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All Outputs (20)

What does learning look like? Using cartoon story boards to investigate student perceptions (from 4 to 15) of learning something new (2017)
Book Chapter
Wall, K., Higgins, S., Hall, E., & Gascoine, L. (2017). What does learning look like? Using cartoon story boards to investigate student perceptions (from 4 to 15) of learning something new. In M. Emme, & A. Kirova (Eds.), Good question : arts-based approaches to collaborative research with children and youth (211-227). The Canadian Society for Education through Art

The Abductive Leap: eliding visual and participatory in research design (2016)
Book Chapter
Hall, E., & Wall, K. (2016). The Abductive Leap: eliding visual and participatory in research design. In B. Pini, & J. Moss (Eds.), Visual research in education : a critical review of the practice and politics of contemporary methods (209-230). Palgrave Macmillan. https://doi.org/10.1057/9781137447357

This chapter seeks to problematise some of our assumptions about visual methods and their role in relation to participatory design and ethics in educational research. We make use of abductive reasoning (Peirce, 1878; 1903) to explore the ways in whic... Read More about The Abductive Leap: eliding visual and participatory in research design.

Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness (2015)
Journal Article
Wall, K., Burns, H., & Llewellyn, A. (2015). Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness. Journal of Early Childhood Research, 15(2), 115-129. https://doi.org/10.1177/1476718x15579744

Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project.1 Implicit in the animation process is reflective and strategic thinking that... Read More about Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness.

A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence (2014)
Presentation / Conference Contribution
Gascoine, L., Higgins, S., & Wall, K. (2014). A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence.

Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn (2014)
Journal Article
Thomas, U., Tiplady, L., & Wall, K. (2014). Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn. International Journal of Qualitative Studies in Education, 27(3), 397-411. https://doi.org/10.1080/09518398.2013.771224

The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of wha... Read More about Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn.

Raising the profile of innovative teaching in Higher Education? Reflections on the EquATE project (2013)
Journal Article
Robson, S., Wall, K., & Lofthouse, R. (2013). Raising the profile of innovative teaching in Higher Education? Reflections on the EquATE project. International Journal of Teaching and Learning in Higher Education, 25(1), 92-102

This paper presents a methodology developed by members of the Research Centre for Learning and Teaching (RCfLAT) to collaborate with university teaching colleagues to produce theoretically- and pedagogically-based case studies of innovations in teach... Read More about Raising the profile of innovative teaching in Higher Education? Reflections on the EquATE project.

Comparing Analysis Frames for Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning (2013)
Journal Article
Wall, K., Higgins, S., Remedios, R., Rafferty, V., & Tiplady, L. (2013). Comparing Analysis Frames for Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning. Journal of Mixed Methods Research, 7(1), 22-42. https://doi.org/10.1177/1558689812450211

A key challenge of visual methodology is how to combine large-scale qualitative data sets with epistemologically acceptable and rigorous analysis techniques. The authors argue that a pragmatic approach drawing on ideas from mixed methods is helpful t... Read More about Comparing Analysis Frames for Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning.

'That's not quite the way we see it': the epistemological challenge of visual data (2013)
Journal Article
Wall, K., Higgins, S., Hall, E., & Woolner, P. (2013). 'That's not quite the way we see it': the epistemological challenge of visual data. International Journal of Research & Method in Education, 36(1), 3-22. https://doi.org/10.1080/1743727x.2012.730278

In research textbooks, and much of the research practice, they describe, qualitative processes and interpretivist epistemologies tend to dominate visual methodology. This article challenges the assumptions behind this dominance. Using exemplification... Read More about 'That's not quite the way we see it': the epistemological challenge of visual data.

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? (2012)
Journal Article
Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?. Improving Schools, 15(1), 45-60. https://doi.org/10.1177/1365480211434796

School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet change... Read More about Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?.

Learning to Learn with Parents: lessons from two research projects (2010)
Book Chapter
Hall, E., Wall, K., Higgins, S., Stephens, L., Pooley, I., & Welham, J. (2010). Learning to Learn with Parents: lessons from two research projects. In A. Campbell, & S. Groundwater-Smith (Eds.), Action research in education : key examples of action research in schools within international settings (121-135). SAGE Publications

Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning. (2006)
Journal Article
Wall, K., Higgins, S., Miller, J., & Packard, N. (2006). Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning. Technology, Pedagogy and Education, 15(3), 261-273. https://doi.org/10.1080/14759390600923535

The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using information and communications technology (ICT). This paper dr... Read More about Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning..

'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards (2005)
Journal Article
Higgins, S., Wall, K., & Smith, H. (2005). 'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851-867. https://doi.org/10.1111/j.1467-8535.2005.00508.x

This study is one element of a government-sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs... Read More about 'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards.