All Outputs (4)

Teaching and learning as complex phenomena: Implications for policy and teacher professional identity (2024)
Book Chapter
Knight, B., & Harrison, N. (2024). Teaching and learning as complex phenomena: Implications for policy and teacher professional identity. In Critical Perspectives on Educational Policies and Professional Identities (87-104). Emerald. https://doi.org/10.1108/978-1-83753-332-920241006

Widespread support exists for the view that teaching is a complex task (Schulman, 2004), that learning is a complex, dynamic phenomenon and that classrooms are ‘complex systems’ (Hardman, 2010). Systems behaving in complex, emergent ways cannot be su... Read More about Teaching and learning as complex phenomena: Implications for policy and teacher professional identity.

Personality-sensitive pedagogies: A mixed-methods study of small-group interactions among 9–10-year-olds (2024)
Digital Artefact
Knight, B. (2024). Personality-sensitive pedagogies: A mixed-methods study of small-group interactions among 9–10-year-olds. [Blog Post]

This pilot study sought to identify relationships between primary pupils’ personality profiles and their patterns of interaction during small group collaboration. In UK classrooms, pupils often collaborate in small groups, which has considerable lear... Read More about Personality-sensitive pedagogies: A mixed-methods study of small-group interactions among 9–10-year-olds.

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa (2024)
Journal Article
Carter, J., Pillay, P., Podpadec, T., Gina, J., Khumalo, N., Knight, B., …Vickers‐Hulse, K. (in press). ‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa. Literacy, https://doi.org/10.1111/lit.12361

South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limit... Read More about ‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.

Exploring the complex, emergent choreography of classroom teaching and learning (2024)
Conference Proceeding
Knight, B. (2024). Exploring the complex, emergent choreography of classroom teaching and learning. In Applying Education in a Complex World (278-287)

Classroom learning is a complex, emergent phenomenon. Classroom teaching is a complex, dynamic activity. Together, learning and teaching occupy a complex, non-linear and relational space which is often oversimplified and misunderstood. This paper dra... Read More about Exploring the complex, emergent choreography of classroom teaching and learning.