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All Outputs (1380)

The challenges of educational inclusion: Arts education in and as alternative education in England (2025)
Book Chapter
Howard, F., & Thomson, P. (2025). The challenges of educational inclusion: Arts education in and as alternative education in England. In T. Klepacki, E. van Meerkerk, & T. Pernille Østern (Eds.), Arts and cultural education in a challenging and changing world. ENO Yearbook 3 (45-59). Springer Nature. https://doi.org/10.1007/978-981-97-1896-2_4

The arts are often assumed to be inclusive because they offer a wider range of media, platforms, processes, and genres than are usually found in other academic subjects. For this reason, the arts often feature in programmes intended to include studen... Read More about The challenges of educational inclusion: Arts education in and as alternative education in England.

Conditions for change in pre-service teachers’ beliefs about proof and proof teaching (2025)
Journal Article
Lee, G. C.-Y. (2025). Conditions for change in pre-service teachers’ beliefs about proof and proof teaching. Mathematics Education Research Journal, https://doi.org/10.1007/s13394-025-00525-4

Many educators suggest that proof is essential for the learning of mathematics and should be placed at the centre of school mathematics. However, research has indicated that many teachers have counterproductive beliefs about proof which limit student... Read More about Conditions for change in pre-service teachers’ beliefs about proof and proof teaching.

Unravelling the Data Puzzle: A Total Survey Error Perspective on Adult Learning and Education Participation in the UK (2025)
Journal Article
Baldan Babayigit, B., Boeren, E., Clancy, S., Evangelista, Z., Holford, J., & Capsada-Munsech, Q. (2025). Unravelling the Data Puzzle: A Total Survey Error Perspective on Adult Learning and Education Participation in the UK. International Journal of Lifelong Education, 44(3), 273–290. https://doi.org/10.1080/02601370.2025.2493798

This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys—APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) fr... Read More about Unravelling the Data Puzzle: A Total Survey Error Perspective on Adult Learning and Education Participation in the UK.

Collectivity and agency for hope to progress anti-racist change in the academy (2025)
Preprint / Working Paper
Madriaga, M. (2025). Collectivity and agency for hope to progress anti-racist change in the academy

Despair is global antiblackness manifesting itself in our universities. This paper pivots from this despair, without discounting it, to foreground hope for anti-racist change. Drawing on data from 30 semi-structured interviews with anti-racist univer... Read More about Collectivity and agency for hope to progress anti-racist change in the academy.

Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England (2025)
Journal Article
Hordósy, R., Yasdiman, M. B., & Norris, J. (2025). Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England. Educational Review, https://doi.org/10.1080/00131911.2025.2486756

This paper pinpoints the driving forces behind university degree choice in social sciences in three European countries. Using an international comparative design, the paper draws on both administrative secondary data to explore enrolment patterns in... Read More about Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England.

Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach (2025)
Journal Article
Monk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2025). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, 39(3), 669-669. https://doi.org/10.1111/chso.12969

The article listed below, intended for publication in the Special Issue ‘Childhoods and South-South Migration’ was inadvertently published in a regular issue, volume 38, Issue 5. This article should be cited as shown below. Interrogating the agency a... Read More about Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.

Shifting the discourse of teacher quality (2025)
Book Chapter
White, R., Peralta, L., & Day, C. (2025). Shifting the discourse of teacher quality. In R. White, & A. Simpson (Eds.), What’s the Evidence? An Investigation into Teacher Quality. Routledge. https://doi.org/10.4324/9781003542575-8

In recent decades, a neoliberal agenda of economic and social transformation has re-shaped education through a political focus on the quality of teachers, with education system itself publicly scrutinised for its shortcomings or ‘failings’. Professio... Read More about Shifting the discourse of teacher quality.

Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996-2021 (2025)
Journal Article
Lehner-Mear, R., Dixon, K., Xu, Y., Gripton, C., & Cooker, L. (2025). Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996-2021. The Curriculum Journal, https://doi.org/10.1002/curj.326

In England, gender is currently a controversial issue, with debates in social and political spheres increasingly impacting educational policy. Simultaneously, scholarship on gender in Early Childhood Education (ECE) advocates more gender-sensitive pe... Read More about Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996-2021.

Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference (2025)
Journal Article
Pithouse-Morgan, K., & van Laren, L. (in press). Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference. Studying Teacher Education,

Building on our experiences with collaborative poetic self-study, we explored the use of poetry in self-study research, focusing on its application at the Self-Study of Teacher Education Practices (S-STEP) Castle Conference from 1996 to 2023. Our cen... Read More about Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference.

AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations (2025)
Journal Article
Zapata, G. C., Cope, B., Kalantzis, M., Tzirides, A. O. (., Saini, A., Searsmith, D., Whiting, J., Kastania, N. P., Castro, V., Kourkoulou, D., Jones, J., & Abrantes da Silva, R. (2025). AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2025.2480807

Since the launch of ChatGPT in November 2022, educational researchers and practitioners have sought to understand the ways in which these new generative AI technologies might influence education. This article describes one such effort. The focus of t... Read More about AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations.

Collaborative curriculum making at a local level: the Culture and Language integrated Classrooms (CLiC) project – integrating linguistic and cultural learning in the day-to-day practices of language teachers (2025)
Journal Article
Koro, R., & Hagger-Vaughan, L. (2025). Collaborative curriculum making at a local level: the Culture and Language integrated Classrooms (CLiC) project – integrating linguistic and cultural learning in the day-to-day practices of language teachers. Language Learning Journal, https://doi.org/10.1080/09571736.2025.2475107

Despite international trends, fostering learners’ intercultural understanding (ICU) remains subordinate to linguistic proficiency in language education policy and everyday practice in England, whilst making the case for intercultural learning require... Read More about Collaborative curriculum making at a local level: the Culture and Language integrated Classrooms (CLiC) project – integrating linguistic and cultural learning in the day-to-day practices of language teachers.

Validation of secondary pupil attitudes survey: Technical Report 2025/1 (2025)
Report
Lee, G. C.-Y. (2025). Validation of secondary pupil attitudes survey: Technical Report 2025/1. Observatory for Mathematical Education

This technical report describes the validation of a survey of secondary school pupils’ attitudes towards mathematics. The survey will be used in a 7-year longitudinal study of pupils in England which is being conducted by the Observatory for Mathemat... Read More about Validation of secondary pupil attitudes survey: Technical Report 2025/1.

Research Handbook on Adult Learning and Education (2025)
Book
James, N., Orr, K., & Clancy, S. (Eds.). (2025). Research Handbook on Adult Learning and Education. Edward Elgar Publishing. https://doi.org/10.4337/9781800886667

This innovative Research Handbook rethinks current paradigms in adult education, providing a toolkit for responding to the challenges and opportunities for adult education and lifelong learning amidst a changing world. Contributing authors analyse ke... Read More about Research Handbook on Adult Learning and Education.

Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education (2025)
Book Chapter
Swanson, D. M., & le Roux, K. (2025). Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education. In A. Chronaki, & A. Yolcu (Eds.), Troubling Notions of Global Citizenship and Diversity in Mathematics Education. Routledge

Concerns about what happens at the confluence of discourses with respect to mathematics and mathematics education, ‘globalisation’, and ‘citizenship’ have long been raised by mathematics education scholars working within the sociopolitical. Recent wo... Read More about Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education.

Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education (2025)
Book Chapter
Swanson, D. M., & le Roux, K. (2025). Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education. In A. Chronaki, & A. Yolcu (Eds.), Troubling Notions of Global Citizenship and Diversity in Mathematics Education (18). Routledge. https://doi.org/10.4324/9781003130673

Concerns about what happens at the confluence of discourses with respect to mathematics and mathematics education, ‘globalisation’, and ‘citizenship’ have long been raised by mathematics education scholars working within the sociopolitical. Recent wo... Read More about Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education.

What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic (2025)
Journal Article
Hira, A., Anderson, E., & Woods, P. (in press). What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic. International Journal of Engineering Education, 41(2), 280-290

In this qualitative interview-based longitudinal study, we follow and share experiences of teachers from four different high schools in the United States that represent different institutional contexts (Urban, Suburban, Rural, Public and Charter) aro... Read More about What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic.

Lotería as an expression of tejanidad (2025)
Book Chapter
Zapata, G. C. (2025). Lotería as an expression of tejanidad. In J. A. Marín, & N. E. Cantú (Eds.), ¡Somos Tejanas! Chicana identity and culture in Texas (168-185). University of Texas Press

The Researching the Arts in Primary Schools Project (2025)
Report
Thomson, P., Hall, C., & Maloy, L. (2025). The Researching the Arts in Primary Schools Project. arts primary.com: Freelands Foundation

Arts-rich primary schools are highly diverse. There is no one way to be arts-rich. However, there are patterns across the schools that can inform other schools and the school system more generally.

Arts-rich schools offer art and music to all chil... Read More about The Researching the Arts in Primary Schools Project.

Vital materiality and its constitution of knowing in craft practice (2025)
Journal Article
Li, M., Holstein, J., & Wedekind, V. (2025). Vital materiality and its constitution of knowing in craft practice. Management Learning, https://doi.org/10.1177/13505076251317965

Recent scholarship has acknowledged the importance of materiality, body senses and sensible knowledge in understanding knowing in practice, although humans and their practices are still privileged. In response, we examine how vital materiality, or th... Read More about Vital materiality and its constitution of knowing in craft practice.