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Outputs (1095)

Sitting in the mess: Miss Havisham, a representation of frozen trauma (2024)
Journal Article
Baker, H. (in press). Sitting in the mess: Miss Havisham, a representation of frozen trauma. Person-Centered and Experiential Psychotherapies, 1-13. https://doi.org/10.1080/14779757.2024.2364668

In this case study, the character of Miss Havisham, from Dickens’ novel Great Expectations, is explored as a representation of frozen trauma. Support is offered for the usefulness of fictional case study to therapeutic understanding and practice, and... Read More about Sitting in the mess: Miss Havisham, a representation of frozen trauma.

What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic (2024)
Journal Article
Hira, A., Anderson, E., & Woods, P. (in press). What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic. International Journal of Engineering Education,

In this qualitative interview-based longitudinal study, we follow and share experiences of teachers from four different high schools in the United States that represent different institutional contexts (Urban, Suburban, Rural, Public and Charter) aro... Read More about What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic.

Trans and non‐binary person‐centred therapists' experiences of, and responses to, transprejudice from clients: A reflexive thematic analysis (2024)
Journal Article
Wright, M., & Murphy, D. (2024). Trans and non‐binary person‐centred therapists' experiences of, and responses to, transprejudice from clients: A reflexive thematic analysis. Counselling and Psychotherapy Research, https://doi.org/10.1002/capr.12798

Aims: This qualitative study aimed to explore what it is like for trans and non‐binary (TNB) person‐centred therapists to be exposed to transprejudice in their client work, and how they navigate such relationships. In so doing, the study aims to ampl... Read More about Trans and non‐binary person‐centred therapists' experiences of, and responses to, transprejudice from clients: A reflexive thematic analysis.

Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts (2024)
Journal Article
Wainwright, E., Hoskins, K., Arabaci, R., Zhai, J., Gao, J., & XU, Y. (in press). Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts. British Journal of Educational Studies,

This paper highlights the importance of considering both researcher and participant contexts when exploring everyday educational lives. It emerges during a period of increasing and sustained social inequality in England, and against a backdrop of inc... Read More about Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts.

Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems (2024)
Journal Article
Greany, T., Cowhitt, T., Noyes, A., Gripton, C., & Hudson, G. (2024). Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems. Journal of Educational Change, https://doi.org/10.1007/s10833-024-09508-x

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning (CDPL) by teachers is associated wi... Read More about Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems.

University s/cyborgs widening undergraduate access (2024)
Journal Article
Madriaga, M. (2024). University s/cyborgs widening undergraduate access. Educational Review, https://doi.org/10.1080/00131911.2024.2364704

This study sought to examine questions of race in higher education widening access policy and practice in England. I was keen on seeking perceptions and stories of those who do work in this area, raising awareness of higher education opportunities to... Read More about University s/cyborgs widening undergraduate access.

Breathing space amidst the permanence of racism in the academy (2024)
Journal Article
Madriaga, M., & Blaisdell, B. (2024). Breathing space amidst the permanence of racism in the academy. International Studies in Sociology of Education, https://doi.org/10.1080/09620214.2024.2369887

This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thi... Read More about Breathing space amidst the permanence of racism in the academy.

Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden (2024)
Journal Article
McIntyre, J. (2024). Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden. Research Papers in Education, https://doi.org/10.1080/02671522.2024.2368509

The concept of belonging has grown in prominence in research and policy relating to new arrivals from refugee and asylum-seeking backgrounds. Arguably, belonging is replacing integration and inclusion as the panacea to perceived problems associated w... Read More about Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden.

Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners (2024)
Journal Article
Knight, R. (2024). Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners. Professional Development in Education, https://doi.org/10.1080/19415257.2024.2360461

This paper explores the contention that teacher educators are especially well placed to help teachers bridge between practical experience and wider forms of knowledge. In its focus on issues derived from practice, knowledge co-construction and profes... Read More about Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners.