Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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How does assessment drive learning? A focus on students' development of evaluative judgement
Fischer, J., Bearman, M., Boud, D. and Tai, J. 2024. How does assessment drive learning? A focus on students' development of evaluative judgement. Assessment & Evaluation in Higher Education. 49 (2), pp. 233-245. https://doi.org/10.1080/02602938.2023.2206986Article
The And Article: collage as research method
de Rijke, V. 2024. The And Article: collage as research method. Qualitative Inquiry. 30 (3-4), pp. 301-310. https://doi.org/10.1177/10778004231165983Article
Facilitating narratives of cultural identity in the classroom
Farini, F., Baraldi, C. and Scollan, A. 2024. Facilitating narratives of cultural identity in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Milton Keynes Open University Press.Book chapter
Between marginalisation and agency. Primary school teachers’ narratives in London and the position of children with migrant backgrounds
Farini, F. and Scollan, A. 2021. Between marginalisation and agency. Primary school teachers’ narratives in London and the position of children with migrant backgrounds. Studia Migracyjne – Przegląd Polonijny = Migration Studies Review of Polish Diaspora. 182 (4), pp. 79-96. https://doi.org/10.4467/25444972SMPP.21.053.14806Article
Hybrid transitions as spaces for children's agency [Presentation]
Scollan, A. and Farini, F. 2023. Hybrid transitions as spaces for children's agency [Presentation]. SCHOOL4THINKING&JUDGING - III Edition: Fostering a Critical Relationship with AI technologies in Primary School. The Role of Aesthetic Experiences. Online 10 - 11 Nov 2023Conference item
France in the Second World War: Collaboration, Resistance, Holocaust, Empire. By Chris Millington [Book review]
Drake, D. 2023. France in the Second World War: Collaboration, Resistance, Holocaust, Empire. By Chris Millington [Book review]. French Studies. 77 (1), pp. 147-148. https://doi.org/10.1093/fs/knac216Article
Inclusive multilingualism: a toolkit for educators
Ryder, A. and Lazar, G. 2023. Inclusive multilingualism: a toolkit for educators. Middlesex University. https://doi.org/10.60528/1x1297Online educational resource
Inclusive multilingualism (CERS Podcast S.2 Ep.3) [Podcast]
Ryder, A. and Lazar, G. 2023. Inclusive multilingualism (CERS Podcast S.2 Ep.3) [Podcast]. SpotifyDigital or visual media
Complementary schools as heritage language communities of practice: reaching beyond language maintenance
Liu, Y. and Hoare, L. 2023. Complementary schools as heritage language communities of practice: reaching beyond language maintenance. in: Pinson, H., Devine, D. and Bunar, N. (ed.) Elgar Research Handbook on Migration and Education Edward Elgar Publishing. pp. 203-220Book chapter
Building confidence using online healthcare simulations: a critical analysis through User Experience (UX) design
Basiel, A., Howarth, M., Salje, J. and Morrell, L. 2023. Building confidence using online healthcare simulations: a critical analysis through User Experience (UX) design. Journal of Medical and Clinical Nursing Studies. 1 (1), pp. 1-6. https://doi.org/10.61440/JMCNS.2023.v1.17Article
Observing migrant children: shifting the frame from linguistic deficit to display of agency
Farini, F. and Scollan, A. 2023. Observing migrant children: shifting the frame from linguistic deficit to display of agency. in: Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Research Observation Bloomsbury Publishing. pp. 107-126Book chapter
From authentic assessment to authenticity in assessment: broadening perspectives
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D. and Bearman, M. 2023. From authentic assessment to authenticity in assessment: broadening perspectives. Assessment & Evaluation in Higher Education. 49 (4), pp. 499-510. https://doi.org/10.1080/02602938.2023.2271193Article
Hidden in plain sight: explorations of the Cold War in selected picturebooks
de Rijke, V. 2023. Hidden in plain sight: explorations of the Cold War in selected picturebooks. in: Kümmerling-Meibauer, B. and Schulz, F. (ed.) Political Changes and Transformations in Twentieth and Twenty-first Century Children’s Literature Heidelberg EB-Verlag.Book chapter
Telling story: the carrier bag theory of fiction as a means of researching-with children
de Rijke, V. 2023. Telling story: the carrier bag theory of fiction as a means of researching-with children. in: Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Research Observation London, UK Bloomsbury Publishing. pp. 71-94Book chapter
Down the back of a chair: what can a method of scrabbling with Le Guin’s Carrier Bag Theory of Fiction offer conceptualisations of ‘the child’ in the Anthropocene?
de Rijke, V., Osgood, J. and Laura-Rosa 2023. Down the back of a chair: what can a method of scrabbling with Le Guin’s Carrier Bag Theory of Fiction offer conceptualisations of ‘the child’ in the Anthropocene? in: Deszcz-Tryhubczak, J. and García-González, M. (ed.) Children’s Culture Studies After Childhood John Benjamins. pp. 152-170Book chapter
Strategizing decolonial subversions: A dialogue. Suresh Canagarajah interviewed by Victoria Odeniyi and Gillian Lazar
Canagarajah, S, Odeniyi, V. and Lazar, G. 2023. Strategizing decolonial subversions: A dialogue. Suresh Canagarajah interviewed by Victoria Odeniyi and Gillian Lazar. Decolonial Subversions. 2023, pp. 96-110.Article
An editorial: Introducing the Special Issue of Decolonial Subversions
Odeniyi, V. and Lazar, G. 2023. An editorial: Introducing the Special Issue of Decolonial Subversions. Decolonial Subversions. 2023, pp. 1 - 8.Article
Conceptualizing a transdisciplinary nexus for addressing complex problems
Gibbs, P. and McGregor, S. 2023. Conceptualizing a transdisciplinary nexus for addressing complex problems. Futures. 154. https://doi.org/10.1016/j.futures.2023.103261Article
Feminist new materialist approaches to childhood studies
Mohandas, S. and Osgood, J. 2023. Feminist new materialist approaches to childhood studies. in: Montgomery, H. (ed.) Oxford Bibliographies in Childhood Studies Oxford University Press (OUP).Book chapter
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy
Buckingham Shum, S., Lim, L.-A., Boud, D., Bearman, M. and Dawson, P. 2023. A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education. 20 (1). https://doi.org/10.1186/s41239-023-00410-9Article
Fostering student motivation and engagement with feedback through ipsative processes
Malecka, B. and Boud, D. 2023. Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education. 28 (7), pp. 1761-1776. https://doi.org/10.1080/13562517.2021.1928061Article
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis
Yan, Z., Wang, X., Boud, D. and Lao, H. 2023. The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education. 48 (1), pp. 1-15. https://doi.org/10.1080/02602938.2021.2012644Article
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
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
How to become an academic, and alienate people: the working-class academic
Albary, S. 2023. How to become an academic, and alienate people: the working-class academic. in: Robinson, S., Bristow, A. and Ratle, O. (ed.) Doing Academic Careers Differently: Portraits of Academic Life London, UK Routledge. pp. 116-119Book chapter
Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement
Nottingham, P. and Mao, Y. 2023. Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement. Higher Education, Skills and Work-based Learning. 13 (5), pp. 1009-1022. https://doi.org/10.1108/HESWBL-02-2023-0041Article
The untimely art of scribble
de Rijke, V. 2023. The untimely art of scribble. Singapore Springer.Authored Book
‘On the high street’ tuition for primary-aged children in London: critiquing discourses of accessibility, attainment and assistance
Wainwright, E., Barker, J., Chappell, A. and McHugh, E. 2023. ‘On the high street’ tuition for primary-aged children in London: critiquing discourses of accessibility, attainment and assistance. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 53 (6), pp. 889-901. https://doi.org/10.1080/03004279.2023.2237039Article
Arboreal Methodologies: the promise of getting lost (with feminist new materialism and Indigenous ontologies) for social studies
Osgood, J. and Axelsson, S. 2023. Arboreal Methodologies: the promise of getting lost (with feminist new materialism and Indigenous ontologies) for social studies. in: Varga, B., Monreal, T. and Christ, R. (ed.) Toward a Stranger and More Posthuman Social Studies New York Teachers College Press. pp. 93-109Book chapter
Arboreal methodologies: Getting lost to explore the potential of the non-innocence of ‘nature’
Osgood, J., Axelsson, S., Cavaliero, T., Hanniffy, M. and McDonnell, S. 2023. Arboreal methodologies: Getting lost to explore the potential of the non-innocence of ‘nature’. Occasional Paper Series. 2023 (50), pp. 113-129. https://doi.org/10.58295/2375-3668.1499Article
If reading for pleasure is key to writing, has COVID-19 changed the lock? [Presentation]
Harding, C. 2023. If reading for pleasure is key to writing, has COVID-19 changed the lock? [Presentation]. UKLA International Conference 2023. Exeter UK 23 - 25 Jun 2023Conference item
Reading for pleasure matters: priorities and pedagogies in the post-pandemic landscape
Harding, C. 2023. Reading for pleasure matters: priorities and pedagogies in the post-pandemic landscape. TEAN Conference 2023. Manchester UKConference item
Citizenship education: building for the future
Jerome, L. and Moorse, L. 2023. Citizenship education: building for the future. in: Tam, H. (ed.) Who’s Afraid of Political Education: The challenge to teach civic competence and democratic participation Bristol, UK Policy Press. pp. 163-179Book chapter
Reflections on citizenship education from England
Jerome, L. 2023. Reflections on citizenship education from England. The Social Educator. 41 (1), pp. 34-39.Article
Adventures requiring care and recklessness: a playful archive
Osgood, J. 2023. Adventures requiring care and recklessness: a playful archive. in: Mazzei, L. and Jackson, A. (ed.) Postfoundational Approaches to Qualitative Inquiry London, UK Routledge. pp. 101-118Book chapter
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 Publishing. pp. 39-54Book chapter
Pedagogical innovation for children’s agency in the classroom: building knowledge together
Farini, F. and Scollan, A. 2023. Pedagogical innovation for children’s agency in the classroom: building knowledge together. Palgrave Macmillan.Authored Book
Participation and hybrid integration in primary and secondary schools
Farini, F., Amadasi, S., Scollan, A., Murray, J. and Slusarczyk, M. 2023. Participation and hybrid integration in primary and secondary schools. in: Baraldi, C. (ed.) Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration Abingdon Routledge. pp. 98-121Book chapter
Narratives and practices on agency and participation of migrant children in early childhood education
Droessler, T., Ballestri, C., Foertsch, L., Scollan, A. and Rohr, M. 2023. Narratives and practices on agency and participation of migrant children in early childhood education. in: Baraldi, C. (ed.) Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration Abingdon Routledge. pp. 122-142Book chapter
This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions
Farini, F., Baraldi, C. and Scollan, A. 2023. This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions. Practice: Contemporary Issues in Practitioner Education. 5 (1), pp. 4-26. https://doi.org/10.1080/25783858.2023.2177185Article
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