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All Outputs (3273)

What is the way forward for research-informed education? (2025)
Book Chapter
Gorard, S., & Chen, W. (in press). What is the way forward for research-informed education?. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-Sage Handbook of Research-Informed Education Practice and Policy. BERA-Sage

This chapter looks at some of the key decisions to be faced in promoting the use of research evidence in policy and practice – the quality of the evidence to be used, and how that quality can be judged. Once the policy/school context has determined t... Read More about What is the way forward for research-informed education?.

Trust and tension: shared governance in higher education amid student activism (2025)
Journal Article
Lo, W. Y. W. (online). Trust and tension: shared governance in higher education amid student activism. Studies in Higher Education, 1-16. https://doi.org/10.1080/03075079.2024.2449243

This article examines the intricate dynamics of trust and tension within university governance in Taiwan and Hong Kong, where the broader socio-political context–particularly student activism–profoundly influences university operations. Using the ‘gr... Read More about Trust and tension: shared governance in higher education amid student activism.

The AI Assessment Scale (AIAS) in Australian K-12 Education (2024)
Journal Article
Furze, L., & Roe, J. (2024). The AI Assessment Scale (AIAS) in Australian K-12 Education. Teachers’ Frontiers, 1(1), 17-24

Generative Artificial Intelligence (GenAI) in education has challenged K-12 educators to reconsider previously held notions of how technology can support or detract from learning experiences. While GenAI tools offer the potential to enhance learning... Read More about The AI Assessment Scale (AIAS) in Australian K-12 Education.

Stretched at Both Ends: Pressure on Student Services and the Impact on Academic Staff at UK Universities (2024)
Journal Article
Hughes, G., Priestley, M., & Spanner, L. (2025). Stretched at Both Ends: Pressure on Student Services and the Impact on Academic Staff at UK Universities. Education Sciences, 15(1), Article 13. https://doi.org/10.3390/educsci15010013

The role and responsibility of universities in supporting student mental health has been the subject of high-profile legal debate. Drawing on a thematic analysis of twelve semi-structured focus groups conducted during the Student Minds UK University... Read More about Stretched at Both Ends: Pressure on Student Services and the Impact on Academic Staff at UK Universities.

Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England (2024)
Journal Article
Gorard, S., Siddiqui, N., See, B. H., & Gao, Y. (2025). Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England. Education Sciences, 15(1), Article 6. https://doi.org/10.3390/educsci15010006

Large-scale administrative datasets show disproportionate figures for attainment outcomes and school exclusions for pupils in some ethnic groups in England. This surface gap in attainment and school exclusion is concerning, and we consider whether et... Read More about Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England.

Human capital and socialism builders: a happy marriage? Analysing the construction of ‘high-level talent’ in Chinese higher education policy (2024)
Journal Article
Bian, Z. (online). Human capital and socialism builders: a happy marriage? Analysing the construction of ‘high-level talent’ in Chinese higher education policy. Higher Education, https://doi.org/10.1007/s10734-024-01379-8

This paper employs critical discourse analysis to investigate the construction of ‘high-level talents’ within China’s Double First-Class Project, an educational initiative implemented in 2015 to establish first-class universities and disciplines and... Read More about Human capital and socialism builders: a happy marriage? Analysing the construction of ‘high-level talent’ in Chinese higher education policy.

Introduction: Ongoing developments in doctoral education (2024)
Book Chapter
Taylor, S., Holley, K. A., & Kiley, M. (2025). Introduction: Ongoing developments in doctoral education. In S. Taylor, K. Holley, & M. Kiley (Eds.), Global Perspectives on Graduate and Doctoral Education International Case Studies (1-5). Routledge. https://doi.org/10.4324/9781003582335-1

A special issue of Innovations in Education and Teaching International, published in August 2023, sought to provide an international overview of recent developments in doctoral education and to describe and analyse aspects of their impact in 14 of th... Read More about Introduction: Ongoing developments in doctoral education.

Global Perspectives on Graduate and Doctoral Education: International Case Studies (2024)
Book
Taylor, S., Holley, K., & Kiley, M. (Eds.). (2025). Global Perspectives on Graduate and Doctoral Education: International Case Studies. Routledge. https://doi.org/10.4324/9781003582335

This book provides a framework for analysis and reviews the changing landscape of doctoral education across fourteen global case studies before providing conclusions and recommendations for further research and development.

Traditionally, doctoral... Read More about Global Perspectives on Graduate and Doctoral Education: International Case Studies.

The Need for a Unified Language Framework in Extrinsic Interpersonal Emotion Regulation Research (2024)
Journal Article
Walker, S., López-Pérez, B., Beckmann, J. F., Kunst, H., & Polias, S. (online). The Need for a Unified Language Framework in Extrinsic Interpersonal Emotion Regulation Research. Emotion, https://doi.org/10.1037/emo0001463

With increasing research interest in extrinsic interpersonal emotion regulation, this article aims to address the critical need for a unified language framework to strengthen and support these research efforts. Despite increasing interest and researc... Read More about The Need for a Unified Language Framework in Extrinsic Interpersonal Emotion Regulation Research.

Achievement gaps for English learners with disabilities (2024)
Journal Article
Daniel, J. (2025). Achievement gaps for English learners with disabilities. Learning and Instruction, 96, Article 102072. https://doi.org/10.1016/j.learninstruc.2024.102072

Background
In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND)... Read More about Achievement gaps for English learners with disabilities.

Their wellbeing affects our wellbeing: student perspectives of lecturer wellbeing and its consequences for student wellbeing (2024)
Journal Article
Rakow, K. E., Priestley, M., Byrom, N. C., Foster, J. L. H., & Dommett, E. J. (online). Their wellbeing affects our wellbeing: student perspectives of lecturer wellbeing and its consequences for student wellbeing. Higher Education, https://doi.org/10.1007/s10734-024-01365-0

A “whole university approach” has been recommended for addressing concerns about the wellbeing of UK university lecturers and students. Previously, staff wellbeing has been explored from staff perspectives. Student wellbeing has been explored from th... Read More about Their wellbeing affects our wellbeing: student perspectives of lecturer wellbeing and its consequences for student wellbeing.

Unravelling COVID-19's Psychological Effects on Children and Families: Insights from Psychological Science (2024)
Newspaper / Magazine
Antony, E. (2024). Unravelling COVID-19's Psychological Effects on Children and Families: Insights from Psychological Science. https://magazine.theaca.net.au/collections/emag-1-2/unravelling-covid-psychological-effects-children-parenting

The COVID-19 pandemic has brought about an unprecedented global crisis that has significantly impacted various aspects of human life. While much attention has been focused on the physical health ramifications and the development of vaccines and treat... Read More about Unravelling COVID-19's Psychological Effects on Children and Families: Insights from Psychological Science.

How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation (2024)
Journal Article
Wang, Y., & Newton, D. P. (online). How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation. Teacher Education Advancement Network Journal,

Different approaches to the integration of research in Initial Teacher Training (ITT) programmes have given rise to terms like, ‘research tutored’, ‘research-based’, ‘research-orientated’, and ‘research-led’ teaching. This study examines current prac... Read More about How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation.

Engaging with spaces of linguistic partial understanding in multilingual linguistic ethnography (2024)
Journal Article
Reynolds, J., & Holmes, P. (2025). Engaging with spaces of linguistic partial understanding in multilingual linguistic ethnography. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 44(1), 13-38. https://doi.org/10.1515/multi-2024-0132

This paper gives an account of the impact of spaces of linguistic non-understanding and spaces of linguistic partial understanding in the first author’s linguistic ethnographic doctoral study of lawyer-client communication within UK immigration legal... Read More about Engaging with spaces of linguistic partial understanding in multilingual linguistic ethnography.

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice (2024)
Journal Article
Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (online). Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice. Oxford Review of Education, 1-21. https://doi.org/10.1080/03054985.2024.2432635

Teacher retention has been a persistent challenge globally. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base... Read More about Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice.