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Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care (2020)
Journal Article
Tanga, A., Walker-Gleaves, C., & Rattray, J. (2021). Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care. Journal of Further and Higher Education, 45(5), 573-587. https://doi.org/10.1080/0309877x.2020.1804534

This paper addresses Hong Kong Chinese undergraduate students’ conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding’s (1984) ethics of... Read More about Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care.

It’s Time to Be Scientific About Dyslexia (2020)
Journal Article
Elliott, J. (2020). It’s Time to Be Scientific About Dyslexia. Reading Research Quarterly, 55(51), 561-575. https://doi.org/10.1002/rrq.333

The author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in imp... Read More about It’s Time to Be Scientific About Dyslexia.

Prescribing Antibiotics in Rural China: The Influence of Capital on Clinical Realities (2020)
Journal Article
Chen, M., Kadetz, P., Cabral, C., & Lambert, H. (2020). Prescribing Antibiotics in Rural China: The Influence of Capital on Clinical Realities. Frontiers in Sociology, 5, Article 66. https://doi.org/10.3389/fsoc.2020.00066

Primary care clinicians in rural China are required to balance their immediate duty of care to their patients with patient expectations for antibiotics, financial pressures, and their wider responsibilities to public health. The clinicians in our sam... Read More about Prescribing Antibiotics in Rural China: The Influence of Capital on Clinical Realities.

Errors by Simpson and Dervin (2019) in their description of the Council of Europe’s Reference Framework of Competences for Democratic Culture (2020)
Journal Article
Barrett, M., & Byram, M. (2020). Errors by Simpson and Dervin (2019) in their description of the Council of Europe’s Reference Framework of Competences for Democratic Culture. Intercultural Communication Education, 3(2), 75-95. https://doi.org/10.29140/ice.v3n2.286

In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). However, Simpson and Dervin’s paper contains numerous factual errors, interpretative... Read More about Errors by Simpson and Dervin (2019) in their description of the Council of Europe’s Reference Framework of Competences for Democratic Culture.

Time, class and privilege in career imagination: Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens (2020)
Journal Article
Xu, C. L. (2021). Time, class and privilege in career imagination: Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens. Time & Society, 30(1), 5-29. https://doi.org/10.1177/0961463x20951333

Existing research and policy on international students’ study-to-work transition fall short of a temporal theoretical perspective that is sensitive to the fluid and class-stratified nature of their career imagination. Career imagination refers to how... Read More about Time, class and privilege in career imagination: Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens.

The dyslexia debate: life without the label (2020)
Journal Article
Gibbs, S., & Elliott, J. (2020). The dyslexia debate: life without the label. Oxford Review of Education, 46(4), 487-500. https://doi.org/10.1080/03054985.2020.1747419

In this paper, we discuss the problematic use of the term dyslexia. Noting that there are no unambiguous objective diagnostic criteria for ‘dyslexia’, in part because this term is understood in multiple ways, we discuss its relevance for informing ed... Read More about The dyslexia debate: life without the label.

Higher education, theory, and modes of existence: thinking about universities with Latour (2020)
Journal Article
Tummons, J. (2021). Higher education, theory, and modes of existence: thinking about universities with Latour. Higher Education Research & Development, 40(6), 1313-1325. https://doi.org/10.1080/07294360.2020.1804337

In this article, I pick up established critical explorations of the role and use of theory in higher education research, focusing on the theoretical affordances of the work of Bruno Latour, one of the architects of actor-network theory. Actor-network... Read More about Higher education, theory, and modes of existence: thinking about universities with Latour.

The importance of national and institutional context: implications for research on teaching development programmes (2020)
Journal Article
Reimann, N., Fabriz, S., & Hansen, M. (2021). The importance of national and institutional context: implications for research on teaching development programmes. Journal of Further and Higher Education, 45(4), 511-523. https://doi.org/10.1080/0309877x.2020.1792423

This paper offers reflections on the role of context for teaching development programmes, stimulated by participating in European staff mobility. It is presented in two parts. Part 1 discusses the differences between the national and institutional co... Read More about The importance of national and institutional context: implications for research on teaching development programmes.

The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice (2020)
Journal Article
Mazzoli Smith, L. (2021). The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice. Cambridge Journal of Education, 51(1), 85-103. https://doi.org/10.1080/0305764x.2020.1782351

The paper argues that there is a reductive logic inherent in conceptualisations of academic ability in some Western education research as currently configured. Effective interrogation of this concept necessitates consideration across relevant fields... Read More about The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice.

Manifesto for new directions in developmental science (2020)
Journal Article
Barbot, B., Hein, S., Trentacosta, C., Beckmann, J. F., Bick, J., Crocetti, E., …Van IJzendoorn, M. H. (2020). Manifesto for new directions in developmental science. New Directions for Child and Adolescent Development, 2020(172), 135-149. https://doi.org/10.1002/cad.20359

Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental sci... Read More about Manifesto for new directions in developmental science.

Simplistic policy, skewed consequences: Taking stock of English physical education, school sport and physical activity policy since 2013 (2020)
Journal Article
Lindsey, I., Metcalfe, S., Gemar, A., Armstrong, J., & Alderman, J. (2021). Simplistic policy, skewed consequences: Taking stock of English physical education, school sport and physical activity policy since 2013. European Physical Education Review, 27(2), 278-296. https://doi.org/10.1177/1356336x20939111

The period from 2013 to 2019 was one of relative continuity in policies for physical education (PE), school sport and physical activity (PESSPA) in England. Starting from the advent of the government’s flagship PE and Sport Premium (PES Premium) init... Read More about Simplistic policy, skewed consequences: Taking stock of English physical education, school sport and physical activity policy since 2013.

Standards in Education: Reforms, Stagnation and the Need to Rethink (2020)
Journal Article
Bolden, D., & Tymms, P. (2020). Standards in Education: Reforms, Stagnation and the Need to Rethink. Oxford Review of Education, 46(6), 717-733. https://doi.org/10.1080/03054985.2020.1781608

Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition, national and international test results are of considerable interest. In this paper, we show... Read More about Standards in Education: Reforms, Stagnation and the Need to Rethink.

Using working memory performance to predict mathematics performance 2 years on (2020)
Journal Article
Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Using working memory performance to predict mathematics performance 2 years on. Psychological Research, 85(5), 1986-1996. https://doi.org/10.1007/s00426-020-01382-5

A number of previous studies have used working memory components to predict mathematical performance in a variety of ways; however, there is no consideration of the contributions of the subcomponents of visuospatial working memory to this prediction.... Read More about Using working memory performance to predict mathematics performance 2 years on.

Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics (2020)
Journal Article
Unsworth, R., & Tummons, J. (2021). Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics. Ethnography and Education, 16(1), 109-126. https://doi.org/10.1080/17457823.2020.1788405

The formation of teachers’ professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one... Read More about Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics.

Unsettling Knowledge: Irony and Education (2020)
Journal Article
Smith, R. (2020). Unsettling Knowledge: Irony and Education. Journal of Philosophy of Education, 54(3), 757-771. https://doi.org/10.1111/1467-9752.12444

Philosophy is sometimes thought of as having two principal dimensions: one that aims to build systems and doctrines, and another that is concerned to unsettle fixed ways of thinking. Richard Peters seems to position himself in both camps. I suggest t... Read More about Unsettling Knowledge: Irony and Education.