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All Outputs (13)

Language matters (2022)
Book Chapter
Walton, E., & Marais, C. (2022). Language matters. In Expanding Possibilities for Inclusive Learning (14-29). (1). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003137634-2

Language is an important consideration in the quest for more inclusive classrooms, which expect the ‘Full and effective participation, accessibility, attendance and achievement of all students, especially those who, for different reasons, are exclude... Read More about Language matters.

School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context (2022)
Book Chapter
Greany, T., & Armstrong, P. (2022). School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context. In P. Armstrong, & C. Brown (Eds.), School to School Collaboration: Learning Across International Contexts. London: Emerald

This chapter explores school-to-school collaboration via Teaching School Alliances (TSAs) in one locality in England, drawing on governance theory (Bevir, 2011) - specifically hierarchy, markets and networks (Tenbensel, 2015). It focuses on three TSA... Read More about School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context.

Conclusion: Pedagogical Responsiveness for Global Futures (2022)
Book Chapter
Osman, R., & Walton, E. (2022). Conclusion: Pedagogical Responsiveness for Global Futures. In E. Walton, & R. Osman (Eds.), Pedagogical responsiveness for complex contexts (181-193). Springer. https://doi.org/10.1007/978-3-031-12718-2_11

This concluding chapter draws together ideas from the book and opens provocations for thinking towards shared global futures. These futures are shown to be complex, requiring pedagogies that are responsive by being both reactive and anticipatory. The... Read More about Conclusion: Pedagogical Responsiveness for Global Futures.

Pedagogical Responsiveness in Complex Contexts (2022)
Book Chapter
Walton, E., & Osman, R. (2022). Pedagogical Responsiveness in Complex Contexts. In E. Walton, & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (1-20). Springer. https://doi.org/10.1007/978-3-031-12718-2_1

Responsiveness and complexity are familiar terms in pandemic times. When applied to education, they take on particular meanings separately and in combination. This chapter shows education complexified by a number of factors, including governance and... Read More about Pedagogical Responsiveness in Complex Contexts.

Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development (2022)
Book Chapter
Jeannie, K., & Amsler, S. (2022). Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development. In A. J. Farrell, C. Skyhar, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the Face of Environmental Crisis. Canadian Scholars' Press

This chapter explores how decolonial and Indigenous perspectives on today’s climate crisis can enable teachers and educational leaders to design curricula for climate change and environmental education that prioritizes pressing problems of humans’ re... Read More about Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development.

Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development (2022)
Book Chapter
Amsler, S., & Kerr, J. (2022). Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development. In A. J. Farrell, C. Skyhar, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the Face of Environmental Crisis. Canada: Canadian Scholars Press

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of... Read More about Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development.

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.

Inhlawulo, Kin and Custom: Young men negotiating fatherhood and respectable masculinity (2022)
Book Chapter
Bhana, D., & Salvi, F. (2022). Inhlawulo, Kin and Custom: Young men negotiating fatherhood and respectable masculinity. In E. Moore (Ed.), Generation, Gender and Negotiating Custom in South Africa (86-101). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003147398

When African teenagers in the KwaZulu-Natal province of South Africa become fathers out of wedlock, cultural practices around the acknowledgement of paternity and the payment of damages are invoked. Damage payments refer to culturally embedded compen... Read More about Inhlawulo, Kin and Custom: Young men negotiating fatherhood and respectable masculinity.

Networked Improvement in the US and England: A New Role for the Middle Tier (2022)
Book Chapter
Glazer, J. L., Greany, T., Duff, M., & Berry, W. (2022). Networked Improvement in the US and England: A New Role for the Middle Tier. In D. J. Peurach, J. Lin Russell, L. Cohen-Vogel, & W. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (165-187). Rowman & Littlefield

As education systems across the globe confront increasingly lofty demands for rigor and equity, there is a growing need to investigate the ways in which practice-based knowledge is generated, shared, and used by teachers and school leaders across div... Read More about Networked Improvement in the US and England: A New Role for the Middle Tier.

“Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study (2022)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2022). “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study. In B. M. Butler, & S. M. Bullock (Eds.), Learning through collaboration in self-study: critical friendship, collaborative self-study, and self-study communities of practice (203-217). Springer (part of Springer Nature). https://doi.org/10.1007/978-981-16-2681-4_15

We are teacher educators who facilitate transdisciplinary self-study research in our home countries of South Africa and the United States of America. We have worked individually and with others to guide communities of university educators and graduat... Read More about “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study.

International comparisons at the crossroads of policy, practice and research: The case of school leavers' and graduates' information systems (2022)
Book Chapter
Hordósy, R. (2022). International comparisons at the crossroads of policy, practice and research: The case of school leavers' and graduates' information systems. In N. Siddiqui, & S. Gorard (Eds.), Making Your Doctoral Research Project Ambitious: Developing Large-Scale Studies with Real-World Impact (221-230). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003201366-20

This chapter introduces an internationally comparative study of school leavers’ and graduates’ datasets, looking at how they are produced and used in educational policy planning, institutional decision-making and informing students. The research cont... Read More about International comparisons at the crossroads of policy, practice and research: The case of school leavers' and graduates' information systems.