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Outputs (102)

Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy (2022)
Journal Article
Dalby, D., & Noyes, A. (2022). Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education, 27(3), 413-435. https://doi.org/10.1080/13596748.2022.2076055

Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this chan... Read More about Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy.

The case for trauma-informed behaviour policies (2022)
Journal Article
Emerson, A. (2022). The case for trauma-informed behaviour policies. Pastoral Care in Education, 40(3), 352-359. https://doi.org/10.1080/02643944.2022.2093956

Current behaviour policies, which focus around reward and deterrent, have only limited long-term effectiveness. They assume that students can exercise self-control and follow rules, when motivated to do so. Students with special educational needs and... Read More about The case for trauma-informed behaviour policies.

Aesthetics in the Eugenics Movement: A Critical Examination (2022)
Journal Article
WOODS, P. (2022). Aesthetics in the Eugenics Movement: A Critical Examination. Journal of Aesthetic Education, 56(2), 56-77

Although multiple scholars have pushed music education to embrace the aesthetic as a curricular and pedagogical touchstone, research surrounding this aesthetic turn has largely framed aesthetics as a sensory experience rather than a social technology... Read More about Aesthetics in the Eugenics Movement: A Critical Examination.

Networking Small Rural Schools in the Pandemic (2022)
Book Chapter
Greany, T., & Wolfe, A. (2022). 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.

Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása (2022)
Journal Article
Hordósy, R., & Norris, J. (2022). Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása. Educatio, 31(2), 249-263. https://doi.org/10.1556/2063.31.2022.2.6

Az oktatás/kutatás viszonya a magyar szociológiában-hallgatói és oktatói tapasztalatok összehasonlítása HOR DÓSY R ITA*-JEN NIFER NOR R IS University of Nottingham (Egyesült Királyság) Beérkezett: 2021. szeptember 20., elfogadva: 2022. április 9. E t... Read More about Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása.

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.

Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education (2022)
Journal Article
Müller, M., & Kruger, F. (2022). Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education. Studying Teacher Education, 18(3), 276-293. https://doi.org/10.1080/17425964.2022.2079619

This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice... Read More about Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.

Inhlawulo, Kin and Custom: Young men negotiating fatherhood and respectable masculinity (2022)
Book Chapter
Bhana, D., & Salvi, F. (2022). Inhlawulo, Kin and Custom: Young men negotiating fatherhood and respectable masculinity. In E. Moore (Ed.), Generation, Gender and Negotiating Custom in South Africa (86-101). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003147398

When African teenagers in the KwaZulu-Natal province of South Africa become fathers out of wedlock, cultural practices around the acknowledgement of paternity and the payment of damages are invoked. Damage payments refer to culturally embedded compen... Read More about Inhlawulo, Kin and Custom: Young men negotiating fatherhood and respectable masculinity.

What We Ought to Know: How Digital Museums Can Facilitate Reflection and Discourse of The Nigerian Civil War (2022)
Presentation / Conference Contribution
Aduro, J., & Davis, P. (2022). What We Ought to Know: How Digital Museums Can Facilitate Reflection and Discourse of The Nigerian Civil War.

The Nigerian Civil War is a key that is often unspoken of in public or taught in schools, despite its aftermath still being felt decades later in Nigerian society. In this paper, we make a case for how a digital museum offers room to reflect, discuss... Read More about What We Ought to Know: How Digital Museums Can Facilitate Reflection and Discourse of The Nigerian Civil War.