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All Outputs (93)

Ethnography, materiality, and the principle of symmetry: problematising anthropocentrism and interactionism in the ethnography of education (2019)
Journal Article
Tummons, J., & Beach, D. (2020). Ethnography, materiality, and the principle of symmetry: problematising anthropocentrism and interactionism in the ethnography of education. Ethnography and Education, 15(3), 286-299. https://doi.org/10.1080/17457823.2019.1683756

In this article we draw on actor-network theory (ANT) in order to challenge the methodological and empirical orthodoxies of anthropocentrism and interactionism that have long informed dominant discourses of ethnographic work. We use ANT to open new p... Read More about Ethnography, materiality, and the principle of symmetry: problematising anthropocentrism and interactionism in the ethnography of education.

Cognitive flexibility as a meta-competency / Flexibilidad cognitiva como meta-competencia (2019)
Journal Article
Yu, C., Beckmann, J. F., & Birney, D. P. (2019). Cognitive flexibility as a meta-competency / Flexibilidad cognitiva como meta-competencia. Studies in Psychology, 40(3), 563-584. https://doi.org/10.1080/02109395.2019.1656463

There exists a large body of research that has studied cognitive flexibility as an executive function assessed through shifting and set-switching tasks. This approach has been criticized as overly narrow and reductionist, thereby undermining the rele... Read More about Cognitive flexibility as a meta-competency / Flexibilidad cognitiva como meta-competencia.

‘I want to keep up with the younger generation’ - older adults and the web: a generational divide or generational collide? (2019)
Journal Article
Costa, C., Gilliland, G., & McWatt, J. (2019). ‘I want to keep up with the younger generation’ - older adults and the web: a generational divide or generational collide?. International Journal of Lifelong Education, 38(5), 566-578. https://doi.org/10.1080/02601370.2019.1678689

This paper considers the social significance of digital technologies in older adults’ lives by exploring the impact the web has on their lived experiences. The study of digital literacies and digital cultures is mostly focused on youth, thus paying l... Read More about ‘I want to keep up with the younger generation’ - older adults and the web: a generational divide or generational collide?.

"It's just the thing you do": Physical and digital fields and the flow of capitals for young people's gendered identity negotiation (2019)
Journal Article
Metcalfe, S. N., & Llewellyn, A. (2020). "It's just the thing you do": Physical and digital fields and the flow of capitals for young people's gendered identity negotiation. Journal of Adolescent Research, 35(1), 84-110. https://doi.org/10.1177/0743558419883359

This article examines young people’s negotiation of their identities in relation to gender. We explore this through two important sites for young people – physical relationships in the school environment, and mainstream social media sites (e.g. Insta... Read More about "It's just the thing you do": Physical and digital fields and the flow of capitals for young people's gendered identity negotiation.

Using contextual data to widen access to higher education (2019)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2021). Using contextual data to widen access to higher education. Perspectives: Policy and Practice in Higher Education, 25(1), 7-13. https://doi.org/10.1080/13603108.2019.1678076

This paper reports on the findings of an ESRC funded project that contributes to the evidence base underpinning contextualised approaches to undergraduate admissions in England. We show that the bolder use of reduced entry requirements for disadvanta... Read More about Using contextual data to widen access to higher education.

The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England (2019)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education, 36(3), 355-379. https://doi.org/10.1080/02671522.2019.1677759

Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within ind... Read More about The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England.

Self-Questioning Strategy for Struggling Readers: A Synthesis (2019)
Journal Article
Daniel, J., & Williams, K. J. (2021). Self-Questioning Strategy for Struggling Readers: A Synthesis. Remedial and Special Education, 42(4), 248-261. https://doi.org/10.1177/0741932519880338

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (196... Read More about Self-Questioning Strategy for Struggling Readers: A Synthesis.

I was surprised to see you in a Chinese school’: Researching multilingually opportunities and challenges in community-based research (2019)
Journal Article
Ganassin, S., & Holmes, P. (2020). I was surprised to see you in a Chinese school’: Researching multilingually opportunities and challenges in community-based research. Applied Linguistics, 41(6), 827-854. https://doi.org/10.1093/applin/amz043

Researchers working in multilingual contexts must draw on their own linguistic resources when conceptualizing, planning, conducting, and reporting their studies, whether for theses or publications, or in dissemination to other stakeholders. However,... Read More about I was surprised to see you in a Chinese school’: Researching multilingually opportunities and challenges in community-based research.

How can we evaluate the effectiveness of grammar schools in England? A regression discontinuity approach (2019)
Journal Article
Lu, B. (2019). How can we evaluate the effectiveness of grammar schools in England? A regression discontinuity approach. British Educational Research Journal, https://doi.org/10.1002/berj.3581

Previous research evaluating grammar school effectiveness has generally relied on snapshot or longitudinal regression models to deal with pre‐existing differences between grammar school pupils and those in non‐selective schools. These passive designs... Read More about How can we evaluate the effectiveness of grammar schools in England? A regression discontinuity approach.

Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication (2019)
Journal Article
Simpson, A., & Vondrová, N. (2019). Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication. Journal of Education for Teaching, 45(5), 567-584. https://doi.org/10.1080/02607476.2019.1674563

Much research on teachers’ professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine wheth... Read More about Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication.

Using theories of action approach to measure impact in an intelligent way: A case study from Ontario Canada (2019)
Journal Article
Brown, C. (2020). Using theories of action approach to measure impact in an intelligent way: A case study from Ontario Canada. Journal of Educational Change, 21(1), 135-156. https://doi.org/10.1007/s10833-019-09353-3

There is now an impetus for schools to be more effective for more students, meaning that being able to measure impact effectively is vital. Simultaneously, if innovations are found to be impactful, it is reasonable they should be scaled-up to enable... Read More about Using theories of action approach to measure impact in an intelligent way: A case study from Ontario Canada.

Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative (2019)
Journal Article
Metcalfe, S. N., & Lindsey, I. (2020). Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative. European Physical Education Review, 26(2), 535-551. https://doi.org/10.1177/1356336x19874095

Gendered differences in participation in active lifestyles (encompassing sport, physical activity, and physical education) are well established, with young men typically participating in more activities than young women. This paper uses a theoretical... Read More about Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative.

A systematic review of the evidence base for professional learning in early years education: the PLEYE Review (2019)
Journal Article
Rogers, S., Brown, C., & Poblete, X. (2020). A systematic review of the evidence base for professional learning in early years education: the PLEYE Review. Review of Education, 8(1), 156-188. https://doi.org/10.1002/rev3.3178

In response to the current policy drive to improve the skills level of the Early Years (EY) workforce, raise the quality of EY provision, and reduce the educational disadvantage gap for young children, this systematic review considered professional d... Read More about A systematic review of the evidence base for professional learning in early years education: the PLEYE Review.

Working Memory Predictors of Written Mathematics in 7-8 Year Old Children (2019)
Journal Article
Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Working Memory Predictors of Written Mathematics in 7-8 Year Old Children. Quarterly Journal of Experimental Psychology, 73(2), 239-248. https://doi.org/10.1177/1747021819871243

There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematic... Read More about Working Memory Predictors of Written Mathematics in 7-8 Year Old Children.

Estranged students in higher education: navigating social and economic capitals (2019)
Journal Article
Costa, C., Taylor, Y., Goodfellow, C., & Ecochard, S. (2020). Estranged students in higher education: navigating social and economic capitals. Cambridge Journal of Education, 50(1), 107-123. https://doi.org/10.1080/0305764x.2019.1648639

Family is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ ac... Read More about Estranged students in higher education: navigating social and economic capitals.