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All Outputs (25)

Young Love "Locked Down:" Adolescent and Young Adult Perspectives on Sexting During the Covid-19 Pandemic in England. (2023)
Journal Article
Setty, E., & Dobson, E. (2023). Young Love "Locked Down:" Adolescent and Young Adult Perspectives on Sexting During the Covid-19 Pandemic in England. Archives of Sexual Behavior, https://doi.org/10.1007/s10508-023-02734-z

There were limited opportunities for in-person social, intimate, and sexual interactions in England during 2020-2021, due to restrictions imposed by the UK government in response to the Covid-19 pandemic. While previous studies examined the effects o... Read More about Young Love "Locked Down:" Adolescent and Young Adult Perspectives on Sexting During the Covid-19 Pandemic in England..

An Exploration of Healthy and Unhealthy Relationships Experienced by Emerging Adults During the Covid-19 Lockdowns in England (2023)
Journal Article
Setty, E., & Dobson, E. (2023). An Exploration of Healthy and Unhealthy Relationships Experienced by Emerging Adults During the Covid-19 Lockdowns in England. Emerging Adulthood, 11(6), 1502-1517. https://doi.org/10.1177/21676968231200094

Romantic and intimate relationships are crucial for the socio-emotional development of young adults. However, the Covid-19 pandemic and the resulting ‘lockdown’ restrictions imposed by the UK government limited opportunities for in-person relationshi... Read More about An Exploration of Healthy and Unhealthy Relationships Experienced by Emerging Adults During the Covid-19 Lockdowns in England.

We Need to be as a Group: Using and Evaluating the Listening Guide in Feminist Collaborative Autoethnography With an Affective ‘Fifth Listen’ as a Tool to (re)construct Identities (2023)
Journal Article
Yeo, E., Pilson, A., Rutter, N., & Hasan, E. (2023). We Need to be as a Group: Using and Evaluating the Listening Guide in Feminist Collaborative Autoethnography With an Affective ‘Fifth Listen’ as a Tool to (re)construct Identities. International Journal of Qualitative Methods, 22, 1-11. https://doi.org/10.1177/16094069231180166

Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach? (2022)
Journal Article
Setty, E., & Dobson, E. (2022). Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?. Archives of Sexual Behavior, 52(1), 79-93. https://doi.org/10.1007/s10508-022-02340-5

In England, the Children and Social Work Act (HMSO, 2017) bestowed compulsory status on relationships and sex education (RSE), which means that young people’s right to receive RSE has been codified in law. This paper analyzes how this right is upheld... Read More about Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?.

Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England (2022)
Journal Article
Setty, E., & Dobson, E. (2023). Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England. Children & Society, 37(5), 1646-1657. https://doi.org/10.1111/chso.12603

This paper examines the participation of children and young people within government consultation pro-cesses. It considers the recent Department for Education consultation on its statutory guidance for schools for Relationships and Sex Education in E... Read More about Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England.

The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education (2022)
Journal Article
Higgins, S., Katsipataki, M., Villanueva Aguilera, A., Alaidde, B., Dobson, E., Gascoine, L., …Uwimpuhwe, G. (2022). The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education. Review of Education, 10(1), Article e3327. https://doi.org/10.1002/rev3.3327

This article compares and contrasts two versions of the Education Endowment Foundation's (EEF) Teaching and Learning Toolkit (‘Toolkit’), a web-based summary of international evidence on teaching 3–18 year-olds. The Toolkit has localised versions in... Read More about The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education.

“It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises (2021)
Journal Article
Rutter, N., Hasan, E., Pilson, A., & Yeo, E. (2023). “It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises. International Journal of Qualitative Methods, 22, https://doi.org/10.1177/16094069211019595

Unpacking our experiences as trainee researchers navigating a global pandemic; in this research four researchers identify and interpret otherwise individual experiences through a collective lens. These shared responses are collated and understood thr... Read More about “It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises.

Family, School and Job – The Impact of Socio-economic Background and School Segregation on Labour Market Outcomes: Evidence from the Longitudinal Study Next Steps in England (2019)
Presentation / Conference Contribution
Shao, X. (2019). Family, School and Job – The Impact of Socio-economic Background and School Segregation on Labour Market Outcomes: Evidence from the Longitudinal Study Next Steps in England. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (200-212)

Early access to the labour market in the UK and other developed countries for young people is still clearly stratified according to socio-economic origins and prior educational attainment. However, these factors are difficult to change, are not the o... Read More about Family, School and Job – The Impact of Socio-economic Background and School Segregation on Labour Market Outcomes: Evidence from the Longitudinal Study Next Steps in England.

Exploring and developing reasoning in primary English (2019)
Presentation / Conference Contribution
Oliver, M. (2019). Exploring and developing reasoning in primary English. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (137-150)

The socio-cultural framework describes reasoning as a cultural phenomenon, expanding thinking to something which is played out in public. Drawing upon the academic field of cognitive history, this project argues that academic domains have developed t... Read More about Exploring and developing reasoning in primary English.

Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND (2019)
Presentation / Conference Contribution
Pilson, A. (2019). Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (164-182)

This article outlines a proposed empirical study exploring the development of an innovative, participatory research methodology, related to the ‘Children-as- Researchers’ model (Kellett, 2005; Fielding, 2004). Its key aim is to conduct research with... Read More about Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND.

A theory-driven thesis: Utilising theory-driven evaluation to guide the conduct and content of a PhD thesis examining peer-led Sex and Relationships Education (2019)
Presentation / Conference Contribution
Dobson, E. (2019). A theory-driven thesis: Utilising theory-driven evaluation to guide the conduct and content of a PhD thesis examining peer-led Sex and Relationships Education. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (53-69)

The following article discusses the content and conduct of a PhD thesis exploring the utilisation of peer education to deliver Sex and Relationships Education (SRE) to adolescents in the United Kingdom. Evaluative literature currently suffers from a... Read More about A theory-driven thesis: Utilising theory-driven evaluation to guide the conduct and content of a PhD thesis examining peer-led Sex and Relationships Education.

Promoting academic buoyancy as a pro-active approach for improving student mental health and wellbeing (2019)
Presentation / Conference Contribution
Anderson, S. (2019). Promoting academic buoyancy as a pro-active approach for improving student mental health and wellbeing. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (11-21)

This paper provides a rationale for undertaking a systematic review of the academic buoyancy construct which aims to answer four research questions: what is academic buoyancy?; Can academic buoyancy change?; How is academic buoyancy measured?; Do aca... Read More about Promoting academic buoyancy as a pro-active approach for improving student mental health and wellbeing.

Sick of Study: Student mental ‘illness’ and neoliberal higher education policy (2019)
Presentation / Conference Contribution
Priestley, M. (2019). Sick of Study: Student mental ‘illness’ and neoliberal higher education policy. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (183-199)

‘The anxiety currently manifest in higher education is not an unintended consequence or malfunction, but is inherent in the design of a system driven by improving productivity and the potential for the accumulation of capital’ (Hall and Bowles, 2016,... Read More about Sick of Study: Student mental ‘illness’ and neoliberal higher education policy.

Acts of Willpower. Developing Cosmopolitan Citizenship Through Student Engagement in Course Design (2019)
Presentation / Conference Contribution
Bruni, T. (2019). Acts of Willpower. Developing Cosmopolitan Citizenship Through Student Engagement in Course Design. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (31-43)

This paper presents some preliminary outcomes of a student engagement experience undertaken at an undergraduate college in the Netherlands. Six students and an alumna participated in a teacher-student partnership with the researcher to co-design a ne... Read More about Acts of Willpower. Developing Cosmopolitan Citizenship Through Student Engagement in Course Design.

Imagining Better Education: Conference Proceedings 2018 (2019)
Presentation / Conference Contribution
(2019). Imagining Better Education: Conference Proceedings 2018. In X. Shao, & E. Dobson (Eds.),

Durham University’s first Post-Graduate Educational Research Conference, entitled Imagining Better Education, marked an exciting milestone for Post-Graduate Research (PGR) students here at the School of Education. Our first student-led conference saw... Read More about Imagining Better Education: Conference Proceedings 2018.

Engaging the Poet: Exploring poetry through creativity and criticality in English secondary education (2019)
Presentation / Conference Contribution
Diehl, M. (2019). Engaging the Poet: Exploring poetry through creativity and criticality in English secondary education. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (44-52)

Poetry, once seen as the only form of creativity, is a valuable part of the English lesson, yet the way in which it is taught is often criticised due to the pedestrian way of unpicking the poem, rather than looking at it as a vehicle for expressing c... Read More about Engaging the Poet: Exploring poetry through creativity and criticality in English secondary education.

Giving Teachers Back to Education: Virtuoso Teacher (2019)
Presentation / Conference Contribution
Ozyurek, E. (2019). Giving Teachers Back to Education: Virtuoso Teacher. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (151-163)

The imperative role teachers play in providing quality education that enables individuals to function effectively cannot be stressed enough. In this regard, the teacher’s individual characteristics—his personal philosophies, subject matter knowledge... Read More about Giving Teachers Back to Education: Virtuoso Teacher.