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Outputs (36)

Developing active citizenship in schools : a case study of democracy in practice (2015)
Book Chapter
Hope, M. (2015). Developing active citizenship in schools : a case study of democracy in practice. In International handbook of progressive education (325 - 336). Peter Lang Publishing

This chapter offers a critique of current definitions of active citizenship and argues that children and young people need to be seen as citizens within their school communities and not just citizens of the future. Pedagogy and school decision-making... Read More about Developing active citizenship in schools : a case study of democracy in practice.

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.

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.

Leadership, sustainability and ethics (2014)
Book Chapter
Bottery, M. (2014). Leadership, sustainability and ethics. In C. M. Branson, & S. Gross (Eds.), Handbook of ethical educational leadership (81 - 92). Routledge. https://doi.org/10.4324/9780203747582-12

This chapter is concerned with what educational leaders can lear about the ethics of their practice from a study of environmental systems. It examiners three sources for such learning. One source is from an understanding of the epistemology of these... Read More about Leadership, sustainability and ethics.

ICT Tools for Professional Development (2013)
Book Chapter
Jones, S.-L., & Younie, S. (2013). ICT Tools for Professional Development. In M. Leask, & N. Pachler (Eds.), Learning to Teach Using ICT in the Secondary School (40-54). (3rd ed.). Routledge. https://doi.org/10.4324/9780203124208

This chapter covers key considerations in the use of ICT tools for the continual professional development of teachers. Both professional development and ICT tools are first defined before looking at specific tools. The use of ePortfolios is discussed... Read More about ICT Tools for Professional Development.

Using the 3V model to explore virtuality, veracity and values in liminal spaces (2011)
Book Chapter
Burden, K., & Atkinson, S. (2011). Using the 3V model to explore virtuality, veracity and values in liminal spaces. In S. D'Agustino (Ed.), Adaption, resistance and access to instructional technologies: assessing future trends in education (199-215). The University of Hull. https://doi.org/10.4018/978-1-61692-854-4

Adaptation and adoption of immature emergent technologies for instruction fails to account for the challenge to, and creation of, new concepts of self, identity and community both in real and virtual spaces. New insight is necessary to develop social... Read More about Using the 3V model to explore virtuality, veracity and values in liminal spaces.

'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning (2010)
Book Chapter
Burden, K., & Atkinson, S. (2010). 'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning. In Cases on online discussion and interaction: experiences and outcomes (141-158). IGI Global. https://doi.org/10.4018/978-1-61520-863-0.ch007

Prior to the Web, we had hundreds of years of experience with broadcast media, from printing presses to radio and TV. Prior to email, we had hundreds of years experience with personal media - the telegraph, the telephone. But outside the Internet, we... Read More about 'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning.

The politics of educating children ‘with' ADHD (2010)
Book Chapter
Adams, P. D. (2010). The politics of educating children ‘with' ADHD. In L. J. Graham (Ed.), (De)Constructing ADHD: Critical guidance for teachers and teacher educators (77-98). Peter Lang

Analysing healthcare professionals' interprofessional learning experiences in an asynchronous text-based environment (2010)
Book Chapter
Loke, J. C., Colquhoun, D., Lee, K. W., & Yeo, A. T. (2010). Analysing healthcare professionals' interprofessional learning experiences in an asynchronous text-based environment. In Distance education (1-32). Nova Science Publishers

Information on student online learning experiences from a student perspective is considered by many educational researchers as invaluable indicators of the effectiveness of online modules or programmes. Methods to gather the information are commonly... Read More about Analysing healthcare professionals' interprofessional learning experiences in an asynchronous text-based environment.

Personalising teaching and learning with digital resources: DiAL-e framework case studies (2009)
Book Chapter
Atkinson, S., & Burden, K. (2009). Personalising teaching and learning with digital resources: DiAL-e framework case studies. In Technology-supported environments for personalised learning: methods and case studies (91-108). IGI Global. https://doi.org/10.4018/978-1-60566-884-0.ch006

This chapter describes the ways in which individual academics have sought to realise a degree of personalisation in their teaching practice through their engagement with the DiAL-e Framework (Digital Artefacts for Learner Engagement). The DiAL-e Fram... Read More about Personalising teaching and learning with digital resources: DiAL-e framework case studies.

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). 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.

Lesson organisation and management
Book Chapter
Lawrence, J., & Whitehead, M. Lesson organisation and management. In Learning to teach physical education in the secondary school

Pupils need to be actively engaged in the learning experiences, which is evidenced by the amount of time they are deemed to be “on-task”. In a PE context this is reflected by the amount of time they are involved in motor and other activities related... Read More about Lesson organisation and management.

(Im)mobility, 'hard to reach communities' and the practice of citizenship education
Book Chapter
Ploner, J., & Kakos, M. (Im)mobility, 'hard to reach communities' and the practice of citizenship education. In Beyond us versus them

Our aim in this short conceptual chapter is to explore current understandings of the designation Hard to Reach when applied to communities, and issues arising from the development of interventions targeting such groups. By exploring the meanings attr... Read More about (Im)mobility, 'hard to reach communities' and the practice of citizenship education.

Ethical professional mobile learning for teaching and nursing workplaces
Book Chapter
Burden, K., Aubusson, P., & Schuck, S. Ethical professional mobile learning for teaching and nursing workplaces. In Work-based mobile Learning: concepts and cases. The University of Hull

The ubiquity, accessibility and flexibility of mobile technologies suggests they will be valuable for professional learning, particularly in professions where most of the work does not occur at a set workstation. This chapter focuses on two such prof... Read More about Ethical professional mobile learning for teaching and nursing workplaces.

Critical professional or branded technician? Changing conceptions of the education worker
Book Chapter
Bottery, M. Critical professional or branded technician? Changing conceptions of the education worker. In Re-Reading Education Policies: a handbook studying the policy agenda of the 21st century. The University of Hull

This chapter uses a case study of five phases in the changing meaning of teacher professionalism in England to suggest that changes caused by current legislation there, notably to do with workforce reform and inclusion agendas, is probably reducing r... Read More about Critical professional or branded technician? Changing conceptions of the education worker.