Skip to main content

Research Repository

Advanced Search

All Outputs (1033)

Storytelling With Networks: Realizing the Explanatory Potential of Network Diagrams Through the Integration of Qualitative Data (2023)
Journal Article
Cowhitt, T., Greany, T., & Downey, C. (2023). Storytelling With Networks: Realizing the Explanatory Potential of Network Diagrams Through the Integration of Qualitative Data. International Journal of Qualitative Methods, 22, https://doi.org/10.1177/16094069231189369

Network visualizations are alluring yet deceptively difficult to interpret. This article demonstrates several strategies for integrating qualitative data into interactive network diagrams for the purposes of providing contextual information about act... Read More about Storytelling With Networks: Realizing the Explanatory Potential of Network Diagrams Through the Integration of Qualitative Data.

Predicting outcomes in sport and exercise science degrees: the effect of qualification pathways (2023)
Journal Article
Hastings, J., & Noyes, A. (2023). Predicting outcomes in sport and exercise science degrees: the effect of qualification pathways. Journal of Further and Higher Education, 47(10), 1337-1350. https://doi.org/10.1080/0309877X.2023.2244434

In the UK, most prospective university students study ‘traditional’ academic qualifications such as A-Levels. However, increasing numbers of students are entering UK higher education with 'non-traditional' or vocational qualifications. This has provo... Read More about Predicting outcomes in sport and exercise science degrees: the effect of qualification pathways.

Why inclusive education falters: A Bernsteinian analysis (2023)
Journal Article
Walton, E. (2023). Why inclusive education falters: A Bernsteinian analysis. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2023.2241045

The inclusive education policy agenda has not made a significant impact on the global problem of educational exclusion. Explanations for this lack of impact include inadequate teacher education, lack of resources, negative attitudes, and a policy-pra... Read More about Why inclusive education falters: A Bernsteinian analysis.

The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues (2023)
Journal Article
Woods, P. J. (2023). The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues. Teachers College Record, 125(6), 85-109. https://doi.org/10.1177/01614681231190498

Background: Within the body of literature on do-it-yourself (DIY) music scenes, researchers have routinely placed an emphasis on the role of material space in shaping the sociocultural and musical practices of punk music and other related genres. Sch... Read More about The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues.

Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis (2023)
Book Chapter
Swanson, D. M. (2023). Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (763-781). Switzerland: Springer. https://doi.org/10.1007/978-3-031-24420-9_43

The last decade has seen distinct ideological shifts in particular geopolitical contexts and in global/local relations across the globe, with increasing instability witnessed in social, political, ecological, material, and economic systems. Efforts t... Read More about Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis.

Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis (2023)
Journal Article
Greany, T., Cowhitt, T., & Downey, C. (2024). Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis. Journal of Educational Change, 25, 151-172. https://doi.org/10.1007/s10833-023-09485-7

Recent decades have seen a global shift in educational policy and practice towards various forms of ‘joining-up’, through partnerships and networks. These networks have differing aims but are broadly geared towards increasing quality and/or innovatio... Read More about Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis.

Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South (2023)
Book Chapter
Dixon, K. (2023). Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South. In C. Brock, B. Exley, & L. Rigney (Eds.), International Perspectives on Literacies, Diversities, and Opportunities for Learning: Critical Conversations. Routledge

In the first part of this chapter, the author applies the opportunities for learning (OfL) model to her research context in Limpopo, South Africa, drawing attention to the ways in which learning, literacies, dialogic encounters, and opportunities man... Read More about Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South.

How ‘global’ are sociology journals in the Web of Science database? Exploring journal aims, editorial board networks and authorship (2023)
Presentation / Conference
Brown, E., Vega Castillo, M. A., Lee, G., & Hordosy, R. (2023, June). How ‘global’ are sociology journals in the Web of Science database? Exploring journal aims, editorial board networks and authorship. Presented at Department of Sociology Seminar, Durham, UK

A knowledge hierarchy has long been present within the academic community dominated by producers, publishers and journals from western countries (Heilbron, 2014), whilst inequalities in who gets to edit and author have prompted calls for more inclusi... Read More about How ‘global’ are sociology journals in the Web of Science database? Exploring journal aims, editorial board networks and authorship.

Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion (2023)
Journal Article
Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2023). Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion. Qualitative Inquiry, 30(2), 204-211. https://doi.org/10.1177/10778004231176099

We, a diverse group of South African academics, study embodied reflexivity through poetry, and this article is an account of poetic inquiry inspired by assemblages created by the participants in a symposium, Object Inquiry for Social Cohesion in Publ... Read More about Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion.

Gendered experiences of refugee education in Europe: a scoping review protocol (2023)
Report
Aleghfeli, Y. K., Hunt, L., McIntyre, J., & Stone, C. (2023). Gendered experiences of refugee education in Europe: a scoping review protocol. Hub for Education for Refugees in Europe

This scoping review aims to explore the role of gender in refugees' education access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunit... Read More about Gendered experiences of refugee education in Europe: a scoping review protocol.

The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework (2023)
Report
Aleghfeli, Y. K., McIntyre, J., Hunt, L., & Stone, C. (2023). The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework. Hub for Education for Refugees in Europe

The Hub for Education for Refugees in Europe (HERE) provides a central reference point for information relating to refugee education throughout Europe in the form of a curated, searchable database of academic and non-academic resources on refugee edu... Read More about The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework.

A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils (2023)
Journal Article
Emerson, A., & Costley, D. (2023). A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils. Education Sciences, 13(6), Article 575. https://doi.org/10.3390/educsci13060575

In a typical school day, young people need to do many tasks which rely on the ability to predict. Since prediction underpins cognitive and social skills, difficulties with prediction lead to multiple challenges to learning. In this review, we conside... Read More about A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils.

Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa (2023)
Other
Ncube, S., Wilson, A., Petersen, L., Black, G. . F., Abrams, A., Carden, K., …Swanson, D. (2023). Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa

A significant percentage of the urban population in most low- and middle-income countries live in informal settlements. Due to poor quality housing, dense settlement patterns and lack of risk reducing infrastructure, informal settlements are least pr... Read More about Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa.

TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal (2023)
Journal Article
McGrath, S., & Russon, J. (2023). TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal. Southern African Journal of Environmental Education, 39, https://doi.org/10.4314/sajee.v39.03

Mainstream vocational education and training has been complicit in unsustainable practices due to its longstanding relationship with productivism, extractivism and colonialism. However, it is beginning to address the need to balance its dominant focu... Read More about TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal.

Generative AI: Implications and Applications for Education (2023)
Working Paper
Olga, A., Saini, A., Zapata, G., Searsmith, D., Cope, B., Kalantzis, M., …Polyxeni Kastania, N. Generative AI: Implications and Applications for Education

The launch of ChatGPT in November 2022 precipitated a panic among some educators while prompting qualified enthusiasm from others. Under the umbrella term Generative AI, ChatGPT is an example of a range of technologies for the delivery of computer-ge... Read More about Generative AI: Implications and Applications for Education.

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives (2023)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (2023). ‘Doing well’ and ‘being well’—secondary school teachers’ perspectives. British Educational Research Journal, 49(5), 987-1004. https://doi.org/10.1002/berj.3878

The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can... Read More about ‘Doing well’ and ‘being well’—secondary school teachers’ perspectives.

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties (2023)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2023). Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties. Active Learning in Higher Education, https://doi.org/10.1177/14697874231168343

Individual learning strategies evoke (meta-)cognitive processes that enable effective goal-directed learning. Peer-directed academic help-seeking may provide new information, but related interaction processes are challenging. Applying learning strate... Read More about Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties.

Developing Instructional Leadership in Tanzania: Impact of a British Council Initiative (2023)
Journal Article
Bush, T., & Anania, A. M. (2023). Developing Instructional Leadership in Tanzania: Impact of a British Council Initiative. Research in Educational Administration and Leadership, 8(2), 296-333. https://doi.org/10.30828/real.1247119

Instructional leadership is widely recognized as important for school improvement and a significant tool for creating an effective teaching and learning environment. The British Council is committed to promoting and developing instructional leadershi... Read More about Developing Instructional Leadership in Tanzania: Impact of a British Council Initiative.