Skip to main content

Research Repository

Advanced Search

All Outputs (1706)

The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography (2022)
Journal Article
MacLeod, A., Luong, V., Cameron, P., Kovacs, G., Fredeen, M., Patrick, L., …Tummons, J. (2022). The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography. Teaching and Learning in Medicine, 34(5), 556-572. https://doi.org/10.1080/10401334.2022.2092111

PhenomenonCadavers have long played an important and complex role in medical education. While research on cadaver-based simulation has largely focused on exploring student attitudes and reactions or measuring improvements in procedural performance, t... Read More about The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography.

Subjective equivalence scales in Eastern versus Western European countries (2022)
Journal Article
Mysíková, M., Želinský, T., Garner, T. I., & Fialová, K. (2022). Subjective equivalence scales in Eastern versus Western European countries. Contemporary Economic Policy, 40(4), 659-676. https://doi.org/10.1111/coep.12579

We show that economies of scale estimated individually for each EU country differ from the officially adopted OECD-modified scale; the differences across the countries further confirm the prevailing East-West disparity. Using the minimum income quest... Read More about Subjective equivalence scales in Eastern versus Western European countries.

Research informed educational practice: how to help educators engage with research for the common good (Practica educativa informada por la investigacion: Cómo ayudar a los educadores comprometerse con la investigacion para el bien comun) (2022)
Journal Article
Brown, C., & Ion, G. (2022). Research informed educational practice: how to help educators engage with research for the common good (Practica educativa informada por la investigacion: Cómo ayudar a los educadores comprometerse con la investigacion para el bien comun). Revista de educación (Madrid. Internet), 397(10), 239-260. https://doi.org/10.4438/1988-592x-re-2022-397-546

This paper examines research informed educational practice (RIEP) and how RIEP can become an integral part of how education systems operate. First RIEP is considered within the broader context of ‘research for the common good’. The paper then discuss... Read More about Research informed educational practice: how to help educators engage with research for the common good (Practica educativa informada por la investigacion: Cómo ayudar a los educadores comprometerse con la investigacion para el bien comun).

Facilitating the ideas-informed society: a systematic review (2022)
Journal Article
Brown, C., Luzmore, R., & Groß Ophoff, J. (2022). Facilitating the ideas-informed society: a systematic review. Emerald Open Research, 4, Article 25. https://doi.org/10.35241/emeraldopenres.14729.1

Background: The concept of the ideas-informed society represents a desired situation in which: 1) citizens see value in staying up to date, and 2) citizens regularly keep themselves up to date by actively engaging with new ideas, developments and cla... Read More about Facilitating the ideas-informed society: a systematic review.

Engaging children, young people, parents and health professionals in interviews: Using an interactive ranking exercise within the co-design of multimedia websites (2022)
Journal Article
Martin-Kerry, J., Higgins, S., Knapp, P., Liabo, K., & Young, B. (2022). Engaging children, young people, parents and health professionals in interviews: Using an interactive ranking exercise within the co-design of multimedia websites. Journal of Child Health Care, https://doi.org/10.1177/13674935221109684

When planning paediatric trials, it is important to consider how best to communicate with children and young people (CYP) so they understand what they are taking part in. It is also important to consider what information they need. Involving CYP as r... Read More about Engaging children, young people, parents and health professionals in interviews: Using an interactive ranking exercise within the co-design of multimedia websites.

Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England (2022)
Journal Article
Setty, E., & Dobson, E. (2023). Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England. Children & Society, 37(5), 1646-1657. https://doi.org/10.1111/chso.12603

This paper examines the participation of children and young people within government consultation pro-cesses. It considers the recent Department for Education consultation on its statutory guidance for schools for Relationships and Sex Education in E... Read More about Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England.

Reading to learn? The co‐development of mathematics and reading during primary school (2022)
Journal Article
Hübner, N., Merrell, C., Cramman, H., Little, J., Bolden, D., & Nagengast, B. (2022). Reading to learn? The co‐development of mathematics and reading during primary school. Child Development, 93(6), 1760-1776. https://doi.org/10.1111/cdev.13817

Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudi... Read More about Reading to learn? The co‐development of mathematics and reading during primary school.

A recipe for disappointment: policy, effect size and the winner’s curse (2022)
Journal Article
Simpson, A. (2023). A recipe for disappointment: policy, effect size and the winner’s curse. Journal of Research on Educational Effectiveness, 16(4), 643-662. https://doi.org/10.1080/19345747.2022.2066588

Evidence-based education aims to support policy makers choosing between potential interventions. This rarely involves considering each in isolation; instead, sets of evidence regarding many potential policy interventions are considered. Filtering a s... Read More about A recipe for disappointment: policy, effect size and the winner’s curse.

‘Allowing them to dream’: fostering creativity in mathematics undergraduates (2022)
Journal Article
Newton, D., Wang, Y., & Newton, L. (2022). ‘Allowing them to dream’: fostering creativity in mathematics undergraduates. Journal of Further and Higher Education, 46(10), 1334-1346. https://doi.org/10.1080/0309877x.2022.2075719

With the rapid development of artificial intelligence, work and leisure is expected to change, and human creative competence is expected to be increasingly important, partly for the workplace and the economy, but also for thriving and well-being. The... Read More about ‘Allowing them to dream’: fostering creativity in mathematics undergraduates.

A research trajectory for difficult times: decentring language and intercultural communication (2022)
Journal Article
Holmes, P., & Peña Dix, B. (2022). A research trajectory for difficult times: decentring language and intercultural communication. Language and Intercultural Communication, 22(3), 337-353. https://doi.org/10.1080/14708477.2022.2068563

This study investigates how critical intercultural pedagogy, creative arts methods, inspired by new materialism, can support new forms of language and intercultural learning in contexts of conflict. Columbian university scholarship recipients in pre-... Read More about A research trajectory for difficult times: decentring language and intercultural communication.

Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being (2022)
Journal Article
Slack, H. R., & Priestley, M. (2023). Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being. Assessment & Evaluation in Higher Education, 48(3), 333-349. https://doi.org/10.1080/02602938.2022.2076804

Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive... Read More about Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being.

Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions (2022)
Journal Article
Staddon, R. (2022). Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions. Australasian Journal of Educational Technology, 38(3), 179-196. https://doi.org/10.14742/ajet.7562

This paper presents the findings from a qualitative study exploring students’ perceptions of what constitutes technological knowledge. Technological knowledge dimensions from previous literature do not seem to be student-led, but rather suggested by... Read More about Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions.

The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform (2022)
Journal Article
Hall, M., & Hampden-Thompson, G. (2022). The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform. International Journal of Science Education, 44(6), 980-999. https://doi.org/10.1080/09500693.2022.2059588

This article explores teacher discretion in the context of the English 2014 science curriculum and assessment reforms. The study positions primary and secondary school science teachers as ?street-level bureaucrats? in which they are not just mere imp... Read More about The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform.

Feedforward practices: a systematic review of the literature (2022)
Journal Article
Sadler, I., Reimann, N., & Sambell, K. (2023). Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education, 48(3), 305-320. https://doi.org/10.1080/02602938.2022.2073434

The notion of ‘feedforward’ has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational p... Read More about Feedforward practices: a systematic review of the literature.

The more selective, the more effective? The geographical difference of the effectiveness of selective education (2022)
Journal Article
Lu, B., & Siddiqui, N. (2022). The more selective, the more effective? The geographical difference of the effectiveness of selective education. Educational Review, https://doi.org/10.1080/00131911.2022.2054960

The impact of academically selective schools on children’s learning achievement has received global attention for decades. Despite the persistence of early-age selection in many countries, evidence of its impacts is mixed. This study analysed nationa... Read More about The more selective, the more effective? The geographical difference of the effectiveness of selective education.

Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children (2022)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2022). Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children. Education Sciences, 12(5), Article 322. https://doi.org/10.3390/educsci12050322

Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the e... Read More about Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children.

Exploring the links between household chores, learning, and mathematics performance in Zambia (2022)
Journal Article
Tan, M., Li, N., Pirozzolo, J. W., Bolden, D., Chamvu, F., Jere-Folotiya, J., …Yrigollen, C. (2023). Exploring the links between household chores, learning, and mathematics performance in Zambia. Current Psychology, 42, 20397–20408. https://doi.org/10.1007/s12144-022-03077-z

In Zambia, as well as many other African and non-Western cultures, the extent and kind of children’s chores may contribute to their learning, yet often also conflict with their schooling. In the moderation analysis we present in this manuscript, we a... Read More about Exploring the links between household chores, learning, and mathematics performance in Zambia.

Does emotion dysregulation mediate the association between ADHD symptoms and internalizing problems? A longitudinal within‐person analysis in a large population‐representative study (2022)
Journal Article
Antony, E., Pihlajamäki, M., Speyer, L., & Murray, A. (2022). Does emotion dysregulation mediate the association between ADHD symptoms and internalizing problems? A longitudinal within‐person analysis in a large population‐representative study. Journal of Child Psychology and Psychiatry, 63(12), 1583-1590. https://doi.org/10.1111/jcpp.13624

A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children (2022)
Journal Article
Fishstrom, S., Wang, H., Bhat, B., Daniel, J., Dille, J., Capin, P., & Vaughn, S. (2022). A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology, 92, 265-284. https://doi.org/10.1016/j.jsp.2022.03.011

Research has shown that academic anxiety can affect academic performance and emotional well-being. Despite previous research emphasizing the importance of understanding academic anxiety and indicating a strong association between academic performance... Read More about A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children.