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Mathematics curriculum waves in vocational education (2021)
Journal Article
Dalby, D., & Noyes, A. (2021). Mathematics curriculum waves in vocational education. Oxford Review of Education, https://doi.org/10.1080/03054985.2021.1940913

Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focused attention on post-16 mathematics education, for example in the UK Government’s 2017 Industrial St... Read More about Mathematics curriculum waves in vocational education.

Using dialogic interventions to decrease children’s use of inappropriate teleological explanations (2021)
Journal Article
Halls, J. G., Ainsworth, S. E., & Oliver, M. C. (2021). Using dialogic interventions to decrease children’s use of inappropriate teleological explanations. International Journal of Science Education, https://doi.org/10.1080/09500693.2021.1936271

A belief in teleology is often suggested to be a barrier in children’s science education. Many studies have catalogued children’s use of teleological explanations, but fewer have developed approaches to tackle children’s use in scientific contexts. T... Read More about Using dialogic interventions to decrease children’s use of inappropriate teleological explanations.

The evolution of mental health in schools: where from, where next? (2021)
Journal Article
Winship, G. (2021). The evolution of mental health in schools: where from, where next?. Cambridge Journal of Education, 1-18. https://doi.org/10.1080/0305764x.2021.1891204

The current agenda for mental health in schools is considered in relation to the concept of mental health and how it has been iterated in schools in the UK. Key contributions from education pioneers are outlined, providing a time line for the first h... Read More about The evolution of mental health in schools: where from, where next?.

Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism (2021)
Conference Proceeding
Standen, P. J., Brown, D. J., Kwiatkowska, G. M., Belmonte, M. K., Galvez Trigo, M. J., Boulton, H., …Traversi, M. (in press). Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism. In J. Schwarz, & R. A. Sottilare (Eds.), Adaptive Instructional Systems. Design and Evaluation : Third International Conference, AIS 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I. https://doi.org/10.1007/978-3-030-77857-6

Adoption of e-learning for those with special needs lags that for mainstream learners. Not much is known about barriers and facilitators that drive this disparity. The present study used focus groups and interviews to collect the views of 21 teachers... Read More about Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism.

Why is school-to-school collaboration important and how can we make it work? (2021)
Book Chapter
Greany, T. (2021). Why is school-to-school collaboration important and how can we make it work?. In Connecting Classrooms: Unlocking a world of potential - Leading the way (25-32). London: British Council

Networks, collaborations and partnerships between schools can take multiple forms and achieve multiple objectives. This can make them hard to make sense of – and even harder to lead and manage. Nevertheless, this chapter argues that policy makers sho... Read More about Why is school-to-school collaboration important and how can we make it work?.

School System Governance And The Implications For Schools (2020)
Book Chapter
Greany, T., & Higham, R. (in press). School System Governance And The Implications For Schools. In School Leadership and Education System Reform. (2nd). London: Bloomsbury Publishing

Conservative-led governments in power since 2010 have introduced a range of reforms in England, including a rapid expansion in the number of academies and Multi-Academy Trusts, the roll back of Local Authorities and the encouragement of new school-to... Read More about School System Governance And The Implications For Schools.

Leading Curriculum Development (2020)
Book Chapter
Greany, T. (in press). Leading Curriculum Development. In School Leadership and Education System Reform. (2nd). London: Bloomsbury Publishing

The importance of leadership in shaping and developing the curriculum in schools is widely recognized. However, despite this recognition of the need for school leaders to be, inter alia, curriculum leaders, there is surprisingly little robust resear... Read More about Leading Curriculum Development.

Leadership And School Improvement In Multi-Academy Trusts (2020)
Book Chapter
Greany, T., & McGinity, R. (in press). Leadership And School Improvement In Multi-Academy Trusts. In School Leadership and Education System Reform. (2nd). London: Bloomsbury Publishing

The focus in this chapter is on leadership and improvement in Multi-Academy Trusts (MATs) in England, informed by findings from a mixed methods study by the authors (Greany, 2018). The chapter aims to: • Summarize the key features and evolution of... Read More about Leadership And School Improvement In Multi-Academy Trusts.

Introduction: School leadership and education system reform (2020)
Book Chapter
Greany, T., & Earley, P. (in press). Introduction: School leadership and education system reform. In School leadership and education system reform. (2nd). London: Bloomsbury Publishing

This second edition of School Leadership and Education System Reform includes contributions from a range of academics, policy makers and practitioners. It focuses on developments in England and addresses four questions: i) how can school leaders sha... Read More about Introduction: School leadership and education system reform.

Googling inclusive education: a critical visual analysis (2020)
Journal Article
Walton, E., & Dixon, K. (2020). Googling inclusive education: a critical visual analysis. Discourse, https://doi.org/10.1080/01596306.2020.1819203

Inclusive education is a global rights-based response to educational exclusion. It is communicated through a range of modalities, but analysis predominantly focuses on discourses constituted in written texts. Systematic research is needed to understa... Read More about Googling inclusive education: a critical visual analysis.

Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism (2020)
Book Chapter
Greany, T. (2020). Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism. In School peer review for educational improvement and accountability: Theory, practice and policy implications (71-94). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-48130-8_4

Peer reviews are not compulsory for schools in England, but they have become increasingly common in recent years. There is no single model for how peer reviews operate, but they generally involve staff from at least one other school in reviewing pra... Read More about Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism.

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses (2020)
Journal Article
Diery, A., Vogel, F., Knogler, M., & Seidel, T. (2020). Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses. Frontiers in Education, 5, https://doi.org/10.3389/feduc.2020.00062

Teacher educators are encouraged to promote evidence-based practice in teaching and to use evidence for their own teaching. In the present study, teacher educators' attitudes, perceived challenges, and uses regarding evidence-based practice are descr... Read More about Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses.

Fight the Power! Games, Thermostats, and the Energy Patriarchy (2020)
Journal Article
Horn, M., Davis, P., Banerjee, A., & Stevens, R. (2020). Fight the Power! Games, Thermostats, and the Energy Patriarchy. International Journal of Designs for Learning, 11(2), 118-129. https://doi.org/10.14434/ijdl.v11i2.26100

Confronting issues of global climate change will require creative approaches to energy consumption across a range of human activities. This design case looks at the evolution of a physical/digital hybrid board game that we created to encourage famili... Read More about Fight the Power! Games, Thermostats, and the Energy Patriarchy.

The doing of ethnographies of eating: writing, observing, and eating chip butties during ethnographic research in primary schools in England (2020)
Journal Article
Earl, L. (2020). The doing of ethnographies of eating: writing, observing, and eating chip butties during ethnographic research in primary schools in England. International Journal of Qualitative Studies in Education, 1-16. https://doi.org/10.1080/09518398.2020.1761476

This paper explores the experience of researching food in schools. Food is personal. It is an ingested symbol of culture, family, tradition, ethnicity... What does this mean as a researcher? How do we navigate food relationships? How is this relation... Read More about The doing of ethnographies of eating: writing, observing, and eating chip butties during ethnographic research in primary schools in England.

A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study (2020)
Journal Article
Arakawa, N., Bruno, A., & Bates, I. (2020). A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study. INNOVATIONS in Pharmacy, 11(1), https://doi.org/10.24926/iip.v11i1.2093

Background: Time-tabled curricular contents and syllabi reflect the actual delivery of the academic programme and one of key quality components in healthcare professional education. There is a need of global evidence base of Initial Pharmacy Educatio... Read More about A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study.

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.

Approaches to scaling innovations across schools: an analysis of key theories and models (2019)
Book Chapter
Greany, T. (2019). Approaches to scaling innovations across schools: an analysis of key theories and models. In Encyclopaedia of Educational InnovationSpringer. https://doi.org/10.1007/978-981-13-2262-4_68-1

The question of how to scale up successful innovations remains a key challenge for policy and practice in education (Hall, 2013). This article outlines three established ‘schools of thought’ around how to scale up successful innovations. The first... Read More about Approaches to scaling innovations across schools: an analysis of key theories and models.

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. (2020). 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, 23(2), 79–91. 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.

Distributed leadership and the Malaysia Education Blueprint: from prescription to partial school-based enactment in a highly centralised context (2019)
Journal Article
Bush, T., & Ng Yoon Mooi, A. (2019). Distributed leadership and the Malaysia Education Blueprint: from prescription to partial school-based enactment in a highly centralised context. Journal of Educational Administration, 57(3), 279-295. https://doi.org/10.1108/JEA-11-2018-0206

Purpose The purpose of the paper is to present and discuss the findings from research on the relationship between leadership theory and policy reform in Malaysia. The research was conducted in two dissimilar Malaysian states. Research Design... Read More about Distributed leadership and the Malaysia Education Blueprint: from prescription to partial school-based enactment in a highly centralised context.