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All Outputs (92)

Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience (2015)
Journal Article
Swanson, D. M. (2015). Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience. Journal of Critical Southern Studies, 3, 96-118

Via the evocation of a lived narrative related to witnessing Middle Eastern refugees’ attempts at entering into the European Union in September 2015, I draw connections between the political, ethical, spiritual and embodied, recognising their always-... Read More about Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience.

Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth (2015)
Journal Article
Thomson, P., & Pennacchia, J. (2016). Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth. International Journal of Inclusive Education, 20(6), 622-640. https://doi.org/10.1080/13603116.2015.1102340

© 2015 Taylor & Francis. In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour i... Read More about Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth.

Arts-based approaches to research with children: living with mess (2015)
Book Chapter
Parry, B. (2015). Arts-based approaches to research with children: living with mess. In D. Yamada-Rice, & E. Stirling (Eds.), Visual methods with children and young people: academics and visual industries in dialogue. Palgrave Macmillan. https://doi.org/10.1057/9781137402295

After the emergence of a distinct sociology of childhood, methodological approaches to research with children have been particularly concerned to work ethically and meaningfully with them. In this volume, Elizabeth Wood (Chapter 9) takes us beyond th... Read More about Arts-based approaches to research with children: living with mess.

Beyond records and representations: inbetween writing in educational ethnography (2015)
Journal Article
Coles, R., & Thomson, P. (2015). Beyond records and representations: inbetween writing in educational ethnography. Ethnography and Education, 11(3), 253-266. https://doi.org/10.1080/17457823.2015.1085324

Ethnographers are particularly interested in writing. They have paid particular attention to the practices of making field notes and to the ways in which their public texts represent those that they have encountered and studied. To date there has bee... Read More about Beyond records and representations: inbetween writing in educational ethnography.

The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design (2015)
Journal Article
Foster, C. (2015). The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design

The tasks that mathematics teachers are invited to use in their classrooms have profound effects not just on the learners who do them but also on the teachers themselves. This paper introduces the Convergent–Divergent Model (CDM) for the design of ma... Read More about The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design.

The politics of public engagement: reclaiming community? (2015)
Journal Article
Clancy, S. (2015). The politics of public engagement: reclaiming community?. Gateways: International Journal of Community Research and Engagement, 8(1), 160-166. https://doi.org/10.5130/ijcre.v8i1.4475

This article examines the tension between the rhetoric and reality of public engagement, seen through the eyes of a practitioner who has worked in both the arenas of community activism and as a public engagement broker within a UK Russell Group unive... Read More about The politics of public engagement: reclaiming community?.

More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's 'self-improving school-led system' reforms (2015)
Journal Article
Greany, T. (2015). More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's 'self-improving school-led system' reforms. London Review of Education, 13(2), 125-143. https://doi.org/10.18546/LRE.13.2.11

This paper explores school reform in England under the Conservative-led Coalition government, elected in 2010, through a focus on the changing roles and status of Local Authorities (LAs). The Coalition's stated aim was the development of a 'self-impr... Read More about More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's 'self-improving school-led system' reforms.

Leading school networks, hybrid leadership in action? (2015)
Journal Article
Townsend, A. (2015). Leading school networks, hybrid leadership in action?. Educational Management Administration and Leadership, 43(5), https://doi.org/10.1177/1741143214543205

A range of different constructs are used to describe and define the way that leadership operates in education settings. This range can be presented as binary categories of leadership, in which either one, or the other form of leadership is preferred,... Read More about Leading school networks, hybrid leadership in action?.

"He should have put them in the freezer": creating and connecting through shared reading (2015)
Journal Article
Jones, S., & Harvey, K. (2015). "He should have put them in the freezer": creating and connecting through shared reading. Journal of Arts and Communities, 7(3), https://doi.org/10.1386/jaac.7.3.153_1

Shared reading involves reading short stories, poems, novels and plays aloud with groups of people who meet in a range of settings. Readings are conducted by a facilitator, after which the group members share their responses to the texts. The social... Read More about "He should have put them in the freezer": creating and connecting through shared reading.

Information Politics, Transnational Advocacy, and Education for All (2015)
Journal Article
Magrath, B. (2015). Information Politics, Transnational Advocacy, and Education for All. Comparative Education Review, 59(4), 666-692. https://doi.org/10.1086/682903

Successful advocacy requires research. Advocacy organizations need to gather evidence to show the extent of a particular social problem, the lack of official response to the problem, and solutions that could be fostered from the ground up. The proces... Read More about Information Politics, Transnational Advocacy, and Education for All.

A cross-sectional study to explore the mediating effect of intrinsic aspiration on the association between unconditional positive self-regard and posttraumatic growth (2015)
Journal Article
Murphy, D., Demetriou, E., & Joseph, S. (in press). A cross-sectional study to explore the mediating effect of intrinsic aspiration on the association between unconditional positive self-regard and posttraumatic growth. Person-Centered and Experiential Psychotherapies, 14(3), https://doi.org/10.1080/14779757.2015.1051238

Person-centered psychotherapy is based on the growth paradigm of psychological distress. Person-centered therapy is, therefore, ideally placed to facilitate posttraumatic growth. There were two aims of this study. The first was to explore the associa... Read More about A cross-sectional study to explore the mediating effect of intrinsic aspiration on the association between unconditional positive self-regard and posttraumatic growth.

Expression polygons (2015)
Journal Article
Foster, C. (2015). Expression polygons. Journal of Mathematics Teacher Education, 109(1),

A problem-solving task can generate extensive opportunities for developing mathematical fluency in solving linear equations.

e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing? (2015)
Journal Article
Charteris, J., Quinn, F., Parkes, M., Fletcher, P., & Reyes, V. (2015). e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?. Journal of Learning Development in Higher Education, 9, 1-24

As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher education sett... Read More about e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?.