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Quality in undergraduate education: how powerful knowledge disrupts inequality (2017)
Book
McLean, M., Abbas, A., & Ashwin, P. (2017). Quality in undergraduate education: how powerful knowledge disrupts inequality. Bloomsbury Publishing

Globally, the appetite for higher education is great, but what do students and societies gain? Quality in Undergraduate Education foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a p... Read More about Quality in undergraduate education: how powerful knowledge disrupts inequality.

'Words of wisdom': text, voice and justice in I, Daniel Blake (2017)
Journal Article
Jones, S. (in press). 'Words of wisdom': text, voice and justice in I, Daniel Blake. Changing English, 24(4), doi:10.1080/1358684X.2017.1298990

The film, I, Daniel Blake, has received critical acclaim for its portrayal of the experiences of those attempting to navigate the bureaucracy of the British welfare state system. In this article, I use the depiction of literacy in the film as a lens... Read More about 'Words of wisdom': text, voice and justice in I, Daniel Blake.

Effective universal school-based social and emotional learning programs for improving academic achievement: a systematic review and meta-analysis of 50  years of research (2017)
Journal Article
Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: a systematic review and meta-analysis of 50  years of research. Educational Research Review, 25, 56-72. doi:10.1016/j.edurev.2017.12.001

This review explored the research regarding the effects of pre-K-12 school-based social and emotional learning (SEL) interventions on reading (N = 57,755), mathematics (N = 61,360), and science (N = 16,380) achievement. The review focused on research... Read More about Effective universal school-based social and emotional learning programs for improving academic achievement: a systematic review and meta-analysis of 50  years of research.

Looking for post-traumatic growth in perpetrators of the 1994 genocide in Rwanda: a discussion of theoretical and ethical issues (2017)
Journal Article
Blackie, L. E., Hitchcott, N., & Joseph, S. (2017). Looking for post-traumatic growth in perpetrators of the 1994 genocide in Rwanda: a discussion of theoretical and ethical issues. doi:10.21039/jpr.v1i1.39

The theory of post-traumatic growth claims that, in the struggle to overcome difficult experiences, individuals may identify positive ways in which the experience has changed them. There is extensive evidence of survivors of extreme adversities repor... Read More about Looking for post-traumatic growth in perpetrators of the 1994 genocide in Rwanda: a discussion of theoretical and ethical issues.

Inclusive education in the academy: pedagogical and political imperatives in a master’s course (2017)
Journal Article
Walton, E. (2018). Inclusive education in the academy: pedagogical and political imperatives in a master’s course. International Journal of Inclusive Education, 22(8), doi:10.1080/13603116.2017.1412512

Many universities offer undergraduate and postgraduate courses in inclusive education. There has been much research into the impact of these courses, but little is written about their design. This article focuses on a master’s course in inclusive edu... Read More about Inclusive education in the academy: pedagogical and political imperatives in a master’s course.

Adult education, spirit and the 'New Age': Sir George Trevelyan and the Shropshire Adult Education College at Attingham 1948-76 (2017)
Thesis
Clancy, S. L. Adult education, spirit and the 'New Age': Sir George Trevelyan and the Shropshire Adult Education College at Attingham 1948-76. (Thesis). University of Nottingham

This thesis presents an interdisciplinary study of post-Second World War short-term residential adult education, through an investigation of the Shropshire Adult Education College (SAEC), 1948-1976. This was located at Attingham Park, Atcham, Shropsh... Read More about Adult education, spirit and the 'New Age': Sir George Trevelyan and the Shropshire Adult Education College at Attingham 1948-76.

The construction of early career teachers’ identities: coping or managing? (2017)
Journal Article
Hong, J., Day, C., & Greene, B. (in press). The construction of early career teachers’ identities: coping or managing?. Teacher Development, doi:10.1080/13664530.2017.1403367

This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional id... Read More about The construction of early career teachers’ identities: coping or managing?.

Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers (2017)
Journal Article
Greany, T., & Maxwell, B. (2017). Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers. International Journal of Innovation in Education, 4(2/3), 147-170. doi:10.1504/ijiie.2017.088095

Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on evidence. This paper draws on findings from a two-year collaborative research and de... Read More about Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers.

‘We will never escape these debts’: Undergraduate experiences of indebtedness, income-contingent loans and the tuition fee rises (2017)
Journal Article
Clark, T., Hordósy, R., & Vickers, D. (2019). ‘We will never escape these debts’: Undergraduate experiences of indebtedness, income-contingent loans and the tuition fee rises. Journal of Further and Higher Education, 43(5), 708-721. https://doi.org/10.1080/0309877x.2017.1399202

This article critically examines how undergraduate students in a red brick university in the North of England have experienced the threefold rise in tuition fees since 2012, with particular attention on how they have begun to understand and negotiate... Read More about ‘We will never escape these debts’: Undergraduate experiences of indebtedness, income-contingent loans and the tuition fee rises.

Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England (2017)
Journal Article
McIntyre, J., Youens, B., & Stevenson, H. (2017). Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education, doi:10.1080/02671522.2017.1402084

The teacher preparation landscape in England has been subject to radical policy change. Since 2010 the policy agenda has repositioned initial teacher preparation as a craft best learnt through observation and imitation of teachers in school settings.... Read More about Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England.

The Palgrave international handbook on adult and life-long education and learning (2017)
Book
Holford, J. (2017). S. Webb, M. Milana, J. Holford, R. Waller, & P. Jarvis (Eds.), The Palgrave international handbook on adult and life-long education and learning. Palgrave Macmillan. doi:10.1057/978-1-137-55783-4

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitica... Read More about The Palgrave international handbook on adult and life-long education and learning.

Orchestrating productive whole class discussions: the role of designed student responses (2017)
Journal Article
Evans, S., & Dawson, C. (2017). Orchestrating productive whole class discussions: the role of designed student responses

The value of students publicly sharing and discussing their solutions to unstructured problems is widely recognized. This can, however, be pedagogically challenging. The solutions may be partial, unclear and unpredictable. For many teachers, particul... Read More about Orchestrating productive whole class discussions: the role of designed student responses.

The professional identity of mathematics teachers in Further Education (2017)
Journal Article
Dalby, D. (2017). The professional identity of mathematics teachers in Further Education

Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typical... Read More about The professional identity of mathematics teachers in Further Education.

Introduction to the Handbook (2017)
Book Chapter
Milana, M., Webb, S., Holford, J., Waller, R., & Jarvis, P. (2017). Introduction to the Handbook. In J. Holford, S. Webb, M. Milana, R. Waller, & P. Jarvis (Eds.), The Palgrave International Handbook on Adult and Lifelong Education and LearningPalgrave Macmillan

Developing technology to enhance learning interpersonal skills in counsellor education (2017)
Journal Article
Murphy, D., Slovak, P., Thieme, A., Jackson, D., Olivier, P., & Fitzpatrick, G. (in press). Developing technology to enhance learning interpersonal skills in counsellor education. British Journal of Guidance and Counselling, doi:10.1080/03069885.2017.1377337

The integration of new technologies into counsellor education has progressed slowly. We present mPath ; an online system designed to support iterative, multi-levelled and deep reflection on practice in skills training sessions. We propose... Read More about Developing technology to enhance learning interpersonal skills in counsellor education.

Introduction to ‘Learning the future otherwise: emerging approaches to critical anticipation in education’ (2017)
Journal Article
Amsler, S., & Facer, K. (2017). Introduction to ‘Learning the future otherwise: emerging approaches to critical anticipation in education’. Futures, 94, doi:10.1016/j.futures.2017.09.004

In November 2015, a gathering was convened in Italy to explore how to ‘improve the resilience of societies facing threats from a global proliferation of agents and forces by articulating uncertainties through anticipatory processes’ (Project Anticipa... Read More about Introduction to ‘Learning the future otherwise: emerging approaches to critical anticipation in education’.