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Outputs (91)

The Students: Foregrounding Difference (2021)
Book Chapter
Gust, O. (2021). The Students: Foregrounding Difference. In Teaching History for the Contemporary World: Tensions, Challenges and Classroom Experiences in Higher Education (43-55). Singapore: Springer

This chapter discusses ways of creating history classrooms and courses that are accessible to students who are minoritised by society, whether as a result of their heritage, gender, sexuality or class background, as well as those who face physical, e... Read More about The Students: Foregrounding Difference.

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?.

Introduction: School leadership and education system reform (2021)
Book Chapter
Greany, T., & Earley, P. (2021). 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.

Leadership And School Improvement In Multi-Academy Trusts (2021)
Book Chapter
Greany, T., & McGinity, R. (2021). 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.

Leading Curriculum Development (2021)
Book Chapter
Greany, T. (2021). Leading Curriculum Development. In T. Greany, & P. Earley (Eds.), 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.

School System Governance And The Implications For Schools (2021)
Book Chapter
Greany, T., & Higham, R. (2021). School System Governance And The Implications For Schools. In T. Greany, & P. Earley (Eds.), 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.

Silencing Touch and Touching Silence? Understanding the Complex Links between Touch and Silence in Residential Child Care Settings (2021)
Journal Article
Green, L., Warwick, L., & Moran, L. (2021). Silencing Touch and Touching Silence? Understanding the Complex Links between Touch and Silence in Residential Child Care Settings. Childhood, 28(2), 245-261. https://doi.org/10.1177/09075682211000111

Touch and silence are neglected across most disciplines, including within child-specific academic literature, and their interconnections have not been studied before. This article focuses on touch/silence convergences in residential childcare in Engl... Read More about Silencing Touch and Touching Silence? Understanding the Complex Links between Touch and Silence in Residential Child Care Settings.

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, 51(5), 589-606. 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?.

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, 43(11), 1817-1836. 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.

Cosmopolitan Brands: graduate students navigating the social space of elite global universities (2021)
Journal Article
Myers, M., & Bhopal, K. (2021). Cosmopolitan Brands: graduate students navigating the social space of elite global universities. British Journal of Sociology of Education, 42(5-6), 701-716. https://doi.org/10.1080/01425692.2021.1941763

Drawing on Pierre Bourdieu’s analysis of the competition for economic, social and cultural capitals within educational fields, this article reports empirical research from 49 in-depth interviews with graduate students at four elite universities in th... Read More about Cosmopolitan Brands: graduate students navigating the social space of elite global universities.

Mathematics curriculum waves within vocational education (2021)
Journal Article
Dalby, D., & Noyes, A. (2022). Mathematics curriculum waves within vocational education. Oxford Review of Education, 48(2), 166-183. 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 within vocational education.

‘You just feel more relaxed’: An Investigation of Art Room Atmosphere (2021)
Journal Article
Thomson, P., & Hall, C. (2021). ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere. International Journal of Art and Design Education, 40(3), 599-614. https://doi.org/10.1111/jade.12370

Art educators are increasingly interested in the affective dimensions of pedagogy. This paper contributes by exploring students' reports of feeling more relaxed and less stressed in the art room, data drawn from a three year study of thirty arts rich... Read More about ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere.

The anxiety caused by secondary schools for autistic adolescents: In their own words (2021)
Journal Article
Costley, D., Emerson, A., Ropar, D., & Sheppard, E. (2021). The anxiety caused by secondary schools for autistic adolescents: In their own words. Education Sciences, 11(11), Article 726. https://doi.org/10.3390/educsci11110726

Secondary schools are increasingly becoming inclusive of all students whatever their individual needs, but we question whether teachers understand enough about specific needs in order to effectively support all their students. Research indicates that... Read More about The anxiety caused by secondary schools for autistic adolescents: In their own words.

Leading Educational Networks: Theory, Policy and Practice (2022)
Book
Greany, T., & Kamp, A. (2022). Leading Educational Networks: Theory, Policy and Practice. London: Bloomsbury Publishing

This book offers a global perspective on educational networks, reviewing theory and practice before setting out four lenses: educational effectiveness and improvement; governance theory; complexity theory; and Actor-Network Theory. Using these lenses... Read More about Leading Educational Networks: Theory, Policy and Practice.

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective (2022)
Journal Article
Liu, D., Xu, Y., Zhao, T., & Che, S. (2022). Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective. Frontiers in Psychology, 13, Article 859240. https://doi.org/10.3389/fpsyg.2022.859240

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with con... Read More about Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective.

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon (2022)
Journal Article
Zhao, T., & Xu, Y. (2022). Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon. South African Journal of Education, 42(4), Article 2126. https://doi.org/10.15700/saje.v42n4a2126

In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire s... Read More about Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon.

Men in early childhood education and care: on navigating a gendered terrain (2022)
Journal Article
Bhana, D., Moosa, S., Xu, Y., & Emilsen, K. (2022). Men in early childhood education and care: on navigating a gendered terrain. European Early Childhood Education Research Journal, 30(4), 543-556. https://doi.org/10.1080/1350293X.2022.2074070

Globally, the underrepresentation of men in the Early Childhood Education and Care (ECEC) workforce is ongoing and has been largely attributed to the construction of ECEC as ‘women’s work’. Men’s involvement in ECEC can help to deconstruct the femini... Read More about Men in early childhood education and care: on navigating a gendered terrain.

Trying to solve the ‘worst situation’ together: participatory autism research (2022)
Journal Article
Costley, D., Emerson, A., Ropar, D., Sheppard, E., McCubbing, A., Campbell Bass, S., …Ward Penny, J. (2022). Trying to solve the ‘worst situation’ together: participatory autism research. Educational Action Research, 1-18. https://doi.org/10.1080/09650792.2021.2019075

The importance of participatory autism research is discussed in relation to a project involving six autistic researchers and five non-autistic university researchers collaborating to investigate anxiety in autistic adolescents. The paper describes th... Read More about Trying to solve the ‘worst situation’ together: participatory autism research.

Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China (2022)
Journal Article
Xu, Y., Schweisfurth, M., & Read, B. (2022). Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58(3), 345-363. https://doi.org/10.1080/03050068.2022.2062950

At the global level, prominent narratives about improving the quality of early childhood education and care (ECEC) promote the recruitment of men into the profession. However, comparing across different policy and practice settings demonstrates contr... Read More about Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China.