All Outputs (1389)

Care-full data, care-less systems: making sense of self-care technologies for mental health with humanistic practitioners in the United Kingdom (2023)
Journal Article
Spors, V., Flintham, M., Brundell, P., & Murphy, D. (2023). Care-full data, care-less systems: making sense of self-care technologies for mental health with humanistic practitioners in the United Kingdom. Frontiers in Computer Science, 5, Article 1230284. https://doi.org/10.3389/fcomp.2023.1230284

Introduction: The days of dusty couches in therapists' offices behind closed doors are long gone. Now, personalized mood tracking, therapy appointments and breathing exercises are just mere clicks (or taps) away: Technologies for self-care (SCTs) tha... Read More about Care-full data, care-less systems: making sense of self-care technologies for mental health with humanistic practitioners in the United Kingdom.

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.

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. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. 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. J., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. 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. (2024). An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies. Journal of Educational Administration and History, 56(3), 312-334. 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.

Fundamental concepts of inclusive education (2023)
Book Chapter
Graham, L. J., Medhurst, M., Tancredi, H., Spandagou, I., & Walton, E. (2023). Fundamental concepts of inclusive education. In L. J. Graham (Ed.), Inclusive Education for the 21st Century: Theory, Policy and Practice (60-80). (2nd edition). Routledge. https://doi.org/10.4324/9781003350897-5

For inclusive education to succeed, system and school leaders and educators need a deep understanding of both curriculum content and learner diversity. This knowledge enables them to anticipate and eliminate barriers in what they teach (curriculum),... Read More about Fundamental concepts of inclusive education.

From being social, to becoming academic, and leaving as a graduate - Transformative university transitions (2023)
Presentation / Conference Contribution
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.

Gatekeepers and producers of global sociological knowledge: exploring the stated aims, editorial boards and author networks of disciplinary journals (2023)
Presentation / Conference Contribution
Hordosy, R., Brown, E., Vega Castillo, M. A., & Lee, G. (2023, December). Gatekeepers and producers of global sociological knowledge: exploring the stated aims, editorial boards and author networks of disciplinary journals. Paper presented at SRHE International Conference 2023, Birmingham, UK

This paper aims to analyse leading international sociology journals regarding the interplay of the centre-periphery relations as observed within their aims, editorial boards and author networks. As such, it explores the geographies of knowledge in th... Read More about Gatekeepers and producers of global sociological knowledge: exploring the stated aims, editorial boards and author networks of disciplinary journals.

Exploring the role of sociological research in curriculum documents and the eyes of Norwegian, Hungarian and English students (2023)
Presentation / Conference Contribution
Hordosy, R., Yasdiman, M. B., & Lashari, A. (2023, December). Exploring the role of sociological research in curriculum documents and the eyes of Norwegian, Hungarian and English students. Paper presented at 2023 SRHE Conference, Birmingham, UK

Over the past few decades, there have been increased discussions on the relationships between research and teaching in higher education, subject to influence from a variety of structural and agentical factors that change over time. This paper is base... Read More about Exploring the role of sociological research in curriculum documents and the eyes of Norwegian, Hungarian and English students.

Enabling transformative university transitions: becoming a student and a graduate (2023)
Presentation / Conference Contribution
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.

PISA 2022: National Report for England (2023)
Report
Ingram, J., Stiff, J., Cadwallader, S., Chun-Yeung Lee, G., & Kayton, H. (2023). PISA 2022: National Report for England. Department for Education

PISA 2022: National Report for Wales (2023)
Report
Ingram, J., Stiff, J., Cadwallader, S., Lee, G., & Kayton, H. (2023). PISA 2022: National Report for Wales. Welsh Government

PISA 2022 involved 81 education systems, including Wales. In Wales, 2,568 15-year-old learners from 89 schools completed a 2-hour computer-based assessment and learner questionnaire.

The sample for Wales, and for many other countries, did not meet... Read More about PISA 2022: National Report for Wales.

PISA 2022: National Report for Northern Ireland (2023)
Report
Ingram, J., Stiff, J., Cadwallader, S., Chun-Yeung Lee, G., & Kayton, H. (2023). PISA 2022: National Report for Northern Ireland. Department of Education, Northern Ireland

Northern Ireland findings from the Programme for International Student Assessment (PISA) 2022, an international study that produces research reports relating to education.

Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching (2023)
Journal Article
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, Article 104415. https://doi.org/10.1016/j.tate.2023.104415

While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, les... Read More about Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching.

Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts (2023)
Book
Bhana, D., Xu, Y., & Adriany, V. (Eds.). (2023). Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts. Routledge. https://doi.org/10.4324/9781003211600

This volume examines gendered and heteronormative norms embedded within early childhood education (ECE) in the Global South, including Brazil, China, Pakistan, South Africa, and Vietnam. In this book, the contributors explore how gender, culture, rel... Read More about Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts.

Gender and sexuality in Global South early childhood education (2023)
Book Chapter
Bhana, D., Xu, Y., & Adriany, V. (2023). Gender and sexuality in Global South early childhood education. In D. Bhana, Y. Xu, & V. Adriany (Eds.), Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts. Routledge. https://doi.org/10.4324/9781003211600-1

This chapter situates gender, sexuality, and early childhood education (ECE) within the context of colonial and postcolonial discourses. It sets the scene for the chapters that follow, highlighting the ways in which normative understandings of gender... Read More about Gender and sexuality in Global South early childhood education.

Sir George Trevelyan, Residential Adult Education and the New Age – ‘To Open the Immortal Eye' (2023)
Book
Clancy, S. (2023). Sir George Trevelyan, Residential Adult Education and the New Age – ‘To Open the Immortal Eye'. (1). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-35955-2

This book examines the development of British post-Second World War short-term residential adult education, through the lens of the Shropshire Adult Education College (1948-1976) and the tenure of Sir George Trevelyan as its first warden. Trevelyan i... Read More about Sir George Trevelyan, Residential Adult Education and the New Age – ‘To Open the Immortal Eye'.

Refugees' gendered experiences of education in Europe since 2015: A scoping review (2023)
Journal Article
Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees' gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), Article e3441. https://doi.org/10.1002/rev3.3441

This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportun... Read More about Refugees' gendered experiences of education in Europe since 2015: A scoping review.

Leadership of School Trusts in England During the Pandemic (2023)
Journal Article
Day, C., & Taneva, S. K. (2023). Leadership of School Trusts in England During the Pandemic. Leadership and Policy in Schools, 1-20. https://doi.org/10.1080/15700763.2023.2282538

This paper reports the results of a mixed methods study that sought to capture rich, complex, national, real-time data of the leadership of school Trusts in England during the COVID-19 pandemic. This exploratory research provides new empirical eviden... Read More about Leadership of School Trusts in England During the Pandemic.

Education and transformation: rethinking educational leadership (2023)
Book Chapter
Stevenson, H. (2023). Education and transformation: rethinking educational leadership. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-1

In this chapter, key ideas relating to educational leadership, and specifically transformational leadership, are presented. Transformational leadership as presented within mainstream educational leadership and management literature is critiqued as co... Read More about Education and transformation: rethinking educational leadership.