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Outputs (342)

Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women (2022)
Journal Article
Bovill, H., McCartan, K., & Waller, R. (2022). Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women. Journal of International Women's Studies, 23(1),

Women’s safety from sexual violence whilst at university is a global issue and the UK is no exception. Whilst the authors of this paper acknowledge that sexual violence can occur across the gender spectrum, most sexual violence ‘victims’ are women an... Read More about Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women.

‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement (2022)
Journal Article
Witt, M., Lewis, F., & Knight, B. (2022). ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement. Teaching and Teacher Education, 112, https://doi.org/10.1016/j.tate.2022.103642

Assertions that experiences of teaching abroad encourage professional growth for pre-service teachers (PSTs) are discussed, with reference to reflections from 20 PSTs from a British university after a volunteer teaching placement in South Africa (SA)... Read More about ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement.

Making science work in the new curriculum for Wales (2022)
Journal Article
Jones, V. (2022). Making science work in the new curriculum for Wales. Primary Science, 27

Verity Jones outlines how the Darwin Experience has helped to provide scientific experiences that support the new Curriculum for Wales

‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England (2022)
Journal Article
Chicken, S. (2023). ‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England. Global Studies of Childhood, 13(4), 322-340. https://doi.org/10.1177/20436106211068041

This paper begins a quarter of a century ago with the first visit to the UK of the Reggio Emilia exhibition ‘The Hundred Languages of Children’ and initial interest by some of the early education community in ‘doing Reggio’. Within the same period, t... Read More about ‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England.

“It makes me angry. REALLY angry”: Exploring emotional responses to climate change education (2022)
Journal Article
Jones, V., & Whitehouse, S. (2022). “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education. Journal of Social Science Education, 20(4), 93-120. https://doi.org/10.11576/jsse-4551

Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in E... Read More about “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education.

The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation? (2022)
Journal Article
Knight, B. (2022). The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation?. International Journal of Complexity in Education, 3(1),

This paper discusses the legitimacy of framing school classrooms as complex adaptive systems (CASs) with the aim of advancing discourse about the extent to which systems within education can be usefully designated as complex. Perspectives differ on c... Read More about The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation?.

Book Review – 2021 (2021)
Journal Article
Andrews, J., Chaudhuri, S., Kong, L., & Sarsfield, M. (2021). Book Review – 2021. Journal of Interactive Media in Education, 2021(1), 29. https://doi.org/10.5334/jime.721

The following publication contains book reviews of these titles: Bearman, M., Dawson, P., Ajjawi, R., Tai, J., Boud, D. (eds.) (2020) Re-imagining university assessment in a digital world. The Enabling Power of Assessment 7. Springer, 296 pages, h... Read More about Book Review – 2021.

Neoliberalism and early childhood education: Markets, imaginaries and governance by Guy Roberts-Holmes and Peter Moss, Oxon and New York, Routledge (2021)
Journal Article
Brown, J. (2022). Neoliberalism and early childhood education: Markets, imaginaries and governance by Guy Roberts-Holmes and Peter Moss, Oxon and New York, Routledge. Educational Review, 74(6), 1203-1204. https://doi.org/10.1080/00131911.2021.2010343

This vital book provides an accessible analysis of the role played by neo-liberalism in the reshaping of early childhood education (ECE) over the last 40 years. Utilising multiple sources of evidence, the authors provide a critical and persuasive acc... Read More about Neoliberalism and early childhood education: Markets, imaginaries and governance by Guy Roberts-Holmes and Peter Moss, Oxon and New York, Routledge.