Exploring Communities of Practice in Further and Adult Education: Apprenticeship, Expertise and Belonging
(2022)
Book
Tummons, J. (2022). Exploring Communities of Practice in Further and Adult Education: Apprenticeship, Expertise and Belonging. Routledge
All Outputs (3167)
The Experience of Health Professionals With Misinformation and Its Impact on Their Job Practice: Qualitative Interview Study (2022)
Journal Article
Ismail, N., Kbaier, D., Farrell, T., & Kane, A. (2022). The Experience of Health Professionals With Misinformation and Its Impact on Their Job Practice: Qualitative Interview Study. JMIR Formative Research, 6(11), Article e38794. https://doi.org/10.2196/38794Background: Misinformation is often disseminated through social media, where information is spread rapidly and easily. Misinformation affects many patients' decisions to follow a treatment prescribed by health professionals (HPs). For example, chroni... Read More about The Experience of Health Professionals With Misinformation and Its Impact on Their Job Practice: Qualitative Interview Study.
Conference Poster: Nutrition and Physical Activity Policies for Preschools in Lebanon and Qatar (2022)
Other
Rizk, R., Summerbell, C. D., Siddiqui, N., Obeid, O., & El-Obeid, T. (2022). Conference Poster: Nutrition and Physical Activity Policies for Preschools in Lebanon and Qatar
Distributed leadership: taking a retrospective and contemporary view of the evidence base (2022)
Journal Article
Harris, A., Jones, M., & Ismail, N. (2022). Distributed leadership: taking a retrospective and contemporary view of the evidence base. School Leadership and Management, 42(5), https://doi.org/10.1080/13632434.2022.2109620Distributed leadership is one of the most influential and well-discussed ideas to emerge in the field of educational leadership. Prompted by the foundational and seminal work of Spillane et al. (2001) the idea of shared or ‘stretched’ leadership that... Read More about Distributed leadership: taking a retrospective and contemporary view of the evidence base.
Ethnic disproportionality in the school teaching workforce in England (2022)
Journal Article
Demie, F., & See, B. H. (2023). Ethnic disproportionality in the school teaching workforce in England. Equity in education & society, 2(1), 3-27. https://doi.org/10.1177/27526461221134291The disproportionality in the school workforce in England’s schools has drawn little interest from policymakers and education practitioners. This article addresses the noted gap in the literature and provides trends empirical evidence in England’s te... Read More about Ethnic disproportionality in the school teaching workforce in England.
Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England (2022)
Journal Article
Demie, F. (online). Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England. British Journal of Special Education, https://doi.org/10.1111/1467-8578.12437This research article aims to examine disproportionality in the attainment of pupils with special educational needs at the end of primary education. The sample consisted of 3,025 pupils who completed Key Stage 2 in one LA in London. Two methodologica... Read More about Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England.
Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students (2022)
Journal Article
Cawthorn, S. W., Barker, E., Daniel, J., Cooc, N., & Vielma, A. G. (2023). Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students. Journal of Deaf Studies and Deaf Education, 28(1), 115-123. https://doi.org/10.1093/deafed/enac033Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH student... Read More about Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students.
Why schools matter? Invited Twitter Space discussion organised by CPDI (2022)
Digital Artefact
Siddiqui, N. (in press). Why schools matter? Invited Twitter Space discussion organised by CPDI. [Twitter]
What matters in early childhood education? (2022)
Presentation / Conference Contribution
Siddiqui, N. (2022, October). What matters in early childhood education?
Knowledge, expertise, craft, and practice: becoming and being a cycle technician (2022)
Journal Article
Tummons, J. (2022). Knowledge, expertise, craft, and practice: becoming and being a cycle technician. Journal of Vocational Education and Training, https://doi.org/10.1080/13636820.2022.2132527This paper provides an account of the everyday workplace learning of cycle technicians. Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical reading of Communities of Pra... Read More about Knowledge, expertise, craft, and practice: becoming and being a cycle technician.
Character education and the instability of virtue (2022)
Journal Article
Smith, R. (2022). Character education and the instability of virtue. Journal of Philosophy of Education, 56(6), 889-898. https://doi.org/10.1111/1467-9752.12692Character education in schools in England is flourishing. I give many examples of the enthusiasm for it as well as drawing attention to the UK government's new ambivalence towards it. Character education seems largely impervious to the many criticism... Read More about Character education and the instability of virtue.
A critical assessment into the associations between Big Five personality traits and life outcomes (2022)
Journal Article
Antony, E. (2022). A critical assessment into the associations between Big Five personality traits and life outcomes. Psych-Talk, 103, 18-21. https://doi.org/10.53841/bpstalk.2022.1.103.18
ABRACADABRA (ABRA) and Reading and Understanding in Key Stage 1 (RUKS) (2022)
Report
Bell, K., Ainsworth, H., Elliott, L., Fairhurst, C., Gascoine, L., Hanley, P., …Whiteside, K. (2022). ABRACADABRA (ABRA) and Reading and Understanding in Key Stage 1 (RUKS). [No known commissioning body]
Efficient Uncertainty Quantification for Multilabel Text Classification (2022)
Presentation / Conference Contribution
Yu, J., Cristea, A. I., Harit, A., Sun, Z., Aduragba, O. T., Shi, L., & Al Moubayed, N. (2022). Efficient Uncertainty Quantification for Multilabel Text Classification. . https://doi.org/10.1109/ijcnn55064.2022.9892871Despite rapid advances of modern artificial intelligence (AI), there is a growing concern regarding its capacity to be explainable, transparent, and accountable. One crucial step towards such AI systems involves reliable and efficient uncertainty qua... Read More about Efficient Uncertainty Quantification for Multilabel Text Classification.
INTERACTION: A Generative XAI Framework for Natural Language Inference Explanations (2022)
Presentation / Conference Contribution
Yu, J., Cristea, A. I., Harit, A., Sun, Z., Aduragba, O. T., Shi, L., & Al Moubayed, N. (2022). INTERACTION: A Generative XAI Framework for Natural Language Inference Explanations. . https://doi.org/10.1109/ijcnn55064.2022.9892336XAI with natural language processing aims to produce human-readable explanations as evidence for AI decisionmaking, which addresses explainability and transparency. However, from an HCI perspective, the current approaches only focus on delivering a s... Read More about INTERACTION: A Generative XAI Framework for Natural Language Inference Explanations.
Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (2022)
Journal Article
Mazzoli Smith, L. (2023). Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives. British Journal of Educational Studies, 71(1), 125-127. https://doi.org/10.1080/00071005.2022.2113615
Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others’ Emotions (2022)
Journal Article
Xiao, H., Double, K. S., Walker, S. A., Kunst, H., & MacCann, C. (2022). Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others’ Emotions. Journal of Intelligence, 10(4), Article 76. https://doi.org/10.3390/jintelligence10040076Existing research has linked emotional intelligence (EI) with intrinsic emotion regulation (processes people use to regulate their own emotions). However, there has not yet been an empirical examination of whether EI abilities relate to extrinsic emo... Read More about Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others’ Emotions.
English as an additional language (EAL): decolonising provision and practice (2022)
Journal Article
Welply, O. (2023). English as an additional language (EAL): decolonising provision and practice. The Curriculum Journal, 34(1), 62-82. https://doi.org/10.1002/curj.182This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a coll... Read More about English as an additional language (EAL): decolonising provision and practice.
How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence (2022)
Journal Article
Fan, K., & See, B. (2022). How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence. Thinking Skills and Creativity, 46, Article 101145. https://doi.org/10.1016/j.tsc.2022.101145An increasing number of Chinese students are now studying abroad in western universities, and there is a widespread concern among western academics that Chinese students are not trained to have a critical mind. However, there is little empirical evid... Read More about How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence.
Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach? (2022)
Journal Article
Setty, E., & Dobson, E. (2022). Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?. Archives of Sexual Behavior, 52(1), 79-93. https://doi.org/10.1007/s10508-022-02340-5In England, the Children and Social Work Act (HMSO, 2017) bestowed compulsory status on relationships and sex education (RSE), which means that young people’s right to receive RSE has been codified in law. This paper analyzes how this right is upheld... Read More about Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?.