All Outputs (1037)

Decolonising (through) inclusive education? (2018)
Journal Article
Walton, E. (in press). Decolonising (through) inclusive education?. https://doi.org/10.17159/2221-4070/2018/v7i0a3

Inclusive education seeks to reduce exclusion from and within schools, and to secure participation and learning success for all. Its origins are in countries of the Global North, and countries of the Global South, like South Africa, have been relativ... Read More about Decolonising (through) inclusive education?.

Exploring computational thinking through collaborative problem solving and audio puzzles (2018)
Conference Proceeding
Jordan-Douglass, A., Kumar, V., & Woods, P. J. (2018). Exploring computational thinking through collaborative problem solving and audio puzzles. In IDC '18: Proceedings of the 17th ACM Conference on Interaction Design and Children (513–516). https://doi.org/10.1145/3202185.3210766

Early risk factors for depression, anxiety and post-traumatic distress after hospital admission for unintentional injury: multicentre cohort study (2018)
Journal Article
Kendrick, D., Baker, R., Hill, T., Beckett, K., Coupland, C., Kellezi, B., …Morriss, R. (2018). Early risk factors for depression, anxiety and post-traumatic distress after hospital admission for unintentional injury: multicentre cohort study. Journal of Psychosomatic Research, 112, 15-24. https://doi.org/10.1016/j.jpsychores.2018.06.008

Objective: To quantify psychological morbidity and identify baseline factors associated with depression, anxiety and post-traumatic distress symptoms up to 12 months post-injury. Methods: Multicentre cohort study of 668 adults, aged 16 to 70,... Read More about Early risk factors for depression, anxiety and post-traumatic distress after hospital admission for unintentional injury: multicentre cohort study.

Move over Nelly: lessons from 30 years of employment-based initial teacher education in England (2018)
Journal Article
Youens, B., Smethem, L., & Simmons, M. (in press). Move over Nelly: lessons from 30 years of employment-based initial teacher education in England. Teachers and Teaching: Theory and Practice, 24(7), https://doi.org/10.1080/13540602.2018.1481025

Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to... Read More about Move over Nelly: lessons from 30 years of employment-based initial teacher education in England.

Coping and posttraumatic growth: a longitudinal comparison of two alternative views (2018)
Journal Article
Kunz, S., Joseph, S., Geyh, S., & Peter, C. (2018). Coping and posttraumatic growth: a longitudinal comparison of two alternative views. Rehabilitation Psychology, 63(2), 240-249. https://doi.org/10.1037/rep0000205

Purpose: The current study aimed to examine two possible explanations for why higher levels of posttraumatic growth (PTG) were repeatedly found to be predicted by both approach - and avoidance - oriented coping, focusing on individuals recently diagn... Read More about Coping and posttraumatic growth: a longitudinal comparison of two alternative views.

Five years of WPREU - Critical reflections on evaluation, policy and practice in widening participation and student success (2018)
Book
Crockford, J., Baker, Z., Brown, G., Hordosy, R., Linskill, S., & Miller, M. (2018). Five years of WPREU - Critical reflections on evaluation, policy and practice in widening participation and student success. University of Sheffield

Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university (2018)
Journal Article
Hordósy, R., & Clark, T. (2019). Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university. Social Policy and Administration, 53(5), 761-775. https://doi.org/10.1111/spol.12410

© 2018 John Wiley & Sons Ltd Drawing on a thematic analysis of longitudinal qualitative data (ntotal=118), this article takes a “whole student lifecycle” approach to examine how lower and higher income students at an English northern red brick univ... Read More about Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university.

Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory (2018)
Journal Article
Joseph, S. (in press). Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory. Coaching: An International Journal of Theory, Research and Practice, https://doi.org/10.1080/17521882.2018.1478438

The aim is to discuss the issue of executive career derailment in relation to posttraumatic stress disorder (PTSD) and the developing field of posttraumatic growth (PTG). There is much research on PTSD and PTG in a variety of contexts but as yet they... Read More about Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory.

Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose (2018)
Journal Article
Burkhardt, H., & Schoenfeld, A. (2018). Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose. ZDM, 50(4), https://doi.org/10.1007/s11858-018-0937-1

This paper begins with a brief overview of literature indicating that, although there have been significant advances in the field’s capacity to conduct both formative and summative assessments over the past decades, those advances have not been match... Read More about Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose.

Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile (2018)
Journal Article
Montecinos, C., Bush, T., & Aravena, F. (2018). Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile. International Journal of Educational Development, 62, https://doi.org/10.1016/j.ijedudev.2018.04.004

This article identifies the main problems experienced by two groups of Chilean school principals in a succession process. Problems reported by novice public school principals (n=94) were compared to those reported by their more experienced peers (n=... Read More about Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile.

Mobilising different conversations about global justice in education: toward alternative futures in uncertain times (2018)
Journal Article
Andreotti, V., Stein, S., Sutherland, A., Pashby, K., Susa, R., & Amsler, S. (2018). Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensib... Read More about Mobilising different conversations about global justice in education: toward alternative futures in uncertain times.

Being a ‘backward traveller’: the politics of life history (2018)
Journal Article
Clancy, S. (2018). Being a ‘backward traveller’: the politics of life history. Post-16 Educator, 19-20

Sharon Clancy discusses how oral history approaches can be applied to both historical and contemporary research.

Economic theory, neoliberalism and the interests of educators (2018)
Journal Article
Hodge, S., Holford, J., Milana, M., Waller, R., & Webb, S. (2018). Economic theory, neoliberalism and the interests of educators. International Journal of Lifelong Education, 37(3), 279-282. https://doi.org/10.1080/02601370.2018.1484009

Restructuring teacher education in the UK: Insights into the future (2018)
Book Chapter
McIntyre, J. (2018). Restructuring teacher education in the UK: Insights into the future. In A. R. Simões, M. Lourenço, & N. Costa (Eds.), Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future(1). Taylor & Francis (Routledge)

New lands, new languages: navigating intersectionality in school leadership (2018)
Journal Article
Fuller, K. (2018). New lands, new languages: navigating intersectionality in school leadership. Frontiers in Education, 3, Article 25. https://doi.org/10.3389/feduc.2018.00025

In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and... Read More about New lands, new languages: navigating intersectionality in school leadership.

Group awareness tools for computer-supported collaborative learning (2018)
Book Chapter
Bodemer, D., Janssen, J., & Schnaubert, L. (2018). Group awareness tools for computer-supported collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (351-358). Routledge. https://doi.org/10.4324/9781315617572

The past decade has seen tremendous growth in the instructional use of digital games in K-16 education. While most attention has focused on approaches of playing games for learning, making games for learning is now seen as an equally promising approa... Read More about Group awareness tools for computer-supported collaborative learning.

Teach First organisational discourse: what are Teach First teachers really being trained for? (2018)
Journal Article
Elliott, J. (2018). Teach First organisational discourse: what are Teach First teachers really being trained for?. Power and Education, 10(3), 264-274. https://doi.org/10.1177/1757743818771393

This paper considers the networked nature of Teach First in order to illustrate the different business, philanthropic and educational agents that have a vested interest in the organisation. It also reflects on Teach First’s strategic positioning with... Read More about Teach First organisational discourse: what are Teach First teachers really being trained for?.

En búsqueda de la relevancia del G-77 y China para América Latina y el Caribe: diez tesis sobre la cooperación Sur-Sur en el siglo XXI (2018)
Journal Article
Muhr, T. (2018). En búsqueda de la relevancia del G-77 y China para América Latina y el Caribe: diez tesis sobre la cooperación Sur-Sur en el siglo XXI

Este artículo persigue dos objetivos interrelacionados que se basan en una revisión de la literatura académica del pasado y presente de la Cooperación Sur-Sur (CSS): primero, contrarresta el sesgo eurocéntrico en la producción de conocimiento sobre l... Read More about En búsqueda de la relevancia del G-77 y China para América Latina y el Caribe: diez tesis sobre la cooperación Sur-Sur en el siglo XXI.

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? (2018)
Journal Article
Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500. https://doi.org/10.1080/00131911.2018.1441127

This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidence-informed policy makers, school leaders and teachers are becoming increasingly research literate and have ready access to a... Read More about Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?.

Mathematics education policy enactment in England’s Further Education Colleges (2018)
Journal Article
Dalby, D., & Noyes, A. (2018). Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70(4), 564-580. https://doi.org/10.1080/13636820.2018.1462245

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considera... Read More about Mathematics education policy enactment in England’s Further Education Colleges.