Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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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. pp. 67-77Book chapter
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
‘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
Writing educational resources for publication: how and why? [Presentation]
Lazar, G. 2021. Writing educational resources for publication: how and why? [Presentation]. 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
Academic literacies and staff pedagogic development [Presentation]
Lazar, G. 2021. Academic literacies and staff pedagogic development [Presentation]. Academic Literacies and Staff Pedagogic Development. Academic Writing Seminar Series (Online), UCL Institute of Education 20 May 2021Conference item
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
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
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
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 Publishing.Authored Book
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
UK pedagogical experiment to innovate HE digital teaching - being and becoming online: the design of a holistic training programme to innovate online teaching experience [Presentation]
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 [Presentation]. SeAMK Virtual International Week: Digitalization and Sustainability in Higher Education and RDI. Seinäjoki University of Applied Sciences, Finland 15 - 19 Feb 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
Reading children's literature
de Rijke, V. 2021. Reading children's literature. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 49 (1), pp. 63-78. https://doi.org/10.1080/03004279.2020.1824703Article
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
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
Joughin, G., Boud, D., Dawson, P. and Tai, J. 2021. What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education. 46 (1), pp. 80-91. https://doi.org/10.1080/02602938.2020.1733491Article
Alternative universities: speculative design for innovation in higher education [Book review]
Elwick, A. 2021. Alternative universities: speculative design for innovation in higher education [Book review]. Educational Review. 73 (1), pp. 129-130. https://doi.org/10.1080/00131911.2020.1774166Article
The development and impact of professional doctorates
Costley, C. and Boud, D. 2021. The development and impact of professional doctorates. in: Malloch, M., Cairns, L., Evans, K. and O'Connor, B. (ed.) The SAGE Handbook of Learning and Work London, UK SAGE Publications. pp. 223-238Book chapter
Impacts of a professional practice doctorate: a collaborative enquiry
Boud, D., Costley, C., Marshall, S. and Sutton, B. 2021. Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research & Development. 40 (3), pp. 431-445. https://doi.org/10.1080/07294360.2020.1765744Article
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
Queering understandings of how matter comes to matter in the baby room
Osgood, J. 2021. Queering understandings of how matter comes to matter in the baby room. in: Moran, L., Reilly, K. and Brady, B. (ed.) Narrating Childhood with Children and Young People: Diverse Contexts, Methods and Stories of Everyday Life London Palgrave Macmillan. pp. 213-236Book chapter
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
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
A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062
Scott, D., Nottingham, P. and Wall, T. 2020. A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062.Edited Journal
El futuro de la evaluación en la educación superior
Ibarra-Saiz, M. S., Rodriguez-Gomez, G., Boud, D., Rotsaert, T., Brown, S., Salinas-Salazar, M. L. and Rodriguez-Gomez, H. M. 2020. El futuro de la evaluación en la educación superior. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE). 26 (1). https://doi.org/10.7203/relieve.26.1.17323Article
Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía
Boud, D. 2020. Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE). 26 (1). https://doi.org/10.7203/relieve.26.1.17088Article
Being in the hidden third: Insights into transdisciplinary ontology
McGregor, S. and Gibbs, P. 2020. Being in the hidden third: Insights into transdisciplinary ontology. Transdisciplinary Journal of Engineering and Science. 11, pp. 142-157. https://doi.org/10.22545/2020/00139Article
Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools
Jerome, L. 2020. Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools. Journal of Social Science Education. 19 (2), pp. 8-23. https://doi.org/10.4119/jsse-1558Article
Professional artefacts: evaluating creative outcomes for work-based inquiry
Nottingham, P. 2020. Professional artefacts: evaluating creative outcomes for work-based inquiry. Journal of Work-Applied Management. 12 (2), pp. 127-139. https://doi.org/10.1108/JWAM-03-2020-0014Article
"It might get messy, or not be right"; scribble as postdevelopmental art
de Rijke, V. 2019. "It might get messy, or not be right"; scribble as postdevelopmental art. in: Sakr, M. and Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Art London, UK Bloomsbury Publishing. pp. 153-176Book chapter
Love and revolution in the post-truth university
de Rijke, V. 2019. Love and revolution in the post-truth university. in: Gibbs, P., Jameson, J. and Elwick, A. (ed.) Values of the University in a Time of Uncertainty Cham, Switzerland Springer International Publishing. pp. 157-170Book chapter
Interview with Jayne Osgood
Osgood, J., Semenec, P. and Diaz-Diaz, C. 2020. Interview with Jayne Osgood. in: Diaz-Diaz, C. and Semenec, P. (ed.) Posthumanist and New Materialist Methodologies: Research after the Child Springer. pp. 47-59Book chapter
SCT and translanguaging-to-learn: proposed conceptual integration
Smith, H. and Robertson, L. 2020. SCT and translanguaging-to-learn: proposed conceptual integration. Language and Sociocultural Theory. 6 (2), pp. 213-233. https://doi.org/10.1558/lst.36955Article
Developments in FINDbase worldwide database for clinically relevant genomic variation allele frequencies
Papadopoulos, P., Viennas, E., Gkantouna, V., Pavlidis, C., Bartsakoulia, M., Ioannou, Z., Ratbi, I., Sefiani, A., Tsaknakis, J., Poulas, K., Tzimas, G. and Patrinos, G. 2014. Developments in FINDbase worldwide database for clinically relevant genomic variation allele frequencies. Nucleic Acids Research. 42 (D1), pp. D1020-D1026. https://doi.org/10.1093/nar/gkt1125Article
The new educational pastorate: link workers, pastoral power and the pedagogicalisation of parenting
Fretwell, N. 2020. The new educational pastorate: link workers, pastoral power and the pedagogicalisation of parenting. Genealogy. 4 (2). https://doi.org/10.3390/genealogy4020037Article
Stretchy time or screen time: how early years practitioners conceptualise time in relation to children's digital play
Sakr, M. and Oscar, A. 2022. Stretchy time or screen time: how early years practitioners conceptualise time in relation to children's digital play. Early Years. 42 (4-5), pp. 391-405. https://doi.org/10.1080/09575146.2020.1744530Article
Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement
Soledad Ibarra-Saiz, M., Rodriguez-Gomez, G. and Boud, D. 2020. Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education. 80 (1), pp. 137-156. https://doi.org/10.1007/s10734-019-00469-2Article
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