• Race and educational leadership: the influence of research methods and critical theorising in understanding representation, roles and ethnic disparities

      Maylor, Uvanney; Roberts, Lorna; Linton, Kenisha; Arday, Jason; University of Bedfordshire; Manchester Metropolitan University; University of Greenwich; Durham University (SAGE, 2021-06-29)
      Editorial. The special issue offers new knowledge about racialised educational experiences by shedding light on racialised leadership in school and higher education in diverse geographical and educational contexts in England, Canada, America and South Africa through a mix of research methods (phenomenological, longitudinal, documentary, semi-structured interviews), analytical (content and textual analysis) and theoretical approaches (critical race theory [CRT], critical ecological). This special issue prioritises the centring of educational leaders’ lived experiences and their voices alongside the research methods used to illuminate the nuances associated with race and educational leadership in schools and higher education. The prism of race enables us to add new educational leadership insights to the field associated with ethnicity, gender, culturally constructed notions of leadership, intersectionality and/or geographical location. The findings highlight implications for researching race and educational leadership.
    • Raising of the participation age in the UK: the dichotomy between full participation and institutional accountability

      Lambert, Steve; Maylor, Uvanney; Coughlin, Annika (Inderscience, 2015-06-17)
      At a time of mass youth unemployment in the UK, the introduction of the Raising of the Participation Age (RPA) policy advocates the benefits of a prolonged period of education for all young people. As part of the policy, accountability was placed on schools for its implementation, with government imposed destination measures being used as an indicator of the policy's success. This paper argues that RPA will have little impact on young people who are Not in Education, Employment and/or Training (NEET) and that the accountability for the policy's implementation is at best problematic and at worse fundamentally flawed.
    • Refusal of work, liberation of time and the convivial university

      Carmichael, Patrick; University of Bedfordshire (Springer, 2019-04-29)
    • Research ethics and participatory research in an interdisciplinary technology-enhanced learning project

      Tracy, Frances; Carmichael, Patrick (Taylor and Francis, 2013-01-01)
      This account identifies some of the tensions that became apparent in a large interdisciplinary technology-enhanced learning project as its members attempted to maintain their commitment to responsive, participatory research and development in naturalistic research settings while also ‘enacting’ these commitments in formal research review processes. It discusses how these review processes were accompanied by a commitment to continuing discussion and elaboration across an extended research team and to a view of ethical practice as an aspect of phronesis or ‘practical wisdom’ which demands understanding of specific situations and reference to prior experience. In this respect the interdisciplinary nature of the project allows the diverse experience of the project team to be brought into play, with ethical issues a joint point of focus for continuing interdisciplinary discourse
    • Research leadership for the community-engaged university: key challenges

      Hart, Angie; Church, Andrew (Coalition of Urban and Metropolitan Universities (CUMU), 2011-01-01)
      In Great Britain, attempts to broaden university-community engagement have taken significant steps in recent years. A wide variety of community-engagement structures and activities are now emerging. This paper uses one innovative example-University of Brighton's Community-University Partnership Programme-to describe the opportunities and probe the dilemmas. The paper shows how leadership is at the heart of arrangements whereby diverse groups come together with different goals and motives to take part in a collective process. The complex leadership needed to succeed at such efforts is considered. Recommendations for institutional change and growth are made.
    • Research mentoring in higher education in England

      Levesley, T.; Francis, R.; Castanheira, P.; Hobson, A.; Church, Andrew; Chrysalis Research UK Ltd (Chrysalis Research UK Ltd, 2015-10-26)
    • Response to chapter 2: Educating Rita today

      Goodwyn, Andrew (Taylor and Francis, 2019-09-06)
      In this response to Corley’s chapter on Educating Rita, the author considers elements that have contributed to the endurance of Russell’s play over the last 40 years. Acknowledging the importance of Corley’s focus on the mentor-mentee relationship, Goodwyn also considers how audiences have responded to the wide-ranging humor of the play, the relationship between student and teacher and the realistic connections to the UK’s Open University system.
    • Review of Achievement for all in international classrooms: improving outcomes for children and young people with special educational needs and disabilities

      Mistry, Malini Tina (Taylor & Francis, 2019-04-19)
      Book review: Achievement for all in international classrooms: improving outcomes for children and young people with special educational needs and disabilities by Sonia Blandford, London, Bloomsbury, 2017, 206 pp., £22.45 (paperback), ISBN: 9781474254335
    • Review of Breaking through the language arts block: organizing and managing the exemplary literacy day

      Mistry, Malini Tina (Taylor & Francis, 2018-08-01)
      Book review of Breaking Through the Language Arts Block Organizing and Managing the Exemplary Literacy Day Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall Guilford Press, 2018 9781462534463
    • Review of Children's transitions in everyday life and institutions

      Mistry, Malini Tina (Taylor & Francis, 2019-11-28)
      Book review of Children’s transitions in everyday life and institutions edited by Mariane Hedegaard and Marilyn Fleer, London, Bloomsbury, 2019,253 pp., £90.00 (hardback), ISBN: 978-1-350-02145-7
    • Review of Computer science education: perspectives on teaching and learning in school

      Mistry, Malini Tina (Taylor & Francis, 2019-05-10)
      Book review of Computer science education: perspectives on teaching and learning in school edited by Sue Sentance, Eric Barendsen and Carsten Schulte, London, Bloomsbury, 2018, 247 pp., £22.49 (paperback), ISBN: 978 1 350 057104
    • Review of Education policy, practice and the professional

      Mistry, Malini Tina (Taylor & Francis, 2019-05-09)
      Review of education policy, practice and the professional by Jane Bates, Sue Lewis and Andy Pickard, London, Bloomsbury, 2019, 186 pp., £21.99 (paperback), ISBN: 978 1 350004955
    • Review of Influencing early childhood education: key figures, philosophies and ideas

      Mistry, Malini Tina (Taylor & Francis, 2017-11-08)
      Book review of Influencing early childhood education: key figures, philosophies and ideas, Linda Pound, Open University Press, 2011 9780335241569
    • Review of Inside teaching: how to make a difference for every learner and teacher

      Mistry, Malini Tina (Taylor & Francis, 2018-02-02)
      Book review of Inside Teaching: How to Make a Difference for Every Learner and Teacher By John Blanchard Routledge, 2017 9781138712294
    • A review of literature relevant to a study of students' views of their learning on a psychodynamic psychotherapeutic course

      Pape, Nick R.; Wearmouth, Janice (London Churchill College, 2016-12-31)
      This paper focuses on the literature underpinning the use of an analytic framework based on aspects of both psychodynamic theories and socio-cultural understandings of the learning process to underpin a study of students' perceptions of facilitating factors that enable learnign of psychodynamic psychotherapy. Psychodynamic approaches to psychotherapy have within them no intrinsic theory of learning. To study the learning process, as reported by students, therefore requires reliance on an external theoretical model that is sufficiently compatible with psychodynamic theory and that does not distort either the research process or the interpretation of data in a way that is unrecognisable to adherents of a psychodynamic perspective. Psychodynamic learning cannot be undertaken on an instructional basis but only by authentic learning tasks grounded in the personal interests of learners. Is is for this reason that a sociocultural constructivist view of the learning process was chosen as being appropriate to integrate into a framework through which to view psychodynamic therapeutic learning. The research sought to explore how learners created and applied perceptions of what helped learning. A qualitative case study design was employed with eight randomly selected participants from Higher Education institutes. Analysis of data from interviews, observations and document collection, using a framework derived from sociocultural understandings of learning as well as psychodynamic theories, enabled the emergence of nine themes: autonomy; self-changes; closeness; encouragement/discouragement; individual learning process; listening; ambivalence about judging the tutor; private life; self-esteem and confidence. The over-arching theme that emerged was the tutor-student relationship, understandable in sociocultural constructivist terms as enabling learning witin a Vygotskyian zone of proximal development and the Bowlbian concept of provision of a safe base from which students journeyed towards autonomous independent learning.
    • Review of Mastering primary design and technology

      Mistry, Malini Tina (Taylor & Francis, 2018-11-26)
      Book review of Mastering Primary Design and Technology, Gill Hope, Bloomsbury Academic, 2018, ISBN 9781474295390
    • Review of Physical activity and learning after school: the PAL program

      Mistry, Malini Tina (Taylor & Francis, 2019-04-17)
      Book reviewL Physical activity and learning after school: the PAL program, edited by Paula Schwanenflugel and Phillip Tomporowski, 2017, New York, Guilford Press, 246 pp., £21.99 (paperback), ISBN: 9781462532674.
    • Review of Relationships and Sex Education 3-11: supporting children's development and well-being [book review]

      Mistry, Malini Tina (Taylor & Francis, 2020-03-15)
      Review of Relationships and Sex Education 3-11: supporting children’s development and well-being by Sacha Mason and Richard Wolley, London, Bloomsbury, 2019, 233 pp., £24.99 (paperback), ISBN: 978 1 350 08071 3
    • Review of Subject teaching in primary education

      Mistry, Malini Tina (Taylor & Francis, 2020-01-19)
      Book review: Subject teaching in primary education edited by Patrick Smith and Lyn Dawes, London, Sage, 2014, 275 pp., £21.28 (paperback), ISBN 9781446267899
    • Review of To turn the whole world over: Black women and internationalism

      Maylor, Uvanney (Taylor & Francis, 2020-01-31)
      Book review: To turn the whole world over: Black women and internationalism edited by Keisha N. Blain and Tiffany M. Gill, Urbana, Chicago and Springfield: University of Illinois Press, 2019, 288 pp., $26.00 (paperback), ISBN 978-0-252-08411-9