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All Outputs (1032)

Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives (2024)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (2024). Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives. Educational Review, https://doi.org/10.1080/00131911.2024.2325060

Schools play a central role in supporting young people affected by mental health issues. This article reports a reflexive thematic analysis of focus group and interview data with English secondary teachers about their perspectives on mental health an... Read More about Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives.

Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books (2024)
Journal Article
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. International Journal of Literacies, 31(2), 57-76. https://doi.org/10.18848/2327-0136/cgp/v31i02/57-76

This work explores the incorporation of children’s books into university second language (L2) Spanish instruction for the development of students’ critical multimodal literacies and meaning making. Twenty-three learners’ collaborative analysis of aut... Read More about Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books.

Defeat, entrapment and suicidal ideation in a Turkish community sample of young adults: an examination of the Integrated Motivational-Volitional (IMV) model of suicidal behaviour (2024)
Journal Article
Türk, N., Yasdiman, M. B., & Kaya, A. (2024). Defeat, entrapment and suicidal ideation in a Turkish community sample of young adults: an examination of the Integrated Motivational-Volitional (IMV) model of suicidal behaviour. International Review of Psychiatry, https://doi.org/10.1080/09540261.2024.2319288

The present study examines the relationships between defeat, entrapment, suicidal ideation, thwarted belongingness, and perceived burdensomeness through the Integrated Motivational-Volitional (IMV) Model of Suicidal Behaviour in a sample of Turkish y... Read More about Defeat, entrapment and suicidal ideation in a Turkish community sample of young adults: an examination of the Integrated Motivational-Volitional (IMV) model of suicidal behaviour.

Postdigital play and global education: reconfiguring research (2024)
Book
Dixon, K., Murris, K., Peers, J., Giorza, T., & Lawrence, C. (in press). Postdigital play and global education: reconfiguring research. Routledge

Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured, all the way down f... Read More about Postdigital play and global education: reconfiguring research.

Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD) (2024)
Journal Article
Doak, L. (2024). Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD). Journal of Early Childhood Literacy, https://doi.org/10.1177/14687984241235124

Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less i... Read More about Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD).

Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum (2024)
Journal Article
Woods, P. (in press). Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum. Journal of Curriculum Theorizing,

This paper explores the nature of earwitnessing, or the act of bearing witness through sound, via noise. Employing Thompson’s (2017) definition of the term, I argue that noise holds the pedagogical potential to address critiques of bearing witness an... Read More about Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum.

(Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency (2024)
Journal Article
Harbarth, L., Gößwein, E., Bodemer, D., & Schnaubert, L. (2024). (Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency. International Journal of Human-Computer Interaction, 1-20. https://doi.org/10.1080/10447318.2023.2301250

Over-trusting AI systems can lead to complacency and decision errors. However, human and system variables may affect complacency and it is important to understand their interplay for HCI. In our experiment, 90 participants were confronted with traffi... Read More about (Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency.

Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue (2024)
Journal Article
Samaras, A. P., & Pithouse-Morgan, K. (2024). Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue. Studying Teacher Education, 1-20. https://doi.org/10.1080/17425964.2024.2303667

We are teacher educators and methodological innovators who have been practicing and facilitating co-creativity (collaborative creativity) for ourselves and for others through poetic self-study. This article examines our professional learning as edito... Read More about Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue.

Reclaiming the right to look: making the case for critical visual literacy and data science education (2024)
Journal Article
Woods, P. J., Matuk, C., DesPortes, K., Vacca, R., Tes, M., Vasudevan, V., & Amato, A. (2024). Reclaiming the right to look: making the case for critical visual literacy and data science education. Critical Studies in Education, 1-19. https://doi.org/10.1080/17508487.2023.2298198

As visual cultures scholars have argued, visual expression and aesthetic artifacts largely comprise the modern world. This includes the production of the school as an institution. A critical approach to education therefore must reinscribe students wi... Read More about Reclaiming the right to look: making the case for critical visual literacy and data science education.

The best of times, the worst of times: Continuities in school leaders' work in uncertain times (2024)
Journal Article
Thomson, P., & Greany, T. (in press). The best of times, the worst of times: Continuities in school leaders' work in uncertain times. Educational Management Administration and Leadership, https://doi.org/10.1177/17411432231218544

The COVID 19 pandemic created new challenges for school leaders. They worked very long hours in difficult circumstances. Improvising and responding quickly to poorly timed central guidelines had an adverse effect on their health and wellbeing. Our mi... Read More about The best of times, the worst of times: Continuities in school leaders' work in uncertain times.

Grammar as concept: The implementation of the PACE model in Beginning Spanish classes (2023)
Journal Article
Ewurama, O., & Zapata, G. C. (2023). Grammar as concept: The implementation of the PACE model in Beginning Spanish classes. Applied Language Learning, 33, 58-70

This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in... Read More about Grammar as concept: The implementation of the PACE model in Beginning Spanish classes.

Multiliteracies, OER, and Inclusive L2 Pedagogical Practices (2023)
Book Chapter
Zapata, G. C. (2023). Multiliteracies, OER, and Inclusive L2 Pedagogical Practices. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (76-96). Routledge. https://doi.org/10.4324/9781003349662-3

The benefits of undergraduate research for students from traditionally underrepresented groups are well documented in STEMM. However, few studies have focused on similar programs in the humanities. The objective of this chapter is to do so by describ... Read More about Multiliteracies, OER, and Inclusive L2 Pedagogical Practices.

Multiliteracies in International Educational Contexts: Towards Education Justice (2023)
Book
Zapata, G. C., Kalantzis, M., & Cope, B. (Eds.). (2023). Multiliteracies in International Educational Contexts: Towards Education Justice. Routledge. https://doi.org/10.4324/9781003349662

Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second-language instructional contexts, with a focus on inclusive practices a... Read More about Multiliteracies in International Educational Contexts: Towards Education Justice.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., Desportes, K., Woods, P. J., & Tes, M. (2023). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, https://doi.org/10.1108/ils-07-2023-0088

Purpose Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., DesPortes, K., WOODS, P., & Tes, M. (2023). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, https://doi.org/10.1108/ILS-07-2023-0088

Purpose Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies (2023)
Journal Article
Alazmi, A. A., & Bush, T. (in press). An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies. Journal of Educational Administration and History, https://doi.org/10.1080/00220620.2023.2292573

In recent years, research into educational leadership has prompted growing appreciation for the critical role which both cultural and societal tenets can have in shaping school leadership approaches. With that in mind, this study examines a school le... Read More about An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies.

Enabling transformative university transitions: becoming a student and a graduate (2023)
Presentation / Conference
Hordosy, R. (2023, December). Enabling transformative university transitions: becoming a student and a graduate. Paper presented at Society for Research in Higher Education Annual Conference, Aston University, Birmingham, UK

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides a novel conceptualisation of transformative transitions via looking at the four dimensions of non... Read More about Enabling transformative university transitions: becoming a student and a graduate.

From being social, to becoming academic, and leaving as a graduate - Transformative university transitions (2023)
Presentation / Conference
HORDOSY, R. (2023, December). From being social, to becoming academic, and leaving as a graduate - Transformative university transitions. Paper presented at SRHE International Conference 2023, Birmingham, UK

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides a novel conceptualisation of transformative transitions via looking at the four dimensions of non... Read More about From being social, to becoming academic, and leaving as a graduate - Transformative university transitions.