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Outputs (1392)

Towards a framework for care-full teacher learning: stories from the British art show professional development programme (2024)
Journal Article
Thomson, P., & Coles, R. (2024). Towards a framework for care-full teacher learning: stories from the British art show professional development programme. Professional Development in Education, https://doi.org/10.1080/19415257.2024.2433069

The education system in England can arguably be characterised as careless. Art teachers for example are rarely offered opportunities to acquire subject-specific knowledges. This paper reports on a programme which supported art teachers to engage with... Read More about Towards a framework for care-full teacher learning: stories from the British art show professional development programme.

What does a sociologist do? Norwegian, English, and Hungarian university students’ possible future selves (2024)
Journal Article
Hordósy, R., Yasdiman, M. B., & Lee, G. C.-Y. (2025). What does a sociologist do? Norwegian, English, and Hungarian university students’ possible future selves. British Journal of Sociology of Education, 46(1), 132-150. https://doi.org/10.1080/01425692.2024.2431274

This paper explores how sociology undergraduate and postgraduate students understand and discuss their possible (sociological) futures in three national contexts of Norway, England, and Hungary. Using an international comparative design based on a to... Read More about What does a sociologist do? Norwegian, English, and Hungarian university students’ possible future selves.

Engaging low-income families in education research: examining the challenges in Beijing and London (2024)
Journal Article
Hoskins, K., Wainwright, E., Arabaci, R., Zhai, J., Gao, J., & Xu, Y. (2024). Engaging low-income families in education research: examining the challenges in Beijing and London. Compare: A Journal of Comparative and International Education, https://doi.org/10.1080/03057925.2024.2429825

This comparative paper considers the similar challenges encountered in Beijing (China) and Greater London (England) when engaging low-income families in education research. Through semi-structured interviews with 10 parents/caregivers in Beijing and... Read More about Engaging low-income families in education research: examining the challenges in Beijing and London.

A systematic review of teaching Comparative and International Education (CIE) in higher education: themes, contexts, and methods (2024)
Journal Article
Li, M., Li, S., & Yuan, T. (2024). A systematic review of teaching Comparative and International Education (CIE) in higher education: themes, contexts, and methods. Compare: A Journal of Comparative and International Education, https://doi.org/10.1080/03057925.2024.2429826

This paper scrutinises the teaching of Comparative and International Education (CIE) in higher education, addressing the gap in the discourse on how CIE is taught. Utilising the latest 'Preferred Reporting Items for Systematic Reviews and Meta-Analys... Read More about A systematic review of teaching Comparative and International Education (CIE) in higher education: themes, contexts, and methods.

The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory (2024)
Journal Article
Zapata, G. C., Saini, A., Tzirides, A.-O. (., Cope, W., & Kalantzis, M. (2025). The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitous Learning: An International Journal, 18(2), 1-30. https://doi.org/10.18848/1835-9795/cgp/v18i02/1-30

This study employs Engeström’s second-generation activity theory (AT) to examine the transformative potential of Generative AI (GenAI) in providing formative feedback in higher education. Specifically, this research focuses on the experiences of fift... Read More about The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory.

Pursuing systemic improvement through heterarchical school systems: A case of educational resources (2024)
Journal Article
Gripton, C., & Noyes, A. (2024). Pursuing systemic improvement through heterarchical school systems: A case of educational resources. British Educational Research Journal, https://doi.org/10.1002/berj.4093

England's schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choi... Read More about Pursuing systemic improvement through heterarchical school systems: A case of educational resources.

Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now (2024)
Journal Article
Thomson, P. (2024). Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now. Studies in Continuing Education, https://doi.org/10.1080/0158037X.2024.2417095

Social media afford the proliferation of doctoral memes across numerous, generally anonymous, accounts spread over multiple platforms-the timeline where the PhD candidate starts off gleaming with health and beaming in delight and ends up an overweigh... Read More about Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now.

Educational research and the quality of successful school leadership (2024)
Report
Day, C., Ylimaki, R., & Gu, Q. (2024). Educational research and the quality of successful school leadership. UNESCO

This paper outlines the International Successful School Principalship Project’s (ISSPP)contribution to the 2024/5 UNESCO Global Education Monitoring (GEM) Report on leadership and education which examines: i) the requirements of good leadership in e... Read More about Educational research and the quality of successful school leadership.