Reassessing the social benefits of lifelong learning in light of the COVID pandemic
(2021)
Journal Article
Waller, R., Hodge, S., Holford, J., Milana, M., & Webb, S. (2021). Reassessing the social benefits of lifelong learning in light of the COVID pandemic. International Journal of Lifelong Education, 40(5-6), 435-438. https://doi.org/10.1080/02601370.2021.2017219
Outputs (42)
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.721The 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.
Classroom as complex adaptive system and the emergence of learning (2021)
Book Chapter
Knight, B. (2021). Classroom as complex adaptive system and the emergence of learning. In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. London: InTech. https://doi.org/10.5772/intechopen.101699Complex adaptive systems (CAS) theory is offering new perspectives on the nature of learning in school classrooms. In CAS such as social networks, city traffic systems and insect colonies, innovation, and change are occasioned through non-linear, bot... Read More about Classroom as complex adaptive system and the emergence of learning.
Contextual coaching (2021)
Presentation / Conference
Vickers-Hulse, K., & Whitehouse, S. (2021, December). Contextual coaching. Presented at Mentoring, Coaching and Professional Learning Conference, Online
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/10.1080/00131911.2021.2010343This 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.
NASBTT Case Study (2021)
Digital Artefact
Vickers-Hulse, K. (in press). NASBTT Case Study
Spotlight - An introduction to research into under-represented groups on ITE courses (2021)
Presentation / Conference
Vickers-Hulse, K. (2021, November). Spotlight - An introduction to research into under-represented groups on ITE courses. Presented at NASBTT Annual Conference 2021 – From Emergency to Emergence, Online
Climate change education in schools post COP26 (2021)
Digital Artefact
Jones, V. (in press). Climate change education in schools post COP26In this blog Verity Jones shares her thoughts about the challenges facing secondary schools post COP26 . She notes the importance of not only a whole curricula approach, but an integrated school approach with an eye on supporting students and staff w... Read More about Climate change education in schools post COP26.
How can primary schools respond to COP26? (2021)
Digital Artefact
Jones, V. (in press). How can primary schools respond to COP26?In this blog Verity Jones shares her thoughts about the challenges facing primary schools post COP26 . She notes the importance of not only a whole curricula approach, but an integrated school approach with an eye on supporting students and staff wit... Read More about How can primary schools respond to COP26?.
Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting (2021)
Journal Article
Carter, J. (in press). Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting. Education 3-13, https://doi.org/10.1080/03004279.2021.1985578Training preservice teachers as teachers of reading is a complex task, as is reading itself. Preservice teachers need to understand the theory that underpins practice; the cognitive skills and knowledge required to read and the contextual factors tha... Read More about Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting.