Outputs (105)

What has happened to curriculum breadth and balance within primary schools? (2008)
Book Chapter

The impact of skills for Life on adult basic skills in England: How should we interpret trends in participation and achievement? (2007)
Journal Article

The English Skills for Life strategy symbolises the prominent place that adult basic skills have claimed in education and training policy in England since the beginning of this century. The strategy aims to improve the skills of a large number of lea... Read More about The impact of skills for Life on adult basic skills in England: How should we interpret trends in participation and achievement?.

What kind of student am I?: Transition talk and investment in learning
Preprint / Working Paper

The transition from ‘fresher’ to graduate has been widely conceptualised as a ‘learning journey’. This paper is an attempt to apply a broadly discursive approach to the study of the transition from school or college to the first year of university t... Read More about What kind of student am I?: Transition talk and investment in learning.

Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union (2006)
Journal Article

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.

‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s) (2006)
Journal Article

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).