Outputs (98)

Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial (2022)
Journal Article
Hodgen, J., Adkins, M., & Ainsworth, S. E. (2023). Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education, 53(2), 215-235. https://doi.org/10.1080/0305764X.2022.2093838

The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment.... Read More about Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial.

Punk ideals, school leaders and fashioning an “authentic” self (2022)
Journal Article
Heffernan, A., & Thomson, P. (2023). Punk ideals, school leaders and fashioning an “authentic” self. Research in Education, 115(1), 80-99. https://doi.org/10.1177/00345237221131107

The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school l... Read More about Punk ideals, school leaders and fashioning an “authentic” self.

A longitudinal analysis of person-centred therapy with suicidal clients (2022)
Journal Article
Sohal, A., & Murphy, D. (2023). A longitudinal analysis of person-centred therapy with suicidal clients. Counselling and Psychotherapy Research, 23(1), 20-30. https://doi.org/10.1002/capr.12588

Background: There have been substantial research efforts demonstrating the effectiveness of person-centred therapy. However, little research has investigated whether person-centred therapy is effective in facilitating psychological growth amongst cli... Read More about A longitudinal analysis of person-centred therapy with suicidal clients.

What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? (2022)
Journal Article
Keddie, A., MacDonald, K., Blackmore, J., Boyask, R., Fitzgerald, S., Gavin, M., …Yoon, E.-S. (2023). What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?. Australian Educational Researcher, 50, 1571-1597. https://doi.org/10.1007/s13384-022-00573-w

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland... Read More about What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?.

Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe (2022)
Report
(2022). Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe. British Academy

Contents: Disabled refugees students included and visible in education: challenges and opportunities in three African countries: South Africa case report / Nicole De-Wet Billings, Khuthala Mabetha -- Disabled refugees students included and visible in... Read More about Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe.

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. (2022). School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context. In P. Armstrong, & C. Brown (Eds.), 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.

Recovery Colleges Characterisation and Testing in England (RECOLLECT): rationale and protocol (2022)
Journal Article
Hayes, D., Henderson, C., Bakolis, I., Lawrence, V., Elliott, R. A., Ronaldson, A., …Slade, M. (2022). Recovery Colleges Characterisation and Testing in England (RECOLLECT): rationale and protocol. BMC Psychiatry, 22(1), Article 627. https://doi.org/10.1186/s12888-022-04253-y

Background: Recovery Colleges are a relatively recent initiative within mental health services. The first opened in 2009 in London and since then numbers have grown. They are based on principles of personal recovery in mental health, co-production be... Read More about Recovery Colleges Characterisation and Testing in England (RECOLLECT): rationale and protocol.

Conclusion: Pedagogical Responsiveness for Global Futures (2022)
Book Chapter
Osman, R., & Walton, E. (2022). Conclusion: Pedagogical Responsiveness for Global Futures. In E. Walton, & R. Osman (Eds.), Pedagogical responsiveness for complex contexts (181-193). Springer. https://doi.org/10.1007/978-3-031-12718-2_11

This concluding chapter draws together ideas from the book and opens provocations for thinking towards shared global futures. These futures are shown to be complex, requiring pedagogies that are responsive by being both reactive and anticipatory. The... Read More about Conclusion: Pedagogical Responsiveness for Global Futures.

Pedagogical Responsiveness in Complex Contexts (2022)
Book Chapter
Walton, E., & Osman, R. (2022). Pedagogical Responsiveness in Complex Contexts. In E. Walton, & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (1-20). Springer. https://doi.org/10.1007/978-3-031-12718-2_1

Responsiveness and complexity are familiar terms in pandemic times. When applied to education, they take on particular meanings separately and in combination. This chapter shows education complexified by a number of factors, including governance and... Read More about Pedagogical Responsiveness in Complex Contexts.

The impact of COVID‐19 on A Level exams in England: Students as consumers (2022)
Journal Article
Bhopal, K., & Myers, M. (2023). The impact of COVID‐19 on A Level exams in England: Students as consumers. British Educational Research Journal, 49(1), 142-157. https://doi.org/10.1002/berj.3834

The recent global outbreak of the COVID-19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced... Read More about The impact of COVID‐19 on A Level exams in England: Students as consumers.