Education
| Title | Education |
|---|---|
| Alternative | HSE - Ed |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Designing work-based learning approaches for Gen Y, Gen Z and beyond
Nottingham, P. 2021. Designing work-based learning approaches for Gen Y, Gen Z and beyond. in: Gerhardt, T. and Annon, P. (ed.) Applications of Work Integrated Learning Among Gen Z and Y Students United States IGI Global. pp. 166-187Book chapter
Planning practitioner projects
Bibila, S. and Nottingham, P. 2020. Planning practitioner projects. in: Helyer, R., Wall, T., Minton, A. and Lund, A. (ed.) The Work-Based Learning Student Handbook London, UK Macmillan International Higher Education | Red Globe Press. pp. 183-203Book chapter
UK pedagogical experiment to innovate HE digital teaching - being and becoming online: the design of a holistic training programme to innovate online teaching experience
Scollan, A. and Farini, F. 2021. UK pedagogical experiment to innovate HE digital teaching - being and becoming online: the design of a holistic training programme to innovate online teaching experience. SeAMK Virtual International Week: Digitalization and Sustainability in Higher Education and RDI.. Seinäjoki University of Applied Sciences, Finland 15 - 19 Feb 2021Conference item
Implementing practitioner research projects
Nottingham, P. and Biblia, S. 2020. Implementing practitioner research projects. in: Helyer, R., Wall, T., Minton, A. and Lund, A. (ed.) The Work-Based Learning Student Handbook London, UK Macmillan International Higher Education | Red Globe Press. pp. 204-224Book chapter
Children's rights education in diverse classrooms: pedagogy, principles and practice
Jerome, L. and Starkey, H. 2021. Children's rights education in diverse classrooms: pedagogy, principles and practice. London Bloomsbury.Book
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature
Winstone, N., Boud, D., Dawson, P. and Heron, M. 2022. From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education. 47 (2), pp. 213-230. https://doi.org/10.1080/02602938.2021.1902467Article
Countering violent extremism in education: a human rights analysis
Svennevig, H., Jerome, L. and Elwick, A. 2021. Countering violent extremism in education: a human rights analysis. Human Rights Education Review. 4 (1), pp. 91-110. https://doi.org/10.7577/hrer.3980Article
Talking about rights without talking about rights: on the absence of knowledge in classroom discussions
Jerome, L., Liddle, A. and Young, H. 2021. Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review. 4 (1), pp. 8-26. https://doi.org/10.7577/hrer.3979Article
Writing educational resources for publication: how and why?
Lazar, G. 2021. Writing educational resources for publication: how and why? Centre for Education Research and Scholarship (CERS) Professional Education and Partnerships. Middlesex University, London, UK (online & recorded) 15 Mar 2021 London, UK Middlesex University.Conference item
Feedback that works: a realist review of feedback interventions for written tasks
Ajjawi, R., Kent, F., Broadbent, J., Tai, J., Bearman, M. and Boud, D. 2022. Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education. 47 (7), pp. 1343-1356. https://doi.org/10.1080/03075079.2021.1894115Article
From multispecies tangles and Anthropocene muddles: what can lichen teach us about precarity and indeterminacy in early childhood
Osgood, J. 2022. From multispecies tangles and Anthropocene muddles: what can lichen teach us about precarity and indeterminacy in early childhood. in: Blyth, C. and Aslanian, T. (ed.) Children and the Power of Stories: Posthuman and Autoethnographic Perspectives in Early Childhood Education Singapore Springer. pp. 51-67Book chapter
Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia
Cherkezishvili, D., Sanikidze, T. and Gibbs, P. 2020. Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia. Quality in Higher Education. 26 (1), pp. 98-113. https://doi.org/10.1080/13538322.2020.1728834Article
Islam on campus: contested identities and the cultures of higher education in Britain [Book review]
Gibbs, P. 2021. Islam on campus: contested identities and the cultures of higher education in Britain [Book review]. Higher Education. https://doi.org/10.1007/s10734-021-00688-6Article
Legal safeguarding for work-based learners in creative educational models
Nikolou-Walker, E. 2020. Legal safeguarding for work-based learners in creative educational models. Work Based Learning e-Journal International. 9 (2), pp. 55-72.Article
Drawing the unknowable - Lovecraft’s cosmic horror in Magic: The Gathering and Hearthstone
Albary, S. and Albary, R. 2021. Drawing the unknowable - Lovecraft’s cosmic horror in Magic: The Gathering and Hearthstone. in: Alcala Gonzalez, A. and Sederholm, C. (ed.) Lovecraft in the 21st Century: Dead, But Still Dreaming New York, NY Routledge. pp. 103-117Book chapter
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
Ajjawi, R., Dracup, M. and Boud, D. 2021. Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1952569Article
45 ̊ Learning: a guide to organising teaching online in the Covid pandemic, including peer observation revision
Howarth, M. 2021. 45 ̊ Learning: a guide to organising teaching online in the Covid pandemic, including peer observation revision. Work Based Learning e-Journal International. 10 (1), pp. 1-138.Article
Facilitating children’s narratives in the classroom. From self-determination to authorship of knowledge. An exploration of pedagogical innovation to promote children’s agency in London primary schools
Scollan, A. 2021. Facilitating children’s narratives in the classroom. From self-determination to authorship of knowledge. An exploration of pedagogical innovation to promote children’s agency in London primary schools. PhD thesis Middlesex University Health, Social Care and EducationPhD thesis
‘What we came through to get here’: the educational experiences of Somali women graduates in London
Spawls, N. 2021. ‘What we came through to get here’: the educational experiences of Somali women graduates in London. PhD thesis Middlesex University Health, Social Care and EducationPhD thesis
Creating a sustainable future
Boyd, D., Calder, P., Needham, M., Scollan, A., McLeod, N., Lee, K., Barr, K., Jones, D., Williams, K., Harris, D., Early Childhood Studies Degree Network, (. and Early Childhood Studies Degree Network 2021. Creating a sustainable future. Hawker Publications.Magazine
Definitions of different forms of Work and Learning in Higher Education
Costley, C. 2021. Definitions of different forms of Work and Learning in Higher Education. Work Based Learning e-Journal International. 10 (2), pp. 53-67.Article
Scholasticism with a transdisciplinary attitude
Gibbs, P. 2021. Scholasticism with a transdisciplinary attitude. Transdisciplinary Journal of Engineering and Science. 12, pp. 137-146. https://doi.org/10.22545/2021/00161Article
From enabling environments to environments that enable: notes for theoretical innovation at the intersection between environments, learning and children’s agency
Scollan, A. and Farini, F. 2021. From enabling environments to environments that enable: notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg - the OMEP Ireland Journal of Early Childhood Studies. 14 (1), pp. 20-39.Article
The contribution to climate change research of the Professional Doctorate and PhD: more of the same but of a different flavour?
Gibbs, P. 2021. The contribution to climate change research of the Professional Doctorate and PhD: more of the same but of a different flavour? in: Barnacle, R. and Cuthbert, D. (ed.) The PhD at the End of the World: Provocations for the Doctorate and a Future Contested Cham, Switzerland Springer.Book chapter
A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not
Gibbs, P. 2021. A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not. Philosophy and Theory in Higher Education. 3 (2), pp. 43-58. https://doi.org/10.3726/ptihe022021.0003Article
Love as an act of resistance: Ethical subversion in early childhood professional practice in England
Morris, L. 2021. Love as an act of resistance: Ethical subversion in early childhood professional practice in England. Contemporary Issues in Early Childhood. 22 (2), pp. 124-139. https://doi.org/10.1177/1463949120932297Article
A hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England
Farini, F. and Scollan, A. 2021. A hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England. International Journal of Leadership in Education: Theory and Practice. 24 (5), pp. 717-742. https://doi.org/10.1080/13603124.2019.1657592Article
The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy
Jerome, L., Liddle, A. and Young, H. 2020. The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy. London, UK Middlesex University.Project report
Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education
Jerome, L., Busher, J., Armstrong, M., Choudhury, T., da Silva, R., Elwick, A., Fontana, G., James, N., Lewis, J., Robson, J., Svennevig, H. and Thomas, P. 2020. Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 159-169Book chapter
The Prevent Duty in education: impact, enactment and implications
Busher, J. and Jerome, L. (ed.) 2020. The Prevent Duty in education: impact, enactment and implications. Cham, Switzerland Palgrave Macmillan.Book
Introduction
Busher, J. and Jerome, L. 2020. Introduction. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 1-10Book chapter
Student perspectives on Teaching and the Prevent policy
Elwick, A., Jerome, L. and Svennevig, H. 2020. Student perspectives on Teaching and the Prevent policy. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 55-75Book chapter
A transitional plan for digital and technology change
Nottingham, J. and Nottingham, P. 2020. A transitional plan for digital and technology change. European Journal of Higher Education IT. 2020 (1).Article
A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062
Scott, D., Nottingham, P. and Wall, T. 2020. A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062.Edited Journal
El futuro de la evaluación en la educación superior
Ibarra-Saiz, M. S., Rodriguez-Gomez, G., Boud, D., Rotsaert, T., Brown, S., Salinas-Salazar, M. L. and Rodriguez-Gomez, H. M. 2020. El futuro de la evaluación en la educación superior. Revista Electrónica de Investigación y Evaluación Educativa. 26 (1). https://doi.org/10.7203/relieve.26.1.17323Article
Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía
Boud, D. 2020. Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía. Revista Electrónica de Investigación y Evaluación Educativa. 26 (1). https://doi.org/10.7203/relieve.26.1.17088Article
Reading children's literature
de Rijke, V. 2021. Reading children's literature. Education 3-13. 49 (1), pp. 63-78. https://doi.org/10.1080/03004279.2020.1824703Article
The quality of assessment tasks as a determinant of learning
Soledad Ibarra-Saiz, M., Rodriguez-Gomez, G. and Boud, D. 2021. The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education. 46 (6), pp. 943-955. https://doi.org/10.1080/02602938.2020.1828268Article
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
Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis
Yan, Z., Brubacher, S., Boud, D. and Powell, M. 2020. Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training & Development. 24 (4), pp. 357-373. https://doi.org/10.1111/ijtd.12201Article
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