Outputs (286)

Transnational partnerships in higher education in China: The diversity and complexity of elite strategic alliances (2016)
Journal Article
Montgomery, C. (2016). Transnational partnerships in higher education in China: The diversity and complexity of elite strategic alliances. London Review of Education, 14(1), 70-85. https://doi.org/10.18546/LRE.14.1.08

Transnational partnerships between universities can illustrate the changing political, social and cultural terrain of global higher education. Drawing on secondary data analysis of government educational statistics, university webpages and a comprehe... Read More about Transnational partnerships in higher education in China: The diversity and complexity of elite strategic alliances.

Future scenarios for mobile science learning (2016)
Journal Article
Burden, K., & Kearney, M. (2016). Future scenarios for mobile science learning. Research in Science Education, 46(2), 287-308. https://doi.org/10.1007/s11165-016-9514-1

© 2016, Springer Science+Business Media Dordrecht. This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’... Read More about Future scenarios for mobile science learning.

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?.

Methodism and education (2016)
Book Chapter
Smith, J. T. (2016). Methodism and education. In W. Gibson, P. Forsaith, & M. Wellings (Eds.), The Ashgate Research Companion to World Methodism (407-430). Routledge. https://doi.org/10.4324/9781315613789

John Wesley once claimed that if the Methodists were not a reading people the work of grace would die out in a generation. Thirty years ago Frank Pritchard described Wesley’s pragmatism, seeing the need for the teaching of reading to enable Bible stu... Read More about Methodism and education.

Researching and Evaluating iPad in Learning (2016)
Book
Burden, K., & Jones, S. (2016). Researching and Evaluating iPad in Learning. Apple Books

As mobile devices, like iPad, become more common in classrooms and schools there is a growing demand from school leaders and teachers to better understand the impact these devices are having on learning. This is not an academic interest but a practic... Read More about Researching and Evaluating iPad in Learning.

Educational Leadership for a More Sustainable World (2016)
Book
Bottery, M. (2016). Educational Leadership for a More Sustainable World. Bloomsbury Publishing

Educational Leadership for a More Sustainable World argues that current crises in educational policies and practice, including the recruitment and retention of educational leaders, ultimately derive from the interactions between four key challenges w... Read More about Educational Leadership for a More Sustainable World.

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.

Critical Pedagogy and the Risks Associated with Performing Lifeworlds (2016)
Book Chapter
Hughes, G., & Cooper, C. (2017). Critical Pedagogy and the Risks Associated with Performing Lifeworlds. In Methodological Approaches (Living Reference Work) (1-21). Springer Publishing Company. https://doi.org/10.1007/978-981-4585-89-7_24-1

The following chapter discusses some of the key issues arising in performing research. It draws on a collaborative participatory action research project exploring the experiences of young people, who would be considered disadvantaged, in austerity En... Read More about Critical Pedagogy and the Risks Associated with Performing Lifeworlds.

Conceptualising authentic mobile learning (2015)
Book Chapter
Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. K. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (27-42). Springer Publishing Company. https://doi.org/10.1007/978-981-10-0027-0_2

© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world... Read More about Conceptualising authentic mobile learning.

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.

Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people (2015)
Book
Cooper, C., Gormally, S., & Hughes, G. (Eds.). (2015). Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people. London: Palgrave Macmillan. https://doi.org/10.1057/9781137393593

Challenging dominant discourses in neoliberal marketized societies about working with disconnected young people, this book argues that alternative, radical approaches to formal and informal education are necessary to challenge repressive practices, a... Read More about Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people.

In pursuit of a common values base for working with young people in formal, informal and social learning (2015)
Book Chapter
Rippingale, J. (2015). In pursuit of a common values base for working with young people in formal, informal and social learning. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially-just radical alternatives for education and youth work practice : re-imagining ways of working with young people (127-144). Palgrave Macmillan. https://doi.org/10.1057/9781137393593_7

Abstract: This chapter advocates a common values base and framework for working with young people in formal, informal and social learning. These three learning spheres will be defined in the context of young people’s lives, with the premise that youn... Read More about In pursuit of a common values base for working with young people in formal, informal and social learning.

‘Imagining otherwise’ or tinkering with the system? (2015)
Book Chapter
Hughes, G. (2015). ‘Imagining otherwise’ or tinkering with the system?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people (220-244). Palgrave Macmillan. https://doi.org/10.1057/9781137393593_11

Reay’s point is extremely poignant: she is calling for culture change and, short of a revolution in education, this is surely a must for both young people and staff. Cooper (2012) similarly calls for a radical shift in youth work to counter the curre... Read More about ‘Imagining otherwise’ or tinkering with the system?.

Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people? (2015)
Book Chapter
Hope, M. A. (2015). Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice (107-126). Palgrave Macmillan. https://doi.org/10.1057/9781137393593_6

For those of us who have spent our professional lives working alongside children and young people who are disaffected with education, re-imagining education — or more specifically, re-imagining schools — is crucial. Could it be possible for the state... Read More about Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?.

Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations] (2015)
Journal Article
Henri, D., Morrell, L., & Scott, G. (in press). Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations]. F1000Research, 4, Article 901. https://doi.org/10.12688/f1000research.7066.1

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking ski... Read More about Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations].

How should fracking research be funded? (2015)
Journal Article
Davies, R. J., & Herringshaw, L. G. (2016). How should fracking research be funded?. Research Ethics, 12(2), 116-118. https://doi.org/10.1177/1747016115605871

The use of hydraulic fracturing (‘fracking’) to extract oil or gas from shales is a subject of controversy. There are many scientific questions about the risks associated with the technique, and much research remains to be done. ReFINE (Researching F... Read More about How should fracking research be funded?.

Identity, citizenship, and moral constructs from the virtual self (2015)
Book Chapter
Martin, S. (2015). Identity, citizenship, and moral constructs from the virtual self. In K. Terry, & A. Cheney (Eds.), Utilizing Virtual and Personal Learning Environments for Optimal Learning (217-237). IGI Global. https://doi.org/10.4018/978-1-4666-8847-6.ch010

Many young people now access digital networks that include individuals very unlike them who promote different cultural, religious and ethical value systems and behaviour. Such value systems can create conflicts of expectation for young people seeking... Read More about Identity, citizenship, and moral constructs from the virtual self.

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.