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Outputs (297)

From science to storytelling: Advancing a climate knowledge–action framework through reflections on youth-focused, participatory action research in Vietnam (2025)
Journal Article
Jones, L., Lê, H., Huệ, L., Parsons, K. J., Võ, T. T., & Halstead, F. (online). From science to storytelling: Advancing a climate knowledge–action framework through reflections on youth-focused, participatory action research in Vietnam. British Educational Research Journal, https://doi.org/10.1002/berj.70004

Climate change presents urgent global challenges that demand swift and transformative responses. However, current efforts often fall short, revealing a crisis not only of environmental concern but also of social action. Responses to this have include... Read More about From science to storytelling: Advancing a climate knowledge–action framework through reflections on youth-focused, participatory action research in Vietnam.

Early career teachers’ identities: polymorphous identities that form, morph, and flex over time (2025)
Journal Article
Dockerty, K. (2025). Early career teachers’ identities: polymorphous identities that form, morph, and flex over time. Journal of education for teaching : JET, 51(4), https://doi.org/10.1080/02607476.2025.2530470

This article focuses on a small part of original doctoral research conducted at the University of Sheffield and presents the perceptions of three Early Career Teachers (ECTs) and how their identities as professionals developed over time in response t... Read More about Early career teachers’ identities: polymorphous identities that form, morph, and flex over time.

Place-based and intergenerational storytelling for youth climate action: moving beyond participation and towards momentum (2025)
Journal Article
Halstead, F., Parsons, K. J., Vo, T., Lloyd Williams, A., Jones, L., Le, H., Nguyen, A., Hackney, C., & Parsons, D. (2025). Place-based and intergenerational storytelling for youth climate action: moving beyond participation and towards momentum. Children's Geographies, https://doi.org/10.1080/14733285.2025.2519027

The urgency of the climate crisis necessitates inclusive approaches that engage marginalised groups, particularly youth, in meaningful and sustained ways. This paper explores the transformative potential of place-based and intergenerational storytell... Read More about Place-based and intergenerational storytelling for youth climate action: moving beyond participation and towards momentum.

A step change in education: Generative AI, Ethics and Transformation for Higher Education (2025)
Book Chapter
Gordon, N., Dixon, J., & Mian, Z. (2025). A step change in education: Generative AI, Ethics and Transformation for Higher Education. In M. A. Doolan, & L. Ritchie (Eds.), Transforming Teaching Excellence: Future Proofing Education for All. International Federation of National Teaching Fellows

Generative AI systems such as ChatGPT, Gemini and Llama, are transforming higher education by introducing opportunities for enhanced learning and personalised education. These systems are disrupting traditional pedagogical approaches while presenting... Read More about A step change in education: Generative AI, Ethics and Transformation for Higher Education.

Early Childhood Sustainable Pedagogy into and beyond the 21st Century (2025)
Book Chapter
Lee, K., Boyd, D., & Scollan, A. (2025). Early Childhood Sustainable Pedagogy into and beyond the 21st Century. In A. Bradbury, R. Swailes, & P. Thompson (Eds.), A Manifesto for Early Childhood (23-37). SAGE Publications

This chapter investigates levels of sustainability awareness and early childhood professionals confidence to engage with Sustainable Development Goals (SDGs) in practice. It explores how understanding and knowledge of Education for Sustainable Develo... Read More about Early Childhood Sustainable Pedagogy into and beyond the 21st Century.

Sustainable Pedagogy in Early Childhood and Beyond (2025)
Presentation / Conference Contribution
Boyd, D., Lee, K., & Scollan, A. (2025, January). Sustainable Pedagogy in Early Childhood and Beyond. Presented at Middlesex University Childhood and Society Seminar Series 2025, online

The seminar will consider how adults and children are preparing to manage sustainability in the 21st Century. UNESCO (2017) reminds us of the urgency of the current planetary situation. Gunther and colleagues (2024) stress the need for children to ha... Read More about Sustainable Pedagogy in Early Childhood and Beyond.

Music, Technology, Innovation: Industry and Educational Perspectives (2024)
Book
Johnson, C., & King, A. (Eds.). (2024). Music, Technology, Innovation: Industry and Educational Perspectives. Routledge. https://doi.org/10.4324/9781003041474

Music, Technology, Innovation: Industry and Educational Perspectives draws upon cutting-edge practice in the use of technology from both a pedagogical and industry perspective. Situated within the latest research, this edited volume explores technolo... Read More about Music, Technology, Innovation: Industry and Educational Perspectives.

Computing for Social Good in Education (2024)
Journal Article
Ellis, H., Hislop, G. W., Goldweber, M., Rebelsky, S., Pearce, J., Ordonez, P., Pias, M., & Gordon, N. (2024). Computing for Social Good in Education. ACM Inroads, 15(4), 47-57. https://doi.org/10.1145/3699719

Computing for Social Good in Education (CSG-Ed) engages students with the positive potential of computing to benefit society. It can introduce students to aspects of professional responsibility, something computing students need more than ever given... Read More about Computing for Social Good in Education.

Empathy Matters: Inclusive Co-design (2024)
Presentation / Conference Contribution
Kaegi, A., & Fallin, L. (2024, September). Empathy Matters: Inclusive Co-design. Presented at RAISE Conference 2024: Equity in Attainment & Student Success, University of Leicester

The effectiveness of inclusive teaching is crucially dependent on whether the curricula and wider learning environment are themselves inclusive. The sharp growth in and internationalisation of the PGT cohorts on Masters programmes in Education at Hul... Read More about Empathy Matters: Inclusive Co-design.

Ensuring children have the right knowledge and skills at the right time (2024)
Journal Article
Dockerty, K. (2024). Ensuring children have the right knowledge and skills at the right time. Primary science review : the primary science journal of the ASE, 15-17

Dr. Kelly Dockerty shares her thoughts on the implications for teacher training and practice, when considering the challenges highlighted by the Primary STEM Education Consultancy publication 'Links and Discrepancies between Maths and Science’ (2023)... Read More about Ensuring children have the right knowledge and skills at the right time.

Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education (2024)
Journal Article
da Silva, S.-M., & Hubbard, K. (2024). Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education. CBE-Life Sciences Education, 23(3), https://doi.org/10.1187/cbe.23-10-0195

Society and education is inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of colour have required educators to des... Read More about Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.

Artificial Intelligence in Education: An automatic Rule-Based Chatbot to generate guidance from lecture recordings (2024)
Journal Article
Hing, W., Gordon, N., & Al Jaber, T. (2024). Artificial Intelligence in Education: An automatic Rule-Based Chatbot to generate guidance from lecture recordings. Acta Scientific Computer Sciences, 6(7), 64-74

In a new era of educational and research-based chatbots, implementing personalised interactive learning resources is critical in enhancing students' academic experiences. Whilst general purpose chatbots are now available with a range of platforms, th... Read More about Artificial Intelligence in Education: An automatic Rule-Based Chatbot to generate guidance from lecture recordings.

Decolonising UK Earth Science (2024)
Newspaper / Magazine
Williams, R., Mills, K., & Lawrence, A. (2024). Decolonising UK Earth Science

Header:
Rebecca Williams, Keely Mills and Anya Lawrence reflect on the recent Decolonising UK Earth Science workshop and how examining our past can shape the future of geoscience.

ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences. (2024)
Presentation / Conference Contribution
Jennison, L., Walker, J., Credland, N., Dixon, P., & Dunn, R. (2024, April). ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences. Paper presented at RCN Education Forum National Conference and Exhibition 2024: Future Insights: Enabling professional practice in health and social care nursing education, York

Abstract ID 239:
Introduction:
Restorative Supervision (RS) is increasingly being delivered to post qualified healthcare staff, via the growth of the PNA role (NHS England,2023). The benefits of delivering this to pre-registration students in educa... Read More about ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences..

Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions? (2024)
Journal Article
Hubbard, K. (2024). Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?. Higher Education, https://doi.org/10.1007/s10734-024-01216-y

Equity is increasingly seen as a core value for Higher Education systems around the world. (In)equity is often measured through construction of achievement gaps, quantifying the relative outcomes of two populations of students. Institution-level gaps... Read More about Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?.

Plant Biology Education: A Competency Based Vision for the Future (2024)
Journal Article
Hubbard, K. (online). Plant Biology Education: A Competency Based Vision for the Future. Plants People Planet, https://doi.org/10.1002/ppp3.10503

Societal Impact Statement
Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this, we need to educate plant biologists who can contribute to research, enterprise, polic... Read More about Plant Biology Education: A Competency Based Vision for the Future.

Developing undergraduate practical skills and independence with ‘at home practical kits’ (2024)
Journal Article
Hubbard, K., Henri, D., Scott, G., Snelling, H., & Roediger, E. (2024). Developing undergraduate practical skills and independence with ‘at home practical kits’. International journal of science education, https://doi.org/10.1080/09500693.2024.2311087

The COVID-19 pandemic posed significant challenges for practical teaching within the sciences. While many instructors adopted innovative alternatives to conventional practicals, many relied on digital approaches that did not give students hands-on ex... Read More about Developing undergraduate practical skills and independence with ‘at home practical kits’.