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All Outputs (93)

The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music (2022)
Journal Article
Woods, P. J. (2022). The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music. Critical Studies in Improvisation, 15(1), https://doi.org/10.21083/csieci.v15i1.6151

Although extant literature has argued for the pedagogical value of free improvisation within music education settings, these studies have largely overlooked how musicians develop their musical and sociocultural knowledges through this process of maki... Read More about The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music.

It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education (2022)
Journal Article
Potter, S. (2022). It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education. Forum: for Promoting 3-19 Comprehensive Education, 64(2), 79-86. https://doi.org/10.3898/forum.2022.64.2.08

The UK education system is becoming increasingly dominated by exclusive economic and political ideology. The neoliberal agenda marketises young people and encourages them to take part in a competitive system. The rise of multi-academy trusts (MATs) f... Read More about It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education.

Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations (2022)
Journal Article
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P. J., & Tes, M. (2022). Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5), 1159-1178. https://doi.org/10.1111/bjet.13257

Data-art inquiry is an arts-integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and b... Read More about Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations.

Researching digital inequalities in children’s play with technology in South Africa (2022)
Journal Article
Murris, K., Scott, F., Stjerne Thomsen, B., Dixon, K., Giorza, T., Peers, J., & Lawrence, C. (2023). Researching digital inequalities in children’s play with technology in South Africa. Learning, Media and Technology, 48(3), 542-555. https://doi.org/10.1080/17439884.2022.2095570

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technolog... Read More about Researching digital inequalities in children’s play with technology in South Africa.

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role (2022)
Journal Article
Lei, M., & Medwell, J. (2022). The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role. Frontiers in Psychology, 13, Article 904071. https://doi.org/10.3389/fpsyg.2022.904071

The New Curriculum Standards for teaching English introduced major changes in the culture of teaching and learning English in the Peoples Republic of China (PRC). Changes have been linked to changing goals for English instruction and a revision of Co... Read More about The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role.

Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy (2022)
Journal Article
Dalby, D., & Noyes, A. (2022). Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education, 27(3), 413-435. https://doi.org/10.1080/13596748.2022.2076055

Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this chan... Read More about Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy.

Aesthetics in the Eugenics Movement: A Critical Examination (2022)
Journal Article
WOODS, P. (2022). Aesthetics in the Eugenics Movement: A Critical Examination. Journal of Aesthetic Education, 56(2), 56-77

Although multiple scholars have pushed music education to embrace the aesthetic as a curricular and pedagogical touchstone, research surrounding this aesthetic turn has largely framed aesthetics as a sensory experience rather than a social technology... Read More about Aesthetics in the Eugenics Movement: A Critical Examination.

Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása (2022)
Journal Article
Hordósy, R., & Norris, J. (2022). Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása. Educatio, 31(2), 249-263. https://doi.org/10.1556/2063.31.2022.2.6

Az oktatás/kutatás viszonya a magyar szociológiában-hallgatói és oktatói tapasztalatok összehasonlítása HOR DÓSY R ITA*-JEN NIFER NOR R IS University of Nottingham (Egyesült Királyság) Beérkezett: 2021. szeptember 20., elfogadva: 2022. április 9. E t... Read More about Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása.

Networking Small Rural Schools in the Pandemic (2022)
Book Chapter
Greany, T., & Wolfe, A. (2022). Networking Small Rural Schools in the Pandemic. In The Power of Professional Learning Networks - traversing the present; transforming the future (11). London: John Catt Educational Ltd

This chapter draws on findings from an evaluation of two regional networks developed by the Church of England Foundation for Educational Leadership to support senior leaders in small rural schools in England. The networks were launched in September 2... Read More about Networking Small Rural Schools in the Pandemic.

Gypsy, Roma, and Traveller Pupils and Mental Wellbeing (2022)
Book Chapter
Myers, M. (2022). Gypsy, Roma, and Traveller Pupils and Mental Wellbeing. In Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds (37-47). London: Taylor & Francis (Routledge). https://doi.org/10.4324/9781003160526-4

Gypsy, Roma, and Traveller (GRT) communities suffer some of the worst health outcomes in the UK including low levels of life expectancy, high rates of infant mortality, and a high prevalence of chronic health conditions (McFadden et al., 2018; NHS, 2... Read More about Gypsy, Roma, and Traveller Pupils and Mental Wellbeing.

Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education (2022)
Journal Article
Müller, M., & Kruger, F. (2022). Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education. Studying Teacher Education, 18(3), 276-293. https://doi.org/10.1080/17425964.2022.2079619

This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice... Read More about Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.

What We Ought to Know: How Digital Museums Can Facilitate Reflection and Discourse of The Nigerian Civil War (2022)
Conference Proceeding
Aduro, J., & Davis, P. (2022). What We Ought to Know: How Digital Museums Can Facilitate Reflection and Discourse of The Nigerian Civil War.

The Nigerian Civil War is a key that is often unspoken of in public or taught in schools, despite its aftermath still being felt decades later in Nigerian society. In this paper, we make a case for how a digital museum offers room to reflect, discuss... Read More about What We Ought to Know: How Digital Museums Can Facilitate Reflection and Discourse of The Nigerian Civil War.

"Why doesn't 'Johnny' like mathematics?" The voices of senior secondary students in Hong Kong (2022)
Journal Article
Lee, C., & Fok, P. (2022). "Why doesn't 'Johnny' like mathematics?" The voices of senior secondary students in Hong Kong. Education Journal, 50(1), 1-30

While Hong Kong students excel at international tests in mathematics, they do not display corresponding attitudes toward mathematics learning. This study examined 10 Hong Kong Secondary 6 students’ perceptions of learning mathematics (experiential cu... Read More about "Why doesn't 'Johnny' like mathematics?" The voices of senior secondary students in Hong Kong.

Cultural capitals matter, differentially: a Bourdieusian reading of perspectives from senior secondary students in England (2022)
Journal Article
Thomson, P., & Hall, C. (2022). Cultural capitals matter, differentially: a Bourdieusian reading of perspectives from senior secondary students in England. British Journal of Sociology of Education, 43(6), 860-877. https://doi.org/10.1080/01425692.2022.2083582

Ofsted, the inspection authority in England, has told schools to ensure that all students have access to cultural capital, taken as a canon of music, literature and art. In this paper, we trouble this guidance by analysing conversations with 1447 sen... Read More about Cultural capitals matter, differentially: a Bourdieusian reading of perspectives from senior secondary students in England.

Hong Kong preservice teachers' beliefs and attitudes towards teaching proof in school mathematics: A design-based research (2022)
Thesis
Lee, G. (2022). Hong Kong preservice teachers' beliefs and attitudes towards teaching proof in school mathematics: A design-based research. (Dissertation). University of Oxford. Retrieved from https://nottingham-repository.worktribe.com/output/34634439

Researchers have suggested that proof is essential for the learning of mathematics and should be placed at the centre of school mathematics. Yet, many studies suggest that teachers have counterproductive beliefs and attitudes towards teaching proof i... Read More about Hong Kong preservice teachers' beliefs and attitudes towards teaching proof in school mathematics: A design-based research.

Mathematics in England’s further education colleges: who is teaching what, and why it matters (2022)
Journal Article
Noyes, A., Dalby, D., & Lavis, Y. (2022). Mathematics in England’s further education colleges: who is teaching what, and why it matters. Journal of Further and Higher Education, 46(10), 1347-1361. https://doi.org/10.1080/0309877X.2022.2075720

Improving mathematical skills is a priority in England, and a series of policy levers and government change projects have focused on improving mathematical outcomes in further education (FE) in recent years. Yet little is known about the mathematics... Read More about Mathematics in England’s further education colleges: who is teaching what, and why it matters.

Editorial: Poetic Self-Study Research (2022)
Journal Article
Pithouse-Morgan, K., & Samaras, A. P. (2022). Editorial: Poetic Self-Study Research. Studying Teacher Education, 18(3), 219-222. https://doi.org/10.1080/17425964.2022.2080168

Through self-study research, teacher educators, teachers, and other professionals reimagine their practice to contribute to new ways of knowing and doing. Self-studies can be performed in a multitude of ways and from a variety of viewpoints. Self-stu... Read More about Editorial: Poetic Self-Study Research.

Racism, zero-hours contracts and complicity in higher education (2022)
Journal Article
Myers, M. (2022). Racism, zero-hours contracts and complicity in higher education. British Journal of Sociology of Education, 43(4), 584-602. https://doi.org/10.1080/01425692.2022.2042192

The use of zero-hours contracts (ZHCs) has been associated with the transfer of risk away from corporate employers and towards individual employees. In universities increasing numbers of teaching staff are employed on such contracts. Academics from B... Read More about Racism, zero-hours contracts and complicity in higher education.