All Outputs (4)

Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies (2024)
Book
Waller, R., Andrews, J., & Clark, T. (2024). R. Waller, J. Andrews, & T. Clark (Eds.). Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies. Emerald. https://doi.org/10.1108/9781837533329

The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), exploring the issue of education policy and its impact on professional identities, including changing professional and policy con... Read More about Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies.

Embracing hybridity: the affordances of arts-based research for the professional doctorate in education (2024)
Journal Article
Dobson, T., & Clark, T. (in press). Embracing hybridity: the affordances of arts-based research for the professional doctorate in education. Teaching in Higher Education, https://doi.org/10.1080/13562517.2024.2336163

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based research (ABR) can help rectify this. We bookend the paper w... Read More about Embracing hybridity: the affordances of arts-based research for the professional doctorate in education.

From Interpretation to Interruption: Embracing disruptive analysis (2024)
Journal Article
Clark, T. (in press). From Interpretation to Interruption: Embracing disruptive analysis. Qualitative Research, https://doi.org/10.1177/14687941241230240

Qualitative analysis is, inherently, a complex, messy and nuanced process. In the context of contested notions of validity, for novice researchers there is therefore an attraction in adopting established, systematic and formulaic approaches. Yet, in... Read More about From Interpretation to Interruption: Embracing disruptive analysis.

Early childhood graduates in the workplace: Experiences and perceptions (2024)
Presentation / Conference
Lewis, Z., Clark, T., Patel, V., Munyard, J., & Vincent, K. (2024, January). Early childhood graduates in the workplace: Experiences and perceptions. Paper presented at Early Childhood Studies Degree Network Conference 2024

Research has consistently shown that ECS graduates enhance the quality of services delivered by settings (Bonetti and Blanden, 2020). They are well-placed to improve outcomes for children and families in the areas of social and economic disadvantage... Read More about Early childhood graduates in the workplace: Experiences and perceptions.