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All Outputs (114)

Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing (2021)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2021). Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing. In J. Kitchen (Ed.), Writing as a Method for the Self-Study of Practice (137-154). Springer (part of Springer Nature). https://doi.org/10.1007/978-981-16-2498-8_8

We are teacher educators who facilitate and participate in transdisciplinary self-study research communities in our respective home countries of South Africa and the United States of America. Our comparable experiences first brought us together in 20... Read More about Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing.

(Re)imagining spatialities for equity in mathematics education (2021)
Conference Proceeding
Swanson, D. M., & le Roux, K. (2021). (Re)imagining spatialities for equity in mathematics education. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (603-612)

Contemporary discourse about the ‘opening’/‘closing’ of schools and what is ‘inside’/‘outside’ the curriculum potentially exacerbates existing inequities in mathematics education. This paper explores how different spatial imaginaries might advance or... Read More about (Re)imagining spatialities for equity in mathematics education.

Evaluation of an enhanced training package to support clinical trials training in low and middle income countries (LMICs): experiences from the Born Too Soon Optimising Nutrition study (2021)
Working Paper
Mitchell, E. J., Aluvaala, J., Bradshaw, L., Daniels, J., Kumar, A., Opira, J., …Ojha, S. Evaluation of an enhanced training package to support clinical trials training in low and middle income countries (LMICs): experiences from the Born Too Soon Optimising Nutrition study

Training is essential before working on a clinical trial, yet there is limited evidence on effective training methods. In low and middle income countries (LMICs), training of research staff was considered the second highest priority in a global healt... Read More about Evaluation of an enhanced training package to support clinical trials training in low and middle income countries (LMICs): experiences from the Born Too Soon Optimising Nutrition study.

Being and becoming human in higher education: A co-autoethnographic inquiry (2021)
Book Chapter
Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2021). Being and becoming human in higher education: A co-autoethnographic inquiry. In E. Lyle (Ed.), Re/humanizing education (31-42). Brill Academic Publishers. https://doi.org/10.1163/9789004507593_004

We are South African academics in teacher development studies and educational leadership and management. In this chapter, we inquire, what have we learned through our autoethnographic explorations for re/humanizing learning and teaching, academic sel... Read More about Being and becoming human in higher education: A co-autoethnographic inquiry.

When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system (2021)
Journal Article
Reyes, V., Hamid, M. O., & Hardy, I. (2022). When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system. International Journal of Leadership in Education, 25(2), 331-344. https://doi.org/10.1080/13603124.2021.2009038

This article explores the sense-making experiences of one specific stakeholder group in education reform–school leaders–who find themselves wedged by significant material challenges, on the one hand, and disparate reform efforts, on the other hand. T... Read More about When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system.

Academic Identities as Epicentres for Social Cohesiveness in Higher Education (2021)
Journal Article
Pillay, D., Chisanga, T., Hiralaal, A., Masinga, L., Naicker, I., & Pithouse-Morgan, K. (2021). Academic Identities as Epicentres for Social Cohesiveness in Higher Education. Alternation, 28(2), 1-10. https://doi.org/10.29086/2519-5476/2021/v28n2a1

This themed issue of Alternation explores how and why academics from multiple knowledge fields in South Africa and the United States of America (USA) position themselves vis-à-vis social cohesion in their everyday lives and educational practices. The... Read More about Academic Identities as Epicentres for Social Cohesiveness in Higher Education.

Lessons from a Shanghai reading lesson (2021)
Conference Proceeding
Medwell, J., Lei, M., & Wray, D. (2021). Lessons from a Shanghai reading lesson. In ICERI2021 Proceedings (337-345). https://doi.org/10.21125/iceri.2021.0138

In recent years the influence of the “high performing” Asian cultures has been felt in UK education, particularly in mathematics teaching. However, China, and in paticular the region of Shanghai, also does exceptionally well in teaching the reading o... Read More about Lessons from a Shanghai reading lesson.

Diversity and the Newbolt Report (2021)
Book Chapter
Perry, J. (2021). Diversity and the Newbolt Report. In A. Green (Ed.), The New Newbolt Report: One Hundred Years of Teaching English in England. Routledge

Mapping out the landscape of literature on assessment in engineering education (2021)
Journal Article
Halls, J. G., Tomás, C., Owen, J. S., & Hawwash, K. (2022). Mapping out the landscape of literature on assessment in engineering education. European Journal of Engineering Education, 47(3), 373-393. https://doi.org/10.1080/03043797.2021.2009775

Over recent decades, literature on assessment in higher education has intensified generating a wealth of frameworks to inform practice. Generic frameworks for assessment practice are sometimes perceived as missing subject-specific considerations. Thi... Read More about Mapping out the landscape of literature on assessment in engineering education.

‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities (2021)
Journal Article
Doak, L. (2024). ‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities. Pedagogy, Culture and Society, 32(1), 41-59. https://doi.org/10.1080/14681366.2021.2010121

Children and young people with learning disabilities may not acquire the independent reading and writing skills which are con-flated with ‘literacy’ in international educational policy, calling into question what ‘literacy’ means in the context of ‘s... Read More about ‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities.

Conceptualising Regional Skills Ecosystems: Reflections on Four African Cases (2021)
Journal Article
Wedekind, V., Russon, J., Ramsarup, P., Monk, D., Metelerkamp, L., & McGrath, S. (2021). Conceptualising Regional Skills Ecosystems: Reflections on Four African Cases. International Journal of Training and Development, 25(4), 347-362. https://doi.org/10.1111/ijtd.12251

In this article we address the debate on regional skills formation systems in Africa. We draw on the social ecosystems model (SEM) developed by Hodgson and Spours to analyse data from four case studies that reflect the complexities of African economi... Read More about Conceptualising Regional Skills Ecosystems: Reflections on Four African Cases.

‘Sucking results out of children' : reflective lifeworld case study of a primary school teacher striving for authenticity (2021)
Journal Article
Plust, U., Joseph, S., & Murphy, D. (2022). ‘Sucking results out of children' : reflective lifeworld case study of a primary school teacher striving for authenticity. British Journal of Educational Studies, 70(6), 719-736. https://doi.org/10.1080/00071005.2021.2006600

This qualitative study presents an analysis of the experiences of a teacher who had recently left working in an England state funded primary school. Using reflective lifeworld methodology, this study explored the teacher’s struggle to be authentic in... Read More about ‘Sucking results out of children' : reflective lifeworld case study of a primary school teacher striving for authenticity.

Teacher education policy making during the pandemic: shifting values underpinning change in England? (2021)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2021). Teacher education policy making during the pandemic: shifting values underpinning change in England?. Teachers and Teaching: Theory and Practice, 1-18. https://doi.org/10.1080/13540602.2021.1997984

This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, reveal... Read More about Teacher education policy making during the pandemic: shifting values underpinning change in England?.

Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies (2021)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2021). Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies. Frontiers in Education, 6, Article 732587. https://doi.org/10.3389/feduc.2021.732587

First-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties... Read More about Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies.