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All Outputs (4)

“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. (2021). “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. Retrieved from 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.

Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area (2020)
Thesis
Rhodes, R. (2020). Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4223257

In recent years, schools have increasingly begun to opt for an alternative to traditional school punishments: restorative practices. As the practices developed, proponents began to posit that to unlock the true potential of restorative approaches, co... Read More about Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area.

The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman (2020)
Thesis
Al-Shammakhi, K. N. (2020). The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4222425

Researchers in Oman have criticised the teachers’ professional development system, blaming the Ministry of education (MOE) for the mismatch between what has been provided as continuous professional development (CPD) training courses and what are teac... Read More about The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman.

What is to be done? Implications for policy makers (2009)
Book Chapter
Dyson, A., Gunter, H., Hall, D., Raffo, C., & Jones, L. (2009). What is to be done? Implications for policy makers. In C. Raffo, A. Dyson, H. Gunter, D. Hall, L. Jones, & A. Kalambouka (Eds.), Education and poverty in affluent countries (195-215). New York: Routledge. https://doi.org/10.4324/9780203860335

The review of frameworks and interventions in the previous chapter makes it abundantly clear that policy makers in Western democracies have been highly active in attempting to break the link between poverty and education. England and the US may be ex... Read More about What is to be done? Implications for policy makers.