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All Outputs (64)

Posttraumatic growth as a process and an outcome: Vexing problems and paradoxes seen from the perspective of humanistic psychology (2019)
Journal Article
Joseph, S. (2019). Posttraumatic growth as a process and an outcome: Vexing problems and paradoxes seen from the perspective of humanistic psychology. Humanistic Psychologist, 49(2), 219-239. https://doi.org/10.1037/hum0000156

The aim of this article is to discuss the concept of posttraumatic growth (PTG) from the perspective of humanistic psychology. Research findings in PTG have posed what seem to be challenging theoretical questions. Questions that seem perplexing or pa... Read More about Posttraumatic growth as a process and an outcome: Vexing problems and paradoxes seen from the perspective of humanistic psychology.

Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein (2019)
Journal Article
Katartzi, E., & Hayward, G. (2020). Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein. British Journal of Sociology of Education, 41(3), 299-314. https://doi.org/10.1080/01425692.2019.1707065

In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’s theoretical approaches with the view to attend to t... Read More about Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein.

The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019)
Journal Article
Oliver, M., McConney, A., & Woods-McConney, A. (2021). The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015. Research in Science Education, 51, 595-616 . https://doi.org/10.1007/s11165-019-09901-0

© 2019, The Author(s). This study is a comparative analysis of 15-year-old students’ scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across... Read More about The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015.

Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting (2019)
Journal Article
Beaumont, R. B., Smith-Merry, J., Costley, D., Howlin, P., Sofronoff, K., Roberts, J., …Einfeld, S. L. (2019). Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting. International Journal of Special Education, 34(1), 95-108

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. Ho... Read More about Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting.

Place and student subjectivities in Higher Education ‘cold spots’ (2019)
Journal Article
Henderson, H. (2020). Place and student subjectivities in Higher Education ‘cold spots’. British Journal of Sociology of Education, 41(3), 331-345. https://doi.org/10.1080/01425692.2019.1703646

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experience... Read More about Place and student subjectivities in Higher Education ‘cold spots’.

How international students of colour become Black: a story of whiteness in English higher education (2019)
Journal Article
Madriaga, M., & McCaig, C. (2022). How international students of colour become Black: a story of whiteness in English higher education. Teaching in Higher Education, 27(1), 84-98. https://doi.org/10.1080/13562517.2019.1696300

This article highlights how international students of colour are racialised in English higher education. Key performance indicators of racial inequality in the sector like achievement outcomes currently discount experiences of international students... Read More about How international students of colour become Black: a story of whiteness in English higher education.

Group awareness information to support academic help-seeking (2019)
Conference Proceeding
Schlusche, C., Schnaubert, L., & Bodemer, D. (2019). Group awareness information to support academic help-seeking. In 27th International Conference on Computers in Education. Conference Proceedings Volume 1 (131-140)

Students are expected to deal with complex learning material, that regularly challenges their learning processes especially in the first semester. When students ask peers for explanations, they apply a functional learning strategy, known as academic... Read More about Group awareness information to support academic help-seeking.

Cognitive group awareness tools: Versatile devices to guide learners towards discrepancies (2019)
Conference Proceeding
Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (2019). Cognitive group awareness tools: Versatile devices to guide learners towards discrepancies. In 27th International Conference on Computers in Education conference proceedings (158-164)

Collaborative practices cover a vast variety of contexts and educational goals. Despite these differences, most means of support draw on between- and within-learner discrepancies as driving forces of individual and collaborative learning. These discr... Read More about Cognitive group awareness tools: Versatile devices to guide learners towards discrepancies.

This Time from Africa: Developing a Relational Approach to Values-Driven Leadership (2019)
Journal Article
Pérezts, M., Russon, J., & Painter, M. (2020). This Time from Africa: Developing a Relational Approach to Values-Driven Leadership. Journal of Business Ethics, 161(4), 731–748. https://doi.org/10.1007/s10551-019-04343-0

The importance of relationality in ethical leadership has been the focus of recent attention in business ethics scholarship. However, this relational component has not been sufficiently theorized from different philosophical perspectives, allowing s... Read More about This Time from Africa: Developing a Relational Approach to Values-Driven Leadership.

Cumulative knowledge-building for inclusive education in initial teacher education (2019)
Journal Article
Walton, E., & Rusznyak, L. (2020). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, 43(1), 18-37. https://doi.org/10.1080/02619768.2019.1686480

Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impac... Read More about Cumulative knowledge-building for inclusive education in initial teacher education.

Internationalisation of Higher Education and National Development: The Case of Zimbabwe (2019)
Journal Article
McGrath, S., Thondhlana, J., & Garwe, E. (2021). Internationalisation of Higher Education and National Development: The Case of Zimbabwe. Compare: A Journal of Comparative and International Education, 51(6), 881-900. https://doi.org/10.1080/03057925.2019.1684241

The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand... Read More about Internationalisation of Higher Education and National Development: The Case of Zimbabwe.

Vocational education and training for African development: a literature review (2019)
Journal Article
McGrath, S., Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., …Russon, J. (2019). Vocational education and training for African development: a literature review. Journal of Vocational Education and Training, 72(4), 465-487. https://doi.org/10.1080/13636820.2019.1679969

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developi... Read More about Vocational education and training for African development: a literature review.

NCOP: end of phase one report for the national formative and impact evaluations (2019)
Report
Bowes, L., Tazzyman, S., Sandhu, J., Moreton, R., Birkin, G., McCaig, C., …Wright, H. (2019). NCOP: end of phase one report for the national formative and impact evaluations. Office for Students

This report presents the findings from the national formative and impact evaluations of phase one of the National Collaborative Outreach Programme (NCOP), which ended in July 2019.

Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China (2019)
Journal Article
Xu, Y. (2020). Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China. Early Years, 40(1), 109-124. https://doi.org/10.1080/09575146.2019.1683816

This paper discusses whether practitioners’ gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men’s participation can improve gender diversity in EYEC. It draws on po... Read More about Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China.

An inheritance of exclusion: Roma education, genetics and the turn to biosocial solutions (2019)
Journal Article
Myers, M. (2020). An inheritance of exclusion: Roma education, genetics and the turn to biosocial solutions. Research in Education, 107(1), 55-71. https://doi.org/10.1177/0034523719880205

Since the 1990s an increasing body of genetic studies of Roma people has been conducted and used to understand their lives. This includes research on health issues such as genetic predispositions to obesity or high cholesterol levels and the migratio... Read More about An inheritance of exclusion: Roma education, genetics and the turn to biosocial solutions.

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice (2019)
Journal Article
Day, C. (2020). How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice. British Educational Research Journal, 46(1), 247-264. https://doi.org/10.1002/berj.3577

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2, 2015, 20) within a push to impr... Read More about How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice.

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study (2019)
Journal Article
Daly, M., & Corcoran, R. P. (2019). Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study. Journal of Research in Personality, 83, 1-5. https://doi.org/10.1016/j.jrp.2019.103881

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery o... Read More about Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study.

Professional learning through collaborative research in mathematics (2019)
Journal Article
Dalby, D. (2019). Professional learning through collaborative research in mathematics. Professional Development in Education, 47(4), 710-724. https://doi.org/10.1080/19415257.2019.1665571

In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observatio... Read More about Professional learning through collaborative research in mathematics.