All Outputs (744)

Decolonizing Assessment of Learning in Higher Education: The Journey Ahead (2024)
Journal Article
Castillo-Montoya, M., & Madriaga, M. (in press). Decolonizing Assessment of Learning in Higher Education: The Journey Ahead. Teaching in Higher Education, https://doi.org/10.1080/13562517.2024.2350006

This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera,... Read More about Decolonizing Assessment of Learning in Higher Education: The Journey Ahead.

Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage (2024)
Journal Article
Davis, C., Matthews, A., Mihut, G., Mottershaw, S., Hawkins, J., Rivlin, P., & Matthews, B. (2024). Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage. Qualitative Research, https://doi.org/10.1177/14687941241245954

Composite storytelling as a social qualitative research method represents a growing spirit of creativity to explore themes of social injustice. This article discusses the potential methodological affordances and challenges of such approaches when use... Read More about Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage.

“Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship (2024)
Journal Article
Pithouse-Morgan, K., Pillay, D., Naicker, I., & van Laren, L. (2024). “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship. Journal of education (University KwaZulu-natal), 2024(94), 65-83. https://doi.org/10.17159/2520-9868/i94a05

The Self-Reflexive Methodologies Special Interest Group (SIG) of the South African Education Research Association (SAERA) has been active since 2014, with over 100 academics from more than 20 higher education institutions participating. The 10th Anni... Read More about “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship.

Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems (2024)
Journal Article
Greany, T., Cowhitt, T., Noyes, A., Gripton, C., & Hudson, G. (in press). Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems. Journal of Educational Change,

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning (CDPL) by teachers is associated wi... Read More about Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems.

On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary (2024)
Journal Article
Kruger, F. (in press). On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2024.2353666

For Bernard Stiegler (2009) ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contempo... Read More about On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary.

Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives (2024)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (2024). Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives. Educational Review, https://doi.org/10.1080/00131911.2024.2325060

Schools play a central role in supporting young people affected by mental health issues. This article reports a reflexive thematic analysis of focus group and interview data with English secondary teachers about their perspectives on mental health an... Read More about Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives.

Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books (2024)
Journal Article
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. International Journal of Literacies, 31(2), 57-76. https://doi.org/10.18848/2327-0136/cgp/v31i02/57-76

This work explores the incorporation of children’s books into university second language (L2) Spanish instruction for the development of students’ critical multimodal literacies and meaning making. Twenty-three learners’ collaborative analysis of aut... Read More about Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books.

Defeat, entrapment and suicidal ideation in a Turkish community sample of young adults: an examination of the Integrated Motivational-Volitional (IMV) model of suicidal behaviour (2024)
Journal Article
Türk, N., Yasdiman, M. B., & Kaya, A. (2024). Defeat, entrapment and suicidal ideation in a Turkish community sample of young adults: an examination of the Integrated Motivational-Volitional (IMV) model of suicidal behaviour. International Review of Psychiatry, https://doi.org/10.1080/09540261.2024.2319288

The present study examines the relationships between defeat, entrapment, suicidal ideation, thwarted belongingness, and perceived burdensomeness through the Integrated Motivational-Volitional (IMV) Model of Suicidal Behaviour in a sample of Turkish y... Read More about Defeat, entrapment and suicidal ideation in a Turkish community sample of young adults: an examination of the Integrated Motivational-Volitional (IMV) model of suicidal behaviour.

Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD) (2024)
Journal Article
Doak, L. (2024). Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD). Journal of Early Childhood Literacy, https://doi.org/10.1177/14687984241235124

Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less i... Read More about Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD).

Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum (2024)
Journal Article
Woods, P. (in press). Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum. Journal of Curriculum Theorizing,

This paper explores the nature of earwitnessing, or the act of bearing witness through sound, via noise. Employing Thompson’s (2017) definition of the term, I argue that noise holds the pedagogical potential to address critiques of bearing witness an... Read More about Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum.

(Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency (2024)
Journal Article
Harbarth, L., Gößwein, E., Bodemer, D., & Schnaubert, L. (2024). (Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency. International Journal of Human-Computer Interaction, 1-20. https://doi.org/10.1080/10447318.2023.2301250

Over-trusting AI systems can lead to complacency and decision errors. However, human and system variables may affect complacency and it is important to understand their interplay for HCI. In our experiment, 90 participants were confronted with traffi... Read More about (Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency.

Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue (2024)
Journal Article
Samaras, A. P., & Pithouse-Morgan, K. (2024). Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue. Studying Teacher Education, 1-20. https://doi.org/10.1080/17425964.2024.2303667

We are teacher educators and methodological innovators who have been practicing and facilitating co-creativity (collaborative creativity) for ourselves and for others through poetic self-study. This article examines our professional learning as edito... Read More about Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue.

Reclaiming the right to look: making the case for critical visual literacy and data science education (2024)
Journal Article
Woods, P. J., Matuk, C., DesPortes, K., Vacca, R., Tes, M., Vasudevan, V., & Amato, A. (2024). Reclaiming the right to look: making the case for critical visual literacy and data science education. Critical Studies in Education, 1-19. https://doi.org/10.1080/17508487.2023.2298198

As visual cultures scholars have argued, visual expression and aesthetic artifacts largely comprise the modern world. This includes the production of the school as an institution. A critical approach to education therefore must reinscribe students wi... Read More about Reclaiming the right to look: making the case for critical visual literacy and data science education.

Educational research in the global north and south; reflections on the field and future directions (2024)
Journal Article
Hoskins, K., Wong, B., Mckenzie, A., Xu, Y., Cheng, M., & Read, B. (2024). Educational research in the global north and south; reflections on the field and future directions. British Educational Research Journal, 50(1), 1-5. https://doi.org/10.1002/berj.3978

The best of times, the worst of times: Continuities in school leaders' work in uncertain times (2024)
Journal Article
Thomson, P., & Greany, T. (in press). The best of times, the worst of times: Continuities in school leaders' work in uncertain times. Educational Management Administration and Leadership, https://doi.org/10.1177/17411432231218544

The COVID 19 pandemic created new challenges for school leaders. They worked very long hours in difficult circumstances. Improvising and responding quickly to poorly timed central guidelines had an adverse effect on their health and wellbeing. Our mi... Read More about The best of times, the worst of times: Continuities in school leaders' work in uncertain times.

Grammar as concept: The implementation of the PACE model in Beginning Spanish classes (2023)
Journal Article
Ewurama, O., & Zapata, G. C. (2023). Grammar as concept: The implementation of the PACE model in Beginning Spanish classes. Applied Language Learning, 33, 58-70

This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in... Read More about Grammar as concept: The implementation of the PACE model in Beginning Spanish classes.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., Desportes, K., Woods, P. J., & Tes, M. (2023). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, https://doi.org/10.1108/ils-07-2023-0088

Purpose Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., DesPortes, K., WOODS, P., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ILS-07-2023-0088

Purpose Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies (2023)
Journal Article
Alazmi, A. A., & Bush, T. (in press). An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies. Journal of Educational Administration and History, https://doi.org/10.1080/00220620.2023.2292573

In recent years, research into educational leadership has prompted growing appreciation for the critical role which both cultural and societal tenets can have in shaping school leadership approaches. With that in mind, this study examines a school le... Read More about An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies.

Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching (2023)
Journal Article
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, Article 104415. https://doi.org/10.1016/j.tate.2023.104415

While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, les... Read More about Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching.