Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems (2024)
Journal Article
Greany, T., Cowhitt, T., Noyes, A., Gripton, C., & Hudson, G. (2024). Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems. Journal of Educational Change, https://doi.org/10.1007/s10833-024-09508-x

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning (CDPL) by teachers is associated wi... Read More about Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems.

Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research (2023)
Journal Article
Maloy, L., & Thomson, P. (2023). Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research. International Journal of Art and Design Education, 42(3), 353-366. https://doi.org/10.1111/jade.12470

Art education has a range of purposes. Art is said to support students to explore, interpret, ask critical questions, communicate and realise ideas, experiment, take risks, collaborate, tell stories and/or engage in social and political actions. In t... Read More about Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research.

Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England (2023)
Report
Greany, T., Noyes, A., Gripton, C., Cowhitt, T., & Hudson, G. (2023). Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England. Wellcome

Ensuring that all teachers engage in high-quality Continuing Professional Development and Learning (CPDL) has long been a policy priority in school systems worldwide, given evidence that this can lead to improvements in teaching quality and, thereby,... Read More about Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England.

Mathematics in England’s further education colleges: who is teaching what, and why it matters (2022)
Journal Article
Noyes, A., Dalby, D., & Lavis, Y. (2022). Mathematics in England’s further education colleges: who is teaching what, and why it matters. Journal of Further and Higher Education, 46(10), 1347-1361. https://doi.org/10.1080/0309877X.2022.2075720

Improving mathematical skills is a priority in England, and a series of policy levers and government change projects have focused on improving mathematical outcomes in further education (FE) in recent years. Yet little is known about the mathematics... Read More about Mathematics in England’s further education colleges: who is teaching what, and why it matters.

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, Article 62. 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.

Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions (2019)
Journal Article
Hallewell, M., & Crook, C. (2020). Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions. Journal of Further and Higher Education, 44(4), 467-482. https://doi.org/10.1080/0309877X.2019.1579895

The PowerPoint assisted lecture (slide-lecture) is a common lecturing approach in Higher Education, in spite of much criticism of its use. Its popularity is facilitated by its affordances for multimodal instructional design, e.g. text with images and... Read More about Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions.

Teacher training bursaries in England: an analysis of their impact on the quantity and quality of trainees (2019)
Report
Noyes, A., Geppert, C., & Mcintyre, J. (2019). Teacher training bursaries in England: an analysis of their impact on the quantity and quality of trainees

Migrants in the labor market: implications for TVET (2019)
Book Chapter
Alla-Mensah, J., Fakoush, H., McGrath, S., & Wedekind, V. (2019). Migrants in the labor market: implications for TVET. In S. McGrath, M. Mulder, J. Papier, & R. Suart (Eds.), Handbook of vocational education and training: developments in the changing world of work (159-175). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-94532-3_114

Migration is increasingly being seen as a political challenge and, thus, a policy priority. Yet the integration of migrants into labor markets is a key element of the political contestations of migration. On the one hand, successful labor market inte... Read More about Migrants in the labor market: implications for TVET.

The pedagogical logics of arts-rich schools: a Bourdieusian analysis (2019)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2019). The pedagogical logics of arts-rich schools: a Bourdieusian analysis. British Journal of Sociology of Education, 40(2), 239-253. https://doi.org/10.1080/01425692.2018.1554474

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we... Read More about The pedagogical logics of arts-rich schools: a Bourdieusian analysis.

The social anatomy of 'collusion' (2019)
Journal Article
Crook, C., & Elizabeth, N. (2019). The social anatomy of 'collusion'. British Educational Research Journal, 45(2), 388-406. https://doi.org/10.1002/berj.3504

This paper offers a conceptual analysis of collusion, the often overlooked relative of plagiarism in debates on academic integrity. Considered as an inherently social phenomenon, we present the results of a systematic effort to understand the anatomy... Read More about The social anatomy of 'collusion'.

Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts (2018)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2020). Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts. Critical Studies in Education, 61(5), 545-560. https://doi.org/10.1080/17508487.2018.1525754

High school students are expected to make choices about which subjects they study. These choices are not completely open but steered by what is on offer, previous achievement and conversations with teachers, family and friends; choices are patterned... Read More about Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts.

Using personalized teaching and learning to improve clinical performance (2018)
Journal Article
Sandars, J., & Patel, R. (2018). Using personalized teaching and learning to improve clinical performance. British Journal of Hospital Medicine, 79(2), 102-105. https://doi.org/10.12968/hmed.2018.79.2.102

The intention of personalized teaching and learning to improve clinical performance is the optimization of individual performance across a variety of tasks in different environments. Educational interventions need to have a focus on the assessment an... Read More about Using personalized teaching and learning to improve clinical performance.

How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters (2017)
Journal Article
Schwaighofer, M., Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Terwedow, I., …Fischer, F. (2017). How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Learning, 12(3), 281-305. https://doi.org/10.1007/s11412-017-9260-z

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining differen... Read More about How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters.

A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School (2017)
Journal Article
Winter, R. I., Patel, R., & Norman, R. I. (2017). A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School. Academic Psychiatry, 41(4), 477-485. https://doi.org/10.1007/s40596-017-0701-9

Objective

Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose... Read More about A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.

Medical students’ personal experience of high-stakes failure: case studies using interpretative phenomenological analysis (2015)
Journal Article
Patel, R., Tarrant, C., Bonas, S., & Shaw, R. (2015). Medical students’ personal experience of high-stakes failure: case studies using interpretative phenomenological analysis. BMC Medical Education, 15(1), Article 86. https://doi.org/10.1186/s12909-015-0371-9

Background
Failing a high-stakes assessment at medical school is a major event for those who go through the experience. Students who fail at medical school may be more likely to struggle in professional practice, therefore helping individuals overco... Read More about Medical students’ personal experience of high-stakes failure: case studies using interpretative phenomenological analysis.