Education
| Title | Education |
|---|---|
| Alternative | HSE - Ed |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Parents' lived experiences in the UK
Harding, J. 2019. Parents' lived experiences in the UK. Young Consumers. 20 (2), pp. 61-76. https://doi.org/10.1108/YC-12-2018-0897Article
Irish social work at the crossroads: cultural and organisational boundaries between professional practices and the voices of the children
Scollan, A., Farini, F. and McNeill, E. 2019. Irish social work at the crossroads: cultural and organisational boundaries between professional practices and the voices of the children. Socialno Delo.Article
Editorial
Armsby, P. and Costley, C. 2019. Editorial. Studies in Continuing Education. 41 (2), pp. 135-141. https://doi.org/10.1080/0158037X.2019.1605086Article
Toward a pedagogy for professional noticing: learning through observation
Rooney, D. and Boud, D. 2019. Toward a pedagogy for professional noticing: learning through observation. Vocations and Learning. 12 (3), pp. 441-457. https://doi.org/10.1007/s12186-019-09222-3Article
'Who Cares?' Gender, care and secondary schooling: 'Accidental findings' from a seclusion unit
Barker, J. 2019. 'Who Cares?' Gender, care and secondary schooling: 'Accidental findings' from a seclusion unit. British Educational Research Journal. 45 (6), pp. 1279-1294. https://doi.org/10.1002/berj.3562Article
Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty
Elwick, A. and Jerome, L. 2019. Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty. Journal of Beliefs and Values. 40 (3), pp. 338-353. https://doi.org/10.1080/13617672.2019.1600322Article
The impact of the prevent duty on schools: a review of the evidence
Jerome, L., Elwick, A. and Kazim, R. 2019. The impact of the prevent duty on schools: a review of the evidence. British Educational Research Journal. 45 (4), pp. 821-837. https://doi.org/10.1002/berj.3527Article
The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment
Sakr, M. and Scollan, A. 2019. The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment. Journal of Early Childhood Research. 17 (3), pp. 190-204. https://doi.org/10.1177/1476718X19851538Article
Postdevelopmental Approaches to Childhood Art
Sakr, M. and Osgood, J. (ed.) 2019. Postdevelopmental Approaches to Childhood Art. London Bloomsbury.Edited Book
Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education
Moxnes, A. and Osgood, J. 2019. Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education. Reconceptualizing Educational Research Methodology. 10 (1), pp. 1-13. https://doi.org/10.7577/rerm.3240Article
The effects of peer judgements on teamwork and self-assessment ability in collaborative group work
Sridharan, B. and Boud, D. 2019. The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education. 44 (6), pp. 894-909. https://doi.org/10.1080/02602938.2018.1545898Article
Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia
Winstone, N. and Boud, D. 2019. Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development. 38 (2), pp. 411-425. https://doi.org/10.1080/07294360.2018.1532985Article
Does the use of summative peer assessment in collaborative group work inhibit good judgement?
Sridharan, B., Tai, J. and Boud, D. 2019. Does the use of summative peer assessment in collaborative group work inhibit good judgement? Higher Education. 77 (5), pp. 853-870. https://doi.org/10.1007/s10734-018-0305-7Article
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
Panadero, E., Broadbent, J., Boud, D. and Lodge, J. 2019. Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education. 34 (3), pp. 535-557. https://doi.org/10.1007/s10212-018-0407-8Article
Why academics should have a duty of truth telling in an epoch of post-truth?
Gibbs, P. 2019. Why academics should have a duty of truth telling in an epoch of post-truth? Higher Education. 78 (3), pp. 501-510. https://doi.org/10.1007/s10734-018-0354-yArticle
The three goods of higher education; as education, in its educative and in its institutional practices
Gibbs, P. 2019. The three goods of higher education; as education, in its educative and in its institutional practices. Oxford Review of Education. 45 (3), pp. 405-416. https://doi.org/10.1080/03054985.2018.1552127Article
Threats to student evaluative judgement and their management
Joughin, G., Boud, D. and Dawson, P. 2019. Threats to student evaluative judgement and their management. Higher Education Research & Development. 38 (3), pp. 537-549. https://doi.org/10.1080/07294360.2018.1544227Article
Youth transitions: mobility and the travel intentions of 12-20 year olds, Reading, UK
Barker, J., Ademolu, E., Bowlby, S. and Musson, S. 2019. Youth transitions: mobility and the travel intentions of 12-20 year olds, Reading, UK. Children's Geographies. 17 (4), pp. 442-453. https://doi.org/10.1080/14733285.2018.1543853Article
Outside edge
Barker, J. and Wainwright, E. 2015. Outside edge. Geographical. 87 (3), p. 21.Article
Results of cross-faculty 'capstone' assessments involving nursing and performing arts students
Edwards, S., Fryer, N., Boot, M., Farquharson, M., McCormack, S., Sluman, K. and Tigar, K. 2018. Results of cross-faculty 'capstone' assessments involving nursing and performing arts students. Nursing Management. 25 (4), pp. 22-29. https://doi.org/10.7748/nm.2018.e1777Article
Technology and feedback design
Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M. and Molloy, E. 2018. Technology and feedback design. in: Spector, J.M., Lockee, B.B. and Childress, M.D. (ed.) Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy Springer. pp. 1-45Book chapter
Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad
Sakr, M. 2018. Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad. Thinking Skills and Creativity. 29, pp. 1-11. https://doi.org/10.1016/j.tsc.2018.05.004Article
'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources
Sakr, M. 2017. 'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources. Contemporary Issues in Early Childhood. 18 (2), pp. 227-239. https://doi.org/10.1177/1463949117714084Article
A transcending a single reality
Gibbs, P. 2018. A transcending a single reality. Educational Philosophy and Theory. 50 (50), pp. 1391-1392. https://doi.org/10.1080/00131857.2018.1474628Article
The development of student feedback literacy: Enabling uptake of feedback
Carless, D. and Boud, D. 2018. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education. 43 (8), pp. 1315-1325. https://doi.org/10.1080/02602938.2018.1463354Article
What makes for effective feedback: Staff and student perspectives
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. and Molloy, E. 2019. What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education. 44 (1), pp. 25-36. https://doi.org/10.1080/02602938.2018.1467877Article
The Influence of professional doctorates on practice and the workplace
Boud, D., Fillery-Travis, A., Pizzolato, N. and Sutton, B. 2018. The Influence of professional doctorates on practice and the workplace. Studies in Higher Education. 43 (5), pp. 914-926. https://doi.org/10.1080/03075079.2018.1438121Article
Examining the nature and effects of feedback dialogue
Ajjawi, R. and Boud, D. 2018. Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education. 43 (7), pp. 1106-1119. https://doi.org/10.1080/02602938.2018.1434128Article
Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation
Jerome, L. and Elwick, A. 2019. Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies. 67 (1), pp. 97-114. https://doi.org/10.1080/00071005.2017.1415295Article
An investigation into the dialectic of Academic Teaching Identity: Some preliminary findings [Presentation]
Ryder, A., Lazar, G., Gibbs, P. and Davis, C. 2016. An investigation into the dialectic of Academic Teaching Identity: Some preliminary findings [Presentation]. London, United Kingdom Society for Research into Higher Education.Other
Secondary education in BBC Broadcast 1944–1965: drawing out networks of conversation and visions of reform
Hoare, L. 2018. Secondary education in BBC Broadcast 1944–1965: drawing out networks of conversation and visions of reform. PhD thesis University of Cambridge Education https://doi.org/10.17863/CAM.21052PhD thesis
Mis-education and the deaf child: Lindsay Anderson and the documentary film Thursday’s Children (1954)
Hoare, L. 2018. Mis-education and the deaf child: Lindsay Anderson and the documentary film Thursday’s Children (1954). Deafness and Education International . 22 (1), pp. 57-73. https://doi.org/10.1080/14643154.2018.1553572Article
Creating an agenda for developing students' evaluative judgement
Boud, D., Dawson, P., Tai, J. and Ajjawi, R. 2018. Creating an agenda for developing students' evaluative judgement. in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 186-195Book chapter
Conceptualising evaluative judgement for sustainable assessment in higher education
Ajjawi, R., Tai, J., Dawson, P. and Boud, D. 2018. Conceptualising evaluative judgement for sustainable assessment in higher education. in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 7-17Book chapter
Introduction: what is evaluative judgement?
Dawson, P., Ajjawi, R., Boud, D. and Tai, J. 2018. Introduction: what is evaluative judgement? in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 1-4Introduction
Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education
Moxnes, A. and Osgood, J. 2018. Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education. Contemporary Issues in Early Childhood. 19 (3), pp. 297-309. https://doi.org/10.1177/1463949118766662Article
Hypocrites or heroes? Thinking about the role of the teacher in human rights education
Jerome, L. 2018. Hypocrites or heroes? Thinking about the role of the teacher in human rights education. Human Rights Education Review. 1 (2), pp. 46-64. https://doi.org/10.7577/hrer.2873Article
Governing through trust: community-based link workers and parental engagement in education
Fretwell, N., Osgood, J., O'Toole, G. and Tsouroufli, M. 2018. Governing through trust: community-based link workers and parental engagement in education. British Educational Research Journal. 44 (6), pp. 1047-1063. https://doi.org/10.1002/berj.3478Article
Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action
Ajjawi, R. and Boud, D. 2018. Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action. in: Delany, C. and Molloy, E. (ed.) Learning and Teaching in Clinical Contexts: A Practical Guide Elsevier. pp. 273-285Book chapter
The potential and paradox of informal learning
Boud, D. and Rooney, D. 2018. The potential and paradox of informal learning. in: Messmann, G., Segers, M. and Dochy, F. (ed.) Informal Learning at Work: Triggers, Antecedents and Consequences Routledge. pp. 134-152Book chapter
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