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Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan (2022)
Journal Article
Yakavets, N., Winter, L., Malone, K., Zhontayeva, Z., & Khamidulina, Z. (2023). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change, 24(4), 727-757. https://doi.org/10.1007/s10833-022-09463-5

This paper explores how schoolteachers in Kazakhstan engaged with the Renewed Content of Education (RCE) that has been introduced by the Government, and how changes in their beliefs and understandings influenced classroom practice. The study draws on... Read More about Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan.

Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds (2022)
Journal Article
Gripton, C. (2023). Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds. European Early Childhood Education Research Journal, 31(3), 326-342. https://doi.org/10.1080/1350293x.2022.2108097

Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, patte... Read More about Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds.

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.

Interview with RD Hinshelwood (2022)
Journal Article
Hinshelwood, R. D., & Winship, G. (2022). Interview with RD Hinshelwood. Therapeutic Communities, 43(3-4), 154-162. https://doi.org/10.1108/TC-07-2022-0010

Purpose: A one-day conference organised by the University of Essex and the Consortium of Therapeutic Communities, 10 December, 2021 with the theme, “The Unconscious and Organisations”. Presentations and discussions throughout the conference had the a... Read More about Interview with RD Hinshelwood.

The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music (2022)
Journal Article
Woods, P. J. (2022). The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music. Critical Studies in Improvisation, 15(1), https://doi.org/10.21083/csieci.v15i1.6151

Although extant literature has argued for the pedagogical value of free improvisation within music education settings, these studies have largely overlooked how musicians develop their musical and sociocultural knowledges through this process of maki... Read More about The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music.

It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education (2022)
Journal Article
Potter, S. (2022). It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education. Forum: for Promoting 3-19 Comprehensive Education, 64(2), 79-86. https://doi.org/10.3898/forum.2022.64.2.08

The UK education system is becoming increasingly dominated by exclusive economic and political ideology. The neoliberal agenda marketises young people and encourages them to take part in a competitive system. The rise of multi-academy trusts (MATs) f... Read More about It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education.

Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations (2022)
Journal Article
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P. J., & Tes, M. (2022). Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5), 1159-1178. https://doi.org/10.1111/bjet.13257

Data-art inquiry is an arts-integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and b... Read More about Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations.

Researching digital inequalities in children’s play with technology in South Africa (2022)
Journal Article
Murris, K., Scott, F., Stjerne Thomsen, B., Dixon, K., Giorza, T., Peers, J., & Lawrence, C. (2023). Researching digital inequalities in children’s play with technology in South Africa. Learning, Media and Technology, 48(3), 542-555. https://doi.org/10.1080/17439884.2022.2095570

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technolog... Read More about Researching digital inequalities in children’s play with technology in South Africa.

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role (2022)
Journal Article
Lei, M., & Medwell, J. (2022). The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role. Frontiers in Psychology, 13, Article 904071. https://doi.org/10.3389/fpsyg.2022.904071

The New Curriculum Standards for teaching English introduced major changes in the culture of teaching and learning English in the Peoples Republic of China (PRC). Changes have been linked to changing goals for English instruction and a revision of Co... Read More about The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role.

The case for trauma-informed behaviour policies (2022)
Journal Article
Emerson, A. (2022). The case for trauma-informed behaviour policies. Pastoral Care in Education, 40(3), 352-359. https://doi.org/10.1080/02643944.2022.2093956

Current behaviour policies, which focus around reward and deterrent, have only limited long-term effectiveness. They assume that students can exercise self-control and follow rules, when motivated to do so. Students with special educational needs and... Read More about The case for trauma-informed behaviour policies.

Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy (2022)
Journal Article
Dalby, D., & Noyes, A. (2022). Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education, 27(3), 413-435. https://doi.org/10.1080/13596748.2022.2076055

Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this chan... Read More about Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy.

Aesthetics in the Eugenics Movement: A Critical Examination (2022)
Journal Article
WOODS, P. (2022). Aesthetics in the Eugenics Movement: A Critical Examination. Journal of Aesthetic Education, 56(2), 56-77

Although multiple scholars have pushed music education to embrace the aesthetic as a curricular and pedagogical touchstone, research surrounding this aesthetic turn has largely framed aesthetics as a sensory experience rather than a social technology... Read More about Aesthetics in the Eugenics Movement: A Critical Examination.

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.

Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása (2022)
Journal Article
Hordósy, R., & Norris, J. (2022). Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása. Educatio, 31(2), 249-263. https://doi.org/10.1556/2063.31.2022.2.6

Az oktatás/kutatás viszonya a magyar szociológiában-hallgatói és oktatói tapasztalatok összehasonlítása HOR DÓSY R ITA*-JEN NIFER NOR R IS University of Nottingham (Egyesült Királyság) Beérkezett: 2021. szeptember 20., elfogadva: 2022. április 9. E t... Read More about Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása.

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.

Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education (2022)
Journal Article
Müller, M., & Kruger, F. (2022). Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education. Studying Teacher Education, 18(3), 276-293. https://doi.org/10.1080/17425964.2022.2079619

This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice... Read More about Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.