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Outputs (143)

A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education (2018)
Journal Article
Younger, K., Gascoine, L., Menzies, V., & Torgerson, C. (2019). A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education. Journal of Further and Higher Education, 43(6), 742-773. https://doi.org/10.1080/0309877x.2017.1404558

Widening participation (WP) in higher education (HE) is an increasingly important policy issue, with interventions to increase participation from minority ethnic, low-income and other under-represented groups undertaken in HE sectors in many countrie... Read More about A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education.

Capturing habitus: theory, method and reflexivity (2018)
Journal Article
Costa, C., Burke, C., & Murphy, M. (2019). Capturing habitus: theory, method and reflexivity. International Journal of Research & Method in Education, 42(1), 19-32. https://doi.org/10.1080/1743727x.2017.1420771

Bourdieu’s career long endeavour was to devise both theoretical and methodological tools that could apprehend and explain the social world and its mechanisms of cultural (re)production and related forms of domination. Amongst the several key concepts... Read More about Capturing habitus: theory, method and reflexivity.

Dynamic assessment: a case of unfulfilled potential? (2018)
Journal Article
Elliott, J., Resing, W., & Beckmann, J. (2018). Dynamic assessment: a case of unfulfilled potential?. Educational Review, 70(1), 7-17. https://doi.org/10.1080/00131911.2018.1396806

This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic a... Read More about Dynamic assessment: a case of unfulfilled potential?.

Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis (2018)
Journal Article
Watermeyer, R., & Montgomery, C. (2018). Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis. Journal of Education for Teaching, 44(1), 90-106. https://doi.org/10.1080/02607476.2018.1422621

Despite evidence of quality teaching in Science, Technology, Engineering and Mathematics (STEM) subject domains and insistence on the part of many national governments on the economic value of STEM, education, recruitment and retention into STEM subj... Read More about Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis.

Students’ Unions and Consumerist Policy Discourses in English Higher Education (2018)
Journal Article
Raaper, R. (2020). Students’ Unions and Consumerist Policy Discourses in English Higher Education. Critical Studies in Education, 61(2), 245-261. https://doi.org/10.1080/17508487.2017.1417877

This article centres on the recent Higher Education and Research Act 2017 in England and the consultation documents leading to the legislation. I will start by arguing that the reform promotes consumerist understanding of students. Guided by Fairclou... Read More about Students’ Unions and Consumerist Policy Discourses in English Higher Education.

Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review (2018)
Journal Article
Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education, 34(2), 208-238. https://doi.org/10.1080/02671522.2017.1420816

Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to te... Read More about Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review.

Natalia Goncharova and Mikhail Larionov (2018)
Book Chapter
Parton, A. (2018). Natalia Goncharova and Mikhail Larionov. In Modern couples : Art, intimacy and the avant-garde. Barbican Art Gallery, UK, 10 October 2018 – 27 January 2019 Barbican Exhibition catalogue. Prestel Verlag / Barbican Centre

English language proficiency and attainment of EAL (English as second language) pupils in England (2018)
Journal Article
Demie, F. (2018). English language proficiency and attainment of EAL (English as second language) pupils in England. Journal of Multilingual and Multicultural Development, 39(7), 641-653. https://doi.org/10.1080/01434632.2017.1420658

This paper aims to examine English as an additional language (EAL) pupils’ English proficiency and its impact on attainment to improve our knowledge about EAL pupils. The sample for performance analysis consisted of 2,957 pupils who had completed Key... Read More about English language proficiency and attainment of EAL (English as second language) pupils in England.

Designing and delivering a programme of reading skills classes to postgraduate students (2018)
Journal Article
Bohlander, C., & Burdumy, A. (2018). Designing and delivering a programme of reading skills classes to postgraduate students. ≠The ≠Journal of Teaching English for Specific and Academic Purposes, 6(2), 245-252. https://doi.org/10.22190/jtesap1802245b

Exclusively teaching the receptive skill of reading texts in a foreign language with no training in language production might seem to be a pedagogical relic and to contradict the communicative approach in foreign language teaching. However, it is a m... Read More about Designing and delivering a programme of reading skills classes to postgraduate students.