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All Outputs (302)

An Intervention Programme to Facilitate the Preschool Transition in Mexico (2020)
Journal Article
Urbina Garcia, A. (2020). An Intervention Programme to Facilitate the Preschool Transition in Mexico. Frontiers in Education, 5, Article 95. https://doi.org/10.3389/feduc.2020.00095

Over the last two decades there has been a growing interest in promoting a smooth transition to the first grade of primary school, given the potential long-term change this can have in preschool children at an academic and personal level. Research sh... Read More about An Intervention Programme to Facilitate the Preschool Transition in Mexico.

How Definitions of ‘Child Soldiers’ Exclude Girls from Demobilisation Efforts (2020)
Book Chapter
Kidd, A., & Dunhill, A. (2020). How Definitions of ‘Child Soldiers’ Exclude Girls from Demobilisation Efforts. In J. Muraszkiewicz, T. Fenton, & H. Watson (Eds.), Human Trafficking in Conflict - Context, Causes and the Military (183-197). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-40838-1

Child soldiers meet the Palermo Protocol’s definition of ‘trafficking in persons’.
They are any person under 18, used in any capacity by armed forces or groups; this includes combatants, but also ancillary roles such as cooks, ‘wives’ and guards. Ho... Read More about How Definitions of ‘Child Soldiers’ Exclude Girls from Demobilisation Efforts.

(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project (2020)
Journal Article
Holmes, A. G. (2020). (How) Do Students Use Learning Outcomes? Results from a Small-Scale Project. Educational Process: International Journal, 9(2), 80-89. https://doi.org/10.22521/edupij.2020.92.1

Pre-specified, prescribed or intended Learning Outcomes have been in use throughout higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that
stu... Read More about (How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.

Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic (2020)
Journal Article
Hall, T., Connolly, C., Ó Grádaigh, S., Burden, K., Kearney, M., Schuck, S., Bottema, J., Cazemier, G., Hustinx, W., Evens, M., Koenraad, T., Makridou, E., & Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning Sciences, 121(5-6), 423-432. https://doi.org/10.1108/ILS-04-2020-0089

© 2020, Emerald Publishing Limited.
Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a trans... Read More about Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic.

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic. (2020)
Book Chapter
Kearney, M., Burden, K., & Schuck, S. (2020). Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic. 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 (661-666). Association for the Advancement of Computing in Education

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote... Read More about Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic..

Investing ourselves: the role of space and place in being a working-class female academic (2020)
Journal Article
Jones, L., & Maguire, M. (2021). Investing ourselves: the role of space and place in being a working-class female academic. Discourse, 42(1), 45-59. https://doi.org/10.1080/01596306.2020.1767937

As working-class female academics, this paper examines the constructions of our identities focusing on both what unites and differentiates us as working-class women. We focus on the structuring forces in our lives such as our class, our whiteness and... Read More about Investing ourselves: the role of space and place in being a working-class female academic.

What Do We Know About University Academics’ Mental Health? A Systematic Literature Review (2020)
Journal Article
Urbina Garcia, A. (2020). What Do We Know About University Academics’ Mental Health? A Systematic Literature Review. Stress and Health, 36(5), 563-585. https://doi.org/10.1002/smi.2956

There has been a growing interest on the negative influence that the environment of higher education institutions has on the mental health of academics. The current climate of global education-competition, places extreme expectations on academics. A... Read More about What Do We Know About University Academics’ Mental Health? A Systematic Literature Review.

Ethics review, neoliberal governmentality and the activation of moral subjects (2020)
Journal Article
James, F. (in press). Ethics review, neoliberal governmentality and the activation of moral subjects. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2020.1761327

This article examines forms of subjectivation propagated through the processes and practices of ethics review in UK Higher Education Institutions. Codified notions of research ethics are particularly prevalent in the university context along with str... Read More about Ethics review, neoliberal governmentality and the activation of moral subjects.

‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’ (2020)
Journal Article
Jones, L., Dean, C., Dunhill, A., Hope, M. A., & Shaw, P. (2020). ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’. Children & society, 34(6), 492-506. https://doi.org/10.1111/chso.12382

This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based... Read More about ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’.

An Unnecessary KIS? The UK’s Key Information Set, was it really needed and what was its real purpose? (2020)
Journal Article
Holmes, A. G. D. (2020). An Unnecessary KIS? The UK’s Key Information Set, was it really needed and what was its real purpose?. Shanlax International Journal of Education, 8(2), 1-9. https://doi.org/10.34293/education.v8i2.1477

This paper provides a critical analysis of the United Kingdom’s higher education Key Information Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the... Read More about An Unnecessary KIS? The UK’s Key Information Set, was it really needed and what was its real purpose?.

Offender Learning and Prison Education (2020)
Book Chapter
Wilkinson, S. (2020). Offender Learning and Prison Education. In J. Tummons (Ed.), PCET: Learning and teaching in the post compulsory sector (219-231). SAGE Publications

Using concepts drawn from complexity, organizational and management theories, the chapter considers the role and purpose of prison education and its place within the English prison system. What it is like to work in offender learning and the experien... Read More about Offender Learning and Prison Education.

Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study? (2019)
Journal Article
Holmes, A. G. D. (2019). Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?. Shanlax International Journal of Education, 8(1), 7-15. https://doi.org/10.34293/education.v8i1.819

This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning. Drawing f... Read More about Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?.

Muddy knees and muddy needs: parents' perceptions of outdoor learning (2019)
Journal Article
Parsons, K. J., & Traunter, J. (2020). Muddy knees and muddy needs: parents' perceptions of outdoor learning. Children's Geographies, 18(6), 699-711. https://doi.org/10.1080/14733285.2019.1694637

Research highlights that children across the UK access the outdoors less than previous generations, often at levels below that prescribed by the United Nations as a basic level of outdoor access for prisoners. School staff and parents are intrinsic p... Read More about Muddy knees and muddy needs: parents' perceptions of outdoor learning.

Learning Outcomes -A Good Idea, Yet with Problems and Lost Opportunities (2019)
Journal Article
Holmes, A. G. (2019). Learning Outcomes -A Good Idea, Yet with Problems and Lost Opportunities. Educational Process: International Journal, 8(3), 159-169. https://doi.org/10.22521/edupij.2019.83.1

Learning outcomes are used throughout assessment processes in higher education. In many countries their use is mandatory, with a frequent assumption that they bring many positive benefits to educational processes. Yet, there are tensions associated w... Read More about Learning Outcomes -A Good Idea, Yet with Problems and Lost Opportunities.

Principles underpinning innovative mobile learning: Stakeholders’ priorities (2019)
Journal Article
Burden, K., Kearney, M., Schuck, S., & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders’ priorities. TechTrends, https://doi.org/10.1007/s11528-019-00415-0

This article discusses the results of a survey that measured school teachers’ and mobile learning (m-learning) experts’ perceptions of the relative importance and effectiveness of various pedagogical principles underpinning m-learning designs. A scan... Read More about Principles underpinning innovative mobile learning: Stakeholders’ priorities.

Educating young people about society in China, England, Mexico and Spain: similar approaches to values education from different contexts (2019)
Journal Article
Brown, E., Chen, D., Davies, I., Urbina Garcia, A., & Munguia Godinez, I. (2019). Educating young people about society in China, England, Mexico and Spain: similar approaches to values education from different contexts. Compare: A Journal of Comparative and International Education, 1-17. https://doi.org/10.1080/03057925.2019.1647513

Following remarks about the nature and significance of values and values education, generally and more specifically in China, England, Mexico and Spain, we explain the methods used to analyse official policies that apply to moral education, citizensh... Read More about Educating young people about society in China, England, Mexico and Spain: similar approaches to values education from different contexts.

Preschool transition in Mexico: Exploring teachers' perceptions and practices (2019)
Journal Article
Urbina-Garcia, A. (2019). Preschool transition in Mexico: Exploring teachers' perceptions and practices. Teaching and Teacher Education, 85, 226-234. https://doi.org/10.1016/j.tate.2019.06.012

This study explored the perceptions of preschool and first grade teachers regarding preschool to first grade transition practices in public schools in Mexico City. A survey was administered to a sample of 15 preschool and 15 primary school teachers,... Read More about Preschool transition in Mexico: Exploring teachers' perceptions and practices.

Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017 (2019)
Journal Article
Ploner, J., & Jones, L. (2020). Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017. Children's Geographies, 18(3), 269-282. https://doi.org/10.1080/14733285.2019.1634245

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwith... Read More about Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017.