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The impact agenda and critical social research in education: hitting the target but missing the spot? (2017)
Journal Article
Laing, K., Mazzoli Smith, L., & Todd, L. (2017). The impact agenda and critical social research in education: hitting the target but missing the spot?. Policy Futures in Education, 16(2), 169-184. https://doi.org/10.1177/1478210317742214

This paper considers whether the impact agenda that has developed over the last decade in UK universities is likely to help create the conditions in which critical educational research makes a more visible difference to society. The UK audit of unive... Read More about The impact agenda and critical social research in education: hitting the target but missing the spot?.

Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school (2017)
Journal Article
Lin, S., Rattray, J., & Walker-Gleaves, C. (2018). Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school. Thinking Skills and Creativity, 27, 120-130. https://doi.org/10.1016/j.tsc.2017.12.001

This paper reports my personal reflection on the development and application of a metalearning program for a class of 10th grade (age: 15–16 years) students. Despite new government curriculum guidelines for senior high schools emphasizing critical th... Read More about Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school.

Teaching Philosophy through Paintings: A Museum Workshop (2017)
Journal Article
Ioannou, S., Georgiou, K., & Ventista, O. (2017). Teaching Philosophy through Paintings: A Museum Workshop. Analytic teaching and philosophical praxis, 38(1), 62-83

There is wide research about the Philosophy for/with Children program. However, there is not any known attempt to investigate how a philosophical discussion can be implemented through a museum workshop. The present research aims to discuss aesthetic... Read More about Teaching Philosophy through Paintings: A Museum Workshop.

Professionalism in Vocational Education: International Perspectives (2017)
Journal Article
Atkins, L., & Tummons, J. (2017). Professionalism in Vocational Education: International Perspectives. Research in Post-Compulsory Education, 22(3), 355-369. https://doi.org/10.1080/13596748.2017.1358517

This paper explores notions of professionalism amongst vocational teachers in the United Kingdom and Australia, through an analysis of voluntarism/regulatory frameworks and professional body frameworks. In terms of empirical evidence, the paper repor... Read More about Professionalism in Vocational Education: International Perspectives.

The long-term impact of effective teaching (2017)
Journal Article
Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261. https://doi.org/10.1080/09243453.2017.1404478

This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year... Read More about The long-term impact of effective teaching.

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 (2017)
Journal Article
Elliott, J., & Place, M. (2019). Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000. Journal of Child Psychology and Psychiatry, 60(1), 4-15. https://doi.org/10.1111/jcpp.12848

Background A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, 1999). In the light of considerable gaps in the literature, identified at that time, a... Read More about Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000.

The power of noise and the art of prediction (2017)
Journal Article
Xiao, Z., & Higgins, S. (2017). The power of noise and the art of prediction. International Journal of Educational Research, 87, 36-46. https://doi.org/10.1016/j.ijer.2017.10.006

Data analysis usually aims to identify a particular signal, such as an intervention effect. Conventional analyses often assume a specific data generation process, which implies a theoretical model that best fits the data. Machine learning techniques... Read More about The power of noise and the art of prediction.

Can programmes like Philosophy for Children help schools to look beyond academic attainment? (2017)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2019). Can programmes like Philosophy for Children help schools to look beyond academic attainment?. Educational Review, 71(2), 146-165. https://doi.org/10.1080/00131911.2017.1400948

Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance. In England, despite the continuing emphasis on attainment, there are clear moves to consider also the wider and non-cognitive outcomes of school... Read More about Can programmes like Philosophy for Children help schools to look beyond academic attainment?.

Testing differential use of payoff-biased social learning strategies in children and chimpanzees (2017)
Journal Article
Vale, G., Flynn, E. G., Kendal Jeremy, R., Rawlings, B., Hopper Lydia, M., Schapiro Steven, J., …Kendal Rachel, L. (2017). Testing differential use of payoff-biased social learning strategies in children and chimpanzees. Proceedings of the Royal Society B: Biological Sciences, 284(1868), Article 20171751. https://doi.org/10.1098/rspb.2017.1751

Various non-human animal species have been shown to exhibit behavioural traditions. Importantly, this research has been guided by what we know of human culture, and the question of whether animal cultures may be homologous or analogous to our own cul... Read More about Testing differential use of payoff-biased social learning strategies in children and chimpanzees.

Follow (or don’t follow) the crowd: Young children’s conformity is influenced by norm domain and age (2017)
Journal Article
Flynn, E., Turner, C., & Giraldeau, L. (2018). Follow (or don’t follow) the crowd: Young children’s conformity is influenced by norm domain and age. Journal of Experimental Child Psychology, 167, 222-233. https://doi.org/10.1016/j.jecp.2017.10.014

This study investigated whether young children’s conformity to a consensus varies across the normative domain and age. A total of 168 3- and 5-year-olds participated. Each child was presented with a puzzle box that had two transparent compartments. I... Read More about Follow (or don’t follow) the crowd: Young children’s conformity is influenced by norm domain and age.

Experimental trials and ‘what works?’ in education: The case of grammar for writing (2017)
Journal Article
Wyse, D., & Torgerson, C. (2017). Experimental trials and ‘what works?’ in education: The case of grammar for writing. British Educational Research Journal, 43(6), 1019-1047. https://doi.org/10.1002/berj.3315

The place of evidence to inform educational effectiveness has received increasing attention internationally in the last two decades. An important contribution to evidence-informed policy has been greater attention to experimental trials including ran... Read More about Experimental trials and ‘what works?’ in education: The case of grammar for writing.

A meta-analysis and systematic review of reactivity to judgements of learning (2017)
Journal Article
Double, K. S., Birney, D. P., & Walker, S. A. (2018). A meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6), 741-750. https://doi.org/10.1080/09658211.2017.1404111

Judgements of learning (JoL) are often used in memory research as a means for assessing an individual’s metacognitive beliefs about their learning. JoL have been shown to reliably predict performance as well as learning behaviours and decisions . Par... Read More about A meta-analysis and systematic review of reactivity to judgements of learning.

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature (2017)
Journal Article
See, B. (2018). Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature. Review of Research in Education, 102(1), 37-61. https://doi.org/10.1177/0034523717741915

With the push for evidence-informed policy and practice, schools and policy makers are now increasingly encouraged and supported to use and enagage with research evidence. This means that consumers of research will now need to be discerning in judgin... Read More about Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature.

Choosing for Yourself: A pragmatic framework for developing competence in young people’s personal decision-making (2017)
Journal Article
Newton, D. (2017). Choosing for Yourself: A pragmatic framework for developing competence in young people’s personal decision-making. Archives of psychology (Chicago, Ill. Online), 1(2), Article 16

Making personal decisions is a kind of purposeful thought that can be life-changing, so competence in it could be of long-term benefit. Competence, however, is not always well-developed. Routes to a decision are described, and a potential approach to... Read More about Choosing for Yourself: A pragmatic framework for developing competence in young people’s personal decision-making.

Which are the most suitable contextual indicators for use in widening participation to HE? (2017)
Journal Article
Gorard, S., Boliver, V., Siddiqui, N., & Banerjee, P. (2019). Which are the most suitable contextual indicators for use in widening participation to HE?. Research Papers in Education, 34(1), 99-129. https://doi.org/10.1080/02671522.2017.1402083

Universities are increasingly making decisions about undergraduate admissions with reference to contextual indicators to identify whether an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators use... Read More about Which are the most suitable contextual indicators for use in widening participation to HE?.

An Empirical Unravelling of Lord’s Paradox (2017)
Journal Article
Xiao, Z., Higgins, S., & Kasim, A. (2019). An Empirical Unravelling of Lord’s Paradox. The Journal of Experimental Education, 87(1), 17-32. https://doi.org/10.1080/00220973.2017.1380591

Lord's Paradox occurs when a continuous covariate is statistically controlled for and the relationship between a continuous outcome and group status indicator changes in both magnitude and direction. This phenomenon poses a challenge to the notion of... Read More about An Empirical Unravelling of Lord’s Paradox.

A Space for Policy Legacy: An Ethnographic Exploration of a Secondary Schools Commitment to Creativity after National Policy Priorities Have Changed (2017)
Journal Article
Moger, P., & Bagley, C. (2019). A Space for Policy Legacy: An Ethnographic Exploration of a Secondary Schools Commitment to Creativity after National Policy Priorities Have Changed. Ethnography and Education, 14(1), 101-118. https://doi.org/10.1080/17457823.2017.1396544

To-date qualitative research in the field of policy enactment has tended to focus on investigating existing national policy discourse and the ways in which this discourse is creatively reconstituted in school-based contexts of practice. In this paper... Read More about A Space for Policy Legacy: An Ethnographic Exploration of a Secondary Schools Commitment to Creativity after National Policy Priorities Have Changed.