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Insights into UK Teachers’ Wellbeing and Workload during the COVID-19 Pandemic Lockdown: Testimonies from the Silent Voices and Lessons Learnt (2024)
Journal Article
See, B. H. (2024). Insights into UK Teachers’ Wellbeing and Workload during the COVID-19 Pandemic Lockdown: Testimonies from the Silent Voices and Lessons Learnt. Education Sciences, 14(4), 344. https://doi.org/10.3390/educsci14040344

This paper presents the findings of a national survey of over 3400 teachers across all phases of education in England, 10 weeks into school closure. In this paper we report on the teachers’ experiences and their testimonies of the effects of the lock... Read More about Insights into UK Teachers’ Wellbeing and Workload during the COVID-19 Pandemic Lockdown: Testimonies from the Silent Voices and Lessons Learnt.

United Kingdom (2024)
Book Chapter
Taylor, S. (2024). United Kingdom. In V. Kumar, & N. Wald (Eds.), Global Perspectives on Enhancing Doctoral Co-Supervision (137-148). Singapore: Springer. https://doi.org/10.1007/978-981-97-0460-6

The single supervisor model was dominant from the inception of the PhD in the UK in 1917 through to the 1980s. But then a series of developments led to the widespread introduction of team supervision in the late 20th and 21st centuries. This chapter... Read More about United Kingdom.

The Compassion–Resilience Connection: Their Place in Early Childhood Education in a Global Arena (2024)
Book Chapter
Broadfoot, H. (2024). The Compassion–Resilience Connection: Their Place in Early Childhood Education in a Global Arena. In Z. Nikiforidou, B. Anderson, & W. Robles-Melendez (Eds.), Resilience and Wellbeing in Young Children, Their Families and Communities: Exploring Diverse Contexts, Circumstances and Populations (113-129). London: Routledge. https://doi.org/10.4324/9781003345664-10

In light of the increasingly complex world and the challenges it presents, this chapter focuses on the need and means through which young children’s emotional resilience can be fostered and holistic wellbeing supported in a collective compassionate c... Read More about The Compassion–Resilience Connection: Their Place in Early Childhood Education in a Global Arena.

Dynamic testing of language learning aptitude: an exploratory proof of concept study (2024)
Journal Article
Du, F., & Beckmann, J. F. (2024). Dynamic testing of language learning aptitude: an exploratory proof of concept study. Journal of China Computer-Assisted Language Learning, 4(1), 168-197. https://doi.org/10.1515/jccall-2023-0028

This paper provides an example for how online technology can be utilised to increase efficiency and validity of assessment procedures beyond simple computerization of testing. We report the first steps of the development of an online assessment proce... Read More about Dynamic testing of language learning aptitude: an exploratory proof of concept study.

Faking good and bad on self‐reports versus informant‐reports of Dark Triad personality (2024)
Journal Article
Walker, S., & MacCann, C. (2024). Faking good and bad on self‐reports versus informant‐reports of Dark Triad personality. International Journal of Selection and Assessment, 32(3), 329-342. https://doi.org/10.1111/ijsa.12465

Research consistently demonstrates that people can distort their responses on self‐report personality tests. Informant‐reports (where a knowledgeable informant rates a target's personality) can be used as an alternative to self‐ratings. However, ther... Read More about Faking good and bad on self‐reports versus informant‐reports of Dark Triad personality.

Impact and Challenges of Disseminating Ideas on Environmental Consciousness through Intangible Cultural Heritage Educational Programmes in Greece (2024)
Journal Article
Karampampas, P. (2024). Impact and Challenges of Disseminating Ideas on Environmental Consciousness through Intangible Cultural Heritage Educational Programmes in Greece. Anthropological Journal of European Cultures, 33(1), 59-71. https://doi.org/10.3167/ajec.2024.330107

This article examines the challenges associated with implementing and designing educational programmes on intangible cultural heritage (ICH) concerning environmental consciousness. These include (1) students being disconnected from the context of the... Read More about Impact and Challenges of Disseminating Ideas on Environmental Consciousness through Intangible Cultural Heritage Educational Programmes in Greece.

“I Told Them I Want to Speak Chinese!” The Struggle of UK Students to Negotiate Language Identities While Studying Chinese in China (2024)
Journal Article
Jin, T., & O’Regan, J. P. (2024). “I Told Them I Want to Speak Chinese!” The Struggle of UK Students to Negotiate Language Identities While Studying Chinese in China. British Journal of Educational Studies, 72(4), 501–528. https://doi.org/10.1080/00071005.2024.2309608

This article leverages interview data from students of Chinese who enrolled at a UK university but pursued a period of study abroad in China, aiming to delve into their negotiation of language identities during their overseas experience. By employing... Read More about “I Told Them I Want to Speak Chinese!” The Struggle of UK Students to Negotiate Language Identities While Studying Chinese in China.

Social moderation and calibration versus codification: a way forward for academic standards in higher education? (2024)
Journal Article
O’Donovan, B., Sadler, I., & Reimann, N. (2024). Social moderation and calibration versus codification: a way forward for academic standards in higher education?. Studies in Higher Education, 49(12), 2693-2706. https://doi.org/10.1080/03075079.2024.2321504

A key responsibility of higher education providers is the accurate certification of the knowledge and skills attained by their students. However, despite an intense focus on developing relevant quality assurance regulations, academic standards in hig... Read More about Social moderation and calibration versus codification: a way forward for academic standards in higher education?.

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions (2024)
Journal Article
Dost, G. (2024). Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions. International Journal of STEM Education, 11(1), Article 12. https://doi.org/10.1186/s40594-024-00472-9

Background: Women and ethnic minorities have historically been underrepresented in some STEM fields. It is therefore important to understand the factors influencing students’ persistence in STEM fields, and what STEM belonging means from the voices o... Read More about Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions.

Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation? (2024)
Journal Article
Lu, B., Dai, B., See, B. H., Shao, X., & Hu, X. (online). Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation?. Educational Review, 1-21. https://doi.org/10.1080/00131911.2024.2302117

Proponents of academic selection argue that academic selection helps children from disadvantaged backgrounds have better lifelong outcomes. However, the evidence needs to be clarified since selections by performance could be a proxy for selection by... Read More about Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation?.

A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham (2024)
Report
Gorard, S., & Siddiqui, N. (2024). A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham. Durham: Bishop Wilkinson Catholic Education Trust

St Leonard’s School, Durham has been seriously affected by the RAAC crisis. It was one of only two secondary schools in England that was required to close completely in September 2023, and is reportedly the school most affected by RAAC. This report e... Read More about A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham.

The politics of researching interculturally (2024)
Book Chapter
Holmes, P. (in press). The politics of researching interculturally. In S. Liu, A. Komisarof, Z. Jua, & L. Obijiofor (Eds.), The SAGE handbook of intercultural communication. SAGE Publications

'Enabling Empathetic Conversations?': A Critical Commentary On AI-Based And Digital Mental Health Interventions (2024)
Digital Artefact
Antony, E. (2024). 'Enabling Empathetic Conversations?': A Critical Commentary On AI-Based And Digital Mental Health Interventions. [Blog Post - Cambridge Wellbeing & Inclusion SIG]

The COVID-19 global pandemic has highlighted significant gaps in mental health services, as corresponding issues including job losses, physical illnesses and mortality, alongside social isolation, led to a stark increase in poor mental health conditi... Read More about 'Enabling Empathetic Conversations?': A Critical Commentary On AI-Based And Digital Mental Health Interventions.

A new mode of control: an actor–network theory account of effects of power and agency in establishing education policy (2024)
Journal Article
Unsworth, R. (2024). A new mode of control: an actor–network theory account of effects of power and agency in establishing education policy. Journal of Educational Administration and History, 56(1), 54-68. https://doi.org/10.1080/00220620.2023.2258827

In this paper, I argue that power promised to England’s teachers by the 2010 ‘Importance of Teaching’ white paper has rather played out as a reformulation of methods of policymaking to more indirect modes of government control. I trace the growth of... Read More about A new mode of control: an actor–network theory account of effects of power and agency in establishing education policy.

Judging the relative trustworthiness of research results: How to do it and why it matters (2024)
Journal Article
Gorard, S. (2024). Judging the relative trustworthiness of research results: How to do it and why it matters. Review of Education, 12(1), Article e3448. https://doi.org/10.1002/rev3.3448

This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to so... Read More about Judging the relative trustworthiness of research results: How to do it and why it matters.