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Outputs (57)

Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students' perspectives on 'internationalisation at home' (2010)
Journal Article
Harrison, N., & Peacock, N. (2010). Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students' perspectives on 'internationalisation at home'. British Educational Research Journal, 36(6), 877-902. https://doi.org/10.1080/01411920903191047

This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two 'teaching intensive' universities in the southwest of England. Stephan and Stephan's Integrated Threat Theor... Read More about Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students' perspectives on 'internationalisation at home'.

Action research project to analyse and evaluate 14-19 vulnerable learner and parent perceptions to progression within a collaborative framework (2010)
Report
Ryan, J., & Davies, J. D. (2010). Action research project to analyse and evaluate 14-19 vulnerable learner and parent perceptions to progression within a collaborative framework

Researching the operation of a collaborative framework within the Concorde Partnership has highlighted a number of significant factors, from the perspective of students and parents that will allow the partnership to exploit particular opportunities,... Read More about Action research project to analyse and evaluate 14-19 vulnerable learner and parent perceptions to progression within a collaborative framework.

Testing the impact of innovative pedagogies for higher education (2010)
Presentation / Conference
Clough, N., Tarr, J., Macedo, E., & Cortesao, L. (2010, August). Testing the impact of innovative pedagogies for higher education. Paper presented at ECER 2010: The European Conference on Educational Research, Helskini, Finland

Neoliberal policy and the meaning of counterintuitive middle-class school choices (2010)
Journal Article
James, D., Reay, D., Crozier, G., Beedell, P., Hollingworth, S., Jamieson, F., & Williams, K. (2010). Neoliberal policy and the meaning of counterintuitive middle-class school choices. Current Sociology, 58(4), 623-641. https://doi.org/10.1177/0011392110368003

This article considers how the nature and effects of neoliberal policy in education are illuminated by the outcomes of a study of white middle-class families choosing ordinary state secondary schools in England. Having described the main features of... Read More about Neoliberal policy and the meaning of counterintuitive middle-class school choices.