All Outputs (325)

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.

The complexities, contradictions and consequences of being 'anti-social' in Northern Ireland (2014)
Book Chapter
Gormally, S. (2014). The complexities, contradictions and consequences of being 'anti-social' in Northern Ireland. In Anti-social Behaviour in Britain (179-191). https://doi.org/10.1057/9781137399311_15

Anti-social behaviour as a concept has numerous complexities. The definitional slippages and lack of clarity often lead to a range of contextually specific consequences. Although Northern Ireland is in the process of working through and moving away f... Read More about The complexities, contradictions and consequences of being 'anti-social' in Northern Ireland.

Digital Technologies for School Collaboration (2014)
Book
Gouseti, A. (2014). Digital Technologies for School Collaboration. Palgrave Macmillan. https://doi.org/10.1057/9781137372857

Web-based school collaboration has attracted the sustained attention of educators, policy-makers, and governmental bodies around the world during the past decade. This book sheds new light on this topical but ever so complex issue. Drawing on a wealt... Read More about Digital Technologies for School Collaboration.

Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn (2014)
Book Chapter
Martin, S. (2014). Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn. In A. Tatnall, & B. Davey (Eds.), Reflections on the history of computers in education (1-25). Springer. https://doi.org/10.1007/978-3-642-55119-2_1

The educational use of computers in the UK coincided with growing tensions between educators and government policy. This led to the imposition of a National Curriculum and policy that took scant account of research evidence or the views of profession... Read More about Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn.

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?.

Our digital children (2014)
Presentation / Conference Contribution
Williams, P. (2014, November). Our digital children. Presented at Scarborough Education Forum

The power relationship between adults and children in the West is shifting. Factors of age and life experience are becoming counterbalanced by children’s affinity for burgeoning developments in digital technology, where skills developed in online gam... Read More about Our digital children.

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.

Mobile technologies and authentic learning in the primary school classroom (2014)
Book Chapter
Burden, K., & Maher, D. (2014). Mobile technologies and authentic learning in the primary school classroom. In S. Younie, M. Leask, & K. Burden (Eds.), Teaching and Learning with ICT in the Primary School (171-182). (2nd ed.). Routledge

The use of mobile technologies, often referred to as m-learning, is increasing in many primary schools across the developed and developing world. In the developed world mobile devices such as iPads, tablets and smartphones are being used whilst in so... Read More about Mobile technologies and authentic learning in the primary school classroom.

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.

Rethinking university assessment (2014)
Journal Article
Williams, P. (in press). Rethinking university assessment. International Journal of Technology and Inclusive Education, 3(1), 257-264. https://doi.org/10.20533/ijtie.2047.0533.2014.0033

Developments in globalisation and new technologies are making significant impacts in higher education. Universities in a global market are increasingly concerned to reorient their degree programmes to meet the vocational needs of the Knowledge Econom... Read More about Rethinking university assessment.

Transnational and transcultural positionality in globalised higher education (2014)
Journal Article
Montgomery, C. (2014). Transnational and transcultural positionality in globalised higher education. Journal of education for teaching : JET, 40(3), 198-203. https://doi.org/10.1080/02607476.2014.903021

Transnational higher education (TNE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, is a rapidly developing phenomenon. Universities across the UK, for example, are now operating 1,395 TNE programmes and... Read More about Transnational and transcultural positionality in globalised higher education.

Exploring the diverse motivations of transnational higher education in China: complexities and contradictions (2014)
Journal Article
Hou, J., Montgomery, C., & McDowell, L. (2014). Exploring the diverse motivations of transnational higher education in China: complexities and contradictions. Journal of education for teaching : JET, 40(3), 300-318. https://doi.org/10.1080/02607476.2014.903028

This article analyses the current situation of transnational higher education (TNE) in China by conducting a comprehensive documentary analysis. It first situates the phenomenon in global transnational mobility in higher education and then explores t... Read More about Exploring the diverse motivations of transnational higher education in China: complexities and contradictions.

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.

Learning To Teach (2014)
Book
Glazzard, J., Denby, N., & Price, J. (2014). Learning To Teach. Open University Press