Centre for Education Research and Scholarship (CERS)
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Latest research outputs
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‘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
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
Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps
Sakr, M. and Bonetti, S. 2021. Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps. Early Years. https://doi.org/10.1080/09575146.2021.1959524Article
Review Symposium: 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.
Gibbs, P., Rozas Gómez, C. and Mikulan, P. 2021. Review Symposium: 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. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1923005Article
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
Tri-partite reviews: a signature pedagogy for police education
Lester, S., Bravenboer, D. and Lillis, F. 2021. Tri-partite reviews: a signature pedagogy for police education. London, UK Middlesex University. https://doi.org/10.60528/18v099Project report
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 keynote
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
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
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
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
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
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
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
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
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