Outputs (115)

What do we teach when we teach the Learning Sciences? A document analysis of 75 graduate programs (2018)
Journal Article
Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What do we teach when we teach the Learning Sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences, 27(2), https://doi.org/10.1080/10508406.2018.1440353

The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinar... Read More about What do we teach when we teach the Learning Sciences? A document analysis of 75 graduate programs.

How do you describe mathematics tasks? (2018)
Journal Article
Foster, C., & Inglis, M. (2018). How do you describe mathematics tasks?. Mathematics Teaching, 260,

Colin Foster and Matthew Inglis ask what it means to describe a task as ‘rich’.

Muslims, home education and risk in British society (2018)
Journal Article
Myers, M., & Bhopal, K. (2018). Muslims, home education and risk in British society. British Journal of Sociology of Education, 39(2), 212-226. https://doi.org/10.1080/01425692.2017.1406337

The number of families who choose to home educate has significantly increased in the last decade. This article explores the experiences of British Muslims who home educate using data from a larger study exploring the views of a diverse range of famil... Read More about Muslims, home education and risk in British society.

Multi-modal, multi-source reading: a multi-representational reader’s perspective (2018)
Journal Article
Ainsworth, S. E. (2018). Multi-modal, multi-source reading: a multi-representational reader’s perspective. Learning and Instruction, 57, 71-75. https://doi.org/10.1016/j.learninstruc.2018.01.014

In this commentary, I review the five articles that comprise the Special Issue titled ‘Towards a model of multi-source, multi-modal processing”. The papers are discussed in terms of how they help us understand the “second generational” issues of read... Read More about Multi-modal, multi-source reading: a multi-representational reader’s perspective.

Adult education under a comparative lens: areas of influence (2018)
Book Chapter
Holford, J., Milana, M., & Rasmussen, P. (2018). Adult education under a comparative lens: areas of influence. In A. W. Wiseman (Ed.), Annual review of comparative and international education 2017 (85-93). Emerald. https://doi.org/10.1108/S1479-367920180000034009

This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s... Read More about Adult education under a comparative lens: areas of influence.

A long goodbye to the 'good girl': An auto ethnographic account (2018)
Book Chapter
Thomson, P. (2018). A long goodbye to the 'good girl': An auto ethnographic account. In Feeling academic in the neoliberal university: Feminist flights, fights and failures (243-260). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-64224-6_11

The contemporary university relies on academic staff who are ready and willing to be highly productive on a number of fronts—publish widely and for a range of audiences, publish for audit purposes, attract funding, work in interdisciplinary teams, pr... Read More about A long goodbye to the 'good girl': An auto ethnographic account.

‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism (2018)
Journal Article
Doak, L. (2019). ‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism. Qualitative Research, 19(1), 30-54. https://doi.org/10.1177/1468794117752115

This article explores a ‘hybridized approach’ to multimodal research drawing on video data of classroom communication involving children diagnosed with Autism Spectrum Disorder. The focus is a short video of ‘Luke’, aged six, who at snack time declin... Read More about ‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism.

Using digital technology to enhance formative assessment in mathematics classrooms (2018)
Journal Article
Dalby, D., & Swan, M. (in press). Using digital technology to enhance formative assessment in mathematics classrooms. British Journal of Educational Technology, https://doi.org/10.1111/bjet.12606

In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education (FASMEd), we explore how iPads are used within formative assessment processes by six mathematics... Read More about Using digital technology to enhance formative assessment in mathematics classrooms.

A confirmatory factor analysis of the Mandarin-Chinese version of the Barrett-Lennard Relationship Inventory. (2018)
Journal Article
Liao, F., Murphy, D., & Barrett-Lennard, G. (in press). A confirmatory factor analysis of the Mandarin-Chinese version of the Barrett-Lennard Relationship Inventory. Asia Pacific Journal of Counselling and Psychotherapy, 9(1), https://doi.org/10.1080/21507686.2017.1419269

The aim of this study was to translate and provide an initial validation for a full Mandarin-Chinese version of the Barrett-Lennard Relationship Inventory (B-L RI:MC) to include forms Other toward Self-64 (OS-64) and Other toward Self-40 (OS-40) for... Read More about A confirmatory factor analysis of the Mandarin-Chinese version of the Barrett-Lennard Relationship Inventory..

The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms (2018)
Journal Article
Macdonald, L., Trembath, D., Ashburner, J., Costley, D., & Keen, D. (2018). The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms. Journal of Research in Special Educational Needs, 18(4), 254-266. https://doi.org/10.1111/1471-3802.12409

Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on-task and transitioning between tasks or task elements can interfere with students’ participatio... Read More about The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms.