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Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom (2023)
Journal Article
Zapata, G. C. (2023). Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom. International Journal of Pedagogy and Curriculum, 30(1), 17-35. https://doi.org/10.18848/2327-7963/CGP/v30i01/17-35

This article explores the enactment of inclusive pedagogical practices in an intermediate, Spanish-as-a-secondlanguage mixed writing class in an R1 university in Texas during the COVID-19 pandemic. Specifically, this work examines how the use of auth... Read More about Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom.

Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS (2023)
Journal Article
Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching: Theory and Practice, 29(2), 220-240. https://doi.org/10.1080/13540602.2022.2159365

Bandura’s influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement—and a voluminous empirical literature has repeatedly documented associations consistent with this claim.... Read More about Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS.

When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play (2023)
Journal Article
Liu, C., & Xu, Y. (2023). When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play. Childhood, 30(2), 177–193. https://doi.org/10.1177/09075682231151848

This study employs a poststructuralist theoretical framework to explore parents’ attitudes towards children’s right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The f... Read More about When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play.

Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China (2023)
Journal Article
Hoskins, K., Thu, T., Xu, Y., Gao, J., & Zhai, J. (2023). Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China. British Educational Research Journal, 49(3), 455-475. https://doi.org/10.1002/berj.3850

Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child'... Read More about Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China.

Vocational Teachers as Mediators in Complex Ecosystems (2023)
Book Chapter
Russon, J., & Wedekind, V. (2023). Vocational Teachers as Mediators in Complex Ecosystems. In Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (97-117). Bristol: Bristol University Press. https://doi.org/10.51952/9781529224658.ch006

Vocational teachers are at the centre of complex social ecosystems, albeit often without adequate resources and recognition. The skills ecosystem literature to date does not engage with the concept of vocational teachers and their role, positionality... Read More about Vocational Teachers as Mediators in Complex Ecosystems.

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? (2023)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1), https://doi.org/10.14324/lre.21.1.01

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccre... Read More about Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?.

The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire (2022)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2024). The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire. Humanistic Psychologist, 52(1), 54-69. https://doi.org/10.1037/hum0000304

The concepts of authenticity and mindfulness have recently attracted much empirical research. Although these concepts appear to represent different phenomena and are regarded as independent research foci with their own theoretical heritage and resear... Read More about The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire.

Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components (2022)
Conference Proceeding
Schnaubert, L., Lichte, A., & Vogel, F. (2022). Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), 15th International Conference on Computer - Supported Collaborative Learning (CSCL) 2022 - CSCL Proceeding (399-402)

Collaboration scripts and group awareness are two prominent factors for beneficial learning processes in CSCL. However, research mostly focuses on each factor independently. To inquire their mutual interaction, we investigate how different types of g... Read More about Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components.

English schooling and little e and big E exclusion: what’s equity got to do with it? (2022)
Journal Article
Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: what’s equity got to do with it?. Emotional and Behavioural Difficulties, 27(3), 185-198. https://doi.org/10.1080/13632752.2022.2092273

It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task i... Read More about English schooling and little e and big E exclusion: what’s equity got to do with it?.

Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation (2022)
Conference Proceeding
Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference on the Learning Sciences - ICLS 2022 (274-281)

Social platforms provide a vast amount of resources for sharing, discussing, and searching for information. Thereby, learners need to monitor their understanding to metacognitively regulate their learning. Awareness of peers' metacognitions can affec... Read More about Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation.

Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South (2022)
Book
Mendelowitz, B., Ferreira, A., & Dixon, K. (2023). Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South. Bloomsbury Publishing

This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is base... Read More about Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South.

Reframing race and widening access into higher education (2022)
Journal Article
Madriaga, M. (2023). Reframing race and widening access into higher education. Higher Education, 86(6), 1455-1470. https://doi.org/10.1007/s10734-022-00981-y

This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal acces... Read More about Reframing race and widening access into higher education.

Designing lesson study for individual and collective learning: networking theoretical perspectives (2022)
Journal Article
Wake, G. (2023). Designing lesson study for individual and collective learning: networking theoretical perspectives. International Journal for Lesson and Learning Studies, 12(1), 7-20. https://doi.org/10.1108/IJLLS-08-2022-0111

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both colle... Read More about Designing lesson study for individual and collective learning: networking theoretical perspectives.

Children and young people's perspectives on and experiences of COVID-19 in global contexts (2022)
Journal Article
Hoskins, K., Xu, Y., Gao, J., & Zhai, J. (2023). Children and young people's perspectives on and experiences of COVID-19 in global contexts. Children & Society, 37(1), 1-7. https://doi.org/10.1111/chso.12664

This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challen... Read More about Children and young people's perspectives on and experiences of COVID-19 in global contexts.

Classroom Talk in Practice: Teachers' Experiences of Oracy in Action (2022)
Book
Knight, R. (2022). Classroom Talk in Practice: Teachers' Experiences of Oracy in Action. Open University Press

Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers... Read More about Classroom Talk in Practice: Teachers' Experiences of Oracy in Action.