All Outputs (24)

Bringing installation art to reconnaissance to share values and generate action (2015)
Journal Article
with the ‘Get Wet’ team, Townsend, A., & Thomson, P. (2015). Bringing installation art to reconnaissance to share values and generate action. Educational Action Research, 23(1), 36-50. https://doi.org/10.1080/09650792.2014.994013

The English education system has recently seen something of a revival of enthusiasm for the use of research both to develop educational practices and to gather evidence about their effectiveness. These initiatives often present action research as a m... Read More about Bringing installation art to reconnaissance to share values and generate action.

The uses and abuses of power: teaching school leadership through children's literature (2014)
Journal Article
Thomson, P. (2014). The uses and abuses of power: teaching school leadership through children's literature. Journal of Educational Administration and History, 46(4), https://doi.org/10.1080/00220620.2014.940858

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it repo... Read More about The uses and abuses of power: teaching school leadership through children's literature.

Teachers, arts practice and pedagogy (2014)
Journal Article
Franks, A., Thomson, P., Hall, C., & Jones, K. (2014). Teachers, arts practice and pedagogy. Changing English, 21(2), https://doi.org/10.1080/1358684X.2014.897042

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Perform... Read More about Teachers, arts practice and pedagogy.

‘Scaling up’ educational change: some musings on misrecognition and doxic challenges (2014)
Journal Article
Thomson, P. (2014). ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges. Critical Studies in Education, 55(2), https://doi.org/10.1080/17508487.2014.863221

Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what... Read More about ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges.