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Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention (2023)
Report
Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2023). Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention. Education Edowment Foundation

Teacher retention has been a persistent challenge internationally and in England. Failure to recruit and retain qualified teachers may result in teacher shortage that has a negative effect on student learning. This issue is exacerbated in challenging... Read More about Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention.

Locking and Unlocking: The potentialities for intra-storying-activism in “this” baglady collective. (2023)
Journal Article
Albin-Clark, J., Ovington, J. A., Isom, P., Platt, L., Harding, L., Carley, F., …Smith, S. L. (2023). Locking and Unlocking: The potentialities for intra-storying-activism in “this” baglady collective. Journal of Posthumanism, 3(3), 251-268. https://doi.org/10.33182/joph.v3i3.3015

In this article we disrupt extractivist and privileged individualised knowledge production by decentering the human ‘I’ to ‘we’ through storying. By entangling more-than-human bodies, ‘we’ is re-configured through a posthuman praxis of an iterative... Read More about Locking and Unlocking: The potentialities for intra-storying-activism in “this” baglady collective..

The Bloomsbury Handbook of Student Voice in Higher Education (2023)
Book
Conner, J., Raaper, R., Guzmán-Valenzuela, C., & Gauthier, L. (Eds.). (2023). The Bloomsbury Handbook of Student Voice in Higher Education. London: Bloomsbury. https://doi.org/10.5040/9781350342484

This handbook brings together scholarship from various subfields, disciplinary traditions, and geographic and geopolitical contexts to understand how student voice is operating in different higher education dimensions and contexts around the world. T... Read More about The Bloomsbury Handbook of Student Voice in Higher Education.

Introduction (2023)
Book Chapter
Conner, J., Raaper, R., Guzman-Valenzuela, C., & Gauthier, L. (2023). Introduction. In J. Conner, R. Raaper, C. Guzmán-Valenzuela, & L. Gauthier (Eds.), The Bloomsbury Handbook of Student Voice in Higher Education (1-6). London: Bloomsbury. https://doi.org/10.5040/9781350342484-007

How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence (2023)
Journal Article
See, B., Gorard, S., Siddiqui, N., Hitt, L., el-Soufi, N., & Lu, B. (2023). How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2023.2273540

The challenge of improving attainment in schools has been a longstanding issue, particularly in developing countries. This paper uses a structured review to examine the best causal evidence from research worldwide on the impact of various strategies,... Read More about How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence.

Exploring the religious and spiritual trajectory of cathedral choristers in England (2023)
Journal Article
Dong, L., & Ward, S. (2023). Exploring the religious and spiritual trajectory of cathedral choristers in England. Journal of Beliefs and Values, https://doi.org/10.1080/13617672.2023.2267928

The present paper reports findings from interviews with thirty ex-choristers from cathedrals and collegiate chapels in England, aged from eighteen to eighty. These interviews explored choristers’ religious commitments before entering choir school and... Read More about Exploring the religious and spiritual trajectory of cathedral choristers in England.

The making of the activist disabled subject: disability and political activism in English higher education (2023)
Journal Article
Peruzzo, F., & Raaper, R. (2024). The making of the activist disabled subject: disability and political activism in English higher education. Discourse: Studies in the Cultural Politics of Education, 45(2), 173-186. https://doi.org/10.1080/01596306.2023.2271406

Drawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students,... Read More about The making of the activist disabled subject: disability and political activism in English higher education.

Improving Attendance and Enrolment at School for Children Living in Poverty (2023)
Journal Article
See, B. H., Gorard, S., Siddiqui, N., El Soufi, N., Hitt, L., & Lu, B. (2023). Improving Attendance and Enrolment at School for Children Living in Poverty. Nordic Journal of Systematic Reviews in Education, 1(1), 1-29

This paper summarises the findings of a large-scale structured review of 73 studies to iden-tify promising interventions to increase school enrolment and attendance, particularly in less developed countries where school... Read More about Improving Attendance and Enrolment at School for Children Living in Poverty.

Comparing and Contrasting Approaches to Education for Transition and Transformation (2023)
Journal Article
Herrmann-Israel, A., & Byram, M. (2023). Comparing and Contrasting Approaches to Education for Transition and Transformation. Compare: A Journal of Comparative and International Education, https://doi.org/10.1080/03057925.2023.2268508

A comparative analysis of two approaches to education in two academic literatures in two languages is the basis for discussion of how education systems should respond to contemporary transitions in the world in an Anthropocene age. The first approach... Read More about Comparing and Contrasting Approaches to Education for Transition and Transformation.

Faking Good on Self-Reports Versus Informant-Reports of Emotional Intelligence (2023)
Journal Article
Walker, S. A., & MacCann, C. (2023). Faking Good on Self-Reports Versus Informant-Reports of Emotional Intelligence. Assessment, https://doi.org/10.1177/10731911231203960

Research demonstrates that people can fake on self-rated emotional intelligence scales. As yet, no studies have investigated whether informants (where a knowledgeable informant rates a target’s emotional intelligence) can also fake on emotional intel... Read More about Faking Good on Self-Reports Versus Informant-Reports of Emotional Intelligence.

The Dark Informant-Rated Triad (DIRT): A Concise Informant-Rated Measure of the Dark Triad (2023)
Journal Article
Walker, S. A., MacCann, C., & Jonason, P. K. (2023). The Dark Informant-Rated Triad (DIRT): A Concise Informant-Rated Measure of the Dark Triad. European Journal of Psychological Assessment, https://doi.org/10.1027/1015-5759/a000796

The “Dirty Dozen” is a popular, brief, self-report scale to capture individual differences in the Dark Triad traits (i.e., narcissism, Machiavellianism, and psychopathy). While the scale has good psychometric properties, there has not yet been an exa... Read More about The Dark Informant-Rated Triad (DIRT): A Concise Informant-Rated Measure of the Dark Triad.

Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention (2023)
Journal Article
Morris, R., Gorard, S., See, B., & Siddiqui, N. (2023). Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention. Oxford Review of Education, https://doi.org/10.1080/03054985.2023.2258779

Heavy teacher workload is of considerable policy concern in many education systems in the world. It is considered one of the main contributory factors in teacher attrition. One aspect of workload that could be addressed is reducing the amount of mark... Read More about Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention.

Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. (2023)
Journal Article
Sharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., …Reardon, J. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLoS ONE, 18(10), e0285315. https://doi.org/10.1371/journal.pone.0285315

The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors... Read More about Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study..

Critical Realist Autoethnography in International Scholarships Impact Research: An Illustrative Proposal (2023)
Journal Article
Almassri, A. N. (2023). Critical Realist Autoethnography in International Scholarships Impact Research: An Illustrative Proposal. International Journal of Educational Research, 122, 102254. https://doi.org/10.1016/j.ijer.2023.102254

International higher education scholarships can be an impactful tool of development. They have demonstrable potential to advance the knowledge, skills, and networks of individuals, who may then be able to use these outcomes in making significant cont... Read More about Critical Realist Autoethnography in International Scholarships Impact Research: An Illustrative Proposal.

Implications of past and present equivocations in reproducing or challenging epistemic violence in encounters with difference (2023)
Journal Article
Manresa Axisa, A. (2023). Implications of past and present equivocations in reproducing or challenging epistemic violence in encounters with difference. Language and Intercultural Communication, https://doi.org/10.1080/14708477.2023.2253782

Based on an ethnographic research study, in an Ecuadorian Amazonian Kichwa territory, I use the notion of ‘translation as controlled equivocation’ as an analytical tool to explore the making sense of difference. Occurring in the same territory, I ana... Read More about Implications of past and present equivocations in reproducing or challenging epistemic violence in encounters with difference.