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
Not hearing, not engaging, and not happening: Elusive Inclusive Higher Education,, S Gibson, Z Williams-Brown, J Shute, and M Westander
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
Submissions from 2022
Advocacy leadership and the de-professionalising of the Special Educational Needs Coordinator role, Elizabeth J. Done
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
‘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
Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts, Elizabeth J. Done
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
Democracy and schooling: The paradox of co‐operative schools in a neoliberal age?, Tom Woodin and Cath Gristy
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
A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education, Alice E. Potter, Helen Knowler, and Elizabeth J. Done
Editorial, Elizabeth J. Done and Helen Knowler
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
Artist involvement in settings, K Wickett
Twice exceptionality in neoliberal education cultures: Implications for Special Educational Needs Coordinators, Elizabeth J. Done and Yunus Demir
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
Submissions from 2021
Exclusion and the strategic leadership role of Special Educational Needs Coordinators (SENCos) in England: planning for COVID-19 and future crises, Elizabeth J. Done and Helen Knowler
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
Renegotiating the public good: Responding to the first wave of COVID-19 in England, Germany and Italy, Peter Kelly, Susann Hofbauer, and Barbara Gross
‘Grey’ exclusions matter: Mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia, Elizabeth J. Done, Helen Knowler, and David Armstrong
Writing With: Collaborative Writing as Hope and Resistance, M Diversi, K Gale, C Moreira, and J Wyatt
Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools, J Alderton and N Pratt
Mainstream Teachers’ Concerns about Inclusive Education for Children with Special Educational Needs and Disability in England under Pre-Pandemic conditions, Eleanor Warnes, Elizabeth J. Done, and Helen Knowler
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
‘Off‐rolling’ and Foucault’s art of visibility/invisibility: An exploratory study of senior leaders’ views of ‘strategic’ school exclusion in southwest England, Elizabeth J. Done and Helen Knowler
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
Balancing pressures for Special Educational Needs Coordinators as managers, leaders and advocates in the emerging context of the COVID-19 pandemic, Amy L. Clarke and Elizabeth J. Done
Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos, Elizabeth J. Done, Helen Knowler, Eleanor Warnes, and Beverley Pickett-Jones
right under our noses: the postponement of children's political equality and the NOW, Joanna Haynes and Karin Murris
Rocks and hard places: Exploring educational psychologists’ perspectives on ‘off rolling’ or illegal exclusionary practices in mainstream secondary schools in England, E Done, H Knowler, W Shield, and H Bayton
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
A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda, Elizabeth J. Done and Helen Knowler
Researching with children using Skype interviews and drawings: methodological and ethical issues explored, Louise Webber
The Anthropocene, Affect, and Autoethnography?, Ken Gale
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
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
Exploring Senior School Leaders and Parents Perspectives on Illegal School Exclusions or 'Off Rolling' in England, E Done and H Knowler
Putting Lefebvre to Work on “The Rural”,, C Gristy
Submissions from 2019
Painful invisibilities: Roll management or ‘off-rolling’ and professional identity, Elizabeth J. Done and Helen Knowler
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
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
How inclusion became exclusion: Policy, teachers and inclusive education, Elizabeth J. Done and Mandy J. Andrews
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
(C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs, Elizabeth J. Done, Mandy J. Andrews, and Clare Evenden
‘More than scaling-up’: Sustainability contexts, competencies, and consequences - a critical inquiry, Stephen Sterling, Paul Warwick, Wendy Miller, Harold Glasser, and Marco Rieckmann
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
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
