Outputs (3)

Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism (2020)
Book Chapter
Greany, T. (2020). Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism. In School peer review for educational improvement and accountability: Theory, practice and policy implications (71-94). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-48130-8_4

Peer reviews are not compulsory for schools in England, but they have become increasingly common in recent years. There is no single model for how peer reviews operate, but they generally involve staff from at least one other school in reviewing pra... Read More about Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism.

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa (2020)
Journal Article
Walton, E., McIntyre, J., Awidi, S. J., De Wet-Billings, N., Dixon, K., Madziva, R., …Wedekind, V. (2020). Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa. Frontiers in Education, 5, Article 47. https://doi.org/10.3389/feduc.2020.00047

International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system... Read More about Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa.

Language Counts when Learning Mathematics with Interactive Apps (2020)
Journal Article
Outhwaite, L., Gulliford, A., & Pitchford, N. (2020). Language Counts when Learning Mathematics with Interactive Apps. British Journal of Educational Technology, 51(6), 2326-2339. https://doi.org/10.1111/bjet.12912

When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the feasibility of efficacy of a maths app intervention... Read More about Language Counts when Learning Mathematics with Interactive Apps.