Tracing assessment policy discourses in neoliberalised higher education settings (2016)
Journal Article
Raaper, R. (2017). Tracing assessment policy discourses in neoliberalised higher education settings. Journal of Education Policy, 32(3), 322-339. https://doi.org/10.1080/02680939.2016.1257160

This article explores assessment policy in two European universities with different political, historical and social backgrounds: the University of Glasgow and Tallinn University. The University of Glasgow is a well-established Russell Group universi... Read More about Tracing assessment policy discourses in neoliberalised higher education settings.

Social Red Bull: Exploring energy relationships in a School District Leadership Team (2016)
Journal Article
Daly, A., Liou, Y., & Brown, C. (2016). Social Red Bull: Exploring energy relationships in a School District Leadership Team. Harvard educational review, 86(3), 412-448. https://doi.org/10.17763/1943-5045-86.3.412

n this article, Alan J. Daly, Yi-Hwa Liou, and Chris Brown explore the idea of positive affective arousal through “energy exchange relationships” within a district leadership team. Education leaders have long been expected to be not only effective le... Read More about Social Red Bull: Exploring energy relationships in a School District Leadership Team.

Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools? (2016)
Journal Article
Brown, C., & Zhang, D. (2016). Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?. British Educational Research Journal, 45(5), 780-801. https://doi.org/10.1002/berj.3239

Whilst beneficial, the consistent and regular use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. This paper attempts to shed new light on this issue by examining the applicability of a model of ra... Read More about Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?.

Personal space regulation in Williams syndrome: The effect of familiarity (2016)
Journal Article
Lough, E., Flynn, E., & Riby, D. (2016). Personal space regulation in Williams syndrome: The effect of familiarity. Journal of Autism and Developmental Disorders, 46(10), 3207-3215. https://doi.org/10.1007/s10803-016-2864-8

Personal space refers to a protective barrier that we strive to maintain around our body. We examined personal space regulation in young people with Williams syndrome (WS) and their typically developing, chronological age-matched peers using a parent... Read More about Personal space regulation in Williams syndrome: The effect of familiarity.

Education and Political Theory: Prospects and Points of View (2016)
Book Chapter
Raaper, R., & Olssen, M. (2016). Education and Political Theory: Prospects and Points of View. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (1-5). Springer Verlag. https://doi.org/10.1007/978-981-287-532-7_251-1

Education, philosophy, and politics can be seen as the tripos in Western tradition, defining the canon and practices of political and educational institutions (Peters 2012). In the light of recent educational research, it could also be argued that th... Read More about Education and Political Theory: Prospects and Points of View.

How can school leaders establish evidence informed schools: an analysis of the effectiveness of potential school policy levers (2016)
Journal Article
Brown, C., & Zhang, D. (2016). How can school leaders establish evidence informed schools: an analysis of the effectiveness of potential school policy levers. Educational Management Administration & Leadership, 45(3), 382-401. https://doi.org/10.1177/1741143215617946

This article has three aims: first, it examines the notion of evidence-informed practice and its benefits, as well as recent educational policy designed to promote schools’ use of evidence. Second, it examines four distinct but overlapping and interd... Read More about How can school leaders establish evidence informed schools: an analysis of the effectiveness of potential school policy levers.

Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach (2016)
Other
Raaper, R. (2016). Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach

I started my PhD studies in 2012 with a strong interest in student assessment in higher education. By exploring the scholarly field of assessment studies, however, I soon realized that assessment has been most often explored in relation to constructi... Read More about Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach.

Developing a Guiding Protocol for the Moderation of Summative Assessments (2016)
Journal Article
McGuire, W., & Raaper, R. (2016). Developing a Guiding Protocol for the Moderation of Summative Assessments. Journal of perspectives in applied academic practice, 4(1), 36-43. https://doi.org/10.14297/jpaap.v4i1.197

According to literature, assessment moderation is a process for assuring ‘valid, fair and reliable’ assessment outcomes but also consistency of applied marking criteria. While being an important area in assessment, moderation is often referred as an... Read More about Developing a Guiding Protocol for the Moderation of Summative Assessments.

Improving Trust, Improving Schools: Findings from a Social Network Analysis of 43 Primary Schools in England (2016)
Journal Article
Brown, C., Daly, A., & Liou, Y. (2016). Improving Trust, Improving Schools: Findings from a Social Network Analysis of 43 Primary Schools in England. Journal of Professional Capital and Community, 1(1), 69-91. https://doi.org/10.1108/jpcc-09-2015-0004

Purpose: Many governments worldwide are now promoting the importance of research-informed efforts at improvement. At the same time research is yet to make sustained impact on the practices of teachers. Given the importance of the issue and the lack o... Read More about Improving Trust, Improving Schools: Findings from a Social Network Analysis of 43 Primary Schools in England.