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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, doi: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.

This Time from Africa: Developing a Relational Approach to Values-Driven Leadership (2019)
Journal Article
Pérezts, M., Russon, J., & Painter, M. (2019). This Time from Africa: Developing a Relational Approach to Values-Driven Leadership. Journal of Business Ethics, 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. (2019). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, 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. (2019). Internationalisation of Higher Education and National Development: The Case of Zimbabwe. Compare: A Journal of Comparative and International Education, 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, https://doi.org/10.1080/13636820.2019.1679969

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development... Read More about Vocational education and training for African development: a literature review.

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice (2019)
Journal Article
Day, C. (2019). How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice. British Educational Research Journal, 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, 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.

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success (2019)
Journal Article
Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., …Sweller, N. (2019). A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success. Research in Autism Spectrum Disorders, 68, https://doi.org/10.1016/j.rasd.2019.101452

Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia s... Read More about A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success.

The education of children with disabilities in South African online news reports (2019)
Book Chapter
Walton, E., & McKenzie, J. (in press). The education of children with disabilities in South African online news reports. In Other Bodies: Disability, Media, and RepresentationsTaylor & Francis (Routledge)

Many disabled children are not attending schools in South Africa, despite policies that promote inclusive education. Quite often, online news articles (re)visit this topic. Using a critical literacy approach, and informed by critical disability studi... Read More about The education of children with disabilities in South African online news reports.

Developing standards for inclusive teaching in South Africa: a dilemma analysis (2019)
Journal Article
Walton, E., & Rusznyak, L. (2019). Developing standards for inclusive teaching in South Africa: a dilemma analysis. Southern African Review of Education, 25(1), 89-106

As inclusive education has gained traction internationally, there has been a demand for teachers who are equipped to teach diverse learners. This has led to attempts to capture the competences of inclusive teachers in scholarly literature and in the... Read More about Developing standards for inclusive teaching in South Africa: a dilemma analysis.

Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood (2019)
Journal Article
Smith, H. V. (2019). Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood. European Early Childhood Education Research Journal, 27(5), 1-13. doi:10.1080/1350293x.2019.1651971

At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein’s concepts of visible and invisible pedagogies to reveal how mothers receive ‘suppo... Read More about Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood.

Educational policy-making and hegemony: monolithic voices from civil society (2019)
Journal Article
McGrath, S., Karlidag-Dennis, E., & Stevenson, H. (2019). Educational policy-making and hegemony: monolithic voices from civil society. British Journal of Sociology of Education, 1-16. doi:10.1080/01425692.2019.1647091

This article discusses the changes in basic education in Turkey, with a particular focus on religious education and its ramifications for the education system. The latest education reform, 4+4+4 (or 4+), the largest education reform in recent Turkish... Read More about Educational policy-making and hegemony: monolithic voices from civil society.

Competing inequalities: gender versus race in higher education institutions in the UK (2019)
Journal Article
Bhopal, K., & Henderson, H. (2019). Competing inequalities: gender versus race in higher education institutions in the UK. Educational Review, 1-17. doi:10.1080/00131911.2019.1642305

This article explores findings from two projects that explore the impacts and institutional experiences of the Athena SWAN (ASC) and Race Equality (REC) Charter Marks in UK universities. The article offers an important, timely and original insight in... Read More about Competing inequalities: gender versus race in higher education institutions in the UK.

Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit (2019)
Journal Article
Costley, D., Macdonald, L., Trembath, D., Ashburner, J., Haas, K., & Keen, D. (2019). Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit. Journal of International Special Needs Education, https://doi.org/10.9782/17-00019

A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on-task and work independently in special-education settings. However, evidence of effectiveness does not ens... Read More about Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit.

Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality (2019)
Journal Article
Corcoran, R. P., O’Flaherty, J., Xie, C., & Cheung, A. C. (2019). Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality. Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100285

Responsible decision-making is a sub-domain of social emotional competence and develops through the educational process of social and emotional learning (SEL). The current review examines the relationship between decision-making, specifically, moral... Read More about Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality.

Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment (2019)
Journal Article
Romero-Ariza, M., Quesada, A., Abril, A. M., Sorensen, P., & Oliver, M. C. (2019). Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment. EURASIA Journal of Mathematics, Science and Technology Education, 16(1), 1-16. https://doi.org/10.29333/ejmste/109658

Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about tea... Read More about Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment.