Gendered and classed graduate transitions to work: How the unequal playing field is constructed, maintained and experienced (2018)
Book Chapter
Bradley, H., & Waller, R. (2018). Gendered and classed graduate transitions to work: How the unequal playing field is constructed, maintained and experienced. In R. Waller, N. Ingram, & M. R. Ward (Eds.), Higher Education and Social Inequalities: University admissions, experiences and outcomes (210-230). Abingdon, Oxon: Routledge

A recent Institute of Fiscal Studies report (Crawford and Vignoles, 2014) of 200,000 graduates showed those who had attended independent schools on average earned 18% more than peers from state schools 3.5 years after university. Even for graduates f... Read More about Gendered and classed graduate transitions to work: How the unequal playing field is constructed, maintained and experienced.

The Palgrave international handbook of adult and lifelong education and learning (2018)
Book
Milana, M., Webb, S., Holford, J., Waller, R., & Jarvis, P. (2018). The Palgrave international handbook of adult and lifelong education and learning. London: Palgrave Macmillan

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitica... Read More about The Palgrave international handbook of adult and lifelong education and learning.

Higher education and social inequalities: University admissions, experiences and outcomes (2018)
Book
Waller, R., Ingram, N., & Ward, M. R. M. (2018). Higher education and social inequalities: University admissions, experiences and outcomes. Abingdon, Oxon: Routledge

An edited collection of twelve original chapters of contemporary research into higher education and social inequality. The book is divided into three distinct sections exploring how social inequality manifests itself in three stages of the student li... Read More about Higher education and social inequalities: University admissions, experiences and outcomes.

Degrees of injustice: Social class inequalities in University admissions, experiences and outcomes (2018)
Book Chapter
Waller, R., Ingram, N., & Ward, M. R. (2018). Degrees of injustice: Social class inequalities in University admissions, experiences and outcomes. In R. Waller, N. Ingram, & M. R. Ward (Eds.), Higher Education and Social Inequalities: University admissions, experiences and outcomes (xv-xxii). Abingdon, Oxon: Routledge

An overview of the edited collection

Part III – Contexts, people and practices (2018)
Book Chapter
Waller, R., Milana, M., Webb, S., & Holford, J. (2018). Part III – Contexts, people and practices. In M. Milana, S. Webb, J. Holford, R. Waller, & P. Jarvis (Eds.), The Palgrave International Handbook of Adult and Lifelong Education and Learning (737-740). London: Palgrave

An overview of the third section of the edited handbook

Reconsidering the technologies of intellectual inquiry in curriculum design (2017)
Journal Article
Costa, C., & Harris, L. (2017). Reconsidering the technologies of intellectual inquiry in curriculum design. Curriculum Journal, 28(4), 559-577. https://doi.org/10.1080/09585176.2017.1308260

© 2017 British Educational Research Association. This paper reports on the design and delivery of classroom pedagogies and students’ engagement with it in two different UK universities. Under the banner of curriculum design and Bourdieu's curriculum... Read More about Reconsidering the technologies of intellectual inquiry in curriculum design.

Debates in Geography Education (2017)
Book
Jones, M., & Lambert, D. (2017). D. Lambert, & M. Jones (Eds.), Debates in Geography Education. Abingdon: Routledge

ebates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper th... Read More about Debates in Geography Education.

Personalising learning in geography (2017)
Book Chapter
Jones, M. (2017). Personalising learning in geography. In D. Lambert, & M. Jones (Eds.), Debates in Geography Education (127-139). Routledge

Examination of new Labour's concept of personalistaion; its application to education as personalised learning as interpreted in practice in geography teaching n secondary schools in the UK.

Teaching assistants’ conditions of employment and workload: Reliance upon goodwill and ad hoc systems of preparation time (2017)
Journal Article
Bovill, H. (2017). Teaching assistants’ conditions of employment and workload: Reliance upon goodwill and ad hoc systems of preparation time. Teacher Education Advancement Network, 9(2), 24-34

This paper draws upon research with a group of work-based students studying for a Foundation Degree in Educational Support. It highlights levels of goodwill evident within their day to day planning and preparation and the ad hoc nature of opportuniti... Read More about Teaching assistants’ conditions of employment and workload: Reliance upon goodwill and ad hoc systems of preparation time.

Numeracy (2017)
Book Chapter
Jones, M. (2017). Numeracy. In M. Jones (Ed.), The Handbook of Secondary Geography (212-227). Sheffield: Geographical Association

Numeracy in secondary school geography.

Primary humanities: a perspective from Wales (2017)
Journal Article
Jones, M., & Whitehouse, S. (2017). Primary humanities: a perspective from Wales. Education 3-13, 45(3), 332-342. https://doi.org/10.1080/03004279.2017.1296921

© 2017 ASPE. How the humanities subjects are represented in primary schools in Wales has been influenced by curriculum developments including Curriculum Cymraeg, the Skills Framework and the Foundation Phase. A central tenet of Welsh Government polic... Read More about Primary humanities: a perspective from Wales.

Chapter 3 Vocabulary Development (2017)
Book Chapter
Carter, J. (2017). Chapter 3 Vocabulary Development. In D. Waugh, W. Joliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (42-61). 2017: Learning Matters Sage

Approaches to supporting the development of vocabulary learning in primary classrooms

The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education (2017)
Journal Article
Knight, B. (2017). The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education. Teacher Education Advancement Network, 9(1), 4-13

This paper documents the evolution of attempts to codify and standardize teachers’ work in the United Kingdom (UK), with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teach... Read More about The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education.

Paired peers: Moving on up? Project Report (2017)
Report
Bradley, H., Waller, R., Bathmaker, A. M., Ingram, N., Hoare, A., Bentley, L., …Abrahams, J. (2017). Paired peers: Moving on up? Project Report

Paired Peers Phase 2 (August 2014 - July 2017)followed up Paired Peers: Class and the Student Experience, also funded by Leverhulme Trust, which ran from September 2010 to August 2013. This project followed a cohort of students from Bristol’s two uni... Read More about Paired peers: Moving on up? Project Report.

Interactive virtual archaeology: Constructing the prehistoric past at Avebury henge (2016)
Presentation / Conference
Falconer, L. (2016, December). Interactive virtual archaeology: Constructing the prehistoric past at Avebury henge. Paper presented at Virtual Environments and Advanced Interfaces Workshop at IUCC 2016, Granada, Spain

— Avebury Henge is situated approximately 20 miles north of Stonehenge in Wiltshire, U.K. and contains the largest known Neolithic stone circle in Europe. It is part of the Avebury, Stonehenge and Associated Sites World Heritage Site but is less well... Read More about Interactive virtual archaeology: Constructing the prehistoric past at Avebury henge.

Reflexive ethnographic research practice in multilingual contexts (2016)
Book Chapter
Martin-Jones, M., Andrews, J., & Martin, D. (2016). Reflexive ethnographic research practice in multilingual contexts. In M. Martin-Jones, & D. Martin (Eds.), Researching Multilingualism: Critical and Ethnographic Approaches (189-202). London: Routledge

In this chapter we critically review the potential contribution of taking a linguistic ethnographic approach to research in service provision in health and education in multilingual settings.

Motivating students to achieve in a vocational services sector programme within further education (2016)
Thesis
George, D. J. Motivating students to achieve in a vocational services sector programme within further education. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/906409

This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected. The purpose of this study was to explore a learner’s transition into further edu... Read More about Motivating students to achieve in a vocational services sector programme within further education.

Emotion in UK primary schools: Silenced voices in a performance driven culture? (2016)
Thesis
Saunders, J. (in press). Emotion in UK primary schools: Silenced voices in a performance driven culture?. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/838681

The change in the education system over the last 30 years has altered what it means to be a teacher. Current literature suggests the present focus is on performance and targets (Ball, 2003) and the central remit is to produce desired outcomes in an i... Read More about Emotion in UK primary schools: Silenced voices in a performance driven culture?.

A novel approach using potable diagnostic ultrasound to inform treatment choices for hemiplegic shoulder pain – A case study (2016)
Journal Article
Kumar, P., & Brouwers, J. (2016). A novel approach using potable diagnostic ultrasound to inform treatment choices for hemiplegic shoulder pain – A case study. International Journal of Stroke, 11(9 (3S)), https://doi.org/10.1177/1747493016670567

Introduction: Hemiplegic shoulder pain (HSP) has a reported incidence of up to 84% of patients. The purpose of this case study is to report findings from a patient with HSP who received problem specific treatment and underwent real-time scanning of s... Read More about A novel approach using potable diagnostic ultrasound to inform treatment choices for hemiplegic shoulder pain – A case study.

Double gamers: Academics between fields (2016)
Journal Article
Costa, C. (2016). Double gamers: Academics between fields. British Journal of Sociology of Education, 37(7), 993-1013. https://doi.org/10.1080/01425692.2014.982861

© 2014 Informa UK Limited, trading as Taylor & Francis Group. The field of academia is frequently associated with traditional norms that aim to regulate scholarly activity, especially research. The social web, as another field, is often viewed as c... Read More about Double gamers: Academics between fields.