Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales
Jerome, L., Sant, E., Britton, A., Emerson, L., James, S. and Milliken, M. 2022. United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales. Journal of Social Science Education. 21 (4), pp. 1-22. https://doi.org/10.11576/jsse-5853Article
Early years teachers’ perspectives of integrated working and professional development: a qualitative exploration in a local authority in London
Allen, S. 2022. Early years teachers’ perspectives of integrated working and professional development: a qualitative exploration in a local authority in London. DProf thesis Middlesex UniversityDProf thesis
Hope and helplessness in the post-Covid drama, theatre and performance classroom [Presentation]
Fryer, N. 2022. Hope and helplessness in the post-Covid drama, theatre and performance classroom [Presentation]. Theatre and Performance Research Association (TaPRA) Conference 2022. University of Essex 12 - 14 Sep 2022Conference item
The unequal costs of Covid-19 on well-being in Europe
Dalingwater, L., Boullet, V., Costantini, I. and Gibbs, P. (ed.) 2022. The unequal costs of Covid-19 on well-being in Europe. Cham Springer.Edited Book
International dimensions of mediation /inclusivity & the workplace [Abstract]
Nikolou-Walker, E. 2022. International dimensions of mediation /inclusivity & the workplace [Abstract]. Imagining Radical Inclusivity in Work & Learning. Second Home, Clerkenwell Green 27 May 2022 Middlesex University. pp. 93Conference item
The introduction of work-based learning to higher education in the UK
Costley, C. 2022. The introduction of work-based learning to higher education in the UK. Work Based Learning e-Journal International. 11 (1), pp. 56 -63.Article
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? [Conference item - Other]
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? [Conference item - Other]. Geography Teacher Educators Conference 2022. University of Worcester, UK 28 - 29 Jan 2022Conference item
Geography’s just colouring! What can history teachers genuinely learn from the pedagogies and discipline of geography? [Presentation]
Baker, T. 2022. Geography’s just colouring! What can history teachers genuinely learn from the pedagogies and discipline of geography? [Presentation]. Historical Association Annual Conference 2022. Bristol, UK 13 - 14 May 2022Conference item
Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation
Gibbs, P. 2022. Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation. in: Bengtsen, S. and Gildersleeve, R. (ed.) Transformation of the University: Hopeful Futures for Higher Education Routledge. pp. 44-58Book chapter
Children’s self-determination in the context of practice: Reflection on adults-children relationships [Presentation]
Scollan, A. 2022. Children’s self-determination in the context of practice: Reflection on adults-children relationships [Presentation]. TACTYC CPD Webinar. Online Webinar 03 Mar 2022Conference item
Reflections at the intersection between environments that enable and children’s agency [Presentation]
Scollan, A. and Vipond, S. 2022. Reflections at the intersection between environments that enable and children’s agency [Presentation]. 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: International Journal of Primary, Elementary and Early Years Education. 50 (4), pp. 439-451. https://doi.org/10.1080/03004279.2022.2052233Article
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 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
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
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
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
Introduction
O'Sullivan, J. and Sakr, M. 2022. Introduction. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 1-9Introduction
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 [Book Review]
Gibbs, P., Rozas Gómez, C. and Mikulan, P. 2022. 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 [Book Review]. Educational Philosophy and Theory. 24 (7), pp. 1050-1060. https://doi.org/10.1080/00131857.2021.1923005Article
Islam on campus: contested identities and the cultures of higher education in Britain [Book review]
Gibbs, P. 2022. Islam on campus: contested identities and the cultures of higher education in Britain [Book review]. Higher Education. 83 (3), pp. 631-634. https://doi.org/10.1007/s10734-021-00688-6Article
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
Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
Malecka, B., Boud, D. and Carless, D. 2022. Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education. 27 (7), pp. 908-922. https://doi.org/10.1080/13562517.2020.1754784Article
The need to disentangle assessment and feedback in higher education
Winstone, N. and Boud, D. 2022. The need to disentangle assessment and feedback in higher education. Studies in Higher Education. 47 (3), pp. 656-667. https://doi.org/10.1080/03075079.2020.1779687Article
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
Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis
Sakr, M. and Burghardt, V. 2022. Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis. Teaching in Higher Education. 27 (3), pp. 281-296. https://doi.org/10.1080/13562517.2020.1716712Article
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
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