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School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context (2022)
Book Chapter
Greany, T., & Armstrong, P. (in press). School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context. In School to School Collaboration: Learning Across International Contexts. London: Emerald

This chapter explores school-to-school collaboration via Teaching School Alliances (TSAs) in one locality in England, drawing on governance theory (Bevir, 2011) - specifically hierarchy, markets and networks (Tenbensel, 2015). It focuses on three TSA... Read More about School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context.

Networking Small Rural Schools in the Pandemic (2022)
Book Chapter
Greany, T., & Wolfe, A. (in press). Networking Small Rural Schools in the Pandemic. In The Power of Professional Learning Networks - traversing the present; transforming the future (11). London: John Catt Educational Ltd

This chapter draws on findings from an evaluation of two regional networks developed by the Church of England Foundation for Educational Leadership to support senior leaders in small rural schools in England. The networks were launched in September 2... Read More about Networking Small Rural Schools in the Pandemic.

Gypsy, Roma, and Traveller Pupils and Mental Wellbeing (2022)
Book Chapter
Myers, M. (2022). Gypsy, Roma, and Traveller Pupils and Mental Wellbeing. In Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds (37-47). London: Taylor & Francis (Routledge). https://doi.org/10.4324/9781003160526-4

Gypsy, Roma, and Traveller (GRT) communities suffer some of the worst health outcomes in the UK including low levels of life expectancy, high rates of infant mortality, and a high prevalence of chronic health conditions (McFadden et al., 2018; NHS, 2... Read More about Gypsy, Roma, and Traveller Pupils and Mental Wellbeing.

Leading Educational Networks: Theory, Policy and Practice (2022)
Book
Greany, T., & Kamp, A. (2022). Leading Educational Networks: Theory, Policy and Practice. London: Bloomsbury Publishing

This book offers a global perspective on educational networks, reviewing theory and practice before setting out four lenses: educational effectiveness and improvement; governance theory; complexity theory; and Actor-Network Theory. Using these lenses... Read More about Leading Educational Networks: Theory, Policy and Practice.

Men in Early Childhood Education and Care: On navigating a gendered terrain (2022)
Journal Article
Bhana, D., Moosa, S., Xu, Y., & Emilsen, K. (2022). Men in Early Childhood Education and Care: On navigating a gendered terrain. European Early Childhood Education Research Journal, https://doi.org/10.1080/1350293X.2022.2074070

Globally, the underrepresentation of men in the Early Childhood Education and Care (ECEC) workforce is ongoing and has been largely attributed to the construction of ECEC as ‘women’s work’. Men’s involvement in ECEC can help to deconstruct the femini... Read More about Men in Early Childhood Education and Care: On navigating a gendered terrain.

Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences (2022)
Journal Article
Thomson, P., Greany, T., Cousins, S., & Martindale, N. (2022). Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences. Journal of Educational Administration and History, https://doi.org/10.1080/00220620.2022.2071849

The work of school leaders during lockdown has been emotionally charged and emotionally draining, affecting immediate well-being and longer term career plans. In order to communicate the emotions that we were told about and which were obvious during... Read More about Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences.

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective (2022)
Journal Article
Liu, D., Xu, Y., Zhao, T., & Che, S. (2022). Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective. Frontiers in Psychology, 13, Article 859240. https://doi.org/10.3389/fpsyg.2022.859240

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas PhD degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with conte... Read More about Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective.

Inclusive education in South Africa: path dependencies and emergences (2022)
Journal Article
Walton, E., & Engelbrecht, P. (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2022.2061608

Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive educatio... Read More about Inclusive education in South Africa: path dependencies and emergences.

Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China (2022)
Journal Article
Xu, Y., Schweisfurth, M., & Read, B. (2022). Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58(3), 345-363. https://doi.org/10.1080/03050068.2022.2062950

At the global level, prominent narratives about improving the quality of early childhood education and care (ECEC) promote the recruitment of men into the profession. However, comparing across different policy and practice settings demonstrates contr... Read More about Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China.

Trying to solve the ‘worst situation’ together: participatory autism research (2022)
Journal Article
Costley, D., Emerson, A., Ropar, D., Sheppard, E., McCubbing, A., Campbell Bass, S., …Ward Penny, J. (2022). Trying to solve the ‘worst situation’ together: participatory autism research. Educational Action Research, 1-18. https://doi.org/10.1080/09650792.2021.2019075

The importance of participatory autism research is discussed in relation to a project involving six autistic researchers and five non-autistic university researchers collaborating to investigate anxiety in autistic adolescents. The paper describes t... Read More about Trying to solve the ‘worst situation’ together: participatory autism research.

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon (2022)
Journal Article
ZHAO, T., & XU, Y. (in press). Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon. South African Journal of Education,

This paper examines students’ attitudes towards participation in higher education in Cameroon and considers the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey... Read More about Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon.

The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words (2021)
Journal Article
Costley, D., Emerson, A., Ropar, D., & Sheppard, E. (2021). The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words. Education Sciences, 11(11), Article 726. https://doi.org/10.3390/educsci11110726

Secondary schools are increasingly becoming inclusive of all students whatever their individual needs, but we question whether teachers understand enough about specific needs in order to effectively support all their students. Research indicates tha... Read More about The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words.

‘You just feel more relaxed’: An Investigation of Art Room Atmosphere (2021)
Journal Article
Thomson, P., & Hall, C. (2021). ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere. International Journal of Art and Design Education, 40(3), 599-614. https://doi.org/10.1111/jade.12370

Art educators are increasingly interested in the affective dimensions of pedagogy. This paper contributes by exploring students' reports of feeling more relaxed and less stressed in the art room, data drawn from a three year study of thirty arts rich... Read More about ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere.

School System Governance And The Implications For Schools (2021)
Book Chapter
Greany, T., & Higham, R. (2021). School System Governance And The Implications For Schools. In T. Greany, & P. Earley (Eds.), School Leadership and Education System Reform. (2nd). London: Bloomsbury Publishing

Conservative-led governments in power since 2010 have introduced a range of reforms in England, including a rapid expansion in the number of academies and Multi-Academy Trusts, the roll back of Local Authorities and the encouragement of new school-to... Read More about School System Governance And The Implications For Schools.

Leading Curriculum Development (2021)
Book Chapter
Greany, T. (2021). Leading Curriculum Development. In School Leadership and Education System Reform. (2nd). London: Bloomsbury Publishing

The importance of leadership in shaping and developing the curriculum in schools is widely recognized. However, despite this recognition of the need for school leaders to be, inter alia, curriculum leaders, there is surprisingly little robust resear... Read More about Leading Curriculum Development.

Leadership And School Improvement In Multi-Academy Trusts (2021)
Book Chapter
Greany, T., & McGinity, R. (2021). Leadership And School Improvement In Multi-Academy Trusts. In School Leadership and Education System Reform. (2nd). London: Bloomsbury Publishing

The focus in this chapter is on leadership and improvement in Multi-Academy Trusts (MATs) in England, informed by findings from a mixed methods study by the authors (Greany, 2018). The chapter aims to: • Summarize the key features and evolution of... Read More about Leadership And School Improvement In Multi-Academy Trusts.

Introduction: School leadership and education system reform (2021)
Book Chapter
Greany, T., & Earley, P. (2021). Introduction: School leadership and education system reform. In School leadership and education system reform. (2nd). London: Bloomsbury Publishing

This second edition of School Leadership and Education System Reform includes contributions from a range of academics, policy makers and practitioners. It focuses on developments in England and addresses four questions: i) how can school leaders sha... Read More about Introduction: School leadership and education system reform.

Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism (2021)
Conference Proceeding
Standen, P. J., Brown, D. J., Kwiatkowska, G. M., Belmonte, M. K., Galvez Trigo, M. J., Boulton, H., …Traversi, M. (2021). Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism. In R. A. Sottilare, & J. Schwarz (Eds.), Adaptive Instructional Systems. Design and Evaluation : Third International Conference, AIS 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I. https://doi.org/10.1007/978-3-030-77857-6

Adoption of e-learning for those with special needs lags that for mainstream learners. Not much is known about barriers and facilitators that drive this disparity. The present study used focus groups and interviews to collect the views of 21 teachers... Read More about Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism.

Cosmopolitan Brands: graduate students navigating the social space of elite global universities (2021)
Journal Article
Myers, M., & Bhopal, K. (2021). Cosmopolitan Brands: graduate students navigating the social space of elite global universities. British Journal of Sociology of Education, https://doi.org/10.1080/01425692.2021.1941763

Drawing on Pierre Bourdieu’s analysis of the competition for economic, social and cultural capitals within educational fields, this article reports empirical research from 49 in-depth interviews with graduate students at four elite universities in th... Read More about Cosmopolitan Brands: graduate students navigating the social space of elite global universities.

Mathematics curriculum waves within vocational education (2021)
Journal Article
Dalby, D., & Noyes, A. (2022). Mathematics curriculum waves within vocational education. Oxford Review of Education, 48(2), 166-183. https://doi.org/10.1080/03054985.2021.1940913

Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focused attention on post-16 mathematics education, for example in the UK Government’s 2017 Industrial St... Read More about Mathematics curriculum waves within vocational education.