Centre for Education Research and Scholarship (CERS)
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Latest research outputs
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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
Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?
Yasukawa, K. and Evans, J. 2019. Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research? Zeitschrift für Weiterbildungsforschung. 42 (3), pp. 343-356. https://doi.org/10.1007/s40955-019-00145-zArticle
What might the Pandemic have done to and for higher education?
Gibbs, P. 2020. What might the Pandemic have done to and for higher education? Softic, K., Teixeira, A. and Szucs, A. (ed.) EDEN 2020 Online Research Workshop. Virtual hosted by Universidade Aberta, Portugal 21 - 23 Oct 2020 European Distance and E-Learning Network (EDEN). pp. 417-421 https://doi.org/10.38069/edenconf-2020-rw-0046Conference paper
Contemporary thinking on transdisciplinary knowledge: what those who know, know
Gibbs, P. and Beavis, A. 2020. Contemporary thinking on transdisciplinary knowledge: what those who know, know. Cham, Switzerland Springer.Book
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
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
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
Sustainable degree apprenticeships
Bravenboer, D. and Lester, S. 2020. Sustainable degree apprenticeships. London, UK Middlesex University.Project report
The paths and the ways: an insight into transdisciplinarity
Gibbs, P. 2020. The paths and the ways: an insight into transdisciplinarity. EDUCAÇÃO E FILOSOFIA. 33 (69), pp. 1295-1322. https://doi.org/10.14393/REVEDFIL.v33n69a2019-56406Article
Triple disadvantage: when othered students, study an othered course at an othered university – working-class, mature students’ discursive accounts of life on (and beyond) a two-year undergraduate Law degree
Peck, S. 2020. Triple disadvantage: when othered students, study an othered course at an othered university – working-class, mature students’ discursive accounts of life on (and beyond) a two-year undergraduate Law degree. PhD thesis Middlesex University School of Science and TechnologyPhD thesis
Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature
Elwick, A., Burnard, P., Huhtinen-Hildén, L., Osgood, J. and Pitt, J. 2020. Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research. 18 (2), pp. 174-188. https://doi.org/10.1177/1476718X19888717Article
'It just opened my eyes a bit more': student engagement with Instagram to develop understanding of complex concepts
Sakr, M. 2019. 'It just opened my eyes a bit more': student engagement with Instagram to develop understanding of complex concepts. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1613356Article
Acknowledging lifelong learning principles within work-based studies: a continuing legacy for the degree apprenticeship
Nottingham, P. 2019. Acknowledging lifelong learning principles within work-based studies: a continuing legacy for the degree apprenticeship. Widening Participation and Lifelong Learning. 21 (1), pp. 29-45. https://doi.org/10.5456/WPLL.21.1.29Article
Young children drawing together on the iPad versus paper: How collaborative creativity is shaped by different semiotic resources
Sakr, M. 2019. Young children drawing together on the iPad versus paper: How collaborative creativity is shaped by different semiotic resources. International Journal of Education and the Arts. 20 (20), pp. 1-26. https://doi.org/10.26209/ijea20n20Article
Martin Heidegger (1889–1976): Higher Education as Thinking
Gibbs, P. 2020. Martin Heidegger (1889–1976): Higher Education as Thinking. in: Barnett, R. and Fulford, A. (ed.) Philosophers on the University: Reconsidering Higher Education Cham, Switzerland Springer.Book chapter
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
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
Sustaining success: high performing government schools in London
McAleavy, T., Elwick, A. and Hall-Chen, A. 2018. Sustaining success: high performing government schools in London. Education Development Trust.Project report
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
Numeracy skills and the numerate environment: affordances and demands
Evans, J., Yasukawa, K., Mallows, D. and Creese, B. 2017. Numeracy skills and the numerate environment: affordances and demands. Adults Learning Mathematics: An International Journal. 12 (1), pp. 17-26.Article
Trust in the university
Gibbs, P. 2018. Trust in the university. in: Barnett, R. and Peters, M. (ed.) The Idea of the University: Contemporary Perspectives, Volume 2 Peter Lang.Book chapter
The marketingization of higher education
Gibbs, P. 2018. The marketingization of higher education. in: Peters, M. (ed.) Encyclopedia of Educational Philosophy and Theory Singapore Springer.Book chapter
To be or not to be professional: the case for higher education teaching as an occupation
Gibbs, P. 2018. To be or not to be professional: the case for higher education teaching as an occupation. in: Peters, M. (ed.) Encyclopedia of Educational Philosophy and Theory Singapore Springer.Book chapter
Why universities should seek happiness and contentment
Gibbs, P. 2017. Why universities should seek happiness and contentment. London Bloomsbury Academic.Book
The pedagogy of compassion at the heart of higher education
Gibbs, P. (ed.) 2017. The pedagogy of compassion at the heart of higher education. Netherlands Springer.Book
Transdisciplinary higher education: a theoretical basis revealed in practice
Gibbs, P. (ed.) 2017. Transdisciplinary higher education: a theoretical basis revealed in practice. Springer.Edited Book
Classroom disciplinary climate in secondary schools in England: what is the real picture?
Jenkins, A. and Ueno, A. 2017. Classroom disciplinary climate in secondary schools in England: what is the real picture? British Educational Research Journal. 43 (1), pp. 124-150. https://doi.org/10.1002/berj.3255Article
Digital technologies in early childhood art: enabling playful experiences
Sakr, M. 2017. Digital technologies in early childhood art: enabling playful experiences. London Bloomsbury.Authored Book
A comparative analysis of national media responses to the OECD survey of adult skills: policy making from the global to the local?
Yasukawa, K., Hamilton, M. and Evans, J. 2017. A comparative analysis of national media responses to the OECD survey of adult skills: policy making from the global to the local? Compare: a Journal of Comparative and International Education. 47 (2), pp. 271-285. https://doi.org/10.1080/03057925.2016.1158644Article
Should contentment be a key aim in higher education?
Gibbs, P. 2017. Should contentment be a key aim in higher education? Educational Philosophy and Theory. 49 (3), pp. 242-252. https://doi.org/10.1080/00131857.2016.1214898Article
Play in a digital age
Allen, S. 2016. Play in a digital age. in: Kaye, L. (ed.) Young Children in a Digital Age: Supporting learning and development with technology in early years London Routledge. pp. 84-100Book chapter
The professional and personal values and their revelation through professional doctorates
Gibbs, P. and Maguire, K. 2016. The professional and personal values and their revelation through professional doctorates. Higher Education, Skills and Work-based Learning. 6 (3), pp. 237-248. https://doi.org/10.1108/HESWBL-02-2016-0010Article
Exploring whole body interaction and design for museums
Price, S., Sakr, M. and Jewitt, C. 2016. Exploring whole body interaction and design for museums. Interacting with Computers. 28 (5), pp. 569-583. https://doi.org/10.1093/iwc/iwv032Article
Mobile experiences of historical place: a multimodal analysis of emotional engagement
Sakr, M., Jewitt, C. and Price, S. 2016. Mobile experiences of historical place: a multimodal analysis of emotional engagement. Journal of the Learning Sciences. 25 (1), pp. 51-92. https://doi.org/10.1080/10508406.2015.1115761Article
Imitative or Iconoclastic? How young children use ready-made images in digital art
Sakr, M., Connelly, V. and Wild, M. 2015. Imitative or Iconoclastic? How young children use ready-made images in digital art. The International Journal of Art and Design Education. https://doi.org/10.1111/jade.12104Article
Thinking transdisciplinarily on a country path: rooting enquiry and pedagogy by learning from Heidegger and the Zhongyong (中庸)
Gibbs, P. 2016. Thinking transdisciplinarily on a country path: rooting enquiry and pedagogy by learning from Heidegger and the Zhongyong (中庸). Transdisciplinary Journal of Engineering and Science. 7, pp. 33-42. https://doi.org/10.22545/2016/00075Article
How is the child positioned within parent-practitioner working?
Allen, S. and Scollan, A. 2016. How is the child positioned within parent-practitioner working? 26th Annual EECERA conference: Happiness, Relationships, Emotion & Deep Level Learning. Dublin City University, Dublin, Ireland 31 Aug - 03 Sep 2016Conference paper
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