Browse research from the Plymouth Institute of Education, part of the School of Society and Culture.
Submissions from 2023
Tami Spry: The Force of (Co-)Performing, Ken Gale and Jonathan Wyatt
Using capital, habitus and field to explore Foundation Year students’ Higher Education experiences, Louise Webber
Between-ing: Collaborative Writing and the Unfoldings of Relational Space, Ken Gale and Jonathan Wyatt
Learning and gender in everyday life, Jocey Quinn
Towards instrumental trainability in England? The ‘official pedagogy’ of the Core Content Framework, Jim Hordern and Clare Brooks
Race and the space in between: Practitioner reflections on anti-racist practice in one Froebelian early years setting, V Bamsey, L McNair, H Campbell, and I Vašinová
New Developments and Emergent Challenges in International Inclusive Education—A Response to Growing Family Needs and the Pandemic, Victoria Bamsey, Suanne Gibson, Yee Ling Lee, and Tasnim Jannat Nijhu
Intra-generational encounters with balloons and bread rolls: exploring reciprocity in post/age pedagogic spaces, Joanna Haynes and Lois Peach
Educational Studies and Educational Practice: A Necessary Engagement, Jim Hordern
A Manifesto for Small Schools, Cath Gristy
an open-ended story of some hidden sides of listening or (what) are we really (doing) with childhood?, Joanna Haynes and Magda Costa Carvalho
The core content framework and the 'new science' of educational research, Jim Hordern and Clare Brooks
The policy and practice of mathematics mastery: the effects of neoliberalism and neoconservatism on curriculum reform., N Pratt and J Alderton
Anger without a voice, anger without a solution: Parent–child triadic processes and the experience of caring for a child with a diagnosis of autism, R Dallos, B Grey, and R Stancer
Applying Thematic Analysis to Analyse Press Coverage in Cross-Country Comparative Research: A Qualitative Study Protocol, Christian Herzog and Peter Kelly
Writing Through and Writing Against: Materials of Resistance, K Gale, J Wyatt, C Moreira, and M Diversi
Submissions from 2022
Case Study: Exploring pre-schoolers’ attitudes and behaviour towards the environment, K Paal
Case Study: Exploring pre-schoolers’ attitudes and behaviour towards the environment, K Paal
Creating and sustaining democratic spaces in education, Joanna Haynes and Judith Suissa
Leadership matters in democratic education: Calibrating the role of Principal in one democratic school, Joanna Haynes and Fintan McCutcheon
‘Making up for lost time’: Neoliberal governance and educational catch-up measures for disadvantaged students during the COVID-19 pandemic, B Gross, P Kelly, and S Hofbauer
The personal is political! Considering and exploring the attitudes and intentions that form and frame our ‘partnering up’ with and for disability rights in higher education, S Gibson and Y Dimitriadi
Influences, Views and Practices Associated with Life Skills Education for Children with Autism in Two Cities in Turkey and England, Mahmut Serkan Yazici and Becky Stancer
Democracy and schooling: The paradox of co‐operative schools in a neoliberal age?, Tom Woodin and Cath Gristy
Educational research: an unorthodox introduction, J Haynes
Longitudinal study of ‘retraining’ non-maths specialist teachers to become capable, confident teachers of mathematics, Naomi Sani and David Burghes
Decolonising the curriculum: A survey of current practice in a modern UK university, J Winter, O Webb, and R Turner
Continuity, change and challenge: unearthing the (fr)agility of teacher education, O McGarr, R Passy, J Murray, and H Liu
Tiny voices, giant ideas, K Wickett
Bildung und Schule im Spannungsfeld pandemiebedingter Herausforderungen: Eine thematische Analyse von Akteur-Struktur-Dynamiken, Christian Herzog, Alessandro Immanuel Beil, and Peter Kelly
Informalising and Transforming Learning Experiences in an Unfamiliar Landscape: Reflections on the ‘Awayscape’ of an A-Level Geography Field Trip, Alun Morgan and Denise Freeman
Review of “A contemporary theory of mathematics education research”, N Pratt and J Alderton
Interpreting theory and creating practice, K Wickett, S Parsons, and J Slade
Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children's Learning and Development, J Mann, T Gray, S Truong, E Brymer, and et al
Artist involvement in settings, K Wickett
Reflective practice as a threshold concept in the development of Pedagogical Content Knowledge, Rebecca Turner and Lucy Spowart
Powerful knowledge and knowledgeable practice, Jim Hordern
All Aboard for Ocean Literacy: Marine Outdoor Environmental Learning in the South West of England, A Morgan and J Hepburn
Unpicking quality in doctoral work, L Saunders, D Trotman, N Pratt, and J Shaughnessy
Family Experience of Safe: A New Intervention for Families of Children with a Diagnosis of Autism Spectrum Disorder, Rebecca McKenzie, Rudi Dallos, Tara Vassallo, Craig Myhill, Alexandra Gude, and Nicholas Bond
Submissions from 2021
Recontextualisation and the teaching of subjects, Jim Hordern
The effects of managerialism in higher education on doctoral theorising: time to think?, N Pratt and J Shaughnessy
International Response: A Peripheral Perspective, C Gristy
Renegotiating the public good: Responding to the first wave of COVID-19 in England, Germany and Italy, Peter Kelly, Susann Hofbauer, and Barbara Gross
Writing With: Collaborative Writing as Hope and Resistance, M Diversi, K Gale, C Moreira, and J Wyatt
Making Trouble With Ontogenesis: Collaborative Writing, Becoming, and Concept Forming as Event, Ken Gale and Jonathan Wyatt
Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools, J Alderton and N Pratt
A humanist university in a posthuman world: relations, responsibilities, and rights, Jocey Quinn
Fulfilling Careers in the Sail Training Sector: Charting a Course for Professionals and Volunteers – it’s not About the Boat!, A Morgan, S Langford, and T Vassallo
Something Happened in the Room: Conceptualizing Intersubjectivation, M Dunlop, Negro G Del, Munck K De, K Gale, SM Mackay, M Price, A Sakellariadis, G Soler, J Speedy, and Hove G Van
‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies, Lewis Winks and Paul Warwick
Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England, Brian Barrett and Jim Hordern
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik, Jim Hordern, Johan Muller, and Zongyi Deng
A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings, J Mann, T Gray, S Truong, P Sahlberg, and et al
Feeling ‘like you’re on … a prison ship’ – Understanding the caregiving and attachment narratives of parents of autistic children, B Grey, R Dallos, and R Stancer
right under our noses: the postponement of children's political equality and the NOW, Joanna Haynes and Karin Murris
Submissions from 2020
SAFE, a new therapeutic intervention for families of children with autism: a randomised controlled feasibility trial, Rebecca McKenzie, Rudi Dallos, Jacqui Stedmon, Helen Hancocks, Patricia Jane Vickery, Andy Barton, Tara Vassallo, Craig Myhill, Jade Chynoweth, and Paul Ewings
Mothers and higher education: balancing time, study and space, Louise Webber and Harriet Dismore
Parent and Teacher Understandings of the Needs of Autistic Children and the Processes of Communication between the Home and School Contexts, T Vassallo, R Dallos, and R Stancer
Researching with children using Skype interviews and drawings: methodological and ethical issues explored, Louise Webber
The Anthropocene, Affect, and Autoethnography?, Ken Gale
Educational Research in Rural Europe: State, Status, and the Road Ahead, C Gristy, L Hargreaves, and SR Kucerova
Schools and Their Communities in Rural Europe: Patterns of Change, C Gristy, L Hargreaves, and SR Kucerova
More than Words for Working with Children and Families, Barr V. Campbell and M Lavelle
Arts and Early Childhood collaborations: leaders’ perceptions of the challenges and the opportunities, Karen Wickett
Towards a Marine Socio-Ecology of Learning in the South West of England, A Morgan, E Sheehan, A Rees, and A Cartwright
Writing in Immanence, Ken Gale
Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy, S Gibson and A Cook-Sather
Mothering in Hindsight: Troubling time(s), M Lavelle
Comparing post-socialist transformations: purposes, policies and practices in education, P Kelly
Liberal education in turbulent times: Policy, pedagogy and their effects in European comparison, Peter Kelly
A Rethinking of Children at Stake. Musings por their Revaluation, S París and Joanna Haynes
Putting Lefebvre to Work on “The Rural”,, C Gristy
Submissions from 2019
The association between residential arrangements and academic performance in UK university students, Oliver J. Webb and Rebecca Turner
Taking Age Out of Play: Children’s Animistic Philosophising through a Picturebook, Joanna Haynes and Karin Murris
Journeys to school in rural places: Engaging with the troubles through assemblages, Cath Gristy
Worlding with Objects, Ken Gale
A cohort study of sustainability education in nursing, Paul Warwick, Janet Richardson, Daniel Clarke, and Jane Grose
Autoethnography and Activism: Movement, Intensity, and Potential, Ken Gale and Jonathan Wyatt
Distribution, efficiency and choice: Social justice and small schools in rural areas in market oriented education systems., C Gristy, SR Kucerova, and J Smid
Damage Limitation: Learning Lessons from Complaints and Appeals Staff on the Handling of Student Grievance, Sharon Gedye, Harriet Dismore, Reema Muneer, and Debby Cotton
SAFE, a new therapeutic intervention for families of children with autism: study protocol for a feasibility randomised controlled trial, Rebecca McKenzie, Rudi Dallos, Jacqui Stedmon, Helen Hancocks, Patricia Jane Vickery, Paul Ewings, Andy Barton, Tara Vassallo, and Craig Myhill
How do some primary schools in England organise and implement the broader curriculum?, K Pratt and R Atkinson
SCHOOLING, SELECTION AND SOCIAL MOBILITY OVER THE LAST 50 YEARS: AN EXPLORATION THROUGH STORIES OF LIFELONG LEARNING JOURNEYS, Cath Gristy, Gayle Letherby, and Ruth Watkins
The changing world of outdoor learning in Europe, A Morgan
Producing assessment truths: a Foucauldian analysis of teachers’ reorganisation of levels in English primary schools, N Pratt and J Alderton
The pursuit of compassionate hope: repurposing the University through the Sustainable Development agenda, A Morgan, P Warwick, and W Miller
Submissions from 2018
Perspectives and challenges of rural education: dialogue between research and educational policy., C Gristy
Let me edutain you! Practices of student engagement employed by new lecturers, Harriet Dismore, Rebecca Turner, and Rong Huang
Building learning partnerships between schools and universities: an example from south-west England, Rowena Passy, Jan Georgeson, and Beth Gompertz
Transforming Sustainability Education at the Creative Edge of the Mainstream A Case Study of Schumacher College, Paul Warwick, Stephen Sterling, and Jonathan Dawson
Degrees of freedom: college-based higher education students’ choices and views on the top-up mode of higher education, L McKenzie and C Schofield
Exploring transitions into the undergraduate University world using a student-centred framework, Suanne Gibson, Andrew Grace, C O'Sullivan, and Christie Pritchard
Thinking about bus journeys to school: A playful approach to working through lived experiences with young travellers, C Gristy, J Whalley, and L Miller
Personal Engagement, emotion and the educational workplace, MP Crawford
Standardised assessment and the shaping of neoliberal student subjectivities, P Kelly
