20(1), 5–12.
   Google Scholar
• Pascal, C., & Bertram, T. (2009). Listening to young citizens: The struggle to make real a participatory paradigm in research with young children. European Early Childhood Education Research Journal, 17(2), 249–262. https://doi.org/10.1080/13502930902951486
   Web of Science ®Google Scholar
• Pascal, C., & Bertram, T. (2012). Praxis, ethics and power: Developing praxeology as a participatory paradigm for early childhood research. European Early Childhood Education Research Journal, 20(4), 477–492. https://doi.org/10.1080/1350293X.2012.737236
   Web of Science ®Google Scholar
• Research Excellence Framework. (2015). Research Excellence Framework 2014: Overview report by Main Panel C and Sub-panels 16 to 26. https://www.ref.ac.uk/2014/media/ref/content/expanel/member/Main%20Panel%20C%20overview%20report.pdf
   Google Scholar
• Ridout, S. (2017). The autistic voice and creative methodologies. Qualitative Research Journal, 17(1), 52–64. https://doi.org/10.1108/QRJ-07-2016-0046
   Web of Science ®Google Scholar
• Rudduck, J., & Hopkins, D. (1985). Research as a basis for teaching – Readings from the work of Lawrence Stenhouse. Heinemann Educational Books, Ltd.
   Google Scholar
• Rynes, S. L., Bartunek, J. M., & Daft, R. L. (2001). Across the great divide: Knowledge creation and transfer between practitioners and academics. The Academy of Management Journal, 44(2), 340–355. https://www.jstor.org/stable/3069460?seq=1#metadata_info_tab_contents
   Web of Science ®Google Scholar
• Seale, J., Nind, M., & Parsons, S. (2014). Special issue editorial: ‘Inclusive research in education: Contributions to method and debate. International Journal of Research and Method in Education, 37(4), 347–356. https://doi.org/10.1080/1743727X.2014.935272
   Google Scholar
• Sinclair, R. (2004). Participation in practice: Making it meaningful, effective and sustainable. Children & Society, 18(2), 106–118. https://doi.org/10.1002/chi.817
   Google Scholar
• The Froebel Trust. (n.d.). Froebelian principles. https://www.froebel.org.uk/froebelian-principles/
   Google Scholar
• Thomas, G. (2012). Changing our landscape of inquiry for a new science of education. Harvard Educational Review, 82(1), 26–51. https://doi.org/10.17763/haer.82.1.6t2r089l715x3377
   Web of Science ®Google Scholar
• Tomlinson, P., & De Ruysscher, C. (2020). From monologue to dialogue in mental health care research: Reflections on a collaborative research process. Disability & Society 35(8), 1274–1289. https://doi.org/10.1080/09687599.2019.1680345
   Google Scholar
• Wyse, D., Brown, C., Oliver, S., & Poblete, X. (2018). The BERA close-to-practice research project: Research report. British Educational Research Association. https://www.bera.ac.uk/researchers-resources/publications/bera-statement-on-close-to-practice-research
   Google Scholar
• Zilli, C., Parsons, S., & Kovshoff, H. (2020). Keys to engagement: A case study exploring the participation of autistic pupils in educational decision-making at school. British Journal of Educational Psychology, 90(3), 770–789. https://doi.org/10.1111/bjep.12331
   Web of Science ®Google Scholar