Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Down on the ground: the material memoir of the posthuman childhood researcher
Osgood, J. 2023. Down on the ground: the material memoir of the posthuman childhood researcher. in: Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Research Observation London, UK Bloomsbury Academic. pp. 39-54Book chapter
The pivotal role of student assessment in work-integrated learning
Boud, D., Costley, C., Cranfield, S., Desai, J., Nikolou-Walker, E., Nottingham, P. and Wilson, D. 2023. The pivotal role of student assessment in work-integrated learning. Higher Education Research & Development. 42 (6), pp. 1323-1337. https://doi.org/10.1080/07294360.2022.2152981Article
Transdisciplinarity as subversion: in space and place
Gibbs, P. 2023. Transdisciplinarity as subversion: in space and place. Quality in Higher Education. 29 (3), pp. 374-389. https://doi.org/10.1080/13538322.2022.2156027Article
From active to activist parenting: educational struggle and the injuries of institutionalised misrecognition
Fretwell, N. and Barker, J. 2023. From active to activist parenting: educational struggle and the injuries of institutionalised misrecognition. in: Moreau, M., Lee, C. and Okpokiri, C. (ed.) Reinventing the Family in Uncertain Times: Education, Policy and Social Justice London Bloomsbury. pp. 187-208Book chapter
A study into Georgian universities' approach to the national standards of quality for teaching and learning
Gibbs, P., Sharvashidze, G., Grdzelidze, I., Cherkezishvili, D., Sanikdz, T., lazarashvili, G. and Tavadze, G. 2023. A study into Georgian universities' approach to the national standards of quality for teaching and learning. Journal of Further and Higher Education. 47 (1), pp. 59-71. https://doi.org/10.1080/0309877X.2022.2091922Article
mesh/work im/possibilities and inbetweening
Hofsess, B. and Osgood, J. 2022. mesh/work im/possibilities and inbetweening. Visual Arts Research. 48 (2), pp. 18-27. https://doi.org/10.5406/21518009.48.2.03Article
‘Apart, we are together. Together, we are apart’: Rancière’s community of translators in theory and theatre
Fryer, N. 2021. ‘Apart, we are together. Together, we are apart’: Rancière’s community of translators in theory and theatre. in: Fryer, N. and Conroy, C. (ed.) Rancière and Performance Lanham Rowman & Littlefield. pp. 101-121Book chapter
Rancière’s theatrocracy within and beyond the theatre
Fryer, N. 2021. Rancière’s theatrocracy within and beyond the theatre. in: Fryer, N. and Conroy, C. (ed.) Rancière and Performance Lanham Rowman & Littlefield. pp. 1-14Book chapter
Hope and helplessness in the post-Covid drama, theatre and performance classroom
Fryer, N. 2022. Hope and helplessness in the post-Covid drama, theatre and performance classroom. TaPRA. University of Essex 12 - 14 Sep 2022Conference item
A transdisciplinary currere
Gibbs, P. 2022. A transdisciplinary currere. Journal of Educational Studies. 21 (2), pp. 6-17.Article
Exploring the use of learning communities of practice within a degree apprenticeship through university and partnership provision while incorporating the use of inclusive principles and practice
Sutton, L., Mao, Y. and Nottingham, P. 2022. Exploring the use of learning communities of practice within a degree apprenticeship through university and partnership provision while incorporating the use of inclusive principles and practice. Work Based Learning e-Journal International. 11 (1), pp. 79-80.Article
Introduction to Imagining Radical Inclusivity in Work and Learning
Nottingham, P. 2022. Introduction to Imagining Radical Inclusivity in Work and Learning. Work Based Learning e-Journal International. 11 (1), pp. 72-73.Article
Introduction to special edition: access and inclusion in work and learning
Costley, C., Nottingham, P. and Nikolou-Walker, E. 2021. Introduction to special edition: access and inclusion in work and learning. Work Based Learning e-Journal International. 10 (2), pp. 1-3.Article
Professionalising sales and forging futures: integrated degree apprenticeship case study
Nottingham, P., Sutton, L., Bravenboer, D., Stevenson, F., Williams, D. and Philip, E. 2019. Professionalising sales and forging futures: integrated degree apprenticeship case study. in: The impact of the SEEC Credit Level Descriptors: case studies UK SEEC. pp. 18-21Book chapter
The role of target-setting in professional education
Baker, T. and Evers, G. 2017. The role of target-setting in professional education. Professional Education and Partnership SIGN seminar. Middlesex University, London,UK 21 Mar 2018Conference item
Assessment for inclusion: rethinking contemporary strategies in assessment design
Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P. and Jorre de St Jorre, T. 2023. Assessment for inclusion: rethinking contemporary strategies in assessment design. Higher Education Research & Development. 42 (2), pp. 483-497. https://doi.org/10.1080/07294360.2022.2057451Article
Success Stories in ITE [Blog post]
Baker, T. 2021. Success Stories in ITE [Blog post]. Stories #TeachBest.Other
Geography’s just colouring! What can history teachers genuinely learn from the pedagogies and discipline of geography?
Baker, T. 2022. Geography’s just colouring! What can history teachers genuinely learn from the pedagogies and discipline of geography? Historical Association Annual Conference. Bristol 13 - 14 May 2022Conference item
The humanities as a vehicle for teaching controversial issues
Baker, T. 2021. The humanities as a vehicle for teaching controversial issues. Humanities 20:20 Case Studies.Other
Introduction
O'Sullivan, J. and Sakr, M. 2022. Introduction. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 1-9Introduction
Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation
Gibbs, P. 2022. Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation. in: Bengtsen, S. and Gildersleeve, R. (ed.) Transformation of the University: Hopeful Futures for Higher Education Routledge. pp. 44-58Book chapter
Feedback encounters: towards a framework for analysing and understanding feedback processes
Jensen, L.X., Bearman, M. and Boud, D. 2023. Feedback encounters: towards a framework for analysing and understanding feedback processes. Assessment & Evaluation in Higher Education. 48 (1), pp. 121-134. https://doi.org/10.1080/02602938.2022.2059446Article
The cohesion of schools as communities in the management of COVID-19 pandemic: reflections, narratives, fears and hopes from the voices of children in England and Italy
Farini, F., Baraldi, C. and Scollan, A. 2021. The cohesion of schools as communities in the management of COVID-19 pandemic: reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148.Article
Erasmus+ SHARMED Train the trainer guidelines & material. ‘Facilitative and Dialogic Pedagogy Training in European Schools’
Farini, F. and Scollan, A. 2018. Erasmus+ SHARMED Train the trainer guidelines & material. ‘Facilitative and Dialogic Pedagogy Training in European Schools’. UNIMORE University of Modena & Reggio Emilia.Report
The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools
Farini, F. and Scollan, A. 2022. The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools. Equity in Education & Society. https://doi.org/10.1177/27526461211069135Article
The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J. and Bartolic, S. 2022. The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries. British Journal of Educational Technology. 53 (6), pp. 1750-1765. https://doi.org/10.1111/bjet.13212Article
Navigating feedback practices across learning contexts: implications for feedback literacy
Malecka, B., Boud, D., Tai, J. and Ajjawi, R. 2022. Navigating feedback practices across learning contexts: implications for feedback literacy. Assessment & Evaluation in Higher Education. 47 (8), pp. 1330-1344. https://doi.org/10.1080/02602938.2022.2041544Article
In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good
Osgood, J. 2021. In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good. in: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK Switzerland Springer.Book chapter
What does a ‘typical’ geography trainee journey look like, and what subject support should we look to provide across the different stages of this journey?
Baker, T. 2022. What does a ‘typical’ geography trainee journey look like, and what subject support should we look to provide across the different stages of this journey? Geography Teacher Educators Conference 2022. University of Worcester, UK 28 - 29 Jan 2022Conference item
Equality, diversity and inclusion for work and learning in higher education
Costley, C., Nottingham, P. and Nikolou-Walker, E. 2021. Equality, diversity and inclusion for work and learning in higher education. Work Based Learning e-Journal International. 10 (2), pp. 42-52.Article
Professional development
Jerome, L., Evers, G. and Suthern, A. 2021. Professional development. in: McGuinn, N., Ikeno, N., Davies, I. and Sant, E. (ed.) International Perspectives on Drama and Citizenship Education: Acting Globally Abingdon Routledge. pp. 191-197Book chapter
Editorial
Otterstad, A.M., Osgood, J., Angell, M.L., Andersen, C.E. and Johansson, L. 2022. Editorial. Reconceptualizing Educational Research Methodology. 13 (2). https://doi.org/10.7577/rerm.5019Article
Digital ethnography in higher education teaching and learning—a methodological review
Jensen, L.X., Bearman, M., Boud, D. and Konradsen, F. 2022. Digital ethnography in higher education teaching and learning—a methodological review. Higher Education. 84 (5), pp. 1143-1162. https://doi.org/10.1007/s10734-022-00838-4Article
Narratives in (in)authenticity: the early career academic
Albary, S. 2022. Narratives in (in)authenticity: the early career academic. in: Vine, T. and Richards, S. (ed.) Stories, Storytellers, and Storytelling Palgrave Macmillan. pp. 29-46Book chapter
Joan Griffiths - The Big Picture
Howarth, M. 2022. Joan Griffiths - The Big Picture. The BBC at 100 Symposium. Session 'The BBC and Education'. The National Science and Media Museum Bradford and online 13 - 15 Sep 2022Conference item
How Educational Broadcasts were made: Sharing BBC School Radio distance learning skills that still work online
Howarth, M. 2022. How Educational Broadcasts were made: Sharing BBC School Radio distance learning skills that still work online. The BBC at 100 Symposium. National Science and Media Museum Bradford and onlineConference item
Production of the 70:20:10 webinar
Howarth, M. and Basiel, A. 2022. Production of the 70:20:10 webinar. in: MacCallum, K. and Parsons, D. (ed.) Industry Practices, Processes and Techniques Adopted in Education Singapore Springer. pp. 269-286Book chapter
Becoming a learning magician: an alternative to head-to-head online teaching
Howarth, M. 2022. Becoming a learning magician: an alternative to head-to-head online teaching. in: Courtney-Dattola, A. (ed.) Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms IGI Global. pp. 39-64Book chapter
Immersive web video for learning engagement - post Covid
Basiel, A. and Howarth, M. 2022. Immersive web video for learning engagement - post Covid. 12th Learning at City Conference: Opportunities to transform the future of higher education. City, University of London, UK 29 Jun 2022Conference item
Children hybrid integration: learning dialogue as a way of upgrading policies of participation
Farini, F., Scollan, A. and Murray, J. 2022. Children hybrid integration: learning dialogue as a way of upgrading policies of participation. CHILD-UP Consortium.Technical report
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