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All Outputs (497)

Schools' perceptions and experiences of critical digital literacies across four European countries - DETECT project report 2 (2021)
Report
Gouseti, A., Bruni, I., Ilomäki, L., Lakkala, M., Mundy, D., Elisa Raffaghelli, J., Ranieri, M., Roffi, A., Romero, M., & Romeu, T. (2021). Schools' perceptions and experiences of critical digital literacies across four European countries - DETECT project report 2. Erasmus+

This is the second report of the DETECT project. The report aims to develop an understanding of teachers’ needs in relation to critical digital literacies within a school context. It presents the empirical activities carried out as part of Intellectu... Read More about Schools' perceptions and experiences of critical digital literacies across four European countries - DETECT project report 2.

Critical Digital Literacies framework for educators - DETECT project report 1 (2021)
Report
Gouseti, A., Bruni, I., Ilomäki, L., Lakkala, M., Mundy, D., Raffaghelli, J. E., Ranieri, M., Roffi, A., Romero, M., & Romeu, T. (2021). Critical Digital Literacies framework for educators - DETECT project report 1. Erasmus+

This is the first report of the DETECT project. The report presents the Critical Digital Literacies framework that has been created as part of the project’s Intellectual Output 1. This framework is the result of collaborative work across all project... Read More about Critical Digital Literacies framework for educators - DETECT project report 1.

Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE) (2021)
Journal Article
Holmes, A. G. D., Polman Tuin, M., & Turner, S. L. (2021). Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE). Educational Process: International Journal, 10(3), 39-52. https://doi.org/10.22521/edupij.2021.103.3

There are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own t... Read More about Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE).

Perfect Patterns: Exploring the Relationship between Young Children’s Schemas and Artmaking; Evidence and Implications for Practice (2021)
Journal Article
Traunter, J., & Traunter, I. (in press). Perfect Patterns: Exploring the Relationship between Young Children’s Schemas and Artmaking; Evidence and Implications for Practice. The International Art in Early Childhood Research Journal, 2021(1),

Historically, the significance of visual art in early childhood education and the link to children’s cognitive development has been lacked consideration in the literature. The early years are widely acknowledged as critical in contributing to childre... Read More about Perfect Patterns: Exploring the Relationship between Young Children’s Schemas and Artmaking; Evidence and Implications for Practice.

Exploring transitional justice in educational research (2021)
Preprint / Working Paper
Paulson, J., Espinal, S., Karki, M., Komakech, D., Kurawa, G., & Ranabhat, S. (2021). Exploring transitional justice in educational research

This paper provides an overview of the development of transitional justice as a field of practice and area of scholarly research before exploring the relationships between education and transitional justice. It has been drafted by members of the Just... Read More about Exploring transitional justice in educational research.

Using data-driven approaches to address systematic awarding gaps (2021)
Book Chapter
Hubbard, K. (2021). Using data-driven approaches to address systematic awarding gaps. In D. S. Thomas, & J. Arday (Eds.), Doing Equity and Diversity for Success in Higher Education : Redressing Structural Inequalities in the Academy (215-226). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-65668-3_16

It is well known that universities award fewer “high class” degrees to students from traditionally underrepresented backgrounds. This issue has been recognised for years, but progress on closing these awarding gaps has been slow. As universities are... Read More about Using data-driven approaches to address systematic awarding gaps.

Dyslexia (2021)
Book
Glazzard, J., & Stones, S. (Eds.). (2021). Dyslexia. IntechOpen. https://doi.org/10.5772/intechopen.91069

This book includes a variety of perspectives on dyslexia from different contexts. Chapters provide examples of empirical research; the outcomes of which have the potential to improve the experiences of individuals with dyslexia. The book emphasises t... Read More about Dyslexia.

Can we actually assess learner autonomy? The problematic nature of assessing student autonomy. (2021)
Journal Article
Holmes, A. (2021). Can we actually assess learner autonomy? The problematic nature of assessing student autonomy. Shanlax International Journal of Education, 9(3), 8-15. https://doi.org/10.34293/education.v9i3.3858

This paper explores, from a theoretical basis, the difficulty in defining and assessing learner autonomy in higher education. Despite the development of learner autonomy being a key aim of higher education, it is a vague and ill-defined term. As such... Read More about Can we actually assess learner autonomy? The problematic nature of assessing student autonomy..

Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education (2021)
Journal Article
Shaw, P. A., Traunter, J. E., Nguyen, N., Huong, T. T., & Thao-Do, T. P. (2021). Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education. International Journal of Early Years Education, https://doi.org/10.1080/09669760.2021.1933920

This paper presents a unique perspective into challenges faced by kindergarten teachers in engaging children in Science, Technology, Engineering, Arts and Mathematics (STEAM) education in Vietnam. It reports on teachers’ perspectives of an adaptation... Read More about Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education.

Mapping hedgerow gaps and fostering positive environmental behaviours through a combination of citizen scientists and artificial intelligence (2021)
Presentation / Conference Contribution
Parsons, K., & Wolstenholme, J. (2021, April). Mapping hedgerow gaps and fostering positive environmental behaviours through a combination of citizen scientists and artificial intelligence. Presented at EGU General Assembly 2021 (European Geosciences Union), vEGU21: Gather Online

To meet CO2 reduction targets, the UK aims to plant c1.5 billion trees by 2050. Gaps within thousands of miles of hedgerows across the country are potentially suitable planting sites, but the extent of gaps and suitability for replanting are currentl... Read More about Mapping hedgerow gaps and fostering positive environmental behaviours through a combination of citizen scientists and artificial intelligence.

INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’ (2021)
Presentation / Conference Contribution
Parsons, K., Jones, L., & Halstead, F. (2021, April). INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’. Presented at EGU General Assembly 2021 (European Geosciences Union), vEGU21: Gather Online

The Holderness has some of the most rapidly eroding coastline in the world, with sections of cliff retreating >10m per year. These rates are due, in large part, to the soft composition of the boulder clay cliffs, but rates are accelerating rapidly in... Read More about INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’.

“What if you don't feel ‘disadvantaged’ and you’re being called that?”: an exploration of young people’s perspectives on the ‘disadvantaged’ label in an English secondary school (2021)
Thesis
Jones, A. R. “What if you don't feel ‘disadvantaged’ and you’re being called that?”: an exploration of young people’s perspectives on the ‘disadvantaged’ label in an English secondary school. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4223542

In education policy, the term ‘disadvantaged’ is used to label young people who face socio-economic inequity and thus, in schools where policy is enacted. This thesis argues that the ‘disadvantaged’ label is problematic as it implies that young peopl... Read More about “What if you don't feel ‘disadvantaged’ and you’re being called that?”: an exploration of young people’s perspectives on the ‘disadvantaged’ label in an English secondary school.

Bridges and barriers to developing visual literacy in UK undergraduates (2021)
Thesis
Bartram, J. A. Bridges and barriers to developing visual literacy in UK undergraduates. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4223611

Today’s communication is multimedia and visually-rich. However, there is a possibility that many students leave university without the visual literacy they need to understand the multifaceted role that visuals can play in such messages or to create s... Read More about Bridges and barriers to developing visual literacy in UK undergraduates.

An Ambitious Primary School Curriculum (2021)
Book
Glazzard, J., & Stones, S. (2021). An Ambitious Primary School Curriculum. Critical Publishing

This book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework.

Community Learning Centre as a Promising Medium for Promoting Sustainable Development Goal 4: Lifelong Learning (2021)
Book Chapter
Kurawa, G. (2021). Community Learning Centre as a Promising Medium for Promoting Sustainable Development Goal 4: Lifelong Learning. In M. J. Yusha’u, & J. Servaes (Eds.), The Palgrave Handbook of International Communication and Sustainable Development (171-191). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-69770-9_8

United Nations Sustainable Development Goal 4 aimed at ensuring an inclusive, equitable quality education and promoting lifelong learning opportunities for children, young persons and adults. However, these aims may not be effectively realised, as sh... Read More about Community Learning Centre as a Promising Medium for Promoting Sustainable Development Goal 4: Lifelong Learning.

2020-Vision: understanding climate (in)action through the emotional lens of loss (2021)
Journal Article
Jones, L., Halstead, F., Parsons, K. J., Le, H., Bui, L. T. H., Hackney, C. R., & Parsons, D. R. (2021). 2020-Vision: understanding climate (in)action through the emotional lens of loss. Journal of the British Academy, 9(s5), 29-68. https://doi.org/10.5871/jba/009s5.029

We are the midst of a climate emergency requiring urgent climate action that is as yet unforthcoming both on the scale and at the speed needed. This article considers this current state of inaction and how we might understand the processes of attitud... Read More about 2020-Vision: understanding climate (in)action through the emotional lens of loss.

Young Children's Well-being: Social Isolation During The COVID-19 Lockdown and Effective Strategies (2021)
Journal Article
Urbina-Garcia, A. (2021). Young Children's Well-being: Social Isolation During The COVID-19 Lockdown and Effective Strategies. Diálogos sobre educación : temas actuales en investigación educativa, 22(12), 1-16

The rapid spread of COVID-19 has triggered a worldwide epidemic emergency which is an international concern that poses a number of challenges to the physical and mental health of humans across the globe. Like businesses and universities, schools arou... Read More about Young Children's Well-being: Social Isolation During The COVID-19 Lockdown and Effective Strategies.

Research-Informed Teaching in a Global Pandemic: “Opening Up” Schools to Research during COVID-19 (2020)
Book Chapter
Connolly, C., Hall, A., Jones, S., & Proctor, R. (2020). Research-Informed Teaching in a Global Pandemic: “Opening Up” Schools to Research during COVID-19. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field (609-616). Association for the Advancement of Computing in Education (AACE)

In the last decade, teacher research has grown in importance across the three i’s of the teacher education continuum: initial, induction and in-service. This has been brought into even starker relief with the global spread of COVID-19. Now, perhaps m... Read More about Research-Informed Teaching in a Global Pandemic: “Opening Up” Schools to Research during COVID-19.

Theorising and Implementing Mobile Learning: Using the iPAC Framework to Inform Research and Teaching Practice (2020)
Book
Kearney, M., Burden, K., & Schuck, S. (2020). Theorising and Implementing Mobile Learning: Using the iPAC Framework to Inform Research and Teaching Practice. Springer. https://doi.org/10.1007/978-981-15-8277-6

This book focuses on teaching and learning with mobile technologies, with a particular emphasis on school and teacher education contexts. It explains a robust, highly-acclaimed contemporary mobile pedagogical framework (iPAC) that focuses on three di... Read More about Theorising and Implementing Mobile Learning: Using the iPAC Framework to Inform Research and Teaching Practice.