Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
Sort by Date Title
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
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
The importance of bilingualism in the primary classroom
Kulenovic, E. 2021. The importance of bilingualism in the primary classroom. in: Carno, M. (ed.) Advances in Education and Educational Trends Series inScience Press. pp. 145-158Book chapter
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
Testing the effectiveness of a blended vulnerable witness training for forensic interviewers
Lawrie, M., Brubacher, S.P., Earhart, B., Powell, M.B., Steele, L.C. and Boud, D. 2021. Testing the effectiveness of a blended vulnerable witness training for forensic interviewers. Journal of Family Trauma, Child Custody & Child Development. 18 (3), pp. 279-297. https://doi.org/10.1080/26904586.2021.1894303Article
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 UniversityPhD 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 UniversityPhD 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. Early Childhood Studies Degree Network (ECSDN).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
Intergenerational solidarity, agency, trust in primary school children's narratives during the Covid-19 pandemic In London
Farini, F. and Scollan, A. 2021. Intergenerational solidarity, agency, trust in primary school children's narratives during the Covid-19 pandemic In London. 15th European Sociological Association (ESA) Conference: Sociological Knowledges for Alternative Futures. Barcelona (Online) 31 Aug - 03 Sep 2021Conference item
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
Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston
Scollan, A. 2021. Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston. Centre for Education Research and Scholarship (CERS) Childhood and Society Seminar. Middlesex University, London, UK (online & recorded) 28 Jun 2021Conference item
The cohesion of schools as intercultural communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of teachers and children in England and Italy
Farini, F., Baraldi, C. and Scollan, A. 2021. The cohesion of schools as intercultural communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of teachers and children in England and Italy. Academic Workshop: Dialogue with and among the Existing, Transforming and Emerging Communities. The Dialogue Society, London (online) 16 Jun 2021Conference item
Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research
Taylor, B., Mills, M., Elwick, A., Pillinger, C., Gronland, G., Hayward, J., Hextall, I. and Panjwani, F. 2021. Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research. London, UK UCL Institute of Education.Technical report
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
Between home and school: mobilising ‘hard to reach’ parents to engage with their children’s education
Fretwell, N. 2021. Between home and school: mobilising ‘hard to reach’ parents to engage with their children’s education. in: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK Springer. pp. 97-116Book chapter
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
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
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
101883
total views19426
total downloads4467
views this month886
downloads this month