Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Turning towards discomfort in postdevelopmental approaches to childhood art: The potentials of multimodal mediated discourse analysis
Sakr, M. 2022. Turning towards discomfort in postdevelopmental approaches to childhood art: The potentials of multimodal mediated discourse analysis. Multimodality and Society. 2 (4), pp. 434-450. https://doi.org/10.1177/26349795221135579Article
What is an enabling environment - and who is doing the enabling?
Scollan, A. and Farini, F. 2022. What is an enabling environment - and who is doing the enabling? Mark Allen Group.Magazine
The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education
Farini, F. and Scollan, A. 2022. The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education. Language, Discourse and Society. 10 (1), pp. 13-25.Article
Paper 45: Exploring student perceptions of existing learning communities of practice within a Degree Apprenticeship to enable the greater adoption of inclusivity principles for work-integrated studies
Nottingham, P. and Mao, Y. 2022. Paper 45: Exploring student perceptions of existing learning communities of practice within a Degree Apprenticeship to enable the greater adoption of inclusivity principles for work-integrated studies. Sawchuk, P. and Mirchandani,, K. (ed.) RWL12 : Researching Work and Learning. Toronto, Canada 13 - 15 Jul 2022 Ontario Institute for Studies in Education, University of Toronto.Conference paper
CODA: Seismic knots of (un)knowing "toddler"(s)
Kroeger, J., Persky, J. and Osgood, J. 2022. CODA: Seismic knots of (un)knowing "toddler"(s). Global Studies of Childhood. 12 (3), pp. 310-3016. https://doi.org/10.1177/20436106221117203Article
'That's enough!' (But it wasn't): the generative possibilities of attuning to what else a tantrum can do
Osgood, J. and de Rijke, V. 2022. 'That's enough!' (But it wasn't): the generative possibilities of attuning to what else a tantrum can do. Global Studies of Childhood. 12 (3), pp. 235-248. https://doi.org/10.1177/20436106221117167Article
Editorial: The spectacle of 'tantruming toddler': Reconfiguring child/hood(s) of the Capitalocene
Osgood, J., Kroeger, J. and Persky, J. 2022. Editorial: The spectacle of 'tantruming toddler': Reconfiguring child/hood(s) of the Capitalocene. Global Studies of Childhood. 12 (3), pp. 199-208. https://doi.org/10.1177/20436106221117200Article
Risking erasure? Posthumanist research practices and figurations of (the) child
Murris, K. and Osgood, J. 2022. Risking erasure? Posthumanist research practices and figurations of (the) child. Contemporary Issues in Early Childhood. 23 (3), pp. 208-219. https://doi.org/10.1177/14639491221117761Article
Grappling with the miseducation of Montessori: A feminist posthuman rereading of 'child' in early childhood contexts
Osgood, J. and Mohandas, S. 2022. Grappling with the miseducation of Montessori: A feminist posthuman rereading of 'child' in early childhood contexts. Contemporary Issues in Early Childhood. 23 (3), pp. 302-316. https://doi.org/10.1177/14639491221117222Article
What does a ‘typical’ geography trainee journey look like, and what subject support should we look to provide across the different stages of this journey?
Baker, T. 2022. What does a ‘typical’ geography trainee journey look like, and what subject support should we look to provide across the different stages of this journey? Geography Teacher Educators Conference 2022. University of Worcester, UK 28 - 29 Jan 2022Conference item
Student Relational Bonding - the key to focusing on needs of the individual - a UK study
Gibbs, P., Dean, A. and Mclean, J. 2022. Student Relational Bonding - the key to focusing on needs of the individual - a UK study. Journal of Further and Higher Education. https://doi.org/10.1080/08841241.2022.2089943Article
Children’s self-determination in the context of practice: Reflection on adults-children relationships
Scollan, A. 2022. Children’s self-determination in the context of practice: Reflection on adults-children relationships. TACTYC CPD Webinar. Online Webinar 03 Mar 2022Conference item
Reflections at the intersection between environments that enable and children’s agency
Scollan, A. and Vipond, S. 2022. Reflections at the intersection between environments that enable and children’s agency. Centre for Education Research Workshops Series. University of Northampton (CER online) 01 Mar 2022Conference item
The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools
Farini, F. and Scollan, A. 2022. The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools. Equity in Education & Society. https://doi.org/10.1177/27526461211069135Article
The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J. and Bartolic, S. 2022. The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries. British Journal of Educational Technology. 53 (6), pp. 1750-1765. https://doi.org/10.1111/bjet.13212Article
Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming
Osgood, J. and Odegard, N. 2022. Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming. Australian Journal of Environmental Education. 38 (3-4), pp. 227-241. https://doi.org/10.1017/aee.2022.11Article
Portal-time and wanderlines: what does virusing-with make possible in childhood research?
Osgood, J., Andersen, C. and Otterstad, A. 2022. Portal-time and wanderlines: what does virusing-with make possible in childhood research? Reconceptualizing Educational Research Methodology. 13 (3), pp. 208-231. https://doi.org/10.7577/rerm.5138Article
Developing children's agency within a children's rights education framework: 10 propositions
Jerome, L. and Starkey, H. 2022. Developing children's agency within a children's rights education framework: 10 propositions. Education 3-13. 50 (4), pp. 439-451. https://doi.org/10.1080/03004279.2022.2052233Article
The struggling towards a transdisciplinary metaphysics
Gibbs, P. 2022. The struggling towards a transdisciplinary metaphysics. Postdigital Science and Education. 4 (3), pp. 649-657. https://doi.org/10.1007/s42438-021-00278-wArticle
Lessons in character education: incorporating neoliberal learning in classroom resources
Jerome, L. and Kisby, B. 2022. Lessons in character education: incorporating neoliberal learning in classroom resources. Critical Studies in Education. 63 (2), pp. 245-260. https://doi.org/10.1080/17508487.2020.1733037Article
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
Video online: Shaping curricula through pedagogical innovation: facilitation of young children’s narratives in the classroom
Scollan, A. 2021. Video online: Shaping curricula through pedagogical innovation: facilitation of young children’s narratives in the classroom. Centre for Education Research and Scholarship (CERS) Childhood and Society Seminar. Middlesex University (online & recorded) 22 Mar 2021Conference item
Finding self-determination. Conversation analysis as a methodology for interpreting adults-children interactions
Scollan, A. 2021. Finding self-determination. Conversation analysis as a methodology for interpreting adults-children interactions. Centre for Education Research Workshops Series. University of Northampton (CER online) 29 Sep 2021Conference item
Meanings and methods of pedagogical innovation
Farini, F. and Scollan, A. 2021. Meanings and methods of pedagogical innovation. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy. London Bloomsbury. pp. 67-88Book chapter
La facilitazione: commenti dei facilitatori
Baraldi, C., Farini, F. and Scollan, A. 2021. La facilitazione: commenti dei facilitatori. in: Baraldi, C., Farini, F. and Iervese, V. (ed.) Raccontare storie personali in classe: Dalla ricerca all'innovazione educativa Milan FrancoAngeli. pp. 104-119Book chapter
Dalla ricerca alla formazione
Scollan, A. 2021. Dalla ricerca alla formazione. in: Baraldi, C., Farini, F. and Iervese, V. (ed.) Raccontare storie personali in classe: Dalla ricerca all’innovazione educativa. Milan FrancoAngeli. pp. 230-246Book chapter
SHARMED training: design and practice
Scollan, A. and Joslyn, E. 2021. SHARMED training: design and practice. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy London Bloomsbury. pp. 173-192Book chapter
Can academics be trusted to be truth-tellers more than the rest of society?
Gibbs, P. 2021. Can academics be trusted to be truth-tellers more than the rest of society? in: Bengtsen, S., Robinson, S. and Shumar, W. (ed.) The University Becoming: Perspectives from Philosophy and Social Theory Cham Switzerland Springer International.Book chapter
‘She’s nice company and a good friend’: thinking with Haraway to reconceptualise children’s playful interactions with Alexa in the family home
Sakr, M. 2021. ‘She’s nice company and a good friend’: thinking with Haraway to reconceptualise children’s playful interactions with Alexa in the family home. in: Mikats, J., Kink-Hampersberger, S. and Oates-Indruchová, L. (ed.) Creative families: Gender and technologies of everyday life Cham, Switzerland Palgrave Macmillan. pp. 167-188Book chapter
Advancing pedagogical leadership at national level: looking for a policy window
Bonetti, S. and Sakr, M. 2022. Advancing pedagogical leadership at national level: looking for a policy window. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 181-193Book chapter
An organisational approach to supporting pedagogical leadership: reporting on a case study with London Early Years Foundation
Sakr, M. 2022. An organisational approach to supporting pedagogical leadership: reporting on a case study with London Early Years Foundation. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 119-131Book chapter
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. 2021. Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps. Early Years. https://doi.org/10.1080/09575146.2021.1959524Article
The role of practice in doctoral degrees. Research in Post-Compulsory Education, 26:3, 257-273, ISSN 1359-6748
Armsby, P., Costley, C. and Weller, G. 2021. The role of practice in doctoral degrees. Research in Post-Compulsory Education, 26:3, 257-273, ISSN 1359-6748. Taylor & Francis (Routledge).Edited Journal
Understanding feedback in online learning - A critical review and metaphor analysis
Jensen, L.X., Bearman, M. and Boud, D. 2021. Understanding feedback in online learning - A critical review and metaphor analysis. Computers and Education. 173. https://doi.org/10.1016/j.compedu.2021.104271Article
Valuing the multilingual repertoires of students from African migrant communities at a London university
Odeniyi, V. and Lazar, G. 2020. Valuing the multilingual repertoires of students from African migrant communities at a London university. Language, Culture and Curriculum. 33 (20), pp. 157-171. https://doi.org/10.1080/07908318.2019.1677702Article
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
Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
Winstone, N.E., Ajjawi, R., Dirkx, K. and Boud, D. 2022. Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. 47 (7), pp. 1524-1536. https://doi.org/10.1080/03075079.2021.1916909Article
Review Symposium: Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018). Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov. Routledge.
Gibbs, P., Rozas Gómez, C. and Mikulan, P. 2021. Review Symposium: Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018). Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov. Routledge. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1923005Article
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
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
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