Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Uncovering creative intuitions
Lazar, G. 2020. Uncovering creative intuitions. Uncovering Creative Intuitions. Online 06 Nov 2020Conference item
A 360 degree learning environment for university online teaching
Basiel, A. and Howarth, M. 2020. A 360 degree learning environment for university online teaching. Work Based Learning e-Journal International. 9 (2), pp. 137-157.Article
What might the Pandemic have done to and for higher education?
Gibbs, P. 2020. What might the Pandemic have done to and for higher education? Softic, K., Teixeira, A. and Szucs, A. (ed.) EDEN 2020 Online Research Workshop. Virtual hosted by Universidade Aberta, Portugal 21 - 23 Oct 2020 European Distance and E-Learning Network (EDEN). pp. 417-421 https://doi.org/10.38069/edenconf-2020-rw-0046Conference paper
Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation
Smith, H., Robertson, L., Auger, N. and Wysocki, L. 2020. Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation. Journal for Critical Education Policy Studies. 18 (1), pp. 98-135.Article
Special Issue "Reimagining childhood, motherhood, family & community", Genealogy 2020, 4(2)
Osgood, J. and Henward, A. 2020. Special Issue "Reimagining childhood, motherhood, family & community", Genealogy 2020, 4(2). MDPI.Edited Journal
Training teachers for and through citizenship: learning from citizenship experiences
Bhargava, M. and Jerome, L. 2020. Training teachers for and through citizenship: learning from citizenship experiences. Societies. 10 (2), pp. 1-12. https://doi.org/10.3390/soc10020036Article
Reconfiguring the 'Male Montessorian': the mattering of gender through pink towering practices
Osgood, J. and Mohandas, S. 2020. Reconfiguring the 'Male Montessorian': the mattering of gender through pink towering practices. Early Years. 40 (1), pp. 67-81. https://doi.org/10.1080/09575146.2019.1620181Article
Conferencing otherwise: a feminist new materialist writing experiment
Osgood, J., Taylor, C., Andersen, C., Benozzo, A., Carey, N., Elmenhorst, C., Fairchild, N., Koro-Ljungberg, M., Moxnes, A., Otterstad, A., Rantala, T. and Tobias-Green, K. 2020. Conferencing otherwise: a feminist new materialist writing experiment. Cultural Studies <-> Critical Methodologies. 20 (6), pp. 596-609. https://doi.org/10.1177/1532708620912801Article
In/animate relationalities within the family home: making queer kin through worldling and care
Hohti, R. and Osgood, J. 2020. In/animate relationalities within the family home: making queer kin through worldling and care. Genealogy.Article
Pets that have ‘something inside’: the material politics of in/animacy and queer kin within the childhood menagerie
Hohti, R. and Osgood, J. 2020. Pets that have ‘something inside’: the material politics of in/animacy and queer kin within the childhood menagerie. Genealogy. 4 (2), pp. 1-15. https://doi.org/10.3390/genealogy4020038Article
Introduction: reimagining 'childhood, motherhood, family and community'
Osgood, J. and Henward, A. 2020. Introduction: reimagining 'childhood, motherhood, family and community'. Genealogy. 4 (2). https://doi.org/10.3390/genealogy4020039Article
Student voice in higher education: opening the loop
Young, H. and Jerome, L. 2020. Student voice in higher education: opening the loop. British Educational Research Journal. 46 (3), pp. 688-705. https://doi.org/10.1002/berj.3603Article
Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?
Jerome, L. and Brook, V. 2020. Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education. 9 (2), pp. 121-135. https://doi.org/10.1108/IJMCE-04-2019-0057Article
Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy
Jerome, L. and Elwick, A. 2020. Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education. 46 (2), pp. 222-237. https://doi.org/10.1080/03054985.2019.1667318Article
In, out and through digital worlds. Hybrid-transitions as a space for children's agency
Scollan, A. and Farini, F. 2020. In, out and through digital worlds. Hybrid-transitions as a space for children's agency. International Journal of Early Years Education. 28 (1), pp. 36-49. https://doi.org/10.1080/09669760.2019.1695586Article
Part IV: Geography matters; spatiality and auto/biography: Front matter
Barker, J. and Wainwright, E. 2020. Part IV: Geography matters; spatiality and auto/biography: Front matter. in: Parsons, J. and Chappell, A. (ed.) The Palgrave Handbook of Auto/biography Cham Palgrave Macmillan. pp. 229-240Introduction
Revisiting subject knowledge in citizenship education: understanding power and agency
Jerome, L. and Lalor, J. 2020. Revisiting subject knowledge in citizenship education: understanding power and agency. Education, Citizenship and Social Justice. 15 (2), pp. 104-118. https://doi.org/10.1177/1746197918800662Article
How do students adapt in response to academic failure?
Ajjawi, Rola, Boud, David, Zacharias, Nadine, Dracup, Mary and Bennett, Sue 2019. How do students adapt in response to academic failure? Student Success. 10 (3), pp. 84-91. https://doi.org/10.5204/ssj.v10.i3.1403Article
Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature
Elwick, A., Burnard, P., Huhtinen-Hildén, L., Osgood, J. and Pitt, J. 2020. Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research. 18 (2), pp. 174-188. https://doi.org/10.1177/1476718X19888717Article
'It just opened my eyes a bit more': student engagement with Instagram to develop understanding of complex concepts
Sakr, M. 2019. 'It just opened my eyes a bit more': student engagement with Instagram to develop understanding of complex concepts. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1613356Article
Assessment for distinctiveness: Recognising diversity of accomplishments
de St Jorre, T.J., Boud, D. and Johnson, E.D. 2021. Assessment for distinctiveness: Recognising diversity of accomplishments. Studies in Higher Education. 46 (7), pp. 1371-1382. https://doi.org/10.1080/03075079.2019.1689385Article
Developing professional practice in the early years
Allen, S., Lee, M., Whalley, M. and Scollan, A. 2020. Developing professional practice in the early years. London Open University Press.Book
Performing standards: A critical perspective on the contemporary use of standards in assessment
Ajjawi, R., Bearman, M. and Boud, D. 2021. Performing standards: A critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education. 26 (5), pp. 728-741. https://doi.org/10.1080/13562517.2019.1678579Article
The rise of character education in Britain: heroes, dragons and the myths of character
Jerome, L. and Kisby, B. 2019. The rise of character education in Britain: heroes, dragons and the myths of character. Cham, Switzerland Palgrave Pivot.Book
Conditions that enable effective feedback
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E. and Mahoney, P. 2019. Conditions that enable effective feedback. Higher Education Research & Development. 38 (7), pp. 1401-1416. https://doi.org/10.1080/07294360.2019.1657807Article
Persisting students' explanations of and emotional responses to academic failure
Ajjawi, R., Dracup, M., Zacharias, N., Bennett, S. and Boud, D. 2020. Persisting students' explanations of and emotional responses to academic failure. Higher Education Research & Development. 39 (2), pp. 185-199. https://doi.org/10.1080/07294360.2019.1664999Article
Developing a learning-centred framework for feedback literacy
Molloy, E., Boud, D. and Henderson, M. 2020. Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education. 45 (4), pp. 527-540. https://doi.org/10.1080/02602938.2019.1667955Article
The power of digital symbolic representation
Harding, J. 2016. The power of digital symbolic representation. in: Kaye, L. (ed.) Young Children in a Digital Age: Supporting learning and development with technology in early years Routledge. pp. 46-56Book chapter
Children playing and learning in an online environment: a review of previous research and an examination of six current web sites
Harding, J., Szakacs, J. and Parry, B. 2009. Children playing and learning in an online environment: a review of previous research and an examination of six current web sites. Young Consumers. 10 (1), pp. 17-34. https://doi.org/10.1108/17473610910940765Article
The usefulness of feedback
Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E. and Mahoney, P. 2021. The usefulness of feedback. Active Learning in Higher Education. 22 (3), pp. 229-243. https://doi.org/10.1177/1469787419872393Article
Hybrid transitions as spaces for children’s agency
Scollan, A. and Farini, F. 2018. Hybrid transitions as spaces for children’s agency. 40th National TACTYC conference: back to the future in early years – inspiring connections between people, places and times. The University of Derby Enterprise Centre 02 - 03 Nov 2018 TACTYC.Conference poster
SHARMED training and dissemination of best practices
Baraldi, C., Farini, F., Scollan, A., Iervese, V., Ballestr, C., Joslyn, E., Conti, L. and Berahult, M. 2018. SHARMED training and dissemination of best practices. SHARMED Final Conference: Department of Language and Cultural Studies. Modena, Italy 10 - 11 Dec 2018Conference paper
Children’s participation in early childhood: realistic, rhetorical, problematic?
Tang, F., Scollan, A. and Farini, F. 2019. Children’s participation in early childhood: realistic, rhetorical, problematic? Early years: making it count. Thessaloniki, Greece 20 - 23 Aug 2019 European Early Childhood Education Research Association (EECERA).Conference paper
Introduction
Farini, F. and Scollan, A. 2019. Introduction. in: Farini, F. and Scollan, A. (ed.) Children’s self-determination in the context of early childhood education and services. Discourses, policies and practices Amsterdam Springer International Publishing.Book chapter
'Trying to keep up': Intersections of identity, space, time and rhythm in women student carer auto/biographical accounts
Cullen, F., Barker, J. and Alldred, P. 2020. 'Trying to keep up': Intersections of identity, space, time and rhythm in women student carer auto/biographical accounts. in: Parsons, J. and Chappell, A. (ed.) The Palgrave Handbook of Auto/biography Cham Palgrave Macmillan. pp. 241-262Book chapter
Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
Ajjawi, R., Tai, J., Le Huu Nghia, T., Boud, D., Johnson, L. and Patrick, C. 2020. Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education. 45 (2), pp. 304-316. https://doi.org/10.1080/02602938.2019.1639613Article
In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from early years settings in Boston and London
Scollan, A. and Farini, F. 2018. In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from early years settings in Boston and London. European Sociological Association Research Network 04 (ESA RN04): Sociology of Children and Childhood Conference. Instituto de Ciências Sociais, Lisbon 23 - 25 May 2018Conference paper
Report on SHARMED activities
Baraldi, C., Ballestri, C., Conti, L., Farini, F., Lervese, V. and Scollan, A. 2018. Report on SHARMED activities. Italy (Modena) Erasmus + SHARMED Project.Project report
Education and work based learning - Managing a process of change: The arguments of Jennifer Todd, Thomas and Loxley
Nikolou-Walker, E. 2019. Education and work based learning - Managing a process of change: The arguments of Jennifer Todd, Thomas and Loxley. in: Palsole, S. and Kenon, V. (ed.) The Wiley Handbook of Global Workplace Learning WileyBlackwell. pp. 83-95Book chapter
Discourses/2. Ireland: Listening to children's voices in Irish social work through cultural and organisational filters
Scollan, A. and McNeill, E. 2019. Discourses/2. Ireland: Listening to children's voices in Irish social work through cultural and organisational filters. in: Farini, F. and Scollan, A. (ed.) Children's Self-Determination in the Context of Early Childhood Education and Services: Discourses, Policies and Practices Springer International Publishing.Book chapter
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