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Delimiting knowledge transfer from training (2006)
Journal Article
Butler, A., Le Grice, P., & Reed, M. (2006). Delimiting knowledge transfer from training. Education and Training, 48(8-9), 627-641. https://doi.org/10.1108/00400910610710056

Purpose - The purpose of this paper is to deepen the understanding of how and to whom knowledge is transferred from training to practice. Design/methodology/approach - Through recognising the interrelationship between knowledge, social network struct... Read More about Delimiting knowledge transfer from training.

Truancy in secondary school pupils: Prevalence, trajectories and pupil perspectives (2006)
Journal Article
Attwood, G., & Croll, P. (2006). Truancy in secondary school pupils: Prevalence, trajectories and pupil perspectives. Research Papers in Education, 21(4), 467-484. https://doi.org/10.1080/02671520600942446

School absenteeism and particularly unauthorized absenteeism or truancy has been the focus of a number of, so far largely unsuccessful, recent policy initiatives. The paper draws upon two sources of data, the British Household Panel Survey and detail... Read More about Truancy in secondary school pupils: Prevalence, trajectories and pupil perspectives.

Professional researcher or a 'good guest'? Ethical dilemmas involved in researching children and families in the home setting (2006)
Journal Article
Yee, W. C., & Andrews, J. (2006). Professional researcher or a 'good guest'? Ethical dilemmas involved in researching children and families in the home setting. Educational Review, 58(4), 397-413. https://doi.org/10.1080/00131910600971859

In this article we explore our experiences of researching children and families in the home setting. We trace the impact of the home setting on some ethical and methodological issues which arose in the course of conducting our field work and consider... Read More about Professional researcher or a 'good guest'? Ethical dilemmas involved in researching children and families in the home setting.

Children's 'funds of knowledge' and their real life activities: Two minority ethnic children learning in out-of-school contexts in the UK (2006)
Journal Article
Andrews, J., & Yee, W. C. (2006). Children's 'funds of knowledge' and their real life activities: Two minority ethnic children learning in out-of-school contexts in the UK. Educational Review, 58(4), 435-449. https://doi.org/10.1080/00131910600971909

In this paper we explore the concept of 'funds of knowledge' used by Moll and Greenberg (1990) in the US to recognize and value expertise located within minority ethnic communities and apply it to the out-of-school learning engaged in by two primary... Read More about Children's 'funds of knowledge' and their real life activities: Two minority ethnic children learning in out-of-school contexts in the UK.

Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union (2006)
Journal Article
Brine, J. (2006). Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union. British Educational Research Journal, 32(5), 649-665. https://doi.org/10.1080/01411920600895676

This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in t... Read More about Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union.

Using Reggio to develop early years education in Wales (2006)
Presentation / Conference
Maynard, T., & Chicken, S. (2006, September). Using Reggio to develop early years education in Wales. Presented at EECERA, Reykjavik, Iceland

Maynard, T and Chicken, S. (2006) Using Reggio to Develop Early Years Education in Wales, EECERA 2006, Reykjavik, Iceland, September 2006.

Organizational learning, tacit information, and e-learning: A review (2006)
Journal Article
Falconer, L. (2006). Organizational learning, tacit information, and e-learning: A review. Learning Organization, The, 13(2), 140-151. https://doi.org/10.1108/09696470610645476

Purpose - The purpose of this paper is to introduce and develop the argument that e-learning technologies and techniques can play a pivotal role in encouraging and facilitating organizational learning, by transforming tacit knowledge into explicit kn... Read More about Organizational learning, tacit information, and e-learning: A review.

Union learning representatives—a new source of professional support for scottish teachers (2006)
Journal Article
Davies, J. D., Alexandrou, A., & Lee, J. (2006). Union learning representatives—a new source of professional support for scottish teachers. Research in Post-Compulsory Education, 11(2), 175-190. https://doi.org/10.1080/13596740600768976

Union Learning Representatives (ULRs) are a relatively recent phenomenon and are a new category of lay representation within the workplace in the United Kingdom. They are part of the present New Labour administration’s drive to expand and improve lif... Read More about Union learning representatives—a new source of professional support for scottish teachers.

Program evaluation: A democratic practice (2006)
Book Chapter
Kushner, S., & Adelman, C. (2006). Program evaluation: A democratic practice. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), AERA Handbook, Complementary Methods for Research in EducationPublished for the American Educational Research Association by Routledge

‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s) (2006)
Journal Article
Waller, R., & Waller, R. (2006). ‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s). Research in Post-Compulsory Education, 11(1), 115-130. https://doi.org/10.1080/13596740500508019

Many studies of mature students within further and higher education portray them as a distinct social category with particular shared characteristics. Such representations are sometimes sub‐divided further along lines of social division. For instance... Read More about ‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s).

The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal (2006)
Journal Article
Harrison, N. (2006). The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal. Journal of Further and Higher Education, 30(4), 377-391. https://doi.org/10.1080/03098770600965383

This paper reports the results of a telephone survey of 151 undergraduates who withdrew in their first year of study at a post-1992 institution. It focuses on the negative experiences which they reported during their time at the university and the ul... Read More about The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal.

The everyday classificatory practices of selective schooling: A fifty-year retrospective (2006)
Journal Article
Brine, J. (2006). The everyday classificatory practices of selective schooling: A fifty-year retrospective. International Studies in Sociology of Education, 16(1), 37-55. https://doi.org/10.1080/19620210600804269

The fifty-year retrospective has led to recent media interest in the comprehensive school. Bristol, located in the south-west of England, is frequently portrayed as an early provider. This article draws on documentary evidence and life-history interv... Read More about The everyday classificatory practices of selective schooling: A fifty-year retrospective.