Skip to main content

Research Repository

Advanced Search

Outputs (10)

Constructing the caring higher education teacher: a theoretical framework (2015)
Journal Article
Walker, C., & Gleaves, A. (2016). Constructing the caring higher education teacher: a theoretical framework. Teaching and Teacher Education, 54, 65-76. https://doi.org/10.1016/j.tate.2015.11.013

This study seeks to theorize ‘the caring teacher’ in the context of the higher education environment. The study was carried out from the perspective of the teachers concerned and adopted an inductive interpretive paradigm and within this, used ground... Read More about Constructing the caring higher education teacher: a theoretical framework.

An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach (2015)
Journal Article
Chan, N., Walker-Gleaves, C., & Walker-Gleaves, A. (2015). An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. Computers & Education, 82, 96-106. https://doi.org/10.1016/j.compedu.2014.11.001

This study describes young people's experiences of using smartphones, by exploring what it means to acquire, possess, and create a purpose for these personal mobile devices within the complex and fluid contexts of formal and informal learning. Applyi... Read More about An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach.

Learning with Smartphones: Students' Lived Experience of using Smartphones (2013)
Conference Proceeding
Chan, N., Walker-Gleaves, A., Remedios, R., Sánchez, I. A., & Isaías, P. (2013). Learning with Smartphones: Students' Lived Experience of using Smartphones. In Mobile Learning 2013 : IADIS International Conference on Mobile Learning, 14-16 March 2013, Lisbon, Portugal ; proceedings (163-167)

Richness, redundancy or relational salience? A comparison of the effect of textual and aural feedback modes on knowledge elaboration in higher education students' work (2013)
Journal Article
Gleaves, A., & Walker, C. (2013). Richness, redundancy or relational salience? A comparison of the effect of textual and aural feedback modes on knowledge elaboration in higher education students' work. Computers & Education, 62, 249-261. https://doi.org/10.1016/j.compedu.2012.11.004

This study examines the effects of formative assessment feedback commentaries utilizing textual and aural media on the quality of knowledge elaboration within the written work of a sample of 104 higher education students. A randomized, mixed methodol... Read More about Richness, redundancy or relational salience? A comparison of the effect of textual and aural feedback modes on knowledge elaboration in higher education students' work.

Ubiquitous Learning: The Lived Experience of Students Learning with Smartphones (2013)
Conference Proceeding
Chan, N., Walker-Gleaves, A., & Remedios, R. (2013). Ubiquitous Learning: The Lived Experience of Students Learning with Smartphones. In Programming languages and systems : Second Asian Symposium, APLAS 2004, 4-6 November 2004, Taipei, Taiwan ; proceedings (223-232)

The exponential growth of mobile technologies has created additional affordances and new channels of communicating and presenting information. The smartphone, with its multiple applications and features, is creating a new way of ubiquitous learning.... Read More about Ubiquitous Learning: The Lived Experience of Students Learning with Smartphones.

Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements (2010)
Journal Article
Gleaves, A., & Walker, C. (2010). Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements. Teacher Development, 14(2), 139-152. https://doi.org/10.1080/13664530.2010.494498

Research suggests that pre-service teaching students embarking on practice placements encounter affect both in a personal and a professional sense more acutely than at any other time during their professional careers. A few studies emphasise the use... Read More about Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements.

Can students within higher education learn to be resilient and, educationally speaking, does it matter? (2006)
Journal Article
Walker, C., Gleaves, A., & Grey, J. (2006). Can students within higher education learn to be resilient and, educationally speaking, does it matter?. Educational Studies, 32(3), 251-264. https://doi.org/10.1080/03055690600631184

This paper presents a critical appraisal of resilience and its associated concepts within the context of higher education. It addresses wide‐ranging definitions of resilience, encompassing endurance and adaptability, and seeks to understand how these... Read More about Can students within higher education learn to be resilient and, educationally speaking, does it matter?.

A study of the difficulties of care and support in new University teachers' work (2006)
Journal Article
Walker, C., Gleaves, A., & Grey, J. (2006). A study of the difficulties of care and support in new University teachers' work. Teachers and Teaching: Theory and Practice, 12(3), 347-363. https://doi.org/10.1080/13450600500467688

This paper discusses some findings from a small‐scale qualitative study involving ‘new’ teachers in a medium sized, regional English university. Using Grounded Theory methods to inform and guide the research, the study explores participants’ views on... Read More about A study of the difficulties of care and support in new University teachers' work.

Problems in the construction of gender and professional identities for women in a United Kingdom Merchant Navy Training School (2003)
Journal Article
Walker, C., Gleaves, A., & Peart, D. (2003). Problems in the construction of gender and professional identities for women in a United Kingdom Merchant Navy Training School. Research in Post-Compulsory Education, 8(3), 285-304. https://doi.org/10.1080/13596740300200156

The United Kingdom Merchant Navy has a very poor record on access and training for females in terms of marine careers across all levels. Furthermore, it is a world where equity and equality are often simply overlooked, partly because the difficult an... Read More about Problems in the construction of gender and professional identities for women in a United Kingdom Merchant Navy Training School.