Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Quality assurance of higher education in the South Caucasus
Gibbs, P., Tavadze, G. and Grdzelidze, I. 2023. Quality assurance of higher education in the South Caucasus. Quality in Higher Education. 29 (1), pp. 1-5. https://doi.org/10.1080/13538322.2022.2100598Article
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 Publishing. 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
What feedback literate teachers do: an empirically-derived competency framework
Boud, D. and Dawson, P. 2023. What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education. 48 (2), pp. 158-171. https://doi.org/10.1080/02602938.2021.1910928Article
Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps
Sakr, M. and Bonetti, S. 2023. Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps. Early Years. 43 (2), pp. 395-410. https://doi.org/10.1080/09575146.2021.1959524Article
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
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
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.Online educational resource
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
Trusting in higher education: a multifaceted discussion of trust in and for higher education in Norway and the United Kingdom
Gibbs, P. and Maassen, P. (ed.) 2022. Trusting in higher education: a multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. Springer.Edited Book
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
Student agency in feedback: beyond the individual
Nieminen, J.H., Tai, J., Boud, D. and Henderson, M. 2022. Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education. 47 (1), pp. 95-108. https://doi.org/10.1080/02602938.2021.1887080Article
Hampering teaching excellence? Academics making decisions in the face of contradictions
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2022. Hampering teaching excellence? Academics making decisions in the face of contradictions. Studies in Higher Education. 47 (4), pp. 941-952. https://doi.org/10.1080/03075079.2020.1828327Article
Developing student feedback literacy through self and peer assessment interventions
Hoo, H., Deneen, C. and Boud, D. 2022. Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education. 47 (3), pp. 444-457. https://doi.org/10.1080/02602938.2021.1925871Article
A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19
Bartolic, S.K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M.M., Polly, P., Tai, J., Marsh, H.L., Lin, L., Burgess, J., Habtu, S., Mercedes Rodrigo, M.M., Roth, M., Heap, T. and Guppy, N. 2022. A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review. 74 (3), pp. 517-533. https://doi.org/10.1080/00131911.2021.1955830Article
An empirical study of student action from ipsative design of feedback processes
Malecka, B., Ajjawi, R., Boud, D. and Tai, J. 2022. An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education. 47 (5), pp. 801-815. https://doi.org/10.1080/02602938.2021.1968338Article
Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development
Joughin, G., Bearman, M., Boud, D., Lockyer, J. and Adachi, C. 2022. Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development. Higher Education. 84 (4), pp. 827-844. https://doi.org/10.1007/s10734-021-00802-8Article
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
Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic
Bartolic, S., Matzat, U., Tai, J., Burgess, J., Boud, D., Craig, H., Archibald, A., De Jaeger, A., Kaplan-Rakowski, R., Lutze-Mann, L., Polly, P., Roth, M., Heap, T., Agapito, J. and Guppy, N. 2022. Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic. Studies in Higher Education. 47 (12), pp. 2460-2472. https://doi.org/10.1080/03075079.2022.2081679Article
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
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 online 13 - 15 Sep 2022Conference 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
Afterword [to New Images of Thought in the Study of Childhood Drawing]
Osgood, J. 2022. Afterword [to New Images of Thought in the Study of Childhood Drawing]. in: Trafi-Prats, L. and Schulte, C. (ed.) New Images of Thought in the Study of Childhood Drawing Cham Springer. pp. 175-178Book chapter
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
CHILD-UP Horizon 2020 facilitator training for schools
Farini, F., Scollan, A. and Murray, J. 2022. CHILD-UP Horizon 2020 facilitator training for schools. CHILD-UP Consortium.Report
The outcomes of an international Research Project. Horizon2020 Child-UP [Presentation]
Farini, F. and Scollan, A. 2022. The outcomes of an international Research Project. Horizon2020 Child-UP [Presentation]. Horizon2020 Child-UP Final Conference. Centre La Vallée, Brussels, Belgium 09 - 10 Jun 2022Conference item
Dialoguing with children’s lived experiences and realities
Scollan, A. 2022. Dialoguing with children’s lived experiences and realities. Childhood and Youth Conference. University of Chichester 19 Nov 2022Conference keynote
Making pedagogical innovation sustainable: the role of training and dialogue for trainers
Boyd, D., King, B.J., Mann, S., Neame, J., Scollan, A. and McLeod, N. 2022. Making pedagogical innovation sustainable: the role of training and dialogue for trainers. Early Childhood Studies Degree Network (ECSDN).Online educational resource
The discourses on children’s right of self-determination. Early Childhood Education and the positioning of children as agents in their own (and adults') learning [Presentation]
Scollan, A. and Farini, F. 2022. The discourses on children’s right of self-determination. Early Childhood Education and the positioning of children as agents in their own (and adults') learning [Presentation]. WERA International Research Network event. University of Swansea 10 May 2022Conference item
Innovating the concept of trust to research the positioning of Children with Migrant Background in education [Presentation]
Farini, F. and Scollan, A. 2022. Innovating the concept of trust to research the positioning of Children with Migrant Background in education [Presentation]. European Sociological Association Mid-term Conference. University of the Highlands and Islands, Inverness 13 Jul 2022Conference item
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