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A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context (2024)
Journal Article
Carter, J., Podpadec, T., Pillay, P., Babayiğit, S., & Gazu, K. (in press). A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2024.2314522

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effec... Read More about A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context.

Joining the dots? Special education and alternative provision (2024)
Journal Article
Tomlinson, S., & Johnston, C. (in press). Joining the dots? Special education and alternative provision. FORUM, 66(1), https://doi.org/10.3898/forum.2024.66.1.09

The English mass state education system, developing over 150 years, has created subsystems for children and young people who had difficulty in functioning at or beyond 'mainstream' schooling, or whose behaviour was deemed inappropriate. While many de... Read More about Joining the dots? Special education and alternative provision.

Exploring the complex, emergent choreography of classroom teaching and learning (2024)
Conference Proceeding
Knight, B. (2024). Exploring the complex, emergent choreography of classroom teaching and learning. In Applying Education in a Complex World (278-287)

Classroom learning is a complex, emergent phenomenon. Classroom teaching is a complex, dynamic activity. Together, learning and teaching occupy a complex, non-linear and relational space which is often oversimplified and misunderstood. This paper dra... Read More about Exploring the complex, emergent choreography of classroom teaching and learning.

Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals (2023)
Thesis
Grant, W. Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals. (Thesis). University of Glasgow. Retrieved from https://uwe-repository.worktribe.com/output/11515380

This extended, normative case study was initiated in response to my professional concerns regarding the capacity of student art and design teachers to defend and extend their personal ideals for future classroom practice. Placement in schools, a majo... Read More about Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals.

From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research (2023)
Book Chapter
Andrews, J., Fay, R., Min Huang, Z., & White, R. (2023). From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research. In Theory and Method in Higher Education Research (137-151). London: Emerald

In this quotation, Heugh critiques literature produced in the Global North which makes claims to promoting social justice while making invisible the sources of knowledge and languages to communicate about those ideas by people in the Global South. Th... Read More about From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research.

Achieving creative collaboration: Using workshops to bring together teachers and artists to integrate arts-based language activities into language development in mainstream schools (2023)
Journal Article
Andrews, J., & Almohammad, M. (in press). Achieving creative collaboration: Using workshops to bring together teachers and artists to integrate arts-based language activities into language development in mainstream schools. Journal of Multilingual Theories and Practices,

Inspired by academic thinking and practice-based work on creativity and education (e.g. John Steiner, 2000) and creative approaches in language education (e.g. Frimberger et al 2017, Cummins & Early, 2011), this article is based on outcomes of the pr... Read More about Achieving creative collaboration: Using workshops to bring together teachers and artists to integrate arts-based language activities into language development in mainstream schools.

Initial art and design teacher education: Transgression and flux (2023)
Presentation / Conference
Grant, W. (2023, November). Initial art and design teacher education: Transgression and flux. Paper presented at International Journal of Art and Design Education Conference 2023: Time, University of Chester

Initial teacher education (ITE) is frequently considered a liminal space of flux where learners' knowledge, identity, and values are challenged and changed. Characteristics of this flux include navigation of new connections between personal and profe... Read More about Initial art and design teacher education: Transgression and flux.

Supporting new teachers: Insights from the education system in England (2023)
Presentation / Conference
Grant, W. (2023, November). Supporting new teachers: Insights from the education system in England. Presented at Webinars for Teacher Educators

How to prepare student teachers and support them in their first few years in school is a fundamental consideration for education systems around the world. In this webinar we discuss how this is approached in England. Will Grant, Programme Lead for th... Read More about Supporting new teachers: Insights from the education system in England.

Linguistic diversity in research with and by international students: Considerations for research design and practice (2023)
Book Chapter
Andrews, J., Fay, R., Huang, Z. M., & White, R. (2023). Linguistic diversity in research with and by international students: Considerations for research design and practice. In Research with international students. Abingdon: Routledge

Research with and by international students involves opportunities for, and challenges arising from, the linguistic diversity of staff and students, the institutional context, and the fieldwork sites. National, institutional, and disciplinary policie... Read More about Linguistic diversity in research with and by international students: Considerations for research design and practice.

Outcomes beyond evaluation: The impetus and measure of relationships within alternative provisions (2023)
Journal Article
Johnston, C., & Nolty, T. (2023). Outcomes beyond evaluation: The impetus and measure of relationships within alternative provisions. Youth, 3(4), 1183-1193. https://doi.org/10.3390/youth3040075

In the context of rising interest in Alternative Provisions (APs) amongst policymakers and researchers in England, this article examines social capital and accountability in this ‘new’ field of enquiry. APs stress the value of supportive relationship... Read More about Outcomes beyond evaluation: The impetus and measure of relationships within alternative provisions.

The pupil referral unit to prison pipeline (2023)
Presentation / Conference
Johnston, C. (2023, October). The pupil referral unit to prison pipeline. Paper presented at Westminster Insights: Tackling School Exclusions Conference, London

Both school exclusion, poverty and disability are prospective markers for increased risk of subsequent contact with criminal justice system in general and justice-involved samples. However, relationships between school exclusion and these factors hav... Read More about The pupil referral unit to prison pipeline.

From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate (2023)
Presentation / Conference
Clark, T. (2023, October). From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate. Paper presented at Researcher Education and Development Scholarship (REDS) International Conference, Online

The recent proliferation of professional doctorate routes (PD) internationally (Jones, 2018) coupled with the potential these offer to create pathways from various professional contexts into research roles within academic (Lundgren-Resenterra & Kahn,... Read More about From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate.

Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education (2023)
Thesis
Bird, S. Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/10395446

United Kingdom higher education institutions play a valuable role in preparing students for graduate roles through the development of employability skills and preparedness for employment. This study explores the impact of a transitional Community of... Read More about Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education.

The relationships of young disabled men on the margins of alternative provision (2023)
Presentation / Conference
Johnston, C. (2023, September). The relationships of young disabled men on the margins of alternative provision. Paper presented at British Educational Research Association, Aston University

This paper is based on qualitative data gained from young working-class men with disabilities on the margins of Alternative Provisions (APs), located within a medium sized local authority in England. Young males are disproportionately placed into APs... Read More about The relationships of young disabled men on the margins of alternative provision.

An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share (2023)
Presentation / Conference
Grant, W. (2023, September). An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share. Paper presented at British Educational Research Association Conference 2023, Aston University

Highly effective secondary school teachers work collegiately (Shah 2012), and increasingly do so outside of individual institutions (e.g. within MAT clusters [Birks 2019]). Beyond professional efficacy, learning to establish and maintain strong colle... Read More about An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share.

Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium) (2023)
Presentation / Conference
Waller, R., Andrews, J., & Clark, T. (2023, September). Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium). Paper presented at British Educational Research Association Conference 2023, Aston University, Birmingham

This symposium, which showcases an edited collection of work by recent UK doctoral graduates (Authors, forthcoming), begins with a short introduction setting the scene for the wider project. It demonstrates the unique contribution of ‘insider’, pract... Read More about Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium).

Relationships on the margins of alternative provision (2023)
Presentation / Conference
Johnston, C. (2023, September). Relationships on the margins of alternative provision. Presented at Relationality in Alternative Provision, Leeds Beckett University

A style of work in education that prioritises the maintenance of helpful staff-student relations would hardly seem contentious. Such work might even be considered as crucial within settings that specifically set out to cater for students in the after... Read More about Relationships on the margins of alternative provision.

Family transitions, ‘special’ education and home education (2023)
Presentation / Conference
Gillie, S. (2023, September). Family transitions, ‘special’ education and home education. Paper presented at BERA 2023 Conference, Conference Aston/Aston University

Recent years have seen families of certain schoolchildren encouraged to deregister and begin home education. Ofsted (2019) considers the practice to serve a school’s purposes rather than children’s best interests. The Children’s Commissioner (2019) s... Read More about Family transitions, ‘special’ education and home education.