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Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools (2018)
Book Chapter
Whiteoak, D., & Thomson, P. (2018). Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools. In R. McGinity, S. J. Courtney, & H. M. Gunter (Eds.), Educational Leadership: Theorising Professional Practice in Neoliberal Times. Abingdon, Oxfordshire, UK: Routledge

Understanding why headteachers leave their posts and leave headship before retirement is crucial to limit the haemorrhaging of headteachers from the system. We utilise the communities of practice framework to examine the identity work of Anglican hea... Read More about Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools.

Mutality in psychotherapy: a meta-analysis and meta-synthesis (2018)
Journal Article
Cornelius-White, J., Kanamori, Y., Murphy, D., & Tickle, M. (2018). Mutality in psychotherapy: a meta-analysis and meta-synthesis. Journal of Psychotherapy Integration, 28(4), 489-504. https://doi.org/10.1037/int0000134

This manuscript presents a systematic review of mutuality in psychotherapy, including meta-analysis of quantitative and meta-synthesis of qualitative studies. A search with specified keyword combinations yielded 21 studies, including 10 quantitative... Read More about Mutality in psychotherapy: a meta-analysis and meta-synthesis.

Barriers to the inclusion of refugee and asylum-seeking children in schools in England (2018)
Journal Article
McIntyre, J., & Hall, C. (2020). Barriers to the inclusion of refugee and asylum-seeking children in schools in England. Educational Review, 72(5), 583-600. https://doi.org/10.1080/00131911.2018.1544115

© 2018, © 2018 Educational Review. This article reports a study of the barriers faced by headteachers seeking to include young asylum seekers and refugees into secondary schools in England. We trace the new discourses and assemblages of authority cre... Read More about Barriers to the inclusion of refugee and asylum-seeking children in schools in England.

Active financial analysis: Stimulating engagement using Bloomberg for introductory finance students (2018)
Journal Article
McCann, M., & Russon, J. (2019). Active financial analysis: Stimulating engagement using Bloomberg for introductory finance students. International Review of Economics Education, 30, 1-11. https://doi.org/10.1016/j.iree.2018.12.001

There is increasing interest in the adoption of real-world interactive and participative learning techniques within economics and finance teaching through the use of trading room software. Previous research suggests that the integration of trading ro... Read More about Active financial analysis: Stimulating engagement using Bloomberg for introductory finance students.

Professional vision in fashion design: practices and views of teachers and learners (2018)
Journal Article
Caruso, V., Cattaneo, A., Gurtner, J., & Ainsworth, S. (2019). Professional vision in fashion design: practices and views of teachers and learners. Vocations and Learning, 12(1), 47–65. https://doi.org/10.1007/s12186-018-09216-7

Professional vision is a key skill in visually-oriented professions, but its relevance to vocational education and training has only drawn limited attention from researchers. When educating fashion designers, professional vision is vital because prec... Read More about Professional vision in fashion design: practices and views of teachers and learners.

Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University (2018)
Journal Article
Clark, T., & Hordósy, R. (2019). Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University. Sociological Research Online, 24(3), 353-369. https://doi.org/10.1177/1360780418811971

© The Author(s) 2018. In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by inc... Read More about Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University.

Perceived posttraumatic growth and depreciation after spinal cord injury: actual or illusory? (2018)
Journal Article
Kunz, S., Joseph, S., Greyhand, S., & Peter, C. (2018). Perceived posttraumatic growth and depreciation after spinal cord injury: actual or illusory?. Health Psychology, 38(1), 53-62. https://doi.org/10.1037/hea0000676

Objective: This study examined whether retrospective reports of posttraumatic growth (PTG) and depreciation (PTD) of individuals recently diagnosed with a spinal cord injury (SCI) coincide with prospectively measured changes in the conceptually close... Read More about Perceived posttraumatic growth and depreciation after spinal cord injury: actual or illusory?.

Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges (2018)
Journal Article
Greany, T. (2018). Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges. Cylchgrawn Addysg Cymru / Wales Journal of Education, 20(2), 63-98. https://doi.org/10.16922/wje.20.2.5

The contribution that school leadership can make to school and teacher quality - and thereby to pupil learning - is widely recognised. Pressures on school leaders have increased in recent years, as a result of increased accountability and higher expe... Read More about Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges.

Critique and possibility in cultural sociology (2018)
Book Chapter
Weiss-Hanrahan, N., & Amsler, S. (2018). Critique and possibility in cultural sociology. In L. Grindstaff, M. M. Lo, & J. R. Hall (Eds.), Routledge handbook of cultural sociology, 64-72. Taylor & Francis (Routledge)

Critique and judgment were once regarded as the distinguishing features of an emancipatory social science, yet their role in the study of culture has become contested in recent years. Cultural sociologists became disenchanted with critical theory in... Read More about Critique and possibility in cultural sociology.

Thinking about the school most of the time: studio as generative metaphor for critical reflection (2018)
Journal Article
Thomson, P. (2018). Thinking about the school most of the time: studio as generative metaphor for critical reflection. Journal of Educational Administration and History, doi:10.1080/00220620.2018.1536039

Busy leaders need time to reflect and renew. They need to consider the particularities of their school and the ways in which they can work with others in the school community to address pressing issues, as well as to make future plans. The metaphor o... Read More about Thinking about the school most of the time: studio as generative metaphor for critical reflection.

What interdependence can tell us about collaborative learning: a statistical and psychological perspective (2018)
Journal Article
Schnaubert, L., & Bodemer, D. (2018). What interdependence can tell us about collaborative learning: a statistical and psychological perspective. Research and Practice in Technology Enhanced Learning, 13, Article 16. https://doi.org/10.1186/s41039-018-0084-x

When learning collaboratively, learners interact and communicate transactively. Interventions to foster collaborative learning frequently target such interactive processes and thus may drastically change how learners engage with and thus influence ea... Read More about What interdependence can tell us about collaborative learning: a statistical and psychological perspective.

Focusing manner and posttraumatic growth (2018)
Journal Article
Zwiercan, A., & Joseph, S. (2018). Focusing manner and posttraumatic growth. Person-Centered and Experiential Psychotherapies, 17(3), 191-200. https://doi.org/10.1080/14779757.2018.1517659

© 2018, © 2018 World Association for Person-Centered & Experiential Psychotherapy & Counseling. Recent scholarship in the person-centered experiential (PCE) approach has theorized how organismic valuing might be an important process factor in the... Read More about Focusing manner and posttraumatic growth.

Therapist empathy and client outcome: an updated meta-analysis (2018)
Journal Article
Elliott, R., Bohart, A. C., Watson, J. C., & Murphy, D. (2018). Therapist empathy and client outcome: an updated meta-analysis. Psychotherapy, 55(4), 399-410. https://doi.org/10.1037/pst0000175

Put simply, empathy refers to understanding what another person is experiencing or trying to express. Therapist empathy has a long history as a hypothesized key change process in psychotherapy. We begin by discussing definitional issues and presentin... Read More about Therapist empathy and client outcome: an updated meta-analysis.

After the genocide in Rwanda: humanistic perspectives on social processes of post-conflict posttraumatic growth (2018)
Journal Article
Joseph, S. (2018). After the genocide in Rwanda: humanistic perspectives on social processes of post-conflict posttraumatic growth. Humanistic Psychologist, 46(3), 245-257. https://doi.org/10.1037/hum0000088

The aim was to contribute to an understanding of social processes of post-conflict healing, reconciliation and development, by reflecting on what lessons might be taken from posttraumatic growth research to inform trauma practitioners and researchers... Read More about After the genocide in Rwanda: humanistic perspectives on social processes of post-conflict posttraumatic growth.