Browse research from the Plymouth Institute of Education, part of the School of Society and Culture.
Submissions from 2018
Standardised assessment and the shaping of neoliberal student subjectivities, P Kelly
Exploring the potential of using undergraduates’ knowledge, skills and experience in research methods as a proxy for capturing learning gain, Rebecca Turner, Carole Sutton, Reema Muneer, Claire Gray, Nadine Schaefer, and Julie Swain
Knowledge and the study of education: an international comparison, P Kelly
Found in translation: an analytical framework to explore national and regional Early Childhood Education and Care systems, Ulrike Hohmann
Emerging School Landscapes in England: How primary system leaders are responding to new school groupings, MP Crawford
The responsibilisation of teachers: a neoliberal solution to the problem of inclusion, Elizabeth J. Done and Mike Murphy
Submissions from 2017
Headteacher performance management in England: Balancing internal and external accountability through performance leadership, M Crawford, D Eddy-spicer, S bubb, and P Earley
From student to graduate: Four learners’ perspectives of the professional doctorate journey, Louise A. Webber, Helen J. Goodall, Karen L. Wickett, and Valerie A. Huggins
Towards a pedagogy of hope, PN Warwick, A Warwick, and K Nash
Respecting young people’s informal learning: Circumventing strategic policy evasions, Jocey Quinn
Editorial: Professional doctorates in Education: Exploring the tensions and opportunities for those in leadership, G Czerniawski, N Pratt, and K Vigurs
Racism, Prevent and education: insisting on an open space, Joanna Haynes and Rowena Passy
Evaluation of the impact and effectiveness of the National Award for Special Educational Needs Coordination, RA Passy, J Georgeson, N Schaefer, and I Kaimi
Review of the National Award for Special Educational Needs Coordination Provider Group quality assurance processes, J Georgeson and R Passy
Women, higher education and family capital: ‘i could not have done it without my family!’, Louise Anne Webber
Stepping through the daylight gate:compassionate spaces for learning in higher education, Joanna Haynes and Emma Macleod-Johnstone
'Supporting professional doctorate women students through identity change and turbulent times: who cares?', Louise Webber
The politics of care, compassion and concern in the contemporary academy, Suanne Gibson and Delia Baskerville
PISA, national and regional education policies and their effect on mathematics teaching in England and Germany, Peter Kelly and Hans Georg Kotthoff
Education governance and standardised tests in Denmark and England, Peter Kelly, Karen Egedal Andreasen, Kristine Kousholt, Elizabeth McNess, and Christian Ydesen
Home-to-school transport in contemporary schooling contexts: an irony in motion, Cath Gristy and Rebecca Johnson
Writing to it: creative engagements with writing practice in and with the not yet known in today’s academy, Jonathan Wyatt and Ken Gale
A school’s journey in creating a relational environment which supports attachment and emotional security, Louise Webber
German childhood services emphasise social pedagogy, U Hohmann and V Campbell-Barr
Think of the future: managing educational change from students' perspectives of an undergraduate sustainable business programme, Paul Warwick, Lynne Wyness, and Hugh Conway
Provision for mathematically able children in primary schools: a review of practice five years after England dropped the gifted and talented initiative, Christos Dimitriadis and Jan Georgeson
“More than scaling up”: a critical and practical inquiry into operationalizing sustainability competencies, PN Warwick, S Sterling, M Rieckmann, and H Glasser
Comparative Research on the Attitudinal Competence for Early Childhood Education and Care in Europe, Barr VJG Campbell and J Georgeson
Learning approaches and lecture attendance of medical students, Madeleine Bates, Sally Curtis, and Harriet Dismore
Including students as co-enquirers: matters of identity, agency, language and labelling in an International participatory research study, Suanne Gibson, Delia Baskerville, Alison Black, Ann Berry, Kathleen Norris, and Simoni Symeonidou
It's different, it's difficult, it's unknown': Letting go of levels, N Pratt and J Alderton
Submissions from 2016
Playing the levelling field: teachers’ management of assessment in English primary schools, NM Pratt
The influence of online problem-based learning on teachers’ professional practice and identity, S Wheeler, P Kelly, and K Gale
Making Policy in the Classroom, Ulrike Hohmann
Intra-generational education: Imagining a post-age pedagogy, Joanna Haynes and Karin Murris
The cultural construction of subject discipline knowledge: comparing ‘abstraction’ in two international contexts, Nick Pratt and Peter Kelly
Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity, L Done, M Murphy, and M Watt
‘Diversity’ ‘Widening Participation’ and ‘Inclusion’ in Higher Education: An International study., S Gibson, D Baskerville, A Berry, A Black, K Norris, and S Symeonidou
Neoliberalism and the (internal) marketisation of primary school assessment in England, N Pratt
How can both scholars and school leaders engage with educational leadership from a relational perspective?', MP Crawford
Governing bodies, headteacher performance and pay: the role of external advisers, P Earley, S Bubb, D Eddy-Spicer, M Crawford, and C James
Reflective writing: I wouldn’t start from here – examining a professional development initiative to enhance the scholarly activity of English HE in FE lecturers, Liz McKenzie, Rebecca Turner, and Ken Gale
Learning to learn in higher education: developing a modus vivendi, Harriet Dismore
Submissions from 2015
Standardised testing in compulsory schooling in England and Denmark: A comparative study and analysis, K Andreasen, P Kelly, K Kousholt, E McNess, and C Ydesen
The role of transnational networking for higher education academics, Kelly Wakefield and Harriet Dismore
Engaging with and moving on from participatory research: A personal reflection, Cath Gristy
The positions of primary and secondary schools in the English school field: a case of durable inequality, J Coldron, M Crawford, S Jones, and T Simkins
Narrative explorations into the professional development of lecturers teaching higher education in English further education colleges, Rebecca Turner, Tony Brown, Andrew Edwards-Jones, Julie Hughes, Alison Banks, Janet Bardsley, Yvette Bryan, Claire Gray, Amanda Isaac, Judith Mann, Maureen Mason, Liz McKenzie, Julie Osborn, Martin Rowe, Mark Stone, and Rachel Wilkinson
Can we have an international approach to child-centred early childhood practice?, Jan Georgeson, Verity Campbell-Barr, Éva Bakosi, Magdolna Nemes, Sándor Pálfi, and Paolo Sorzio
Responding to contestation in teaching and learning projects in the Centres for Excellence in Teaching and Learning in the United Kingdom, David Gosling and Rebecca Turner
Mature women and higher education: reconstructing identity and family relationships, Louise Webber
A Storm in a Tea-Cup? "Making a Difference' in Two Sure Start Children's Centres, Marie Lavelle
Submissions from 2014
Graduate teaching assistants: responding to the challenges of internationalisation, Jennie Winter, Rebecca Turner, Sharon Gedye, Patricia Nash, and Vivien Grant
Experiencing the transition from an apprenticeship to higher education, Harriet Dismore
From apprenticeship to higher education: navigating the credential landscape, Harriet Dismore
‘Writing my first academic article feels like dancing around naked’: research development for higher education lecturers working in further education colleges, Rebecca Turner, Tony Brown, and Andrew Edwards-Jones
Accessing HE for non-traditional students: ‘Outside of my position’, Louise Webber
Implications of localism in educational policy on the aspirations of young people in Cornwall, RA Boyask, T Rees, C Gristy, and H Knowler
Intercultural comparative research:rethinking insider and outsider perspectives, Peter Kelly
Submissions from 2013
A social constructivist approach to introducing skills for employment to Foundation Degree students, L. Rutt, C. Gray, R. Turner, J. Swain, S. Hulme, and R. Pomeroy
Comparing teacher roles in Denmark and England, Peter Kelly, Hans Dorf, Nick Pratt, and Ulrike Hohmann
Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?, Julie Anderson and Cath Gristy
Submissions from 2012
Rewarding Excellent Teaching: The Translation of a Policy Initiative in the United Kingdom, Rebecca Turner and David Gosling
The central importance of peer relationships for student engagement and well being in a rural secondary school, Cath Gristy
Teachers as mediators: an exploration of situated English teaching, Peter Kelly, Ulrike Hohmann, Nick Pratt, and Hans Dorf
Varieties of teacher expertise in teaching Danish language and literature in lower secondary schools, H Dorf, P Kelly, N Pratt, and U Hohmann
Submissions from 2011
Tension of APEL: perceptions of higher education in further education lecturers, Harriet Dismore, Anne McDermott, Neil Witt, Robert Stillwell, Sophie Neville, and Mark Stone
Unconsidered activity, craft expertise and reflective practice in teaching, Peter Kelly
Communities of praxis, scholarship and practice styles of the HE in FE professional, K. Gale, R. Turner, and Kenzie L Mc
A different way to think about creativity: the case of autism and Outsider Art, RK McKenzie
Submissions from 2010
Teaching and Research within Further Education Colleges: chalk and cheese?, M Mason, J Bardsley, J Mann, and R Turner
Submissions from 2009
'Square peg- round hole': the emerging professional identities of HE in FE lecturersworking in a partner college network in south-west England, Rebecca Turner, Liz McKenzie, and Mark Stone
