Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Enhancing feedback capabilities with the peer feedback module
Little, T., Tai, J., Dawson, P. and Boud, D. 2024. Enhancing feedback capabilities with the peer feedback module. Cochrane, T., Narayan, V., Bone, E., Deneen, C., Saligari, M., Tregloan, K. and Vanderburg, R (ed.) ASCILITE 2024 Conference. Melbourne, Australia 01 - 04 Dec 2024 ASCILITE Publications. pp. 73-74 https://doi.org/10.14742/apubs.2024.1346Conference poster
Editorial: Feminism(s) and the 'posts': towards new educational imaginaries and hope-full renewals
Taylor, C., Osgood, J., Bozalek, V., Geerts, E., Zhao, W. and Andersen, C.E. 2024. Editorial: Feminism(s) and the 'posts': towards new educational imaginaries and hope-full renewals. Gender and Education. 36 (8), pp. 819-829. https://doi.org/10.1080/09540253.2024.2430190Article
Improving the administrative environment to boost international student enrollment in Georgia
Gibbs, P. 2024. Improving the administrative environment to boost international student enrollment in Georgia. Tbilisi, Georgia Investors Council of Georgia.Project report
How do scholars and academics differ?
Gibbs, P. 2024. How do scholars and academics differ? in: Gibbs, P., de Rijke, V. and Peterson, A. (ed.) The contemporary scholar in higher education: forms, ethos and world view Cham Palgrave Macmillan. pp. 5-19Introduction
Validity matters more than cheating
Dawson, P., Bearman, M., Dollinger, M. and Boud, D. 2024. Validity matters more than cheating. Assessment & Evaluation in Higher Education. 49 (7), pp. 1005-1016. https://doi.org/10.1080/02602938.2024.2386662Article
The contemporary scholar in higher education: forms, ethos and world view
Gibbs, P., de Rijke, V. and Peterson, A. (ed.) 2024. The contemporary scholar in higher education: forms, ethos and world view. Cham Palgrave Macmillan.Edited Book
An investigation into how the application of the processes and procedures are perceived by the UK Taekwondo community through the lens of Rawls’ theories of justice, fairness and equality
Sadiqi, S. 2024. An investigation into how the application of the processes and procedures are perceived by the UK Taekwondo community through the lens of Rawls’ theories of justice, fairness and equality. PhD thesis Middlesex UniversityPhD thesis
From primary school teacher to ethno-psychotherapist: why sound and pedagogy mattered for Beryl Gilroy (1924–2001)
Hoare, L. 2024. From primary school teacher to ethno-psychotherapist: why sound and pedagogy mattered for Beryl Gilroy (1924–2001). History of Education. 53 (2), pp. 403-420. https://doi.org/10.1080/0046760X.2023.2291578Article
The governance, leadership and management of complementary schools: the case of Greek Cypriot schools in England
Thorpe, A. and Karamanidou, M. 2024. The governance, leadership and management of complementary schools: the case of Greek Cypriot schools in England. Cambridge Journal of Education. 54 (3), p. 317–335. https://doi.org/10.1080/0305764X.2024.2353049Article
The SHARMED project: the promotion of dialogic intercultural learning in the classroom
Baraldi, C., Farini, F and Scollan, A. 2024. The SHARMED project: the promotion of dialogic intercultural learning in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Open University Press.Book chapter
Leading engagement and learning in, out and between digital and non-digital interactions
Scollan, A. and Farini, F. 2024. Leading engagement and learning in, out and between digital and non-digital interactions. in: Guarcello, E. and Longo, A. (ed.) School children and the challenge of managing AI technologies: fostering a critical relationship through aesthetic experiences London, UK Taylor & Francis (Routledge).Book chapter
How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach
Farini, F. and Scollan, A. 2024. How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach. Children & Society. 38 (6), pp. 2022-2035. https://doi.org/10.1111/chso.12865Article
AI, new forms of reading and agential children's literature
de Rijke, V. 2024. AI, new forms of reading and agential children's literature. in: Guarcello, E. and Longo, A. (ed.) School Children and the Challenge of Managing AI Technologies: Fostering a Critical Relationship through Aesthetic Experiences London, UK Routledge.Book chapter
O paradoxical pioneer! Repurposing Steiner education in collage and scribble
de Rijke, V. 2024. O paradoxical pioneer! Repurposing Steiner education in collage and scribble. Pedagogy, Culture and Society. 32 (4), pp. 1003-1012. https://doi.org/10.1080/14681366.2024.2355090Article
Gender un/bound: traversing educational possibilities
Gannon, S., Pasley, A. and Osgood, J. (ed.) 2024. Gender un/bound: traversing educational possibilities . Routledge.Edited Book
Exploring possibilities for gender to become otherwise: what do child-snail relations make possible?
Osgood, J. 2024. Exploring possibilities for gender to become otherwise: what do child-snail relations make possible? in: Gannon, S., Pasley, A. and Osgood, J. (ed.) Gender Un/bound: Traversing Educational Possibilities Routledge. pp. 307-321Book chapter
Bewildering early childhood ‘pioneers’
Osgood, J., Archer, N., Albin-Clark, J. and Mohandas, S. 2024. Bewildering early childhood ‘pioneers’ . Pedagogy, Culture and Society. 32 (4). https://doi.org/10.1080/14681366.2024.2355096Article
Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training
Lawson, A., Stewart, J., Turner, E., Passmore, P, and Costley, C. 2024. Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training. Compass: Journal of Learning and Teaching. 17 (1), pp. 111-127. https://doi.org/10.21100/compass.v17i1.1503Article
Constructions of babyhood among baby room leaders in the UK
Halls, K. and Sakr, M. 2024. Constructions of babyhood among baby room leaders in the UK. Journal of Early Childhood Research. 23 (1), pp. 18-30. https://doi.org/10.1177/1476718X241279348Article
‘Maybe that makes a difference actually’: attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK
Tembo, S., Sakr, M. and Dujczynski, M. 2024. ‘Maybe that makes a difference actually’: attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK. Journal of Early Childhood Research. 23 (1), pp. 31-45. https://doi.org/10.1177/1476718X241257330Article
Interprofessional and intraprofessional teamwork and handovers in healthcare: challenges and recommendations from work-based learning
Lazzari, C., Costley, C. and Nikolou-Walker, E. 2024. Interprofessional and intraprofessional teamwork and handovers in healthcare: challenges and recommendations from work-based learning. Farringdon, Oxfordshire Libri Publishing.Authored Book
Re-imagining the Froebelian influence on early childhood education as a dynamic and ever-changing web of encounter
Sakr, M. and Kaur, V. 2024. Re-imagining the Froebelian influence on early childhood education as a dynamic and ever-changing web of encounter. Pedagogy, Culture and Society. 32 (4), pp. 923-940. https://doi.org/10.1080/14681366.2024.2355092Article
A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes
Jerome, L., Hyder, F., Hilal, Y. and Kisby, B. 2024. A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes. Review of Education. 12 (2). https://doi.org/10.1002/rev3.3472Article
Authentic assessment training for university teachers
Villarroel, V., Bruna, D., Bruna, C., Brown, G. and Boud, D. 2024. Authentic assessment training for university teachers. Assessment in Education: Principles, Policy & Practice. 31 (2), pp. 116-134. https://doi.org/10.1080/0969594x.2024.2350395Article
Dyslexia in midwifery students and supporting them in clinical practice
Richmond, A. and Allen, S. 2024. Dyslexia in midwifery students and supporting them in clinical practice. Royal College of Midwives Annual Conference 2024. Liverpool, UK 08 - 09 May 2024Conference poster
Developing evaluative judgement for a time of generative artificial intelligence
Bearman, M., Tai, J., Dawson, P., Boud, D. and Ajjawi, R. 2024. Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education. 49 (6), pp. 893-905. https://doi.org/10.1080/02602938.2024.2335321Article
BBC School Radio teaching methods: relevance to HE teaching in a hybrid environment
Howarth, M., Basiel, A., Hager, J. and Zoubir, T. 2024. BBC School Radio teaching methods: relevance to HE teaching in a hybrid environment. Middlesex University Research Repository.Portfolio
Unlikely qualities of writing qualitatively: porous stories of thresholds, in-betweeness and the everyday
Osgood, J. and Hackett, A. 2024. Unlikely qualities of writing qualitatively: porous stories of thresholds, in-betweeness and the everyday. International Review of Qualitative Research. 17 (3), pp. 305-320. https://doi.org/10.1177/19408447241242425Article
Early Years leadership development during workforce crisis: perspectives of 24 UK training providers
Sakr, M., Halls, K. and Cooper, K. 2024. Early Years leadership development during workforce crisis: perspectives of 24 UK training providers. European Early Childhood Education Research Journal . 32 (1), pp. 101-113. https://doi.org/10.1080/1350293X.2023.2234108Article
‘This thing that we do’: in pursuit of hope-full renewals through hydrofeminist scholarly praxis
Osgood, J. and Bozalek, V. 2024. ‘This thing that we do’: in pursuit of hope-full renewals through hydrofeminist scholarly praxis. Gender and Education. 36 (8), pp. 1013-1032. https://doi.org/10.1080/09540253.2024.2325407Article
Combatting conspiracies in the classroom: teacher strategies and perceived outcomes
Jerome, L., Kisby, B. and McKay, S. 2024. Combatting conspiracies in the classroom: teacher strategies and perceived outcomes. British Educational Research Journal. 50 (3), pp. 1106-1126. https://doi.org/10.1002/berj.3955Article
'Nobody left behind': barriers to engagement in early years digitally mediated leadership development
Halls, K., Sakr, M. and Cooper, K. 2024. 'Nobody left behind': barriers to engagement in early years digitally mediated leadership development. Early Years. 45 (1), pp. 75-89. https://doi.org/10.1080/09575146.2024.2308099Article
Nest/ing: an emergent (un)methodology for becoming otherwise
Osgood, J. and Walsh, C 2024. Nest/ing: an emergent (un)methodology for becoming otherwise. Review of Education, Pedagogy and Cultural Studies. https://doi.org/10.1080/10714413.2023.2299519Article
Interdisciplinary learning: ITAP on selecting and utilising ISMs [Presentation]
Baker, T. 2024. Interdisciplinary learning: ITAP on selecting and utilising ISMs [Presentation]. Geography Teacher Educators Conference 2024. York, UK 26 - 28 Jan 2024Conference item
Measuring what learners do in feedback: the feedback literacy behaviour scale
Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D. and Mahoney, P. 2024. Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education. 49 (3), pp. 348-362. https://doi.org/10.1080/02602938.2023.2240983Article
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
Ajjawi, R., Dracup, M. and Boud, D. 2024. Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure. Teaching in Higher Education. 29 (1), pp. 1-15. https://doi.org/10.1080/13562517.2021.1952569Article
The assessment challenge of social and collaborative learning in higher education
Boud, D. and Bearman, M. 2024. The assessment challenge of social and collaborative learning in higher education. Educational Philosophy and Theory. 56 (5), pp. 459-468. https://doi.org/10.1080/00131857.2022.2114346Article
Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education?
Hersh, D. and Boud, D. 2024. Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education? Aphasiology. 38 (1), pp. 123-143. https://doi.org/10.1080/02687038.2022.2163462Article
Can students' feedback literacy be improved? A scoping review of interventions
Little, T., Dawson, P., Boud, D. and Tai, J. 2024. Can students' feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education. 49 (1), pp. 39-52. https://doi.org/10.1080/02602938.2023.2177613Article
Changing representations of student achievement: the need for innovation
Ajjawi, R. and Boud, D. 2024. Changing representations of student achievement: the need for innovation. Innovations in Education and Teaching International. 61 (3), pp. 597-607. https://doi.org/10.1080/14703297.2023.2192513Article
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