All Outputs (188)

Exploring the experiences of estranged students in higher education : a longitudinal comparative case study of two UK universities (2019)
Book Chapter
Key, A. (2019). Exploring the experiences of estranged students in higher education : a longitudinal comparative case study of two UK universities. In X. Shao (Ed.), Imagining Better Education: Conference Proceedings 2018 (95-105). Durham University, School of Education

Higher education (HE) policy in the UK emphasises a widening participation agenda and a shift to focus on a ‘student’s entire lifecycle’ rather than simply on access to HE. Universities are expected to accommodate for ‘non-traditional’ students, and... Read More about Exploring the experiences of estranged students in higher education : a longitudinal comparative case study of two UK universities.

Evaluation of Supported Progression (SP) schemes offered by Durham University (2019)
Report
Siddiqui, N., Boliver, V., & Gorard, S. (2019). Evaluation of Supported Progression (SP) schemes offered by Durham University. [No known commissioning body]

Augar and Foundation Years: Love or Hate (2019)
Presentation / Conference
Leech, S. (2019, December). Augar and Foundation Years: Love or Hate. Paper presented at FYN and OfS Training Workshop, University of Chester, England

Neurotypical interventions : a neurodiverse approach to school-based social communication support (2019)
Book Chapter
Axbey, H. (2019). Neurotypical interventions : a neurodiverse approach to school-based social communication support. In X. Shao (Ed.), Imagining Better Education: Conference Proceedings 2018 (22-30). Durham University, School of Education

Working within a neurodiversity paradigm, this project will investigate potential differences in how autistic and neurotypical (NT) children interact with each other (A-A and NT-NT), and between-groups (A-NT). It will also consider whether autistic a... Read More about Neurotypical interventions : a neurodiverse approach to school-based social communication support.

Enhancing Teaching through Intercultural Reflection on Teaching: the IntRef Project (2019)
Conference Proceeding
Reimann, N., Rajab, T., Dragas, T., Murray, M., Rattray, J., & Durham, I. P. F. (2019). Enhancing Teaching through Intercultural Reflection on Teaching: the IntRef Project. In N. Reimann, T. Rajab, T. Dragas, M. Murray, J. Rattray, & IntRef participants from Durham (Eds.),

Maths Counts, Evaluation Report (2019)
Report
See, B., Morris, R., Gorard, S., & Siddiqui, N. (2019). Maths Counts, Evaluation Report. [No known commissioning body]

Evanluation of the National Literacy Trust's Literacy for Life programme (2019)
Report
See, B., Gorard, S., Siddiqui, N., & Morris, R. (2019). Evanluation of the National Literacy Trust's Literacy for Life programme. [No known commissioning body]

Inclusion and migration (2019)
Journal Article
Welply, O. (2019). Inclusion and migration. https://doi.org/10.1093/acrefore/9780190264093.013.145

In a context of globalization and increased mobility, migration has brought new societal challenges to nation-states, raising questions about how countries can promote inclusion within contexts of increased diversity. Education occupies a central yet... Read More about Inclusion and migration.

When Robots Teach: Towards a Code of Practice (2019)
Journal Article
Newton, P., & Newton, L. (2019). When Robots Teach: Towards a Code of Practice

In the early days of electronic computers, the prolific writer and biochemist, Isaac Asimov (1920-1995), constructed a world in which humanoid robots were servants, doing the tasks people found menial, boring, or tedious. Asimov’s imagination was pre... Read More about When Robots Teach: Towards a Code of Practice.

Inclusion and Migration (2019)
Book Chapter
Welply, O. (2019). Inclusion and Migration. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.145

In a context of globalization and increased mobility, migration has brought new societal challenges to nation-states, raising questions about how countries can promote inclusion within contexts of increased diversity. Education occupies a central yet... Read More about Inclusion and Migration.

Let's make education fairer (2019)
Journal Article
Gorard, S., Siddiqui, N., See, B., Boliver, V., & Wardle, L. (2019). Let's make education fairer. Research intelligence, Autumn 2019(140), 12-13

Educational Inequality: Closing the gap (2019)
Book
Demie, F. (2019). Educational Inequality: Closing the gap. UCL IOE press

Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland (2019)
Journal Article
King, F., McMahon, M., Nguyen, D., & Roulston, S. (2019). Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland

Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017) (2019)
Journal Article
Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017). School Leadership and Management, 39(3-4), 255-277. https://doi.org/10.1080/13632434.2019.1578738

Inter-individual differences in intra-individual variability in personality within and across contexts (2019)
Conference Proceeding
Beckmann, N., Birney, D., Beckmann, J., Wood, R., Sojo, V., & Bowman, D. (2019). Inter-individual differences in intra-individual variability in personality within and across contexts.

Foundation Skills: An Innovative Approach to Multi-Disciplinary Foundation Year Teaching (2019)
Conference Proceeding
Leech, S., & Dunn, R. (2019). Foundation Skills: An Innovative Approach to Multi-Disciplinary Foundation Year Teaching.

Using grounded theory methodology to theorise change processes (2019)
Presentation / Conference
Nguyen, D. (2019, December). Using grounded theory methodology to theorise change processes. Paper presented at BELMAS Annual Conference, Hinckley, United Kingdom

Curiosity Leads: Recognising and Rewarding the Impact of SoTL in Research-Led Universities (2019)
Presentation / Conference
Nolan, S. (2019, December). Curiosity Leads: Recognising and Rewarding the Impact of SoTL in Research-Led Universities. Paper presented at International Society for the Scholarship of Teaching and Learning Conference, Atlanta, GA, USA

Bar modelling and autism – sufficient or necessary in problem solving? (2019)
Book Chapter
Thompson, S. (2019). Bar modelling and autism – sufficient or necessary in problem solving?. In X. Shao (Ed.), Imagining Better Education: Conference Proceedings 2018 (213-225). Durham University, School of Education

A significant driver for curriculum reform in England is based on performance in international comparative assessments. One consequence of this, is the rise in the use of the bar model, which is embedded within the Singapore mathematics curriculum, i... Read More about Bar modelling and autism – sufficient or necessary in problem solving?.

Mastering Deeper Writing in Primary Schools (2019)
Book
Bushnell, A., Gill, A., & Waugh, D. (2019). Mastering Deeper Writing in Primary Schools. SAGE Publications