All Outputs (10)

Passing on the reins of responsibility? Comparing school principals’ values and practices in a ‘wicked’ reality (2014)
Journal Article
Wright, N., & Bottery, M. (2014). Passing on the reins of responsibility? Comparing school principals’ values and practices in a ‘wicked’ reality. Contemporary educational leadership, 1(4), 68-89

This study stemmed from concerns about school leaders' responses to the current global environmental situation. The issue was tack- led by asking what priority they gave to envi- ronmental issues in their schools by examining their perceptions about... Read More about Passing on the reins of responsibility? Comparing school principals’ values and practices in a ‘wicked’ reality.

Content in ESOL: what do learners find useful and important? (2014)
Journal Article
Nickson, M. (2014). Content in ESOL: what do learners find useful and important?. Language Issues, 25(2), 17-24

This research investigated course content in ESOL classes by asking ESOL learners to evaluate the usefulness and importance to them of a range of topics which they may encounter in their language class. A survey was administered to 117 learners rangi... Read More about Content in ESOL: what do learners find useful and important?.

Exploring inclusive practices in primary schools : focusing on children’s voices (2014)
Journal Article
Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K., & Shaw, T. (2014). Exploring inclusive practices in primary schools : focusing on children’s voices. European journal of special needs education, 30(1), 106-121. https://doi.org/10.1080/08856257.2014.964580

This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children about how the practices of teachers helped and/or hindered their sense of inclusion in classr... Read More about Exploring inclusive practices in primary schools : focusing on children’s voices.

Investigating teachers' adoption of signature mobile pedagogies (2014)
Journal Article
Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & education, 80, 48-57. https://doi.org/10.1016/j.compedu.2014.08.009

This study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established construc... Read More about Investigating teachers' adoption of signature mobile pedagogies.

Extended schools in England : emerging rationales (2014)
Journal Article
Dyson, A., & Jones, L. (2014). Extended schools in England : emerging rationales. International journal for research on extended education IJREE, 2(1), 5-19. https://doi.org/10.3224/ijree.v2i1.19531

Schools in many countries are beginning to take on extended roles, working with families and communities as well as with students. However, the rationales underpinning such developments are often unclear. This paper reports on case studies of 20 scho... Read More about Extended schools in England : emerging rationales.

State schools in England : why social segregation and inequality still thrives in a ‘comprehensive’ system (2014)
Journal Article
Stevens, R., & Hope, M. (2014). State schools in England : why social segregation and inequality still thrives in a ‘comprehensive’ system. Scuola democratica : learning for democracy, 0 - 0. https://doi.org/10.12828/77687

There is overwhelming evidence that England’s education system is built on and sustains complex patterns of inequality. A ‘comprehensive’ system, introduced in 1965, was never fully implemented and so remains as an aspiration rather than a reality. F... Read More about State schools in England : why social segregation and inequality still thrives in a ‘comprehensive’ system.

Positioning further education and community colleges: Text, teachers and students as global discourse (2014)
Journal Article
Dennis, C. A. (2014). Positioning further education and community colleges: Text, teachers and students as global discourse. Studies in the Education of Adults, 46(1), 91-107. https://doi.org/10.1080/02660830.2014.11661659

This article explores how ideas about quality in further education and community colleges are articulated by two policy texts. Published in 2012, How Colleges Improve examines the factors that have contributed towards sustained high performance or im... Read More about Positioning further education and community colleges: Text, teachers and students as global discourse.

Passing on the reins of responsibility? An international comparison of school leaders’ values (2014)
Journal Article
Bottery, M., & Wright, N. (2014). Passing on the reins of responsibility? An international comparison of school leaders’ values. Contemporary educational leadership, 1(3), 51-70

This study stemmed from concerns about school leaders responses to the current global environmental situation. The issue was tackled by asking what priority they gave to environmental issues in their schools by examining their perceptions about a ra... Read More about Passing on the reins of responsibility? An international comparison of school leaders’ values.

Academic Capitalism and Entrepreneurial Universities as a New Paradigm of ‘Development’ (2014)
Journal Article
Filippakou, O., & Williams, G. (2014). Academic Capitalism and Entrepreneurial Universities as a New Paradigm of ‘Development’. Open Review of Educational Research, 1(1), 70-83. https://doi.org/10.1080/23265507.2014.964645

The interest of higher education researchers in entrepreneurialism in European universities began in the late 1990s with the appearance of two path-breaking books: Sheila Slaughter and Larry Leslie on Academic Capitalism and Burton Clark on Creating... Read More about Academic Capitalism and Entrepreneurial Universities as a New Paradigm of ‘Development’.

'Picturesque and dramatic' or 'dull recitals of threadbare fare': good practice in history teaching in elementary schools in England, 1872-1905 (2014)
Journal Article
Smith, J. T. (2014). 'Picturesque and dramatic' or 'dull recitals of threadbare fare': good practice in history teaching in elementary schools in England, 1872-1905. Journal of Educational Administration and History, 46(1), 93-107. https://doi.org/10.1080/00220620.2014.856873

This article draws on late nineteenth- and early twentieth-century teaching manuals, reports of Her Majesty's Inspectors, history textbooks ('readers'), other administrators' and teachers' accounts, policy documents and pupils' reminiscences to refut... Read More about 'Picturesque and dramatic' or 'dull recitals of threadbare fare': good practice in history teaching in elementary schools in England, 1872-1905.