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Outputs (113)

The power of language in the age of austerity: volunteers and practitioners reflect on UK civil society (2017)
Journal Article
Clancy, S. (2017). The power of language in the age of austerity: volunteers and practitioners reflect on UK civil society. Research for All, 1(2), 234-251. https://doi.org/10.18546/RFA.01.2.02

This article is offered as an example of practice-based research, focusing on the concept of praxis: the bringing together of research, theory and action. It does this by exploring the challenges of group work and collaborative thinking, sharing the... Read More about The power of language in the age of austerity: volunteers and practitioners reflect on UK civil society.

Cooking the books: what counts as literacy for young children in a public library? (2017)
Journal Article
Smith, H. V. (2018). Cooking the books: what counts as literacy for young children in a public library?. Literacy, 52(1), 31-38. https://doi.org/10.1111/lit.12121

At a time when government funding cuts mean that public libraries face an uncertain future and need to make sure they stay relevant to young users and their families, this paper explores what counts as literacy for young children in a public library... Read More about Cooking the books: what counts as literacy for young children in a public library?.

Literacy, Leading and Learning: Beyond Pedagogies of Poverty (2017)
Book
Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R., & Thomson, P. (2017). Literacy, Leading and Learning: Beyond Pedagogies of Poverty. (1). Routledge. https://doi.org/10.4324/9781315180014

How might educational leaders and teachers improve literacy achievement in schools serving communities experiencing high levels of poverty? This question is the focus of this book. Drawing on long-term case studies of four primary schools located in... Read More about Literacy, Leading and Learning: Beyond Pedagogies of Poverty.

Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example (2017)
Journal Article
Leung, K. C. I., & Lee, C. Y. (2017). Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example. Mathematics Teacher Education and Development, 19(2), 51-80

By considering the example of proving the triangle postulate, this study aimed to explore Hong Kong preservice and novice teachers’ knowledge competencies and their beliefs about preformal and formal proofs. The findings revealed that such teachers a... Read More about Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example.

School-based social skills training for young people with autism spectrum disorders (2017)
Journal Article
Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., Horstead, S. K., Redoblado Hodge, M. A., Roberts, J., Sofronoff, K., Taffe, J. R., & Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 43(1), 29-39. https://doi.org/10.3109/13668250.2017.1326587

Background: The Secret Agent Society (SAS) Program, an intervention to enhance social- emotional skills, was provided by schools for children with autism spectrum disorder (ASD). The program was assessed to determine if it improved social skills at s... Read More about School-based social skills training for young people with autism spectrum disorders.

A theory on reports of constructive (real) and illusory posttraumatic growth (2017)
Journal Article
Boerner, M., Joseph, S., & Murphy, D. (in press). A theory on reports of constructive (real) and illusory posttraumatic growth. Journal of Humanistic Psychology, https://doi.org/10.1177/0022167817719597

It has been suggested that self-reported posttraumatic growth could sometimes be considered as a way for people to protect themselves from the distress of trauma. In this case, reports of posttraumatic growth could be illusory. We suggest a theory on... Read More about A theory on reports of constructive (real) and illusory posttraumatic growth.

Evidence-informed teaching: an evaluation of progress in England. Research report July 2017 (2017)
Book
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. Research report July 2017. Department for Education

Report on:

- what we currently know about evidence-informed teaching
- how schools and teachers use evidence
- good practice from highly evidence-engaged schools

The “datafication” of teaching: can teachers speak back to the numbers? (2017)
Journal Article
Stevenson, H. (2017). The “datafication” of teaching: can teachers speak back to the numbers?. Peabody Journal of Education, 92(4), 537-557. https://doi.org/10.1080/0161956X.2017.1349492

Teachers face considerable and increasing pressure in their working lives. Labor intensification compels teachers to work faster, harder, and longer. However, teachers also experience increasing external control over what they teach and how they teac... Read More about The “datafication” of teaching: can teachers speak back to the numbers?.

To what extent is a CLIL approach useful in teaching intercultural understanding in MFL? (2017)
Thesis
Koro, R. To what extent is a CLIL approach useful in teaching intercultural understanding in MFL?. (Thesis). The University of Reading. https://nottingham-repository.worktribe.com/output/6536390

This thesis investigates the importance learners and teachers of Modern Languages in England attach to the development of intercultural understanding, and the extent to which this is incorporated in everyday practice in the context of secondary educa... Read More about To what extent is a CLIL approach useful in teaching intercultural understanding in MFL?.