Dr Paty Paliokosta

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Paty Paliokosta
About
Teaching and learning
Research
Professional practice, knowledge exchange and impact
Image gallery
Videos of my work

About

I am an Associate Professor in Inclusive Education and a Senior Fellow of the Higher Education Academy. I currently lead the National Award for Special Educational Needs Coordination PgCert, offer equality, diversity and inclusion input in Initial Teacher Education (PgCert) and supervise several research projects at masters and doctoral level. In my role, as Personal Tutor Scheme Lead for Kingston and St George's Joint Faculty of Health, Social Care and Education, I work closely with the Associate Dean for Teaching and Learning to guide and support colleagues in facilitating students' participation, achievement and well-being. As the faculty representative for Equality, Diversity and Inclusion, I actively contribute to institutional self-assessment and action planning for improving our diverse students' and staff's experience and outcomes, acknowledging intersectionality across the university.

The different aspects of my professional practice and research as an educator for more than 20 years have been underpinned by the principle of social justice. My commitment to the participation of learners with special educational needs and disabilities (SEN/D) at all levels of their education has been evidenced in my various strategic roles at school and local authority level, as an Inclusion Manager and SEN/D education consultant respectively; this entailed several cross-disciplinary projects that challenged children's exclusions, facilitated evidence-based interventions and provided schools with knowledge and guidance for leading inclusive settings in a multi-disciplinary way.

Diverse learners' interpretations of inclusive policies was the focus of my PhD research and this shaped my consecutive Higher Education undertakings. At KU, I have designed enabling learning strategies for underrepresented groups, such as work-based learners and have led award-winning practice in initial teacher education, based on incorporating research, civic engagement and co-production in the teaching and learning experience. The 'Inclusion and Social Justice' Special Interest Group that I have led for several years serves as a hub of evolving collaborative multi-disciplinary projects across school, faculty, university, the third sector and community, both locally and internationally.

Academic responsibilities

Associate Professor in Inclusive Education. FHSCE Personal Tutor Scheme Lead.

Qualifications

  • PhD, Inclusive Education, Canterbury Christ Church University
  • MEd in Special Educational Needs, University of Exeter
  • BA(Hons) in English Language and Literature (Stream of Linguistics), School of Philosophy, National and Kapodistrian University of Athens
  • Certificate in Applied Linguistics, University of Amsterdam

Teaching and learning

Over the past 10 years, I have carried out development work, led modules and supervised students within a range of undergraduate and postgraduate courses. I ensure that intra-disciplinary collaborations, projects and practices I am involved in, all become part of the teaching and learning experience of my students.  My research-led teaching has been enhanced by the following projects: 'Exploring the concept of reasonable adjustments in relation to disability and social justice for children and young people in a multi-professional context' (ICCIP grant); an 'Evaluation of initial teacher education students' experiences from 20-day extended placement in a special needs school or resource setting' (TDA grant); 'Lessons learnt from Serious Case reviews' (DfE funded) and 'Fighting for our Rights' (HLF funded). Innovative learning opportunities have stemmed from the above, such as co-teaching different groups or disciplines in class and beyond, affecting the curriculum at the schools of education and nursing, connecting with a social enterprise, a charity organisation and the National Trust. In the context of the SIG on Inclusion and Social Justice, I share this knowledge and support further developments with colleagues and postgraduate students. The doctorate/PhD works I supervise across faculty, retain a thread under the above theme, covering issues of inclusion and diversity within an intersectional lens. I have achieved knowledge exchange and advised the sector by being a reviewer for several journals and external examiner for a number of relevant courses.

As the Personal Tutor Scheme (PTS) Lead for the Joint Faculty of Health, Social Care and Education (Kingston and St George's) for the past year and a half, I have aimed to bring emphasis on inclusion and social justice to the role; I offer bespoke support to teams and involve colleagues in projects and inclusive toolkits. With my monthly, interactive, themed forums, the HSCE PTS Canvas module and monthly PTS newsletters, I draw on existing expertise and expand staff's collective repertoire around Social Justice in HE and beyond. Through my participation in KU's PTS Tasks and Finish group and PTS Advisory group, I support cross-fertilisation of knowledge and practice across faculties. Based on my endeavours on inclusive practice placements in FHSCE, I offer insights on employability to the department of Learning and Teaching Enhancement Centre (LTEC) and the newly formed KU Employability Community of Practice. In response to the rapid shift towards online T&L delivery, due to the pandemic, I have run staff consultations, I contribute to the FHSCE Assessment and Feedback Development steering group and lead a KU SADRAS project with the aim to improve students belonging through a co-produced personal tutoring scheme in the online era.

Qualifications and expertise

  • Reviewer for the Teacher Education Advancement Network Journal
  • Reviewer for the Cogent Education Journal
  • Reviewer for Child & Family Social Work Journal
  • External examiner for the NASENCO Award programme, University of Hull (2020-)
  • Academic advisor and research supervisor for Greek students at UNIVERSITÀ DEGLI STUDI GUGLIELMO MARCONI (2014-15)
  • External examiner for the Education and Community Field Board in partnership with AKMI (Greece), University of East London (2013-2017)
  • External examiner for Masters in Education Board (International Masters Programme), Plymouth University (2012-2016)
  • External examiner for the National Award for SEN Board Coordination programme, Plymouth University (2011-2016)
  • Evaluator for research programmes Heraclitus and Thalis, Greek Ministry of Education, Lifelong Learning and Religious Affairs (2009-2011)
  • 2021 Learning and Teaching Fellow (LTEC-Vice Chancellor Award)

Undergraduate courses taught

Postgraduate courses taught

Case studies

Paliokosta, Panagiota (2021) Developing a community of practice through the special interest group (SIG) on inclusion and social justice. Internal Kingston University Report, unpublished.

The SIG on Inclusion and Social Justice was the first SIG to be launched in the school of education (2010) by Dr Paty Paliokosta and built a research and scholarship friendly environment through opportunities for practice papers, invited talks, and CPD events for staff and students. This Special Interest Group (SIG) alongside other SIGs that were developed later, formed the core of the Education Research Group (ERG); existing SIGs are described at our school website as ‘catalysts for the development of conceptual, theoretical and empirical-based knowledge generation with dissemination through a range of publications, including books, book chapters, journals in addition to conferences, seminars and workshops’ (extract for university’s outward-looking page). The activity of the SIG has enabled and supported the ‘school of education’s strong and long-standing commitment to continuing professional development and practitioner research and a portfolio of award-bearing programmes’, e.g Inclusive Curricula Award (2018); TEAN Commendation for Effective Practice in Teacher Education (2019); AdvanceHE Connect on-boarding grant (2020). The SIG’s activity and its dissemination through social media has attracted the interest of an increased number of requests by external collaborators, prospective PhD students, local schools, multi-academy trusts and the voluntary and charity sector. It is very pleasing that this network is growing.

Paliokosta, Panagiota (2021) Supporting inclusive teaching and learning through personal tutoring leadership. Internal Kingston University Report, unpublished.

In the context of my role as the Personal Tutor Scheme (PTS) Lead for the Joint Faculty of Health, Social Care and Education (HSCE) (Kingston and St George's) since September 2019, I shifted the focus of the PTS scheme, by explicitly reinforcing aspects of the institutions’ Access and Participation Plan (APP) to staff and co-developing ways to implement on teaching and learning via personal tutoring. This works in a complementary way to the activity of my SIG on Inclusion and Social Justice. Having led aspects of the 2019 REC application, I have used relevant action planning points to promote awareness and reflection amongst staff at HSCE and interlink activity and initiatives operating across the university. The monthly themed Personal Tutoring Forums I offer featured in the Personalised Learning aspect of the TEF Task and Finish group narrative: ‘they are offered by Paty Paliokosta to support staff on inclusive approaches to personal tutoring. Inclusion auditing of the role, reasonable adjustments, diverse learning styles, supporting students with inclusive practice placements (relevant AdvanceHE Connect Network under development), resilience and mental health are some of the themes covered. Tailored work with particular staff teams is also taking place in order to address particular schools’ needs and enhance dynamic personal tutoring practices.’

Paliokosta, Panagiota [Collaborator] and Nash, Theresa [Collaborator] (2021) Transforming the curriculum through a narrative of activism. Internal Kingston University Report, unpublished.

This case study focuses on the gains from the award-wining multi-disciplinary, civic engagement Fighting for our Rights (FFR) project. The project has been submitted as part of REF/23-Education Impact Case Study, entitled ‘Improving equality in higher education through the Inclusive Curriculum Framework and Value-Added metric’. More specifically, as mentioned on the submission ‘one innovative project the Fighting for our Rights project (2016-18) (Heritage Lottery Fund GBP76K, Nash, Paliokosta with Kingston Centre for Independent Living) has engaged nursing and education students in the process of designing learning experiences and resources in partnership with disabled activists and young people with profound disabilities to enhance curricula and empower students professional activism and leadership, which has informed a co-created Disability Awareness Resource for schools.’ The impact was initially evidenced on the transformation of the HE curriculum and students’ and staffs’ attitudes, who were involved in a real-life project. The ongoing project outcomes, which is connected to the wider initiative Heritage to Health have gradually improved awareness, understanding and engagement in the Disability Rights Movement (DRM) for student nurses, student teachers, the university community, sector organisations and public. This was achieved locally and nationally and pathways to impact will be presented below.

This list was generated on Thu Dec 2 06:52:42 2021 GMT.

Research

In the context of leading the Special interest group (SIG) on Inclusion and Social Justice several multi-disciplinary funding bids have been attempted and a number of them were secured; alongside these, I have been leading SADRAS projects that secure small research funds for student partners.

2021-SADRAS (£1K) for working collaboratively with students as partners and colleagues across the Faculty of Health Social Care and Education on 'One faculty-two universities; ‘How can my personal tutor help me learn and succeed?' 

2020- SADRAS20-18 (£1K) for working collaboratively with students as partners and colleagues across the university on 'The value of the KU PTS as a mechanism for supporting belonging in an online environment'.

2016-2018 Heritage Lottery Fund for £76,9K to KCIL for partnership work with HSCE (schools of Nursing and Education), H2H and St. Philip's school to capture the oral histories of disabled people living in the borough between 1960s and 1990s in the context of Fighting for our Rights Project.

2013-2014 DfE Funding for Study on Serious Case Reviews: £60K with HSCE multi-disciplinary team (with Jones, Rawlings, Maisey, Johnson and Capstick).

2012-2013 IPI Small Grant funded study with FHSCS, KU/SGUL.

2010 ICCIP Innovation and Development Programme: £3000 for small scale research on reasonable adjustments in collaboration with SGUL.

Qualifications and expertise

  • PhD thesis: Inclusive Education and Special Educational Needs: The Impact of Differing School Cultures on Policy Implementation and Practice, as Experienced by Stakeholders in Mainstream Secondary Schools
  • Med thesis: Dyslexia and Literacy Difficulties; a Meta Analysis of Teaching Interventions

Areas of specialism

  • Reasonable adjustments in relation to disability and social justice for children and young people in a multi-professional context
  • Safeguarding for vulnerable groups
  • Exploring policy (SEN Code of Practice) changes in relation to BESD/ SEMH and children with dual and multiple exceptionalities
  • Co-production of teachers' professionalism through multi-professional work
  • Civic engagement and social justice in the teaching and nursing curriculum

Scholarly affiliations

  • British Educational Research Association (BERA) member
  • Reviewer for the Journal of Research in Developmental Disabilities
  • Reviewer for the Austrian Science Fund (FWF)

Research student supervision

Main supervision

Other supervision

Case studies

Paliokosta, Panagiota (2021) Developing a community of practice through the special interest group (SIG) on inclusion and social justice. Internal Kingston University Report, unpublished.

The SIG on Inclusion and Social Justice was the first SIG to be launched in the school of education (2010) by Dr Paty Paliokosta and built a research and scholarship friendly environment through opportunities for practice papers, invited talks, and CPD events for staff and students. This Special Interest Group (SIG) alongside other SIGs that were developed later, formed the core of the Education Research Group (ERG); existing SIGs are described at our school website as ‘catalysts for the development of conceptual, theoretical and empirical-based knowledge generation with dissemination through a range of publications, including books, book chapters, journals in addition to conferences, seminars and workshops’ (extract for university’s outward-looking page). The activity of the SIG has enabled and supported the ‘school of education’s strong and long-standing commitment to continuing professional development and practitioner research and a portfolio of award-bearing programmes’, e.g Inclusive Curricula Award (2018); TEAN Commendation for Effective Practice in Teacher Education (2019); AdvanceHE Connect on-boarding grant (2020). The SIG’s activity and its dissemination through social media has attracted the interest of an increased number of requests by external collaborators, prospective PhD students, local schools, multi-academy trusts and the voluntary and charity sector. It is very pleasing that this network is growing.

Paliokosta, Panagiota (2021) Supporting inclusive teaching and learning through personal tutoring leadership. Internal Kingston University Report, unpublished.

In the context of my role as the Personal Tutor Scheme (PTS) Lead for the Joint Faculty of Health, Social Care and Education (HSCE) (Kingston and St George's) since September 2019, I shifted the focus of the PTS scheme, by explicitly reinforcing aspects of the institutions’ Access and Participation Plan (APP) to staff and co-developing ways to implement on teaching and learning via personal tutoring. This works in a complementary way to the activity of my SIG on Inclusion and Social Justice. Having led aspects of the 2019 REC application, I have used relevant action planning points to promote awareness and reflection amongst staff at HSCE and interlink activity and initiatives operating across the university. The monthly themed Personal Tutoring Forums I offer featured in the Personalised Learning aspect of the TEF Task and Finish group narrative: ‘they are offered by Paty Paliokosta to support staff on inclusive approaches to personal tutoring. Inclusion auditing of the role, reasonable adjustments, diverse learning styles, supporting students with inclusive practice placements (relevant AdvanceHE Connect Network under development), resilience and mental health are some of the themes covered. Tailored work with particular staff teams is also taking place in order to address particular schools’ needs and enhance dynamic personal tutoring practices.’

This list was generated on Thu Dec 2 06:52:41 2021 GMT.

Publications

Jump to: Article | Book Section | Conference or Workshop Item | Monograph
Number of items: 27.

Article

Dimitriadis, Christos, Georgeson, Jan, Paliokosta, Panagiota and Van Herwegen, Jo (2021) Twice-exceptional students of mathematics : what do the teachers know? Roeper Review, 43(2), pp. 99-111. ISSN (print) 0278-3193

Paliokosta, Paty and Nash, Theresa (2019) Fighting for our rights : perceived gains from transforming the curriculum through a narrative of activism. International Journal for Cross-Disciplinary Subjects in Education, 10(2), pp. 4041-4047. ISSN (online) 2042-6364

Litten, Deborah and Paliokosta, Paty (2013) The power of peers. Special Educational Needs(64), pp. 68-70.

Paliokosta, Paty and Blandford, Sonia (2010) Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 25(4), pp. 179-186. ISSN (print) 0268-2141

Book Section

Paliokosta, Paty and Proyer, Michelle (2015) 'Behavioural, Emotional and Social Difficulties' im kontext inklusiver bildung in England - eine komplexe kategorie im wandel ['Behavioural, Emotional and Social Difficulties' in the context of inclusive education in England - a complex category in transition]. In: Biewer, Gottfried , Bohm, Eva Theresa and Schutz, Sandra, (eds.) Inklusive pädagogik in der sekundarstufe [Inclusive education in secondary schools]. Stuttgart, Germany : Kohlhammer. pp. 39-56. ISBN 9783170297272

Rask, Hilma, Paliokosta, Paty, Sivalingam, Lalitha [Contributor] and Mukadam, Yasmin [Contributor] (2011) Fostering speaking and listening in early years and foundation stage setting. In: Hodson, Pamela and Jones, Deborah, (eds.) Unlocking speaking and listening. London, U.K. : Routledge. pp. 35-47. ISBN 041560317X

Rawlings, Anne and Paliokosta, Paty (2011) Learning for interprofessionalism: pedagogy for all. In: Trodd, Lynn and Civers, Leo, (eds.) Interprofessional working in practice: learning and working together for children and families. London, U.K. : Open University Press. pp. 53-67. ISBN 9780335244478

Conference or Workshop Item

Paliokosta, Paty, Lipsedge, Karen, Cunningham, Matthew, Barker, Christopher, Calabrese, Gianpiero, Mulrooney, Hilda, Groves, Konami, Davies, Rachel, Burden, Penny, Bailey, Joanna and Topcu, Mel (2021) The value of the Personal Tutor Scheme (PTS) as a mechanism of supporting belonging in an online world. In: Horizons in STEM Higher Education Conference: Making Connections, Innovating and Sharing Pedagogy; 29-30 Jun 2021, Milton Keynes, U.K. (Held online). (Unpublished)

Paliokosta, Paty, Lipsedge, Karen, Cunningham, Matthew, Barker, Christopher, Calabrese, Gianpiero, Mulrooney, Hilda, Groves, Konami, Davies, Rachel, Burden, Penny, Bailey, Joanna and Topcu, Mel (2021) The value of the Personal Tutor Scheme (PTS) as a mechanism of supporting belonging in an online world. In: Festival of Learning 2021; 25 Jun 2021, Kingston upon Thames, U.K. (Held online). (Unpublished)

Paliokosta, Paty and Kostidakis, Theodoros (2019) Drama, process and story-making : multi-lingual children's self expression creation and imagination. In: LATE Spring Conference : We are our Stories; 09 Mar 2019, London, U.K.. (Unpublished)

Paliokosta, Paty and Nash, Theresa (2018) ‘Fighting for our Rights’, Transforming the curriculum through engagement with real-life experiences. In: World Congress on Special Needs Education (WCSNE-2018); 10-13 Dec 2018, Cambridge, U.K.. (Unpublished)

Paliokosta, Paty and Johnson, Jessica (2014) Training and Professional Development for Safeguarding; ‘Voices from the Field’. In: Accountability and Blame in Social Work; 09 Apr 2014, Kingston, U.K.. (Unpublished)

Paliokosta, Paty (2014) ‘Reasonable adjustments’ in relation to disability and social justice: Discourses of inclusive ethos in an inter-professional context. In: Discourse Power Resistance 14: Research & Practice - Exchange & Change; 08-10 Apr 2014, London, U.K.. (Unpublished)

Paliokosta, Paty and Cullum, Bronwen (2012) Preparing Student Teachers for 'Inclusion'; Debating Outcomes from Students' Extended Placement in Special Education Settings. In: European Conference for Educational Research 2012: The Need for Educational Research to Champion Freedom, Education and Development for All; 18-21 Sep 2012, Cadiz, Spain.

Paliokosta, Paty (2012) Co- constructing productive pedagogies: a transformative experience for students and lecturers? In: Educational Research Forum; 15 Jun 2012, Kingston upon Thames, U.K.. (Unpublished)

Paliokosta, Panagiota and Cullum, Bronwen (2012) Preparing student teachers for 'inclusion'; debating outcomes from students' extended placement in a specialist setting. In: 3rd Teacher Education Advancement Network Annual Conference; 18 May 2012, Birmingham, U.K.. (Unpublished)

Paliokosta, Paty (2012) Identification and assessment - introducing Education, Health and Care Plans. In: The next steps for supporting young people with Special Educational Needs; 26 Jan 2012, London, U.K..

Paliokosta, Panagiota and Kindness, Leonie (2011) "Reasonable adjustments" in relation to disability and social justice for children and young people in an inter-professional context. In: European Conference on Educational Research 2011, Urban Education; 12-16 Sep 2011, Freie Universitat, Berlin, Germany. (Unpublished)

Paliokosta, Panagiota (2010) Inclusion: cultures and discourses. In: 3rd Erasmus Mundus Special Education Needs International Conference (EMSENIC) - Towards inclusion: being with others; 24 -25 June 2010, Roehampton, U.K.. (Unpublished)

Paliokosta, Panagiota (2009) Reading between the lines: rhetoric and policies for inclusive education and the role of the additional adult in English schools. In: ECER 2009 (European Conference on Educational Research); 28 - 30 Sept 2009, Vienna, Austria. (Unpublished)

Paliokosta, Panagiota (2006) Inclusive education and special educational needs; the impact of differing school cultures on teachers and other stakeholders' interpretations of these notions and consequent practice within mainstream schools. In: ECER 2006 (European Conference on Educational Research); 13 - 16 Sept 2006, Geneva, Switzerland. (Unpublished)

Paliokosta, Panagiota (2006) Inclusive education and special educational needs: the impact of differing school cultures on teachers and other stakeholders' interpretations of these notions and consequent practice within mainstream schools. In: Transitional Spaces, Transitional Processes and Research; 2 - 5 March 2006, Volos, Greece. (Unpublished)

Paliokosta, Panagiota (2005) Narrative as a research device for interpreting stakeholders' interpretations of Policy for Special Educational Needs. In: ESREA Life History and Biography Network Conference; 3 - 6 March 2005, Anghiari, Italy. (Unpublished)

Paliokosta, Panagiota (2004) Narrative in qualitative research: concerns about bias. In: ECER 2004 (European Conference on Educational Research); 22 - 25 Sept 2004, Rethymnon, Crete. (Unpublished)

Paliokosta, Panagiota (2004) Policy for addressing literacy difficulties: interpretations of discourse and resistance with the use of comparative imagination. In: DPR (Discourse Power and Resistance) Conference; 5 - 7 April 2004, Plymouth, U.K.. (Unpublished)

Paliokosta, Panagiota (2003) Understanding the experience of having literacy difficulties in an English mainstream secondary school. In: BERA 2003; 11 - 13 Sept 2003, Edinburgh, U.K.. (Unpublished)

Monograph

Rawlings, Anne, Paliokosta, Paty, Maisey, Daryl, Johnson, Jessica, Capstick, Jenny and Jones, Ray (2014) Study to investigate the barriers to learning from Serious Case Reviews (SCRs) and identify ways of overcoming these barriers. (Project Report) Manchester, U.K. : Department for Education. 112 p. ISBN 9781781053980

This list was generated on Thu Dec 2 06:49:42 2021 GMT.

Professional practice, knowledge exchange and impact

In my trajectory as an educator, there is a tight thread connecting my research-led teaching and professional practice, offering cross-fertilisation inside and outside academia.  As a consultant for Camden School Improvement Service, I successfully bid for and developed multi-disciplinary projects with impact at Local Authority level and beyond. These aimed at improving children's access and participation to education and included: ‘Transition from Primary to Secondary School for children with SEN/D'; Self-Evaluation Tool for Inclusion- ‘Award for Inclusion'; Drama for Feelings. These tools and case studies of lived experiences are still being used in the HE teaching and learning experiences I develop. 

Conversely, the development of material at KU also influence educational practice at schools, higher education and the community. In the context of the Heritage Lottery Funded 'Fighting For our Rights project', I co-produced an Education Resource Pack with student teachers that is available nationally. This multi-disciplinary civic-engagement project with the school of Nursing and H2H and led by Kingston Centre for Independent Living received the KU Inclusive Curricula Award (2018) and the TEAN Commendation Award for Effective Practice in Teacher Education (2019). It has sparked more development work in local schools, scholarly outputs and activity through webinars and research conferences. Further project work is supported and shared with other HE institutions, through the developing community of practice facilitated by the SIG on Inclusion and Social Justice. One such  example is a pilot virtual drama project that was initiated during the pandemic, which was co-produced by nursing students, an alumni student teacher and artists, following the principles of H2H. 

The development of the ‘Inclusion Passport' and the 'Supporting Students' Inclusive Practice Placements' Network' (AdvanceHE Connect grant) is another example of work-in-progress, interdisciplinary activity in the Faculty of Health, Social Care and Education with impact on our curricula, mentoring strategies, the employer sectors and regulatory bodies our students operate under.

Qualifications and expertise

  • Qualified Teacher Status (QTS) (2002)
  • Senior Fellow of the Higher Education Academy (2018)

Professional and scholarly affiliations

  • LLSENDCiC NASENCo Provider Partnership and NASENCO scoping group member
  • External Adviser for the approval of an online National Award Special Educational Needs Coordination (NASENCO) programme
  • Co-director for H2H, KU and St George's
  • AdvanceHE Connect lead for Network: Inclusion and Social Justice in HE; effective and inclusive transitions to practice placement
  • KU EDI Committee Representative for Faculty of Health, Social Care and Education, KU and St George's, University of London
  • Chartered College of Teaching member
  • Reporting to HSCE Faculty Education Committee, SGUL Race and Ethnicity Network and SGUL Student Support and Welfare Committee
  • KU Personal Tutor Scheme Advisory group member
  • Personal Tutoring Scheme-Task and Finish group (2019-2020)

Case studies

Paliokosta, Panagiota (2021) Developing a community of practice through the special interest group (SIG) on inclusion and social justice. Internal Kingston University Report, unpublished.

The SIG on Inclusion and Social Justice was the first SIG to be launched in the school of education (2010) by Dr Paty Paliokosta and built a research and scholarship friendly environment through opportunities for practice papers, invited talks, and CPD events for staff and students. This Special Interest Group (SIG) alongside other SIGs that were developed later, formed the core of the Education Research Group (ERG); existing SIGs are described at our school website as ‘catalysts for the development of conceptual, theoretical and empirical-based knowledge generation with dissemination through a range of publications, including books, book chapters, journals in addition to conferences, seminars and workshops’ (extract for university’s outward-looking page). The activity of the SIG has enabled and supported the ‘school of education’s strong and long-standing commitment to continuing professional development and practitioner research and a portfolio of award-bearing programmes’, e.g Inclusive Curricula Award (2018); TEAN Commendation for Effective Practice in Teacher Education (2019); AdvanceHE Connect on-boarding grant (2020). The SIG’s activity and its dissemination through social media has attracted the interest of an increased number of requests by external collaborators, prospective PhD students, local schools, multi-academy trusts and the voluntary and charity sector. It is very pleasing that this network is growing.

Paliokosta, Panagiota (2021) Supporting inclusive teaching and learning through personal tutoring leadership. Internal Kingston University Report, unpublished.

In the context of my role as the Personal Tutor Scheme (PTS) Lead for the Joint Faculty of Health, Social Care and Education (HSCE) (Kingston and St George's) since September 2019, I shifted the focus of the PTS scheme, by explicitly reinforcing aspects of the institutions’ Access and Participation Plan (APP) to staff and co-developing ways to implement on teaching and learning via personal tutoring. This works in a complementary way to the activity of my SIG on Inclusion and Social Justice. Having led aspects of the 2019 REC application, I have used relevant action planning points to promote awareness and reflection amongst staff at HSCE and interlink activity and initiatives operating across the university. The monthly themed Personal Tutoring Forums I offer featured in the Personalised Learning aspect of the TEF Task and Finish group narrative: ‘they are offered by Paty Paliokosta to support staff on inclusive approaches to personal tutoring. Inclusion auditing of the role, reasonable adjustments, diverse learning styles, supporting students with inclusive practice placements (relevant AdvanceHE Connect Network under development), resilience and mental health are some of the themes covered. Tailored work with particular staff teams is also taking place in order to address particular schools’ needs and enhance dynamic personal tutoring practices.’

Paliokosta, Panagiota [Collaborator] and Nash, Theresa [Collaborator] (2021) Transforming the curriculum through a narrative of activism. Internal Kingston University Report, unpublished.

This case study focuses on the gains from the award-wining multi-disciplinary, civic engagement Fighting for our Rights (FFR) project. The project has been submitted as part of REF/23-Education Impact Case Study, entitled ‘Improving equality in higher education through the Inclusive Curriculum Framework and Value-Added metric’. More specifically, as mentioned on the submission ‘one innovative project the Fighting for our Rights project (2016-18) (Heritage Lottery Fund GBP76K, Nash, Paliokosta with Kingston Centre for Independent Living) has engaged nursing and education students in the process of designing learning experiences and resources in partnership with disabled activists and young people with profound disabilities to enhance curricula and empower students professional activism and leadership, which has informed a co-created Disability Awareness Resource for schools.’ The impact was initially evidenced on the transformation of the HE curriculum and students’ and staffs’ attitudes, who were involved in a real-life project. The ongoing project outcomes, which is connected to the wider initiative Heritage to Health have gradually improved awareness, understanding and engagement in the Disability Rights Movement (DRM) for student nurses, student teachers, the university community, sector organisations and public. This was achieved locally and nationally and pathways to impact will be presented below.

This list was generated on Thu Dec 2 06:52:42 2021 GMT.

Videos of my work

Inviting HSCE colleagues to join the PTS forums

Personal Tutor Forum

Social media

Academia LinkedIn Twitter