Skip to main content

Research Repository

Advanced Search

Outputs (113)

Middle leadership in international schools: evidence from Malaysia (2017)
Journal Article
Javadi, V., Bush, T., & Ng, A. (in press). Middle leadership in international schools: evidence from Malaysia. School Leadership and Management, 37(5), https://doi.org/10.1080/13632434.2017.1366439

This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership... Read More about Middle leadership in international schools: evidence from Malaysia.

Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence (2017)
Book Chapter
Swanson, D. M., & Gamal, M. (2017). Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence. In The Implications of `New Populism' For Education. E&E Publishing

Through a critical examination of Scottish curricular policies and practices, this chapter addresses the ways in which nationalist popul(ar)ism assembles a range of identities, discourses and representations of the Scottish nation. It argues that the... Read More about Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence.

Connecting community through film in ITE English (2017)
Book Chapter
McIntyre, J., & Jones, S. (2017). Connecting community through film in ITE English. In D. Stevens, & K. Lockney (Eds.), Students, places and identities in English and the arts. Routledge

This chapter offers a critical exploration of the work of beginning teachers of secondary English at the University of Nottingham, who have been involved, alongside their own pupils, in a series of film-making projects which have taken place annually... Read More about Connecting community through film in ITE English.

Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017 (2017)
Report
Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B., & Burns, H. (2017). Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017

In August 2014, The Department for Education (DfE) commissioned a two-year study to assess progress towards an evidence-informed teaching system. In this report, the term evidence-informed teaching is used to mean practice that is influenced by robus... Read More about Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017.

Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis (2017)
Journal Article
Swanson, D. M. (in press). Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis. Journal of Urban Mathematics Education, 10(1), 7-15. https://doi.org/10.21423/jume-v10i1a337

More and more, standardized, efficiencies-based, and surveillance-driven modus operandi are prescriptively defining the interests of the individual and collective in terms of market-driven imperatives in consonance with the demands of the nation stat... Read More about Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis.

Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers (2017)
Journal Article
Reyes, V. C., Reading, C., Doyle, H., & Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers and Education, 115, 1-19. https://doi.org/10.1016/j.compedu.2017.07.009

Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use o... Read More about Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers.

‘Supportive’, ‘real’, and ‘low-cost’: implicit comparisons and universal assumptions in the construction of the prospective college-based HE student (2017)
Journal Article
Henderson, H. (2018). ‘Supportive’, ‘real’, and ‘low-cost’: implicit comparisons and universal assumptions in the construction of the prospective college-based HE student. Journal of Further and Higher Education, 42(8), 1105-1117. https://doi.org/10.1080/0309877x.2017.1349885

This paper first argues for the importance of continued analysis of marketising discourses in Higher Education (HE), both despite and because of their ubiquity. Secondly, the paper looks specifically at college-based HE provision in English Further E... Read More about ‘Supportive’, ‘real’, and ‘low-cost’: implicit comparisons and universal assumptions in the construction of the prospective college-based HE student.

Generating change from below: what role for leadership from above? (2017)
Journal Article
King, F., & Stevenson, H. (2017). Generating change from below: what role for leadership from above?. Journal of Educational Administration, 55(6), https://doi.org/10.1108/JEA-07-2016-0074

In recent years the benefits of distributed leadership have often assumed the status of an unchallengeable orthodoxy. There is a general acceptance that leadership is best when it is dispersed. In reality this is often little more than a form of ‘li... Read More about Generating change from below: what role for leadership from above?.

Silence, obligation and fear in the possible selves of UK LGBT-identified teachers (2017)
Journal Article
Henderson, H. (2017). Silence, obligation and fear in the possible selves of UK LGBT-identified teachers. Gender and Education, 31(7), 1-17. https://doi.org/10.1080/09540253.2017.1354125

This article highlights the complexity of LGBT teacher identities in UK educational contexts. The article argues that the historically dissonant relationship between sexualities and schooling is further compounded by embedded assumptions of heterosex... Read More about Silence, obligation and fear in the possible selves of UK LGBT-identified teachers.