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All Outputs (89)

Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation (2022)
Conference Proceeding
Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference on the Learning Sciences - ICLS 2022 (274-281)

Social platforms provide a vast amount of resources for sharing, discussing, and searching for information. Thereby, learners need to monitor their understanding to metacognitively regulate their learning. Awareness of peers' metacognitions can affec... Read More about Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation.

English schooling and little e and big E exclusion: what’s equity got to do with it? (2022)
Journal Article
Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: what’s equity got to do with it?. Emotional and Behavioural Difficulties, 27(3), 185-198. https://doi.org/10.1080/13632752.2022.2092273

It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task i... Read More about English schooling and little e and big E exclusion: what’s equity got to do with it?.

Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components (2022)
Conference Proceeding
Schnaubert, L., Lichte, A., & Vogel, F. (2022). Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), 15th International Conference on Computer - Supported Collaborative Learning (CSCL) 2022 - CSCL Proceeding (399-402)

Collaboration scripts and group awareness are two prominent factors for beneficial learning processes in CSCL. However, research mostly focuses on each factor independently. To inquire their mutual interaction, we investigate how different types of g... Read More about Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components.

The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire (2022)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2024). The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire. Humanistic Psychologist, 52(1), 54-69. https://doi.org/10.1037/hum0000304

The concepts of authenticity and mindfulness have recently attracted much empirical research. Although these concepts appear to represent different phenomena and are regarded as independent research foci with their own theoretical heritage and resear... Read More about The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire.

Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South (2022)
Book
Mendelowitz, B., Ferreira, A., & Dixon, K. (2023). Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South. Bloomsbury Publishing

This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is base... Read More about Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South.

Reframing race and widening access into higher education (2022)
Journal Article
Madriaga, M. (2023). Reframing race and widening access into higher education. Higher Education, 86(6), 1455-1470. https://doi.org/10.1007/s10734-022-00981-y

This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal acces... Read More about Reframing race and widening access into higher education.

Designing lesson study for individual and collective learning: networking theoretical perspectives (2022)
Journal Article
Wake, G. (2023). Designing lesson study for individual and collective learning: networking theoretical perspectives. International Journal for Lesson and Learning Studies, 12(1), 7-20. https://doi.org/10.1108/IJLLS-08-2022-0111

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both colle... Read More about Designing lesson study for individual and collective learning: networking theoretical perspectives.

Children and young people's perspectives on and experiences of COVID-19 in global contexts (2022)
Journal Article
Hoskins, K., Xu, Y., Gao, J., & Zhai, J. (2023). Children and young people's perspectives on and experiences of COVID-19 in global contexts. Children & Society, 37(1), 1-7. https://doi.org/10.1111/chso.12664

This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challen... Read More about Children and young people's perspectives on and experiences of COVID-19 in global contexts.

Classroom Talk in Practice: Teachers' Experiences of Oracy in Action (2022)
Book
Knight, R. (2022). Classroom Talk in Practice: Teachers' Experiences of Oracy in Action. Open University Press

Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers... Read More about Classroom Talk in Practice: Teachers' Experiences of Oracy in Action.

Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities (2022)
Journal Article
Muwaniki, C., McGrath, S., Manzeke-Kangara, M. G., Wedekind, V., & Chamboko, T. (2022). Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities. Journal of Vocational, Adult and Continuing Education and Training, 5(1), 94-115. https://doi.org/10.14426/jovacet.v5i1.248

There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in... Read More about Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities.

Understanding students’ academic help-seeking on digital devices – a qualitative analysis (2022)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2023). Understanding students’ academic help-seeking on digital devices – a qualitative analysis. Research and Practice in Technology Enhanced Learning, 18, Article 017. https://doi.org/10.58459/rptel.2023.18017

Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means f... Read More about Understanding students’ academic help-seeking on digital devices – a qualitative analysis.

Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies (2022)
Journal Article
Woods, P. J., & Jones, K. (2023). Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies. Discourse, 44(5), 754-767. https://doi.org/10.1080/01596306.2022.2140124

Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both ena... Read More about Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies.

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care? (2022)
Journal Article
Sullivan, V., Coles, L., Xu, Y., & Thorpe, K. (2023). Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?. Gender and Education, 35(1), 18-36. https://doi.org/10.1080/09540253.2022.2137106

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of... Read More about Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?.

School Leadership and Gender in Africa: A Systematic Overview (2022)
Journal Article
Bush, T., Kirezi, J., Ashford, R., & Glover, D. (2022). School Leadership and Gender in Africa: A Systematic Overview. Research in Educational Administration and Leadership, 7(4), 680-712. https://doi.org/10.30828/real.1159040

The purpose of this article is to report the findings of a systematic review of school leadership and gender in Africa, and to identify gaps in the literature, to prompt and encourage further research. The literature search focused based on school le... Read More about School Leadership and Gender in Africa: A Systematic Overview.

Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial (2022)
Journal Article
Hodgen, J., Adkins, M., & Ainsworth, S. E. (2023). Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education, 53(2), 215-235. https://doi.org/10.1080/0305764X.2022.2093838

The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment.... Read More about Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial.

Punk ideals, school leaders and fashioning an “authentic” self (2022)
Journal Article
Heffernan, A., & Thomson, P. (2023). Punk ideals, school leaders and fashioning an “authentic” self. Research in Education, 115(1), 80-99. https://doi.org/10.1177/00345237221131107

The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school l... Read More about Punk ideals, school leaders and fashioning an “authentic” self.