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Outputs (168)

International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes (2016)
Journal Article
Moskal, M. (2017). International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55(3), 126-138. https://doi.org/10.1111/imig.12301

This paper explores the complex and changing relationship between academic capitalism that encourages global mobility of highly-skilled international students on the one hand and recent changes to immigration policy in the UK that prevent such mobili... Read More about International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes.

Using Shakespeare's Plays to Explore Education Policy Today: Neoliberalism through the lens of Renaissance humanism (2016)
Book
Ward, S. (2016). Using Shakespeare's Plays to Explore Education Policy Today: Neoliberalism through the lens of Renaissance humanism. Routledge. https://doi.org/10.4324/9781315696850

Shakespeare is revered as the greatest writer in the English language, yet education reform in the English-speaking world is informed primarily by the ‘market order’, rather than the kind of humanism we might associate with Shakespeare. By considerin... Read More about Using Shakespeare's Plays to Explore Education Policy Today: Neoliberalism through the lens of Renaissance humanism.

‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England (2016)
Journal Article
Tummons, J. (2016). ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England. Research in Post-Compulsory Education, 21(4), 346-359. https://doi.org/10.1080/13596748.2016.1226589

During the last two decades, a number of successive policy initiatives have attempted to professionalise the further education sector in England: professional qualifications have been rewritten, made compulsory and then returned to voluntary status;... Read More about ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England.

Pupil voice and attitudes to music during the transition to secondary school (2016)
Journal Article
Kokotsaki, D. (2017). Pupil voice and attitudes to music during the transition to secondary school. British Journal of Music Education, 34(1), 5-39. https://doi.org/10.1017/s0265051716000279

Pupil voice research has been recognised in the last 15 years for its potential to re-shape the conditions of learning and help raise child engagement and standards of achievement. In music education, however, there still seems to exist a misalignmen... Read More about Pupil voice and attitudes to music during the transition to secondary school.

Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties (2016)
Journal Article
Alabdulaziz, M., & Higgins, S. (2016). Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties. International journal of engineering research and technology (Ahmedabad), 5(10), 412-417

Despite the potential positive effects of using technology with students who have difficulties in mathematics in the Kingdom of Saudi Arabia and the great efforts made by the Saudi Government to improve the education system of the nation, which has i... Read More about Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties.