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Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university (2018)
Journal Article
Hordósy, R., & Clark, T. (2019). Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university. Social Policy and Administration, 53(5), 761-775. https://doi.org/10.1111/spol.12410

© 2018 John Wiley & Sons Ltd Drawing on a thematic analysis of longitudinal qualitative data (ntotal=118), this article takes a “whole student lifecycle” approach to examine how lower and higher income students at an English northern red brick univ... Read More about Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university.

Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory (2018)
Journal Article
Joseph, S. (in press). Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory. Coaching: An International Journal of Theory, Research and Practice, https://doi.org/10.1080/17521882.2018.1478438

The aim is to discuss the issue of executive career derailment in relation to posttraumatic stress disorder (PTSD) and the developing field of posttraumatic growth (PTG). There is much research on PTSD and PTG in a variety of contexts but as yet they... Read More about Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory.

Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose (2018)
Journal Article
Burkhardt, H., & Schoenfeld, A. (2018). Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose. ZDM, 50(4), https://doi.org/10.1007/s11858-018-0937-1

This paper begins with a brief overview of literature indicating that, although there have been significant advances in the field’s capacity to conduct both formative and summative assessments over the past decades, those advances have not been match... Read More about Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose.

Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile (2018)
Journal Article
Montecinos, C., Bush, T., & Aravena, F. (2018). Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile. International Journal of Educational Development, 62, https://doi.org/10.1016/j.ijedudev.2018.04.004

This article identifies the main problems experienced by two groups of Chilean school principals in a succession process. Problems reported by novice public school principals (n=94) were compared to those reported by their more experienced peers (n=... Read More about Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile.

Mobilising different conversations about global justice in education: toward alternative futures in uncertain times (2018)
Journal Article
Andreotti, V., Stein, S., Sutherland, A., Pashby, K., Susa, R., & Amsler, S. (2018). Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensib... Read More about Mobilising different conversations about global justice in education: toward alternative futures in uncertain times.

Restructuring teacher education in the UK: Insights into the future (2018)
Book Chapter
McIntyre, J. (2018). Restructuring teacher education in the UK: Insights into the future. In A. R. Simões, M. Lourenço, & N. Costa (Eds.), Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future(1). Taylor & Francis (Routledge)

New lands, new languages: navigating intersectionality in school leadership (2018)
Journal Article
Fuller, K. (2018). New lands, new languages: navigating intersectionality in school leadership. Frontiers in Education, 3, Article 25. https://doi.org/10.3389/feduc.2018.00025

In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and... Read More about New lands, new languages: navigating intersectionality in school leadership.

Group awareness tools for computer-supported collaborative learning (2018)
Book Chapter
Bodemer, D., Janssen, J., & Schnaubert, L. (2018). Group awareness tools for computer-supported collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (351-358). Routledge. https://doi.org/10.4324/9781315617572

The past decade has seen tremendous growth in the instructional use of digital games in K-16 education. While most attention has focused on approaches of playing games for learning, making games for learning is now seen as an equally promising approa... Read More about Group awareness tools for computer-supported collaborative learning.

Teach First organisational discourse: what are Teach First teachers really being trained for? (2018)
Journal Article
Elliott, J. (2018). Teach First organisational discourse: what are Teach First teachers really being trained for?. Power and Education, 10(3), 264-274. https://doi.org/10.1177/1757743818771393

This paper considers the networked nature of Teach First in order to illustrate the different business, philanthropic and educational agents that have a vested interest in the organisation. It also reflects on Teach First’s strategic positioning with... Read More about Teach First organisational discourse: what are Teach First teachers really being trained for?.

En búsqueda de la relevancia del G-77 y China para América Latina y el Caribe: diez tesis sobre la cooperación Sur-Sur en el siglo XXI (2018)
Journal Article
Muhr, T. (2018). En búsqueda de la relevancia del G-77 y China para América Latina y el Caribe: diez tesis sobre la cooperación Sur-Sur en el siglo XXI

Este artículo persigue dos objetivos interrelacionados que se basan en una revisión de la literatura académica del pasado y presente de la Cooperación Sur-Sur (CSS): primero, contrarresta el sesgo eurocéntrico en la producción de conocimiento sobre l... Read More about En búsqueda de la relevancia del G-77 y China para América Latina y el Caribe: diez tesis sobre la cooperación Sur-Sur en el siglo XXI.

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? (2018)
Journal Article
Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500. https://doi.org/10.1080/00131911.2018.1441127

This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidence-informed policy makers, school leaders and teachers are becoming increasingly research literate and have ready access to a... Read More about Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?.

Mathematics education policy enactment in England’s Further Education Colleges (2018)
Journal Article
Dalby, D., & Noyes, A. (2018). Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70(4), 564-580. https://doi.org/10.1080/13636820.2018.1462245

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considera... Read More about Mathematics education policy enactment in England’s Further Education Colleges.

Readers in the round: children’s holistic engagements with texts (2018)
Journal Article
Parry, B., & Taylor, L. (2018). Readers in the round: children’s holistic engagements with texts. Literacy, 52(2), 103-110. https://doi.org/10.1111/lit.12143

In this paper we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains... Read More about Readers in the round: children’s holistic engagements with texts.

Educational disadvantage: How does England compare? (2018)
Book
Jerrim, J., Greany, T., & Perera, N. (2018). Educational disadvantage: How does England compare?. London: Education Policy Institute

This EPI report uses international educational assessment data to explore how England compares with the world leading education nations for the performance of school-age children in reading and mathematics. We investigate the socio-economic gap in s... Read More about Educational disadvantage: How does England compare?.

Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena (2018)
Journal Article
Halls, J., Ainsworth, S. E., & Oliver, M. (2018). Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena. International Journal of Science Education, 40(7), 808-826. https://doi.org/10.1080/09500693.2018.1451008

There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of... Read More about Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena.

Framing the roles and responsibilities of excellent teachers: evidence from Malaysia (2018)
Journal Article
Tengku Ariffin, T. F., Bush, T., & Nordin, H. (2018). Framing the roles and responsibilities of excellent teachers: evidence from Malaysia. Teaching and Teacher Education, 73, 14-23. https://doi.org/10.1016/j.tate.2018.03.005

This paper is based on a study of the role and responsibilities of excellent teachers, as described by the teachers themselves and their role sets (Merton 1957). The data collected via the semi-structured interviews with the teachers were triangulat... Read More about Framing the roles and responsibilities of excellent teachers: evidence from Malaysia.