All Outputs (1380)

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 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.

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.

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.

Gramsci's contemporary relevance: working ‘in and against’ the neoliberal state (2023)
Book Chapter
Stevenson, H. (2023). Gramsci's contemporary relevance: working ‘in and against’ the neoliberal state. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-4

In this chapter, the intention is to connect Gramsci’ intellectual legacy with the contemporary contexts and issues, and to respond to the cultural theorist Stuart Hall’s exhortation to ‘think our problems in a Gramscian way’. The chapter opens by se... Read More about Gramsci's contemporary relevance: working ‘in and against’ the neoliberal state.

Antonio Gramsci: his life and ideas (2023)
Book Chapter
Stevenson, H. (2023). Antonio Gramsci: his life and ideas. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-2

This chapter presents a brief intellectual biography of Antonio Gramsci to show both the breadth of his intellectual thinking and the important links between his intellectual contribution and his political activism. The chapter begins with an overvie... Read More about Antonio Gramsci: his life and ideas.

Leadership across partnerships and networks (2023)
Book Chapter
Greany, T. (2023). Leadership across partnerships and networks. In P. A. Woods, A. Roberts, M. Tian, & H. Youngs (Eds.), Handbook on Leadership in Education (143-156). Edward Elgar Publishing. https://doi.org/10.4337/9781800880429.00017

This chapter focuses on leadership across inter-school partnerships and networks. It argues that existing research and policy has prioritised a focus on leadership within individual schools, but that this is insufficient in the context of contemporar... Read More about Leadership across partnerships and networks.

Crises and traumas: challenges for leadership in education (2023)
Book Chapter
Örücü, D. (2023). Crises and traumas: challenges for leadership in education. In P. A. Woods, A. Roberts, M. Tian, & H. Youngs (Eds.), Handbook on Leadership in Education (277-290). Edward Elgar Publishing. https://doi.org/10.4337/9781800880429.00027

The world is going through numerous crises and traumas of different kinds due to wars, bombings, economic recession, pandemics and political conflicts. Much has been written about these crises and traumas in schools with a link to educational leaders... Read More about Crises and traumas: challenges for leadership in education.

On education and the role of intellectuals (2023)
Book Chapter
Stevenson, H. (2023). On education and the role of intellectuals. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-3

In this chapter, Gramsci’s key ideas relating to education are presented. Central to Gramsci’s thinking was the relationship between education and political change, and much of his own political activity was defined by his integration of intellectual... Read More about On education and the role of intellectuals.

Theoretical and political implications of agonistic peace for decolonising peace education (2023)
Journal Article
Kruger, F., & Zembylas, M. (2023). Theoretical and political implications of agonistic peace for decolonising peace education. Journal of Peace Education, https://doi.org/10.1080/17400201.2023.2276845

Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discus... Read More about Theoretical and political implications of agonistic peace for decolonising peace education.

The abject pleasures of militarised noise (2023)
Journal Article
Woods, P. (2023). The abject pleasures of militarised noise. Culture, Theory and Critique, 64(1-2), 196-211. https://doi.org/10.1080/14735784.2023.2265085

Since Luigi Russolo first published The Art of Noise in 1913, certain lineages of experimental musicians have iterated on the futurist’s positioning of noise as militarized sound. But the deployment of noise within (ostensibly pleasurable) music sits... Read More about The abject pleasures of militarised noise.

Teacher Professionalism During the Pandemic: Courage, Care and Resilience (2023)
Book
Day, C., Smith, H. V., Graham, R., & Athanasiadou, D. (2023). Teacher Professionalism During the Pandemic: Courage, Care and Resilience. Taylor & Francis (Routledge). https://doi.org/10.4324/9781003391661

This insightful book uniquely charts the events, experiences and challenges faced by teachers during and beyond the COVID-19 pandemic including periods of national lockdowns and school closures.

Research-based and evidence informed, this key title... Read More about Teacher Professionalism During the Pandemic: Courage, Care and Resilience.

A pilot qualitative study of a person-centered approach to eating distress in women (2023)
Journal Article
Lakin, J., & Murphy, D. (2024). A pilot qualitative study of a person-centered approach to eating distress in women. Person-Centered and Experiential Psychotherapies, 23(4), 512-530. https://doi.org/10.1080/14779757.2023.2273474

Person-centered experiential (PCE) psychotherapists work with the phenomenology of client experience from within their client’s frame of reference. Consequently, PCE theory does not provide proscriptions or prescriptions of therapeutic practice for h... Read More about A pilot qualitative study of a person-centered approach to eating distress in women.