Education
| Title | Education |
|---|---|
| Alternative | HSE - Ed |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Talking tolerance: being deliberative about fundamental British values
Jerome, L., Liddle, A. and Young, H. 2021. Talking tolerance: being deliberative about fundamental British values. PRISM. 3 (2), pp. 48-61. https://doi.org/10.24377/prism.ljmu.0302204Article
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
Seonaid Robertson (1912–2008): the transformation of 'chaotic experience' through arts education
Hoare, L. 2021. Seonaid Robertson (1912–2008): the transformation of 'chaotic experience' through arts education. in: Howlett, J. and Palmer, A. (ed.) Unfolding Creativity: British Pioneers in Arts Education from 1890 to 1950 Cham Palgrave Macmillan. pp. 213-233Book chapter
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
A curriculum journey at Middlesex: integrating the core content framework into the history ITE curriculum
Baker, T. 2021. A curriculum journey at Middlesex: integrating the core content framework into the history ITE curriculum. History Teacher Education Network Conference. Online 18 Nov 2021Conference item
Subject mentoring post-Covid: how to support Early Career Teachers
Baker, T. 2021. Subject mentoring post-Covid: how to support Early Career Teachers. Ealing Learning Partnership: Subject Leaders’ Network. Online 11 Nov 2021Conference item
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
An Early Childhood Education for Sustainability resource that embeds the Sustainable Development Goals and STEM into pedagogical practice
Boyd, D., King, J., Neame, J., Scollan, A. and McLeod, N. 2021. An Early Childhood Education for Sustainability resource that embeds the Sustainable Development Goals and STEM into pedagogical practice. NCFE.Technical report
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
Facilitation of classroom interaction using photographs: the SHARMED project
Baraldi, C., Farini, F. and Scollan, A. 2021. Facilitation of classroom interaction using photographs: the SHARMED project. World Education Research Association 2021 Virtual Focal Meeting. University of Santiago de Compostela, Spain - online 07 - 09 Jul 2021Conference item
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
Academic literacies and staff pedagogic development
Lazar, G. 2021. Academic literacies and staff pedagogic development. Academic Literacies and Staff Pedagogic Development. Academic Writing Seminar Series (Online), UCL Institute of Education 20 May 2021Conference item
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
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