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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.

What works in attracting and retaining teachers in challenging schools and areas? (2020)
Journal Article
See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting and retaining teachers in challenging schools and areas?. Oxford Review of Education, 46(6), 678-697. https://doi.org/10.1080/03054985.2020.1775566

This paper describes a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. Only empirical studies that employed a causal or suitable comparative d... Read More about What works in attracting and retaining teachers in challenging schools and areas?.

Writing Up and Down: The Language of Educational Research (2020)
Journal Article
Smith, R. (2020). Writing Up and Down: The Language of Educational Research. Journal of Philosophy of Education, 54(3), 666-678. https://doi.org/10.1111/1467-9752.12440

There is a marked tendency in educational research to marginalise the written word, and to be wary of what I here call its ‘writerliness’: its capacity to go beyond the prosaic and the utilitarian, where meaning is understood largely in terms of the... Read More about Writing Up and Down: The Language of Educational Research.

The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice (2020)
Journal Article
Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice. Journal of Professional Capital and Community, 5(3/4), 343-349. https://doi.org/10.1108/jpcc-06-2020-0032

Purpose: This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing effective support for students from different socio-economic backgrounds. Des... Read More about The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice.

Student wellbeing and assessment in higher education: the balancing act (2020)
Journal Article
Jones, E., Priestley, M., Brewster, L., Wilbraham, S. J., Hughes, G., & Spanner, L. (2021). Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46(3), 438-450. https://doi.org/10.1080/02602938.2020.1782344

This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbe... Read More about Student wellbeing and assessment in higher education: the balancing act.

Dyslexia in higher education: a systematic review of interventions used to promote learning (2020)
Journal Article
Dobson Waters, S., & Torgerson, C. J. (2021). Dyslexia in higher education: a systematic review of interventions used to promote learning. Journal of Further and Higher Education, 45(2), 226-256. https://doi.org/10.1080/0309877x.2020.1744545

This systematic review assessed the effectiveness of published inventions, of an experimental design, used to promote learning for learners with dyslexia on HE programmes. Historical observations suggest that a notable number of learners with dyslexi... Read More about Dyslexia in higher education: a systematic review of interventions used to promote learning.

Representations of internationalisation at a Portuguese Higher Education Institution: From institutional discourse to stakeholders’ voices (2020)
Journal Article
Lourenço, M., Andrade, A. I., & Byram, M. (2020). Representations of internationalisation at a Portuguese Higher Education Institution: From institutional discourse to stakeholders’ voices. Revista lusófona de educação (Em linha), 47(47), 53-68. https://doi.org/10.24140/issn.1645-7250.rle47.04

Internationalisation has become a major concern of higher education institutions around the world, featuring as a goal in their mission statements and agendas. Yet, the ways it is perceived and addressed vary greatly. In some cases, internationalisat... Read More about Representations of internationalisation at a Portuguese Higher Education Institution: From institutional discourse to stakeholders’ voices.

Tackling rural-urban inequalities through educational mobilities: rural-origin Chinese academics from impoverished backgrounds navigating higher education (2020)
Journal Article
Xu, C. L. (2020). Tackling rural-urban inequalities through educational mobilities: rural-origin Chinese academics from impoverished backgrounds navigating higher education. Policy Reviews in Higher Education, 4(2), 179-202. https://doi.org/10.1080/23322969.2020.1783697

Existing scholarship on marginalised academics is mostly western-based and concerned with inequalities caused by class, gender and/or racial and ethnic differences. This article adds to this literature by highlighting how inequalities caused by the u... Read More about Tackling rural-urban inequalities through educational mobilities: rural-origin Chinese academics from impoverished backgrounds navigating higher education.

Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices (2020)
Journal Article
Brown, C., & Flood, J. (2020). Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices. International Journal of Education Policy and Leadership, 16(10), Article 189. https://doi.org/10.22230/ijepl.2020v16n10a927

Research Informed Teaching Practice has become a fundamental aspect of educational reform in the modern world, aiding the development and improvement of teaching and learning, decision-making and the school improvement agenda in general. This article... Read More about Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices.

Student estrangement in higher education: identity formation and the struggle against stigma (2020)
Journal Article
Costa, C., Taylor, Y., Goodfellow, C., & Ecochard, S. (2020). Student estrangement in higher education: identity formation and the struggle against stigma. British Journal of Sociology of Education, 41(5), 685-700. https://doi.org/10.1080/01425692.2020.1770575

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even... Read More about Student estrangement in higher education: identity formation and the struggle against stigma.

Ontological pluralism, modes of existence, and actor-network theory: upgrading Latour with Latour (2020)
Journal Article
Tummons, J. (2021). Ontological pluralism, modes of existence, and actor-network theory: upgrading Latour with Latour. Social Epistemology, 35(1), 1-11. https://doi.org/10.1080/02691728.2020.1774815

Bruno Latour, one of the architects of actor-network theory, has now enfolded this approach within a larger project: An Inquiry into Modes of Existence. Framed as an empirical inquiry into the ontological and epistemological conditions of modernity,... Read More about Ontological pluralism, modes of existence, and actor-network theory: upgrading Latour with Latour.

Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention? (2020)
Journal Article
Uwimpuhwe, G., Singh, A., Higgins, S., Coux, M., Xiao, Z., Shkedy, Z., & Kasim, A. (2022). Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?. The Journal of Experimental Education, 90(2), 404-418. https://doi.org/10.1080/00220973.2020.1767021

Educational stakeholders are keen to know the magnitude and importance of different interventions. However, the way evidence is communicated to support understanding of the effectiveness of an intervention is controversial. Typically studies in educa... Read More about Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?.

Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis (2020)
Journal Article
Churches, R., Dommett, E., Devonshire, I., Hall, R., Higgins, S., & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis. Mind, Brain, and Education, 14(3), 292-302. https://doi.org/10.1111/mbe.12243

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teach... Read More about Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis.