Outputs (105)

Standards in Education: Reforms, Stagnation and the Need to Rethink (2020)
Journal Article
Bolden, D., & Tymms, P. (2020). Standards in Education: Reforms, Stagnation and the Need to Rethink. Oxford Review of Education, 46(6), 717-733. https://doi.org/10.1080/03054985.2020.1781608

Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition, national and international test results are of considerable interest. In this paper, we show... Read More about Standards in Education: Reforms, Stagnation and the Need to Rethink.

Using working memory performance to predict mathematics performance 2 years on (2020)
Journal Article
Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Using working memory performance to predict mathematics performance 2 years on. Psychological Research, 85(5), 1986-1996. https://doi.org/10.1007/s00426-020-01382-5

A number of previous studies have used working memory components to predict mathematical performance in a variety of ways; however, there is no consideration of the contributions of the subcomponents of visuospatial working memory to this prediction.... Read More about Using working memory performance to predict mathematics performance 2 years on.

Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics (2020)
Journal Article
Unsworth, R., & Tummons, J. (2021). Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics. Ethnography and Education, 16(1), 109-126. https://doi.org/10.1080/17457823.2020.1788405

The formation of teachers’ professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one... Read More about Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics.

Unsettling Knowledge: Irony and Education (2020)
Journal Article
Smith, R. (2020). Unsettling Knowledge: Irony and Education. Journal of Philosophy of Education, 54(3), 757-771. https://doi.org/10.1111/1467-9752.12444

Philosophy is sometimes thought of as having two principal dimensions: one that aims to build systems and doctrines, and another that is concerned to unsettle fixed ways of thinking. Richard Peters seems to position himself in both camps. I suggest t... Read More about Unsettling Knowledge: Irony and Education.

The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice (2020)
Journal Article
Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice. Journal of Professional Capital and Community, 5(3/4), 343-349. https://doi.org/10.1108/jpcc-06-2020-0032

Purpose: This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing effective support for students from different socio-economic backgrounds. Des... Read More about The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice.

Writing Up and Down: The Language of Educational Research (2020)
Journal Article
Smith, R. (2020). Writing Up and Down: The Language of Educational Research. Journal of Philosophy of Education, 54(3), 666-678. https://doi.org/10.1111/1467-9752.12440

There is a marked tendency in educational research to marginalise the written word, and to be wary of what I here call its ‘writerliness’: its capacity to go beyond the prosaic and the utilitarian, where meaning is understood largely in terms of the... Read More about Writing Up and Down: The Language of Educational Research.

What works in attracting and retaining teachers in challenging schools and areas? (2020)
Journal Article
See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting and retaining teachers in challenging schools and areas?. Oxford Review of Education, 46(6), 678-697. https://doi.org/10.1080/03054985.2020.1775566

This paper describes a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. Only empirical studies that employed a causal or suitable comparative d... Read More about What works in attracting and retaining teachers in challenging schools and areas?.

Student wellbeing and assessment in higher education: the balancing act (2020)
Journal Article
Jones, E., Priestley, M., Brewster, L., Wilbraham, S. J., Hughes, G., & Spanner, L. (2021). Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46(3), 438-450. https://doi.org/10.1080/02602938.2020.1782344

This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbe... Read More about Student wellbeing and assessment in higher education: the balancing act.

Dyslexia in higher education: a systematic review of interventions used to promote learning (2020)
Journal Article
Dobson Waters, S., & Torgerson, C. J. (2021). Dyslexia in higher education: a systematic review of interventions used to promote learning. Journal of Further and Higher Education, 45(2), 226-256. https://doi.org/10.1080/0309877x.2020.1744545

This systematic review assessed the effectiveness of published inventions, of an experimental design, used to promote learning for learners with dyslexia on HE programmes. Historical observations suggest that a notable number of learners with dyslexi... Read More about Dyslexia in higher education: a systematic review of interventions used to promote learning.

Representations of internationalisation at a Portuguese Higher Education Institution: From institutional discourse to stakeholders’ voices (2020)
Journal Article
Lourenço, M., Andrade, A. I., & Byram, M. (2020). Representations of internationalisation at a Portuguese Higher Education Institution: From institutional discourse to stakeholders’ voices. Revista lusófona de educação (Em linha), 47(47), 53-68. https://doi.org/10.24140/issn.1645-7250.rle47.04

Internationalisation has become a major concern of higher education institutions around the world, featuring as a goal in their mission statements and agendas. Yet, the ways it is perceived and addressed vary greatly. In some cases, internationalisat... Read More about Representations of internationalisation at a Portuguese Higher Education Institution: From institutional discourse to stakeholders’ voices.