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All Outputs (169)

Critical thinking for 21st-century education: A cyber-tooth curriculum? (2014)
Journal Article
Higgins, S. (2014). Critical thinking for 21st-century education: A cyber-tooth curriculum?. Prospects, 14(4), 559-574. https://doi.org/10.1007/s11125-014-9323-0

It is often assumed that the advent of digital technologies requires fundamental change to the curriculum and to the teaching and learning approaches used in schools around the world to educate this generation of “digital natives” or the “net generat... Read More about Critical thinking for 21st-century education: A cyber-tooth curriculum?.

An epistemic monoculture and the university of reasons. (2014)
Book Chapter
Smith, R. (2014). An epistemic monoculture and the university of reasons. In D. Lewin, A. Guilherme, & M. White (Eds.), New Perspectives in the Philosophy of Education: Ethics, Politics and Religion. Bloomsbury

Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks (2014)
Journal Article
Tummons, J. (2014). Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks. Research in Post-Compulsory Education, 19(4), 417-432. https://doi.org/10.1080/13596748.2014.955634

This article explores aspects of the relationship between professional standards for teachers and the curriculum for teacher education in the lifelong learning sector in the United Kingdom. Drawing on an analysis of different editions of three core t... Read More about Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks.

Creativity in 21st-Century Education (2014)
Journal Article
Newton, L., & Newton, D. (2014). Creativity in 21st-Century Education. Prospects, 44(4), 575-589. https://doi.org/10.1007/s11125-014-9322-1

The 2006 UNESCO conference Building Creative Competencies for the 21 st Century had international participants and a global reach. The Director-General’s proclamation that “Creativity is our hope” captured the essence of the proceedings and participa... Read More about Creativity in 21st-Century Education.

New faculty members' emotions: a mixed-method study† (2014)
Journal Article
Stupnisky, R., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members' emotions: a mixed-method study†. Studies in Higher Education, 41(7), 1167-1188. https://doi.org/10.1080/03075079.2014.968546

The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control–value theory of emotions rev... Read More about New faculty members' emotions: a mixed-method study†.

Community strikes back? Belonging and exclusion in rural English villages in networked times (2014)
Journal Article
Hillyard, S., & Bagley, C. (2015). Community strikes back? Belonging and exclusion in rural English villages in networked times. International Journal of Inclusive Education, 19(7), 748-758. https://doi.org/10.1080/13603116.2014.964569

The paper draws upon ethnographic research of two contrasting English primary schools and their villages to explore the themes of belonging and exclusion in contemporary rural contexts. The paper first describes the schools and the villages. A second... Read More about Community strikes back? Belonging and exclusion in rural English villages in networked times.

The Unintended Effects of School Inspection (2014)
Presentation / Conference Contribution
Jones, K., Tymms, P., Kemethofer, D., O’Hara, J., Skedsmo, G., Myrberg, E., & Huber, S. (2014, October). The Unintended Effects of School Inspection. Paper presented at EES, Dublin, Ireland

What makes great teaching? Review of the underpinning research (2014)
Report
Coe, R., Aloisi, C., Higgins, S., & Major, L. (2014). What makes great teaching? Review of the underpinning research. Sutton Trust

This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices... Read More about What makes great teaching? Review of the underpinning research.

When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet (2014)
Book Chapter
Xiao, Z., & Higgins, S. (2015). When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet. In A. Feng, & B. Adamson (Eds.), Trilingualism in Education in China: Models and Challenges (117-140). Springer Verlag. https://doi.org/10.1007/978-94-017-9352-0_6

By tracing the evolution of linguistic models for state education in the Tibet Autonomous Region (TAR) of China, this chapter shows that bilingual education policies in the TAR oscillated between Chinese-led and Tibetan-led models since the 1950s. By... Read More about When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet.

Red - Take a closer look (2014)
Journal Article
Buechner, V., Maier, M., Lichtenfeld, S., & Schwarz, S. (2014). Red - Take a closer look. PLoS ONE, 9(9), Article e108111. https://doi.org/10.1371/journal.pone.0108111

Color research has shown that red is associated with avoidance of threat (e.g., failure) or approach of reward (e.g., mating) depending on the context in which it is perceived. In the present study we explored one central cognitive process that might... Read More about Red - Take a closer look.

Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide (2014)
Journal Article
Iannone, P., & Simpson, A. (2015). Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide. Assessment & Evaluation in Higher Education, 40(7), 971-987. https://doi.org/10.1080/02602938.2014.961124

This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment die... Read More about Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide.

Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes (2014)
Journal Article
Beach, D., Bagley, C., Eriksson, A., & Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes. Teaching and Teacher Education, 44, 160-167. https://doi.org/10.1016/j.tate.2014.08.011

This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher educ... Read More about Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes.

Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education (2014)
Journal Article
Tummons, J., MacLeod, A., & Kits, O. (2015). Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education. Ethnography and Education, 10(1), 107-120. https://doi.org/10.1080/17457823.2014.956229

This article draws on an ongoing ethnography of distributed medical education (DME) provision in Canada in order to explore the methodological choices of the researchers as well as the wider pluralisation of ethnographic frameworks that is reflected... Read More about Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education.

Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups (2014)
Journal Article
Mercier, E., Higgins, S., & Da Costa, L. (2014). Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups. International Journal of Computer-Supported Collaborative Learning, 9(4), 397-432. https://doi.org/10.1007/s11412-014-9201-z

This paper presents two studies that examine emergent leadership in children’s collaborative learning groups. Building on research that finds that leadership moves are distributed among group members during learning activities, we examined whether th... Read More about Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups.

Language diversity and attainment in schools: implication for policy and practice. (2014)
Journal Article
Demie, F. (2015). Language diversity and attainment in schools: implication for policy and practice. Race Ethnicity and Education, 18(5), 723-737. https://doi.org/10.1080/13613324.2014.946493

This research examines pupil performance differences among the main ethnic groups in British Schools by language spoken at home. The main findings of the data confirm that there were substantial differences in performance between different ethnic gro... Read More about Language diversity and attainment in schools: implication for policy and practice..

Predictors of and Barriers to service use for children at risk of ADHD: Longitudinal study (2014)
Journal Article
Sayal, K., Mills, J., White, K., Merrell, C., & Tymms, P. (2015). Predictors of and Barriers to service use for children at risk of ADHD: Longitudinal study. European Child and Adolescent Psychiatry, 24(5), 545-552. https://doi.org/10.1007/s00787-014-0606-z

Many children with, or at risk of, ADHD do not receive healthcare services for their difficulties. This longitudinal study investigates barriers to and predictors of specialist health service use. This is a 5-year follow-up study of children who part... Read More about Predictors of and Barriers to service use for children at risk of ADHD: Longitudinal study.

A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence (2014)
Presentation / Conference Contribution
Gascoine, L., Higgins, S., & Wall, K. (2014). A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence.

Diversity, difference, and communities in English secondary schools (2014)
Journal Article
Tsouroufli, M., Davies, I., Hampden-Thompson, G., Sundaram, V., Lord, P., & Jeffes, J. (2014). Diversity, difference, and communities in English secondary schools. International Journal of Community Diversity, 13, 1-17

This paper discusses secondary school pupils? understandings and experiences of diversity and communities in England. It draws on qualitative data from a field study conducted in 8 schools as part of a larger project funded by the Esmée Fairbairn Fou... Read More about Diversity, difference, and communities in English secondary schools.