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Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach (2021)
Journal Article
MacGregor, S., Brown, C., & Flood, J. (2021). Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach. Studia paedagogica (Brno. On-line), 26(2), 31-48. https://doi.org/10.5817/sp2021-2-2

An emerging body of literature suggests the importance of positive leadership for school and district improvement (e.g., Cherkowski, 2018; Louis & Murphy, 2018). A number of lines of evidence have converged upon how positive leadership principles can... Read More about Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach.

Knowledge, curriculum and dialogue in a pluricultural context: surfacing marginalised voices in internationalised schools and universities (2021)
Journal Article
Montgomery, C. (2021). Knowledge, curriculum and dialogue in a pluricultural context: surfacing marginalised voices in internationalised schools and universities

Some forms of knowledge are marginalised and excluded from international education in schools and universities. Western knowledge or the knowledge of the Global North usually dominates and this is particularly significant in a pluri-cultural pedagogi... Read More about Knowledge, curriculum and dialogue in a pluricultural context: surfacing marginalised voices in internationalised schools and universities.

The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study (2021)
Journal Article
Demie, F. (2021). The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study. European Journal of Educational Management, 4(2), 97-108. https://doi.org/10.12973/eujem.4.2.97

This research explores the impact of effective leadership and targeted interventions in closing the achievement gap of disadvantaged pupils in primary schools. Findings suggest that the case study schools use effective school leaders and a range of t... Read More about The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study.

Identity matters in the Common European Framework of Reference for Languages and its Companion Volume (2021)
Journal Article
Byram, M. (2023). Identity matters in the Common European Framework of Reference for Languages and its Companion Volume. The Language Learning Journal, 51(2), 253-262. https://doi.org/10.1080/09571736.2021.1996622

The Common European Framework of Reference for Languages has been a major influence on language teaching in Europe and beyond and its Companion Volume will probably have the same significance. It is important therefore that education professionals un... Read More about Identity matters in the Common European Framework of Reference for Languages and its Companion Volume.

Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015-2020) (2021)
Journal Article
Xu, C. L. (2022). Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015-2020). Asia Pacific Education Review, 23(1), 151-167. https://doi.org/10.1007/s12564-021-09731-8

The Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 12... Read More about Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015-2020).

Vulnerable autonomy: university governance in the context of student activism in Hong Kong (2021)
Journal Article
Lo, W. Y. W. (2023). Vulnerable autonomy: university governance in the context of student activism in Hong Kong. International Studies in Sociology of Education, 32(2), 293-312. https://doi.org/10.1080/09620214.2021.2007504

A managerial model of shared governance is adopted in Hong Kong’s public universities to uphold university autonomy. However, with the political confrontation characterised by the rise of student activism, the sustainability of the managerial form of... Read More about Vulnerable autonomy: university governance in the context of student activism in Hong Kong.

Primary and secondary psychopathy relate to lower cognitive reappraisal: A meta-analysis of the Dark Triad and emotion regulation processes (2021)
Journal Article
Walker, S. A., Olderbak, S., Gorodezki, J., Zhang, M., Ho, C., & MacCann, C. (2022). Primary and secondary psychopathy relate to lower cognitive reappraisal: A meta-analysis of the Dark Triad and emotion regulation processes. Personality and Individual Differences, 187, Article 111394. https://doi.org/10.1016/j.paid.2021.111394

The Dark Triad of socially aversive personality traits (narcissism, Machiavellianism, and psychopathy) may be linked with emotional deficits, including the use of less effective emotion regulation processes. In this meta-analysis, we identify 20 sour... Read More about Primary and secondary psychopathy relate to lower cognitive reappraisal: A meta-analysis of the Dark Triad and emotion regulation processes.

Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project (2021)
Journal Article
Porto, M., Golubeva, I., & Byram, M. (2023). Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project. Language Teaching Research, 27(2), 276-298. https://doi.org/10.1177/13621688211058245

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic... Read More about Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project.

Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2 (2021)
Journal Article
Savva, M., Higgins, S., & Beckmann, N. (2022). Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2. Journal of Computer Assisted Learning, 38(2), 526-564. https://doi.org/10.1111/jcal.12623

Background The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adul... Read More about Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2.

Professional Learning Networks: a conceptual model and research opportunities (2021)
Journal Article
Poortman, C., Brown, C., & Schildkamp, K. (2022). Professional Learning Networks: a conceptual model and research opportunities. Educational Research, 64(1), 95-112. https://doi.org/10.1080/00131881.2021.1985398

Background: Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, repor... Read More about Professional Learning Networks: a conceptual model and research opportunities.

Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties (2021)
Journal Article
Vaughn, S., Grills, A., Capin, P., Roberts, G., Fall, A. M., & Daniel, J. (2022). Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities, 55(5), 408-426. https://doi.org/10.1177/00222194211053225

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxie... Read More about Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties.

An exploration of what conditionsfacilitate experiences of compassion in one early childhood community (2021)
Journal Article
Broadfoot, H., & Pascal, C. (2021). An exploration of what conditionsfacilitate experiences of compassion in one early childhood community. European Early Childhood Education Research Journal, https://doi.org/10.1080/1350293x.2021.1985558

This paper reports on a praxeological investigation concerned with what conditions facilitate (or not) compassion in the daily life of one Pre-School community in England. With increasing concern for planetary well-being, it was conducted in context... Read More about An exploration of what conditionsfacilitate experiences of compassion in one early childhood community.

Systematic review measuring the efficacy of study abroad in undergraduate language learners on linguistic proficiency gains (2021)
Journal Article
Moore, I., Torgerson, C., & Beckmann, N. (2021). Systematic review measuring the efficacy of study abroad in undergraduate language learners on linguistic proficiency gains. Review of Education, 9(3), Article e3306. https://doi.org/10.1002/rev3.3306

Ascertaining the value of a study abroad experience on facilitating language development has long been a goal of Second Language Acquisition scholars. There is currently a plethora of studies regarding the topic, yet, despite this, the evidence remai... Read More about Systematic review measuring the efficacy of study abroad in undergraduate language learners on linguistic proficiency gains.