DOCSLIB.ORG

Learning Styles and Pedagogy in Post-16 Learning a Systematic and Critical Review LSRC Reference Ws E

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learning Styles and Pedagogy in Post-16 Learning a Systematic and Critical Review LSRC Reference Ws E LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Learning styles and pedagogy in post-16 learning learning and in post-16 pedagogy styles Learning This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning A systematic and critical review are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Learning styles and pedagogy in post-16 learning learning and in post-16 pedagogy styles Learning This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning A systematic and critical review are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS Tel 020 7297 9098 Fax 020 7297 9190 [email protected] Copyedited by Helen Lund Designed by sans+baum Printed by Cromwell Press Ltd Trowbridge, Wiltshire 1543/06/04/500 ISBN 1 85338 918 8 © Learning and Skills Research Centre 2004 All rights reserved LSRC reference Contents Acknowledgements 1 Section 1 A systematic review of learning-styles models Introduction Aims of the project Approaches to the literature review 9 Section 2 Introduction to Sections 3–7 A continuum of learning styles Families of learning styles 13 Section 3 Genetic and other constitutionally based factors Introduction 3.1 Gregorc’s Mind Styles Model and Style Delineator 3.2The Dunn and Dunn model and instruments of learning styles 37 Section 4 The cognitive structure family Introduction 4.1 Riding’s model of cognitive style and his Cognitive Styles Analysis (CSA) 47 Section 5 Stable personality type Introduction 5.1The Myers-Briggs Type Indicator (MBTI) 5.2 Apter’s reversal theory of motivational styles, the Motivational Style Profile (MSP) and related assessment tools 5.3Jackson’s Learning Styles Profiler (LSP) 61 Section 6 Flexibly stable learning preferences Introduction 6.1 Kolb’s Learning Style Inventory (LSI) 6.2Honey and Mumford’s Learning Styles Questionnaire (LSQ) 6.3 The Herrmann ‘whole brain’ model and the Herrmann Brain Dominance Instrument (HBDI) 6.4 Allinson and Hayes’ Cognitive Style Index (CSI) 91 Section 7 Learning approaches and strategies Introduction 7. 1Entwistle’s Approaches and Study Skills Inventory for Students (ASSIST) 7. 2 Ve r munt’s framework for classifying learning styles and his Inventory of Learning Styles (ILS) 7. 3 Sternberg’s theory of thinking styles and his Thinking Styles Inventory (TSI) 119 Section 8 Implications for pedagogy What advice for practitioners? The appeal of learning styles The objections to learning styles Still no pedagogy in the UK 133 Section 9 Recommendations and conclusions Positive recommendations Continuing problems with the research field of learning styles Gaps in knowledge and possible future research projects Final comments 147 References 166 Appendix 1 List of learning-styles instruments and theories 170 Appendix 2 List of search terms used in the literature review 171 Appendix 3 Glossary of terms LSRC reference LSRC reference Section ? page ?/? Figures and tables Figures 6 1 Selection of literature for review 9 2 Curry’s ‘onion’ model of learning styles 10 3 Vermunt’s model of learning styles (1998) 10 4 Families of learning styles 16 5 Gregorc’s four-channel learning-style model 42 6 The two dimensions of the CSA 48 7 The four bipolar discontinuous scales of the MBTI 55 8 Possible motivational style reversals in four experiential domains 63 9 Kolb’s four learning styles 63 10 The experiential learning theory of growth and development 73 11 Dimensions of Honey and Mumford’s learning cycle 96 12 Conceptual map of components of effective studying from ASSIST 124 13 The 4MAT system Tables 20 1 Gregorc’s Mind Styles Model and Style Delineator (GSD) 22 2 Variables and factors in the Dunn and Dunn learning-styles model 23 3 Elements of learning style from the Dunn and Dunn model 26 4 Percentages of respondents preferring a specific time of day 31 5 Studies of the learning-style preferences of able students 36 6 Dunn and Dunn’s model and instruments of learning styles 37 7 Learning-styles instruments in the cognitive structure family 39 8 Kogan’s classification of learning styles 40 9 Studies of the interaction of field independence and attainment with learners aged 14+ years 45 10 Riding’s Cognitive Styles Analysis (CSA) 48 11 The 16 MBTI personality types 48 12 Summary of the 10 most common MBTI types 48 13 Authors’ report of test–retest reliability of the MBTI Form G 52 14 Myers-Briggs Type Indicator (MBTI) 56 15 Apter’s Motivational Style Profile (MSP) 58 16 Key characteristics of each style 58 17 Strengths and weaknesses of the different preferences 58 18 The extent to which corresponding scales – Jackson (LSP) and Honey and Mumford (LSQ) – measure the same constructs 60 19 Jackson’s Learning Styles Profiler (LSP) 71 20 Kolb’s Learning Style Inventory (LSI) 73 21 Strengths and weaknesses 73 22 LSQ retest correlations, by learning style 76 23 Activities and preferences 77 24 Honey and Mumford’s Learning Styles Questionnaire (LSQ) 79 25 ‘Whole brain’ learning and design considerations 81 26 Summary of positive and negative loading items on two HBDI factors 81 27 Item loadings on the four main HBDI factors 83 28 Illustrative occupational group norms 85 29 Herrmann’s Brain Dominance Instrument (HBDI) 87 30 Items which best characterise analysis and intuition 90 31 Allinson and Hayes’ Cognitive Styles Index (CSI) 95 32 Defining features of approaches to learning and studying 97 33 Reliability of ASI sub-scales 103 34 Entwistle’s Approaches and Study Skills Inventory for Students (ASSIST) 105 35 Vermunt’s learning styles with illustrations of their components 105 36 Areas and sub-scales of the ILS 107 37 Exemplar vignettes of Vermunt’s four learning styles using ILS items 110 38 Vermunt’s Inventory of Learning Styles (ILS) 111 39 Summary of styles of thinking 116 40 Thinking styles and methods of instruction 116 41 Thinking styles and methods of assessment 118 42 Sternberg’s Thinking Styles Inventory (TSI) 135 43 Effect sizes for different types of intervention 140 44 13 learning-styles models matched against minimal criteria LSRC reference Acknowledgements The project team would like to extend thanks to the authors of the models reviewed in this report for their comments and reactions to our work which enabled us to improve the quality of the final version. We also wish to acknowledge the steady and sensitive support of John Vorhaus of the Learning and Skills Development Agency (LSDA) and the administrative skills of Louise Wilson of the University of Newcastle upon Tyne. Eugene Sadler-Smith read an earlier version of this report and made some useful comments for which we are also grateful. LSRC reference Foreword The theory and practice of learning styles has generated great interest and controversy over the past 20 years and more. The Learning and Skills Research Centre would like to express its appreciation to the authors of two complementary reports, for the time and effort that went into their production and for providing a valuable resource for researchers and practitioners in the learning and skills sector. These reports serve two key purposes: first, they contribute to what we know about models of learning styles and to our knowledge of what these offer to teachers and learners. Second, the reports identify an agenda for further research: to evaluate rigorously key models in a variety of learning environments in order to better understand their merits and deficiencies. We publish these reports in the spirit of stimulating debate and enabling knowledge of learning styles to be developed for the benefit of practice and policy. The complementary report Should we be using learning styles? explores what research has to say to practice. Final sections are common to both reports: these draw out the implications for pedagogy and offer recommendations and conclusions for practitioners, policy-makers and the research community. LSDA would also like to thank the steering committee for incisive commentary and support throughout the project. Dr John Vorhaus Research Manager Learning and Skills Development Agency Steering committee members: Professor Charles Desforges Professor Noel Entwistle Professor Phil Hodkinson Dr John Vorhaus LSRC reference page 1 Section 1 A systematic review of learning-styles models Introduction A complex research field How can we teach students if we do not know how Yet beneath the apparently unproblematic appeal they learn? How can we improve the performance of learning styles lies a host of conceptual and empirical of our employees if we do not know how we ourselves problems.
Load more

Recommended publications
  • 24178 Cover.Indd
    School Teachers’ Review Body Twenty-First Report – 2012 Chair: Dame Patricia Hodgson, DBE Cm 8487 £29.75 School Teachers’ Review Body TWENTY-FIRST REPORT – 2012 Chair: Dame Patricia Hodgson, DBE Presented to Parliament by the Prime Minister and the Secretary of State for Education by Command of Her Majesty December 2012 Cm 8487 £29.75 © Crown copyright 2012 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: [email protected]. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this publication should be sent to: Office of Manpower Economics, Victoria House, Southampton Row, London WC1B 4AD http://www.ome.uk.com/enquiry/default.aspx This publication is available for download at www.official-documents.gov.uk ISBN: 9780101848725 Printed in the UK by The Stationery Office Limited on behalf of the Controller of Her Majesty’s Stationery Office ID P002523873 11/12 24178 18534 Printed on paper containing 75% recycled fibre content minimum. TERMS AND ABBREVIATIONS Consultees Organisations which made representations and provided evidence to the STRB ASCL Association of School and College Leaders ATL Association of Teachers and Lecturers BATOD British Association of Teachers of the Deaf DfE/the Department for Education Department four unions
    [Show full text]
  • New Members Received May 20, 2018
    Increasing Our Love for God & Neighbor HighlightTHE CONGREGATIONAL UNITED CHURCH OF CHRIST St. Charles (Campton Hills) • cuccstc.org May 3, 2018 • Issue 4 SEM’s to Return We are relaunching our church’s SEM (Summer Experience in Ministry) internship program! We’re very enthusiastic about this opportunity and confident that it will be a rich experience for the participants. The SEM interns, guided by the pastors, will join a program of action and reflection, sharing work and conversation with one another, and with children, youth, and adults of the church, exploring both “what we believe” and “how we live our faith.” SEM interns will be challenged to develop their own practical theology. There will be specific projects in ministry, occasions for leadership, invitations to be creative, chances for recreation and, every week, a conversation about what we’re learning. The SEM internship is open to CUCC members who are post-secondary students, graduating high school seniors through college. If you know of anyone who would be interested in applying for this opportunity, or have any questions, feel free to contact us directly. Grace and peace, The Rev. David Pattee The Rev. Josh Kuipers Senior Pastor Associate Pastor [email protected] [email protected] New Members Received May 20, 2018 Contact the church office if you ‘d like to be added to the list. To Members of the Church, Pray for each other so I want to thank you all who sent cards and encouraging that you may be healed.... words of hope to me during complications from knee surgery.
    [Show full text]
  • Representativeness of the European Social Partner Organisations: Education
    Representativeness of the European social partner organisations: Education Objectives of study Economic background National level of interest representation European level of interest representation Commentary References Annex: List of abbreviations This report is available in electronic format only. Wyattville Road, Loughlinstown, Dublin 18, Ireland. - Tel: (+353 1) 204 31 00 - Fax: 282 42 09 / 282 64 56 e-mail: [email protected] - website: www.eurofound.europa.eu This study sets out to provide the necessary information for establishing and assisting sectoral social dialogue in the education sector. The report has three main parts: a summary of the sector’s economic background; an analysis of the social partner organisations in all EU Member States, with special emphasis on their membership, their role in collective bargaining/employment regulation and public policy, and their national and European affiliations; and an analysis of the relevant European organisations, in particular their membership composition and their capacity to negotiate. The aim of the EIRO series of representativeness studies is to identify the relevant national and supranational social partner organisations in the field of industrial relations in selected sectors. The impetus for these studies arises from the goal of the European Commission to recognise the representative social partner organisations to be consulted under the EC Treaty provisions. Hence, this study is designed to provide the basic information required to establish and evaluate sectoral social dialogue. Objectives of study The aim of this representativeness study is to identify the relevant national and supranational associational actors – that is the trade unions and employer associations – in the field of industrial relations in the education sector, and to show how these actors relate to the sector’s European interest associations of labour and business.
    [Show full text]
  • Consultation Response
    RAS 22 Ymchwiliad i ffoaduriaid a cheiswyr lloches yng Nghymru Inquiry into refugees and asylum seekers in Wales Ymateb gan: Cymdeithas Genedlaethol yr Ysgolfeistri ac Athrawesau Response from: National Association of Schoolmasters and Women Teachers 1. The NASUWT welcomes the opportunity to submit written evidence to the Equality, Local Government and Communities Committee (ELGCC) Inquiry into refugees and asylum seekers in Wales. 2. The NASUWT is the largest teachers’ union in Wales representing teachers and school leaders. GENERAL COMMENTS 3. The NASUWT acknowledges that the Refugee and Asylum Seeker Delivery Plan 2016-2019 (the Delivery Plan) seeks to present a holistic approach to supporting refugees and asylum seekers and welcomes the statement in the Ministerial Foreword that it contains: ‘…the collaborative actions which will enable asylum seekers and refugees to have the opportunities to learn, thrive and contribute to the economic, environmental, social and cultural life of Wales.’ 4. The NASUWT views those collaborative actions as vital to supporting schools and colleges to meet the needs of refugee and asylum-seeker children and their families. 5. The Union maintains that schools and colleges must be resourced and funded effectively around all necessary aspects of the integration of refugee and asylum seeker children and families into the whole school community and that cross-agency working related to the eight areas of collaboration identified in the Delivery Plan, which in itself must be funded NASUWT The largest teachers’ union in Wales Yr undeb athrawon mwyaf yng Nghymru 1 appropriately, must be available to school and college communities who are often the first point of contact for refugee families.
    [Show full text]
  • Health and Safety Reps Handbook 2020 (England)
    NASUWT England The Teachers’ Union Health and Safety Representatives’ Handbook Health and Safety Calendar Events Dates Health and safety inspections Meetings of school/college Health and Safety Committee NASUWT training courses NASUWT and other briefings This handbook, issued to all NASUWT Health and Safety Representatives, gives an overview of a range of health and safety topics and should be read in conjunction with other sources listed in the margins and the Health and Safety section of the NASUWT website. From the General Secretary Dear Colleague The NASUWT approach to health, safety and welfare at work stems from the view that health is a positive state of wellbeing, not simply the absence of injury or disease, and that work should enhance the health of workers and not undermine it. In the workplace, the NASUWT Health and Safety Representative is central to the work of the Union team. By working in partnership with the NASUWT Workplace Representative and other members active in the NASUWT, including your Local Association Secretary and your Health and Safety Co-ordinator, you can make a significant difference to the working environment. Improving the working environment in schools and colleges is a key responsibility for the NASUWT Health and Safety Representative. Organising around health and safety activity is an ideal way to engage NASUWT members in this activity and demonstrate the value of union membership. Research shows that a well-organised and unionised workplace is more likely to be safer and healthier. I hope that you will find this handbook useful. The first section contains basic information about the role and functions of Health and Safety Representatives and outlines the support that you can expect from the Union, including training opportunities.
    [Show full text]
  • SOUTH WEST TUC DIRECTORY 2021 Working Shoulder to Shoulder with Trade Unions Since 1921
    SOUTH WEST TUC DIRECTORY 2021 Working shoulder to shoulder with trade unions since 1921. In 2021, Thompsons will have been fighting for the injured and mistreated for 100 years. The fight continues, as does our commitment to the trade union and Labour movement, changing lives for the better. 0800 0 224 224 www.thompsonstradeunion.law SOUTH WEST TUC DIRECTORY Welcome to the South West South West TUC TUC Directory. The unions listed Church House, Church Road, here represent around half a Filton, Bristol BS34 7BD million members in the South 0117 947 0521 [email protected] West, covering every aspect of www.tuc.org.uk/southwest working life. The agreements twitter: @tucsouthwest unions reach with employers benefit many thousands more. Regional Secretary Nigel Costley Unions provide a powerful voice [email protected] at work, a wide range of services London, East and South East and and a movement for change in South West Education Officer these hard times of austerity and Marie Hughes cut backs. [email protected] Unions champion equal Secretary opportunities, promote learning Tanya Parker and engage with partners to [email protected] develop a sustainable economy Policy and Campaigns Support for the South West. Officer Ines Lage West Country workers are facing [email protected] a squeeze on incomes whilst pay at the top continues to soar. Public services are being cut and privatised and rights at work attacked. There is a lot to do and the key is to build strong unions to speak up for people at work. The world of unions can Nigel Costley be complicated and this South West TUC Directory will be a useful Regional Secretary guide.
    [Show full text]
  • Learning Through Practice I
    POWER TO TEACH Leaming through Practice The Woburn Education Series General Series Editor: Professor Peter Gordon ISSN 1462-2076 For over thirty years this series on the history, development and policy of education, under the distinguished editorship of Peter Gordon, has been evolving into a comprehensive and balanced survey of important trends in teaching and educational policy. The series is intended to reflect the changing nature of education in present-day society. The books are divided into four sections - educational policy studies, educational practice, the history of education and social history - and reflect the continuing interest in this area. For a full series listing, please visit our website: www.wobumpress.com Educational Practice Slow Learners. A Break in the Circle: The Private Schooling of Girls: A Practical Guide for Teachers Past and Present Diane Griffin edited by Geoffrey Walford Games and Simulations in Action International Yearbook of History Alec Davison and Peter Gordon Education, Volume 1 edited by Alaric Dickinson, Peter Gordon, Music in Education: A Guide for Parents Peter Lee and John Slater and Teachers Malcolm Carlton A Guide to Educational Research edited by Peter Gordon The Education of Gifted Children David Hopkinson The English Higher Grade Schools Meriel Vlaeminke Teaching and Leaming Mathematics Peter G Dean Geography in British Schools Rex Walford Comprehending Comprehensives Edward S. Conway Dictionary of British Education Peter Gordon and Denis Lawton Teaching the Humanities edited by Peter Gordon
    [Show full text]
  • Why Would Schools Choose to Have Two-Year-Olds? an Exploration of ‘Quality’ from a Complexity Viewpoint
    Why would schools choose to have two-year-olds? An exploration of ‘quality’ from a complexity viewpoint. Andrea Cheryl Lancaster A thesis submitted in partial fulfillment of the requirements for the degree of: Doctor of Education The University of Sheffield Faculty of Social Sciences School of Education Submission date: September 2018 Abstract It is widely accepted that ‘quality’ is both a necessary attribute in the provision of early childhood education (ECE) and that it is also an extremely difficult concept to define. Multiple meanings co-exist within individual organisations and the wider education system. Building on the work of Edgar Morin, the French philosopher and sociologist, this study uses critical complexity theory as both a theoretical and methodological framework to explore how quality is being conceptualised in relation to the policy of schools offering Free Early Learning (FEL) places for two-year-olds. The thesis offers a case-study of four schools within one English local authority when they were just starting to offer two-year-old FEL places in Summer 2014. The research does not attempt to arbitrate over what is considered to be ‘quality’ provision or practice for two-year-olds. Instead it considers how current understandings of quality for two-year-olds in schools have evolved over time and how ideas about quality originating in the business sector appear to have informed practices such as early intervention strategies and the measurement of children’s academic outcomes. The argument is made that because of the impact of high-stakes accountability measures there is a danger that manufacturing or production-based understandings of quality become the norm and that other important understandings of quality are marginalised or lost.
    [Show full text]
  • The Cyberbullying of Post-Primary Teachers in Ireland
    The Cyberbullying of Post-Primary Teachers in Ireland Liam P. Challenor, M.Sc., B.Sc Doctor of Philosophy; Supervised by Dr. James O’Higgins Norman, School of Human Development Institute of Education, Dublin City University; Externally Supervised by Dr. Irene Connolly, Dun Laoghaire Institute of Art, Design and Technology; Submitted July 2018 Declaration Statement I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, and that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: (Liam Challenor) ID No.:15210242 Date: i Acknowledgements I would like to acknowledge several people who were influential over the last four years of this project. I would like to begin by thanking to my supervisors; Dr. James O’Higgins Norman for his support and aid in funding the project, and Dr. Irene Connolly for her guidance, support and wealth of knowledge which helped me to refine my project. I would also like to thank Helena, my fellow PhD researcher and friend; it was a pleasure to share an office with you over these last four years and to support each other during our studies. I would also like to thank everyone in the National Anti- Bullying Research and Resource Centre for their support, brainstorming and debate.
    [Show full text]
  • No.9 Trade Unions and Other Employees' Associations
    This Information Note lists trade unions and other employees' associations representing the interests of workers in Northern Ireland. The Agency updates the list as frequently as possible and is therefore grateful to receive notification of any additions or amendments required. INFORMATION NOTE NO 9 MARCH 2015 TRADE UNIONS AND OTHER EMPLOYEES’ ASSOCIATIONS IRISH CONGRESS OF TRADE UNIONS (NORTHERN IRELAND COMMITTEE) Mr. Peter Bunting, Assistant General Secretary 4-6 Donegall Street Place, Belfast, BT1 2FN Phone: 02890 247940 Fax: 02890 246898 Website: www.ictuni.org UNITE Regional secretary Mr. Jimmy Kelly: 26 – 34 Antrim Road, Belfast, BT15 2AA Phone: 02890 232381 Fax: 02890 748052 Regional Women's Officer Ms Taryn Trainor: 26 – 34 Antrim Road, Belfast, BT15 2AA Phone: 02890 232381 Fax: 02890 748052 Branch Secretaries Mr Maurice Cunningham: (BELFAST) Mr David McMurray: (BELFAST) 26 – 34 Antrim Road, Belfast, BT15 2AA Phone: 028 9023 2381 Fax: 02890 748052 Mr Davey Thompson: (BALLYMENA) The Pentagon, 2 Ballymoney Road, Ballymena, BT43 5BY Phone: 028 2565 6216 Fax: 028 2564 6334 1 Organisers Mr Dessie Henderson 26 – 34 Antrim Road, Belfast, BT15 2AA Phone: 028 9023 2381 Fax: 02890 748052 Regional Officers Mr Jackie Pollock 26 – 34 Antrim Road, Belfast, BT15 2AA Phone: 028 9023 2381 Fax: 02890 748052 Mr Philip Oakes 4 Foyle Road, Londonderry, BT48 6SR Phone: 028 71220214 Fax: 028 7137 3171 Mr Kevin McAdam 26 – 34 Antrim Road, Belfast, BT15 2AA Phone: 028 9023 2381 Fax: 02890 748052 Mr Gareth Scott: (Londonderry and District) 4 Foyle Road,
    [Show full text]
  • Trade Union Facility Time
    TRADE UNION FACILITY TIME Facility time arrangements at the Isle of Wight Council The Isle of Wight council whilst having statutory obligations to comply with employment legislation to make provision for trade union facility time believes in the benefits that can be realised by positive employee relations. All facility time arrangements are set out in an agreement in which all parties can make a positive contribution to the efficient and effective management of council services by setting out the consultation processes, conditions of recognition and facilities which will be made available to Union representatives and specifying how reasonable time off for union duties and activities, training and for health and safety, can work to the mutual advantage of both parties. The agreement takes account of current practices within the council; employment protection legislation; the ACAS Code of Practice 3 for time off for trade union duties and activities, the health and safety commission code of practice on safety representatives and appropriate national agreements. The council affords reasonable time off with pay to trade union representatives, subject to the needs of the service, to carry out duties concerned with employee relations and the members they represent. The purpose for this time off must be either to carry out official union duties or to undergo relevant training as approved by the TUC or Trade Union. The amount of time-off a steward may take to undertake official union duties in their particular constituency should not normally exceed one day per month, with an additional two hours per month plus travelling time being allowed to attend Union meetings to discuss employee relations matters concerning the Council.
    [Show full text]
  • Jack Knowles Lighting Designer
    Jack Knowles Lighting Designer Jack was awarded the ADB Award for Plays at the 2018 Knight of Illumination Awards for his design of Barber Shop Chronicles. A closing slow-motion sequence … looks like a Baroque painting made manifest – lighting designer Jack Knowles mixes chiaroscuro and carnage WhatsOnStage on The Duchess of Malfi (Almeida) a teeming, eclectic visual vocabulary reflected in [...] the pregnant campfire spookiness of Jack Knowles’s lighting New York Times on Shipwreck (Almeida) Agents Dan Usztan Assistant [email protected] Charlotte Edwards 0203 214 0873 [email protected] 0203 214 0924 Credits In Development Production Company Notes CAROLINE, OR CHANGE Studio 54/Roundabout Broadway transfer 2021 Theatre Company Dir. Michael Longhurst Des. Fly Davis THE LION, THE WITCH AND Elliott and Harper Dir. Michael Fentiman, based on the THE WARDROBE Productions/UK Tour original production by Sally Cookson 2021 Des. Tom Paris SPRING AWAKENING Almeida Theatre Dir. Rupert Goold 2021 Des. Miriam Buether United Agents | 12-26 Lexington Street London W1F OLE | T +44 (0) 20 3214 0800 | F +44 (0) 20 3214 0801 | E [email protected] Production Company Notes FATAL ATTRACTION ATG/UK Tour Dir. Loveday Ingram 2022 Des. Morgan Large Theatre Production Company Notes BEGINNING Queens Theatre Hornchurch/UK Tour Revival of 2018 production 2021 Dir. Polly Findlay with Joe Lichtenstein Des. Fly Davis THE WINDSORS: ENDGAME Prince of Wales Theatre Dir. Michael Fentiman 2021 Des. Madeleine Girling GIN CRAZE! Royal and Derngate/ETT Dir. Michael Oakley 2021 Des. Hayley Grindle PIAF Nottingham Playhouse/Leeds Playhouse Dir. Adam Penford 2021 Des. Frankie Bradshaw THE BEACON Schauspiel Stuttgart Dir.
    [Show full text]