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All Outputs (1040)

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.

Classroom Talk in Practice: Teachers' Experiences of Oracy in Action (2022)
Book
Knight, R. (2022). Classroom Talk in Practice: Teachers' Experiences of Oracy in Action. Open University Press

Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers... Read More about Classroom Talk in Practice: Teachers' Experiences of Oracy in Action.

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.

Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe (2022)
Report
(2022). Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe. British Academy

Contents: Disabled refugees students included and visible in education: challenges and opportunities in three African countries: South Africa case report / Nicole De-Wet Billings, Khuthala Mabetha -- Disabled refugees students included and visible in... Read More about Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe.

School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context (2022)
Book Chapter
Greany, T., & Armstrong, P. (2022). School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context. In P. Armstrong, & C. Brown (Eds.), School to School Collaboration: Learning Across International Contexts. London: Emerald

This chapter explores school-to-school collaboration via Teaching School Alliances (TSAs) in one locality in England, drawing on governance theory (Bevir, 2011) - specifically hierarchy, markets and networks (Tenbensel, 2015). It focuses on three TSA... Read More about School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context.

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.

Conclusion: Pedagogical Responsiveness for Global Futures (2022)
Book Chapter
Osman, R., & Walton, E. (2022). Conclusion: Pedagogical Responsiveness for Global Futures. In E. Walton, & R. Osman (Eds.), Pedagogical responsiveness for complex contexts (181-193). Springer. https://doi.org/10.1007/978-3-031-12718-2_11

This concluding chapter draws together ideas from the book and opens provocations for thinking towards shared global futures. These futures are shown to be complex, requiring pedagogies that are responsive by being both reactive and anticipatory. The... Read More about Conclusion: Pedagogical Responsiveness for Global Futures.

Pedagogical Responsiveness in Complex Contexts (2022)
Book Chapter
Walton, E., & Osman, R. (2022). Pedagogical Responsiveness in Complex Contexts. In E. Walton, & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (1-20). Springer. https://doi.org/10.1007/978-3-031-12718-2_1

Responsiveness and complexity are familiar terms in pandemic times. When applied to education, they take on particular meanings separately and in combination. This chapter shows education complexified by a number of factors, including governance and... Read More about Pedagogical Responsiveness in Complex Contexts.

The impact of COVID‐19 on A Level exams in England: Students as consumers (2022)
Journal Article
Bhopal, K., & Myers, M. (2023). The impact of COVID‐19 on A Level exams in England: Students as consumers. British Educational Research Journal, 49(1), 142-157. https://doi.org/10.1002/berj.3834

The recent global outbreak of the COVID-19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced... Read More about The impact of COVID‐19 on A Level exams in England: Students as consumers.