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All Outputs (133)

Translanguaging as methodology to study language cafés: implications for managing multilingual data (2023)
Journal Article
Polo-Pérez, N., & Holmes, P. (2023). Translanguaging as methodology to study language cafés: implications for managing multilingual data. Journal of Multilingual and Multicultural Development, 44(8), 737-750. https://doi.org/10.1080/01434632.2023.2197882

This article explores the affordances of translanguaging as methodology by reflecting upon the role of the multilingual repertoires of research participants (including the researcher) in shaping an ethnographic inquiry on “language cafés” (LCs), unde... Read More about Translanguaging as methodology to study language cafés: implications for managing multilingual data.

The changing landscape of doctoral education in the UK (2023)
Journal Article
Taylor, S., & Wisker, G. (2023). The changing landscape of doctoral education in the UK. Innovations in Education and Teaching International, 60(5), 759-774. https://doi.org/10.1080/14703297.2023.2237943

As elsewhere across the globe, for the past two decades doctoral education in the UK has been in the throes of change. This article seeks to describe and analyse developments in 1) the national framework for doctoral education, 2) institutional struc... Read More about The changing landscape of doctoral education in the UK.

The changing landscape of doctoral education: A framework for analysis and introduction to the special issue (2023)
Journal Article
Taylor, S. (2023). The changing landscape of doctoral education: A framework for analysis and introduction to the special issue. Innovations in Education and Teaching International, 60(5), 606-622. https://doi.org/10.1080/14703297.2023.2237962

Traditionally, doctoral education was a matter of the talented few being apprenticed to learn how to research from masters in their discipline; it was conducted in private in spaces far removed from normal teaching or industry or commerce; the only r... Read More about The changing landscape of doctoral education: A framework for analysis and introduction to the special issue.

The changing landscape of doctoral education: Conclusions and further research (2023)
Journal Article
Holley, K. A., Taylor, S., & Kiley, M. (2023). The changing landscape of doctoral education: Conclusions and further research. Innovations in Education and Teaching International, 60(5), 784-792. https://doi.org/10.1080/14703297.2023.2237934

The articles in this special issue of Innovations in Education and Teaching International provide a global snapshot of the current state of doctoral education. They show variation across national systems, and at the same time, demonstrate that simila... Read More about The changing landscape of doctoral education: Conclusions and further research.

The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children (2023)
Journal Article
Ikeda, Y., Kita, Y., Oi, Y., Okuzumi, H., Lanfranchi, S., Pulina, F., …Giofrè, D. (2023). The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children. Journal of Intelligence, 11(8), Article 167. https://doi.org/10.3390/jintelligence11080167

There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school childre... Read More about The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children.

On the affective threshold of power and privilege (2023)
Journal Article
Rattray, J. (2024). On the affective threshold of power and privilege. Higher Education, 87(6), 1829-1843. https://doi.org/10.1007/s10734-023-01093-x

Higher education is facing increasing calls to engage in a process of intellectual decolonisation. This process necessitates that we take time to consider both the content of our curriculum and the pedagogic practices used to facilitate its understan... Read More about On the affective threshold of power and privilege.

Ethnic proportionality of teachers and students, and the link to school-level outcomes (2023)
Journal Article
Gorard, S. (2023). Ethnic proportionality of teachers and students, and the link to school-level outcomes. Education Sciences, 13(8), Article 838. https://doi.org/10.3390/educsci13080838

In England there are proportionately more White British teachers than White British pupils, and so a mismatch between the proportion of teachers and pupils of each ethnic minority group. This mismatch may reduce appropriate role models for some pupil... Read More about Ethnic proportionality of teachers and students, and the link to school-level outcomes.

Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India (2023)
Journal Article
Siddiqui, N., Dixon, P., & Gorard, S. (2023). Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India. Journal of Social Sciences, 8(1), 8. https://doi.org/10.1016/j.ssaho.2023.100651

Awareness and knowledge form the basis of parental involvement in children's education. There is very little known about parental awareness of children's learning in the Early Years setting, especially in global south countries. This study presents f... Read More about Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India.

Open innovation networks: a driver for knowledge mobilisation in schools? (2023)
Journal Article
Pietsch, M., Brown, C., Aydin, B., & Cramer, C. (2023). Open innovation networks: a driver for knowledge mobilisation in schools?. Journal of Professional Capital and Community, 8(3), 202-218. https://doi.org/10.1108/JPCC-02-2023-0012

Purpose In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to... Read More about Open innovation networks: a driver for knowledge mobilisation in schools?.

A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions (2023)
Journal Article
Nguyen, D., Boeren, E., Maitra, S., & Cabus, S. (2023). A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education, https://doi.org/10.1080/19415257.2023.2238728

This article presents a review of 70 empirical articles focussing on professional learning communities (PLCs) for teachers in the Global South. The review highlights an upward trend in the quantity of the publications on PLCs from 2010 onwards. The e... Read More about A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions.

“Because I live it.”: LGB teacher identities, as professional, personal, and political (2023)
Journal Article
Llewellyn, A. (2023). “Because I live it.”: LGB teacher identities, as professional, personal, and political. Frontiers in Education, 8, 1-12. https://doi.org/10.3389/feduc.2023.1164413

Whilst protected by equality laws, lesbian gay and bisexual (LGB) teachers have varying experiences within United Kingdom schools. Schools are predominantly heteronormative, moreover LGB has been positioned as in conflict with discourses of childhood... Read More about “Because I live it.”: LGB teacher identities, as professional, personal, and political.

Integrating Research and Practice to Enhance Experiences and Outcomes of Study Abroad of Underrepresented Students: An Introduction (2023)
Journal Article
Brunsting, N., Dietrich, A., Almassri, A., & Bingham, P. (2023). Integrating Research and Practice to Enhance Experiences and Outcomes of Study Abroad of Underrepresented Students: An Introduction. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(2), 1-13. https://doi.org/10.36366/frontiers.v35i1.843

A team of practitioners, researchers, and scholar-practitioners collaborated to spotlight successes and to enhance areas for improvement in study abroad practices through interaction with research. The joint effort focused on study abroad students fr... Read More about Integrating Research and Practice to Enhance Experiences and Outcomes of Study Abroad of Underrepresented Students: An Introduction.

Integrating Study Abroad Research and Practice: African American and Black Students in Focus (2023)
Journal Article
Almassri, A., Welch, Z., & Brunsting, N. (2023). Integrating Study Abroad Research and Practice: African American and Black Students in Focus. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(2), 40-51. https://doi.org/10.36366/frontiers.v35i1.848

This brief integrates insights from research and practice to shine light on these questions, which are on the forefront of the minds of many study abroad practitioners across the country. Our point of departure is that although Black student partici... Read More about Integrating Study Abroad Research and Practice: African American and Black Students in Focus.

Teaching through the cloud: An ethnography of the role of cloud‐based collaborative technologies in the formation of teachers' classroom practices (2023)
Journal Article
Unsworth, R. (2023). Teaching through the cloud: An ethnography of the role of cloud‐based collaborative technologies in the formation of teachers' classroom practices. Anthropology & Education Quarterly, https://doi.org/10.1111/aeq.12471

Through an examination of ethnographic fieldwork data, this paper explores the ways in which cloud-based collaborative technologies created by Google mediate (Latour 1994) teachers' discussions around, agreement of and enactments of their classroom p... Read More about Teaching through the cloud: An ethnography of the role of cloud‐based collaborative technologies in the formation of teachers' classroom practices.

The role of learning in complex problem solving using MicroDYN (2023)
Journal Article
Herrmann, W., Beckmann, J., & Kretzschmar, A. (2023). The role of learning in complex problem solving using MicroDYN. Intelligence, 100, Article 101773. https://doi.org/10.1016/j.intell.2023.101773

It is still an open question which cognitive and non-cognitive personality traits are useful for describing and explaining behaviour and performance in complex problems. During complex problem solving (CPS), problem solvers have to interact with the... Read More about The role of learning in complex problem solving using MicroDYN.

Providing multimedia information to children and young people increases recruitment to trials: pre-planned meta-analysis of SWATs (2023)
Journal Article
Knapp, P., Moe-Byrne, T., Martin-Kerry, J., Sheridan, R., Roche, J., Coleman, E., …Ainsworth, J. (2023). Providing multimedia information to children and young people increases recruitment to trials: pre-planned meta-analysis of SWATs. BMC Medicine, 21(1), Article 244. https://doi.org/10.1186/s12916-023-02936-1

Background Randomised controlled trials are often beset by problems with poor recruitment and retention. Information to support decisions on trial participation is usually provided as printed participant information sheets (PIS), which are often lon... Read More about Providing multimedia information to children and young people increases recruitment to trials: pre-planned meta-analysis of SWATs.

The pattern of socio-economic segregation between schools in England 1989 to 2021: the Pupil Premium, Universal Credit, and Covid-19 eras (2023)
Journal Article
Gorard, S. (2023). The pattern of socio-economic segregation between schools in England 1989 to 2021: the Pupil Premium, Universal Credit, and Covid-19 eras. Research in Education, 116(1), 111-123. https://doi.org/10.1177/00345237231179854

This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data... Read More about The pattern of socio-economic segregation between schools in England 1989 to 2021: the Pupil Premium, Universal Credit, and Covid-19 eras.