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All Outputs (82)

Global norms, organisational change: framing the rights-based approach at ActionAid (2014)
Journal Article
Magrath, B. (2014). Global norms, organisational change: framing the rights-based approach at ActionAid. Third World Quarterly, 35(7), https://doi.org/10.1080/01436597.2014.926117

This article examines the adoption of the rights-based approach (RBA) to development at ActionAid International, focusing in particular on its Education Theme. Although there has been a considerable volume of work that examines the rise of RBA, inclu... Read More about Global norms, organisational change: framing the rights-based approach at ActionAid.

Learning from each other: co-teaching Chinese to pre-service teachers (2014)
Book Chapter
Medwell, J., Richardson, K., & Li, L. (2014). Learning from each other: co-teaching Chinese to pre-service teachers. In S. Hsin (Ed.), Selected papers: 2nd International Conference on Chinese as a Second Language Research. CASLAR

This study presents a case study co-teaching of beginner level Chinese as part of initial teacher education in England. The study involved interviews with teachers and observations of planning and teaching. The teaching in this study aims to teach el... Read More about Learning from each other: co-teaching Chinese to pre-service teachers.

Science engagement and literacy: a retrospective analysis for students in Canada and Australia (2014)
Journal Article
Woods-McConney, A., Oliver, M., McConney, A., Schibeci, R., & Maor, D. (2014). Science engagement and literacy: a retrospective analysis for students in Canada and Australia. International Journal of Science Education, 36(10), https://doi.org/10.1080/09500693.2013.871658

Given international concerns about students’ pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics (STEM), this study is about achieving a better understanding of factors related to high s... Read More about Science engagement and literacy: a retrospective analysis for students in Canada and Australia.

Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England (2014)
Journal Article
Sammons, P., Davis, S., Day, C., & Gu, Q. (2014). Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England. Journal of Educational Administration, 52(5), https://doi.org/10.1108/JEA-10-2013-0121

Purpose-The purpose of this paper is to discuss the use of mixed methods research in a major three year project and focuses on the contribution of quantitative and qualitative approaches to study school improvement. It discusses the procedures and mu... Read More about Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England.

Exploring the value of the capability approach for vocational education and training evaluation: reflections from South Africa (2014)
Journal Article
Powell, L., & McGrath, S. (2014). Exploring the value of the capability approach for vocational education and training evaluation: reflections from South Africa. International Development Policy / Revue internationale de politique de développement, 5(1), https://doi.org/10.4000/poldev.1784

In the late 1990s, South Africa was faced with the triple challenge of reforming the Apartheid divided institutional landscape of vocational education and training (VET) institutions; addressing equitable access to skills; and reorienting its skills... Read More about Exploring the value of the capability approach for vocational education and training evaluation: reflections from South Africa.

Advancing life projects: South African students explain why they come to FET colleges (2014)
Journal Article
Powell, L., & McGrath, S. (2014). Advancing life projects: South African students explain why they come to FET colleges. Journal of International and Comparative Education, 3(2), https://doi.org/10.14425/00.73.63

VET policy in South Africa is based on a set of assumptions regarding the identity of learners and why learners are in public further education and training (FET) colleges. These assumptions reflect an international orthodoxy about the centrality of... Read More about Advancing life projects: South African students explain why they come to FET colleges.

Public policy and the ‘sustainability’ of adult education (2014)
Journal Article
Milana, M., Rasmussen, P., & Holford, J. (2014). Public policy and the ‘sustainability’ of adult education. Encyclopaideia, 18(40), https://doi.org/10.6092/issn.1825-8670/4658

Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions... Read More about Public policy and the ‘sustainability’ of adult education.

The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling (2014)
Conference Proceeding
Küchemann, D., Hodgen, J., & Brown, M. (2014). The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling.

In this paper we draw on ICCAMS project materials that used the double number line (DNL) to develop secondary school students’ understanding of multiplicative reasoning. In particular, we look at the use of a DNL, and its alternative version, as a mo... Read More about The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling.

‘It’s not what it looks like. I’m Santa’: connecting community through film (2014)
Journal Article
Jones, S., & McIntyre, J. (2014). ‘It’s not what it looks like. I’m Santa’: connecting community through film. Changing English, 21(4), https://doi.org/10.1080/1358684X.2014.968348

The lived experiences of young people are becoming increasingly marginalised within the narrowly defined curricula of neoliberal contexts. Many young people are also cast within the media according to deficit discourses of youth, which contributes to... Read More about ‘It’s not what it looks like. I’m Santa’: connecting community through film.

Mathematical knowledge for teaching probem solving: lessons from lesson study (2014)
Conference Proceeding
Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching probem solving: lessons from lesson study.

Although the importance of mathematical problem solving is now widely recognised, relatively little attention has been given to the conceptualisation of mathematical processes such as representing, analysing, interpreting and communicating. The const... Read More about Mathematical knowledge for teaching probem solving: lessons from lesson study.

‘Can’t you just tell us the rule?’: teaching procedures relationally (2014)
Conference Proceeding
Foster, C. (2014). ‘Can’t you just tell us the rule?’: teaching procedures relationally.

It is now almost 40 years since Skemp’s (1976) seminal division of understanding into ‘instrumental’ and ‘relational’ categories, yet the current political direction of mathematics education in the UK is decidedly towards the traditional teaching of... Read More about ‘Can’t you just tell us the rule?’: teaching procedures relationally.

Minimal interventions in the teaching of mathematics (2014)
Journal Article
Foster, C. (2014). Minimal interventions in the teaching of mathematics. European Journal of Science and Mathematics Education, 2(3),

This paper addresses ways in which mathematics pedagogy can benefit from insights gleaned from counselling. Person-centred counselling stresses the value of genuineness, warm empathetic listening and minimal intervention to support people in solving... Read More about Minimal interventions in the teaching of mathematics.

The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers (2014)
Conference Proceeding
Evans, S., Mullins, N., & Waring, L. (2014). The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers.

The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face c... Read More about The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers.

Sustaining the turnaround: what capacity building means in practice (2014)
Journal Article
Day, C. (2014). Sustaining the turnaround: what capacity building means in practice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(1),

The purpose of this paper is to show how successful, sustained school improvement in schools in urban settings which serve highly disadvantaged communities relies upon the qualities and skills of their principals to engage, simultaneously, in capacit... Read More about Sustaining the turnaround: what capacity building means in practice.

The relevance of mathematics: The case of functional mathematics for vocational students (2014)
Conference Proceeding
Dalby, D. (2014). The relevance of mathematics: The case of functional mathematics for vocational students.

This study of recent school-leavers in Further Education explores students’ opinions of relevance and how these are influenced by their experiences of different mathematics curricula in school and college. These vocational students are taught mathema... Read More about The relevance of mathematics: The case of functional mathematics for vocational students.