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Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom (2023)
Journal Article
Zapata, G. C. (2023). Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom. International Journal of Pedagogy and Curriculum, 30(1), 17-35. https://doi.org/10.18848/2327-7963/CGP/v30i01/17-35

This article explores the enactment of inclusive pedagogical practices in an intermediate, Spanish-as-a-secondlanguage mixed writing class in an R1 university in Texas during the COVID-19 pandemic. Specifically, this work examines how the use of auth... Read More about Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom.

Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS (2023)
Journal Article
Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching: Theory and Practice, 29(2), 220-240. https://doi.org/10.1080/13540602.2022.2159365

Bandura’s influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement—and a voluminous empirical literature has repeatedly documented associations consistent with this claim.... Read More about Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS.

When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play (2023)
Journal Article
Liu, C., & Xu, Y. (2023). When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play. Childhood, 30(2), 177–193. https://doi.org/10.1177/09075682231151848

This study employs a poststructuralist theoretical framework to explore parents’ attitudes towards children’s right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The f... Read More about When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play.

Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China (2023)
Journal Article
Hoskins, K., Thu, T., Xu, Y., Gao, J., & Zhai, J. (2023). Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China. British Educational Research Journal, 49(3), 455-475. https://doi.org/10.1002/berj.3850

Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child'... Read More about Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China.

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? (2023)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1), https://doi.org/10.14324/lre.21.1.01

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccre... Read More about Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?.

The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire (2022)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2024). The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire. Humanistic Psychologist, 52(1), 54-69. https://doi.org/10.1037/hum0000304

The concepts of authenticity and mindfulness have recently attracted much empirical research. Although these concepts appear to represent different phenomena and are regarded as independent research foci with their own theoretical heritage and resear... Read More about The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire.

English schooling and little e and big E exclusion: what’s equity got to do with it? (2022)
Journal Article
Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: what’s equity got to do with it?. Emotional and Behavioural Difficulties, 27(3), 185-198. https://doi.org/10.1080/13632752.2022.2092273

It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task i... Read More about English schooling and little e and big E exclusion: what’s equity got to do with it?.

Reframing race and widening access into higher education (2022)
Journal Article
Madriaga, M. (2023). Reframing race and widening access into higher education. Higher Education, 86(6), 1455-1470. https://doi.org/10.1007/s10734-022-00981-y

This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal acces... Read More about Reframing race and widening access into higher education.

Designing lesson study for individual and collective learning: networking theoretical perspectives (2022)
Journal Article
Wake, G. (2023). Designing lesson study for individual and collective learning: networking theoretical perspectives. International Journal for Lesson and Learning Studies, 12(1), 7-20. https://doi.org/10.1108/IJLLS-08-2022-0111

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both colle... Read More about Designing lesson study for individual and collective learning: networking theoretical perspectives.

Children and young people's perspectives on and experiences of COVID-19 in global contexts (2022)
Journal Article
Hoskins, K., Xu, Y., Gao, J., & Zhai, J. (2023). Children and young people's perspectives on and experiences of COVID-19 in global contexts. Children & Society, 37(1), 1-7. https://doi.org/10.1111/chso.12664

This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challen... Read More about Children and young people's perspectives on and experiences of COVID-19 in global contexts.

Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities (2022)
Journal Article
Muwaniki, C., McGrath, S., Manzeke-Kangara, M. G., Wedekind, V., & Chamboko, T. (2022). Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities. Journal of Vocational, Adult and Continuing Education and Training, 5(1), 94-115. https://doi.org/10.14426/jovacet.v5i1.248

There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in... Read More about Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities.

Understanding students’ academic help-seeking on digital devices – a qualitative analysis (2022)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2023). Understanding students’ academic help-seeking on digital devices – a qualitative analysis. Research and Practice in Technology Enhanced Learning, 18, Article 017. https://doi.org/10.58459/rptel.2023.18017

Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means f... Read More about Understanding students’ academic help-seeking on digital devices – a qualitative analysis.

Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies (2022)
Journal Article
Woods, P. J., & Jones, K. (2023). Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies. Discourse, 44(5), 754-767. https://doi.org/10.1080/01596306.2022.2140124

Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both ena... Read More about Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies.

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care? (2022)
Journal Article
Sullivan, V., Coles, L., Xu, Y., & Thorpe, K. (2023). Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?. Gender and Education, 35(1), 18-36. https://doi.org/10.1080/09540253.2022.2137106

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of... Read More about Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?.

School Leadership and Gender in Africa: A Systematic Overview (2022)
Journal Article
Bush, T., Kirezi, J., Ashford, R., & Glover, D. (2022). School Leadership and Gender in Africa: A Systematic Overview. Research in Educational Administration and Leadership, 7(4), 680-712. https://doi.org/10.30828/real.1159040

The purpose of this article is to report the findings of a systematic review of school leadership and gender in Africa, and to identify gaps in the literature, to prompt and encourage further research. The literature search focused based on school le... Read More about School Leadership and Gender in Africa: A Systematic Overview.

Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial (2022)
Journal Article
Hodgen, J., Adkins, M., & Ainsworth, S. E. (2023). Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education, 53(2), 215-235. https://doi.org/10.1080/0305764X.2022.2093838

The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment.... Read More about Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial.

Punk ideals, school leaders and fashioning an “authentic” self (2022)
Journal Article
Heffernan, A., & Thomson, P. (2023). Punk ideals, school leaders and fashioning an “authentic” self. Research in Education, 115(1), 80-99. https://doi.org/10.1177/00345237221131107

The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school l... Read More about Punk ideals, school leaders and fashioning an “authentic” self.

A longitudinal analysis of person-centred therapy with suicidal clients (2022)
Journal Article
Sohal, A., & Murphy, D. (2023). A longitudinal analysis of person-centred therapy with suicidal clients. Counselling and Psychotherapy Research, 23(1), 20-30. https://doi.org/10.1002/capr.12588

Background: There have been substantial research efforts demonstrating the effectiveness of person-centred therapy. However, little research has investigated whether person-centred therapy is effective in facilitating psychological growth amongst cli... Read More about A longitudinal analysis of person-centred therapy with suicidal clients.

Recovery Colleges Characterisation and Testing in England (RECOLLECT): rationale and protocol (2022)
Journal Article
Hayes, D., Henderson, C., Bakolis, I., Lawrence, V., Elliott, R. A., Ronaldson, A., …Slade, M. (2022). Recovery Colleges Characterisation and Testing in England (RECOLLECT): rationale and protocol. BMC Psychiatry, 22(1), Article 627. https://doi.org/10.1186/s12888-022-04253-y

Background: Recovery Colleges are a relatively recent initiative within mental health services. The first opened in 2009 in London and since then numbers have grown. They are based on principles of personal recovery in mental health, co-production be... Read More about Recovery Colleges Characterisation and Testing in England (RECOLLECT): rationale and protocol.