All Outputs (182)

Does teaching children about human rights, encourage them to practice, protect and promote the rights of others? (2016)
Journal Article
Dunhill, A. (2018). Does teaching children about human rights, encourage them to practice, protect and promote the rights of others?. Education 3-13, 46(1), 16-26. https://doi.org/10.1080/03004279.2016.1165717

The purpose of the article is to demonstrate how the United Nations International Children’s Emergency Fund (UNICEF) Rights Respecting Schools Award makes positive contributions to children’s lives and experiences at school. Within the overall contex... Read More about Does teaching children about human rights, encourage them to practice, protect and promote the rights of others?.

Changing knowledge, changing technology: implications for teacher education futures (2016)
Journal Article
Burden, K., Aubusson, P., Brindley, S., & Schuck, S. (2016). Changing knowledge, changing technology: implications for teacher education futures. Journal of education for teaching : JET, 42(1), 4-16. https://doi.org/10.1080/02607476.2015.1125432

© 2016 Taylor & Francis. Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of th... Read More about Changing knowledge, changing technology: implications for teacher education futures.

Learning from differences: a strategy for teacher development in respect to student diversity (2016)
Journal Article
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., & Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61. https://doi.org/10.1080/09243453.2014.966726

Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strateg... Read More about Learning from differences: a strategy for teacher development in respect to student diversity.

Participatory knowledge mobilisation: an emerging model for international translational research in education (2015)
Journal Article
Jones, S.-L., Procter, R., & Younie, S. (in press). Participatory knowledge mobilisation: an emerging model for international translational research in education. Journal of education for teaching : JET, 41(5), 555-573. https://doi.org/10.1080/02607476.2015.1105540

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterativ... Read More about Participatory knowledge mobilisation: an emerging model for international translational research in education.

Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK (2015)
Journal Article
Ploner, J. (2017). Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK. Mobilities, 12(3), 425-444. https://doi.org/10.1080/17450101.2015.1087761

Whilst research into the changing landscape of the UK Higher Education (HE) has produced a burgeoning literature on ‘internationalisation’ and ‘transnational student mobility’ over the past few years, still fairly little is known about international... Read More about Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK.

Barriers and solutions to innovation in teacher education (2015)
Journal Article
Burden, K., & Jones, S. (2015). Barriers and solutions to innovation in teacher education. Elearning papers, 60-63

This article proposes how mobile technologies are being employed innovatively in teacher education across the European Union, contributing to an adjustment in teacher training models. It identifies various barriers and challenges to innovation and il... Read More about Barriers and solutions to innovation in teacher education.

Using iPads as a learning tool in cross-curricular collaborative initial teacher education (2015)
Journal Article
Naylor, A., & Gibbs, J. (2015). Using iPads as a learning tool in cross-curricular collaborative initial teacher education. Journal of education for teaching : JET, 41(4), 442-446. https://doi.org/10.1080/02607476.2015.1081718

Mobile technologies are becoming more and more prevalent in learning environments. This means that teacher education must keep pace with the use of mobile technologies. Baran (2014) argues that the ‘greatest added value of mobile learning vis-a-vis P... Read More about Using iPads as a learning tool in cross-curricular collaborative initial teacher education.

Marketing in schools, commercialization and sustainability: policy disjunctures surrounding the commercialization of childhood and education for sustainable lifestyles in England (2015)
Journal Article
Wilkinson, G. (2016). Marketing in schools, commercialization and sustainability: policy disjunctures surrounding the commercialization of childhood and education for sustainable lifestyles in England. Educational review, 68(1), 56-70. https://doi.org/10.1080/00131911.2015.1058750

Capitalist expansion is predicated on consumption and growth driven by citizens following their individual preferences in the marketplace. To promote consumption and influence consumer wants and desire, propaganda is used to persuade citizens to purc... Read More about Marketing in schools, commercialization and sustainability: policy disjunctures surrounding the commercialization of childhood and education for sustainable lifestyles in England.

‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback (2015)
Journal Article
Shields, S. (2015). ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback. Teaching in higher education, 20(6), 614-624. https://doi.org/10.1080/13562517.2015.1052786

This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotion... Read More about ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback.

The danger of subverting students’ views in schools (2015)
Journal Article
Messiou, K., & Hope, M. A. (2015). The danger of subverting students’ views in schools. International Journal of Inclusive Education, 19(10), 1009-1021. https://doi.org/10.1080/13603116.2015.1024763

This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in r... Read More about The danger of subverting students’ views in schools.

Understanding the transnational higher education landscape: shifting positionality and the complexities of partnership (2015)
Journal Article
Caruana, V., & Montgomery, C. (2015). Understanding the transnational higher education landscape: shifting positionality and the complexities of partnership. Learning and Teaching, 8(1), 5-29. https://doi.org/10.3167/latiss.2015.080102

This article presents a comprehensive review of research on transnational higher education published between 2006 and 2014. It aims to provide an overview of a highly complex field that is both nascent and shifting, with research developing unevenly... Read More about Understanding the transnational higher education landscape: shifting positionality and the complexities of partnership.

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development (2015)
Journal Article
Beauchamp, G., Burden, K., & Abbinett, E. (2015). Teachers learning to use the iPad in Scotland and Wales: a new model of professional development. Journal of education for teaching : JET, 41(2), 161-179. https://doi.org/10.1080/02607476.2015.1013370

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal course... Read More about Teachers learning to use the iPad in Scotland and Wales: a new model of professional development.

Blogging as public pedagogy: creating alternative educational futures (2015)
Journal Article
Dennis, C. A. (2015). Blogging as public pedagogy: creating alternative educational futures. International Journal of Lifelong Education, 34(3), 284-299. https://doi.org/10.1080/02601370.2014.1000408

In this study, I explore ‘blogging’, the use of a regularly updated website or web page, authored and curated by an individual or small group, written in a conversational style, as a form of public pedagogy. I analyse blogs as pre-figurative spaces w... Read More about Blogging as public pedagogy: creating alternative educational futures.

Locating post-16 professionalism: public spaces as dissenting spaces (2015)
Journal Article
Dennis, C. A. (2015). Locating post-16 professionalism: public spaces as dissenting spaces. Research in Post-Compulsory Education, 20(1), 64-77. https://doi.org/10.1080/13596748.2015.993875

Locating post-16 professionalism explores the ways in which teachers in the UK and the USA engaged in digitally mediated communication incidentally narrate their professional selves during extended exchanges about the process of post-qualification re... Read More about Locating post-16 professionalism: public spaces as dissenting spaces.

A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics (2015)
Journal Article
Martin, S., Naamani, C., & Vallance, M. (2015). A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics. International Journal of Learning Technology, 10(1), 30-49. https://doi.org/10.1504/IJLT.2015.069453

There is no consensus regarding a common set of metrics for robot task complexity in associated human-robot interactions. This paper is an attempt to address this issue by proposing a new metric so that the educational potential when using robots can... Read More about A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics.

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?.

Measuring cognitive load and cognition: metrics for technology-enhanced learning (2014)
Journal Article
Martin, S. (2014). Measuring cognitive load and cognition: metrics for technology-enhanced learning. Educational Research and Evaluation, 20(7-8), 592-621. https://doi.org/10.1080/13803611.2014.997140

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of th... Read More about Measuring cognitive load and cognition: metrics for technology-enhanced learning.

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.

"I’ve been there, done that…" : a study of youth gang desistance (2014)
Journal Article
Gormally, S. (2015). "I’ve been there, done that…" : a study of youth gang desistance. Youth justice : the journal of the National Association for Youth Justice, 15(2), 148-165. https://doi.org/10.1177/1473225414549679

This article, based on research conducted in Glasgow, Scotland, analyses the complex process of desistance from youth gangs. The discussion is multifaceted focusing on the agency of the young people themselves as well as on how relationships within t... Read More about "I’ve been there, done that…" : a study of youth gang desistance.