Browse by Research Centres and Groups

Hay, P (2022) Teaching art creatively. Routledge, Abingdon. ISBN 9781138913967

Blackmore, K and Hatley, J ORCID: 0000-0003-1232-2050 (2022) 'The distinctive affordances of Close to Practice research: an argument for its deployment within postgraduate initial teacher education.' In: Boyd, P, Szplit, A and Zbróg, Z, eds. Developing teachers’ research literacy: international perspectives. Wydawnictwo Libron, Kraków, pp. 83-112. ISBN 9788366269972

Hay, P and París, G (2022) 'Creative activism, experimental pedagogy.' In: Tilley, E, ed. Creative activism research, pedagogy and practice. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 225-242. ISBN 9781527581043

Essex, R, Kalocsányiová, E, Rumyantseva, N and Jameson, J (2022) 'Trust amongst refugees in resettlement settings: a systematic scoping review and thematic analysis of the literature.' Journal of International Migration and Integration, 23 (2). pp. 543-568.

Hatley, J ORCID: 0000-0003-1232-2050 and Kington, A (2022) 'The influence of support for early career teachers on their decision to remain in the teaching profession.' Impact, 15.

Hay, P (2022) 'Re‐imagining learning: spaces of possibility.' The International Journal of Art & Design Education, 41 (1). pp. 39-49.

Hay, P (2022) 'School Without Walls.' Education 3-13, 50 (4). pp. 521-535.

Jameson, J, Rumyantseva, N, Cai, M, Markowski, M, Essex, R and McNay, I (2022) 'A systematic review and framework for digital leadership research maturity in higher education.' Computers and Education Open, 3. e100115.

Kneen, J, Chapman, S, Foley, J, Kelly, L, Smith, L, Thomas, H and Watson, A (2022) 'Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity.' Literacy, 56 (4). pp. 371-385.

Simmons, B, Read, S, Parfitt, A and Bush, T (2022) 'What constitutes 'ethical' research for people with PMLD? A call for reader responses.' PMLD Link, 34.3 (103). pp. 38-40.

Smith, L, Thomas, H, Chapman, S, Foley, J, Kelly, L, Kneen, J and Watson, A (2022) 'The dance and the tune: a storied exploration of the teaching of stories.' Changing English, 29 (1). pp. 40-52.

Watson, A, Kelly, L, Foley, J, Kneen, J, Chapman, S, Smith, L and Thomas, H (2022) 'Teacher agency in the selection of literary texts.' English in Education, 56 (4). pp. 340-356.

Hatley, J ORCID: 0000-0003-1232-2050 (2022) What is the evidence for 'what works' for the achievement of SDG4.7 in education? In: Education for Sustainability in a Climate Crisis: International Perspectives, 5 - 6 July 2022, University of Worcester, UK [online].

Hatley, J ORCID: 0000-0003-1232-2050 (2022) The role of social justice theory in education studies. In: BESA Conference: Education and Social Justice, 23 - 24 June 2022, Manchester, UK.

Richardson, P and Whiting, C ORCID: 0000-0002-9963-426X (2022) How does a PGCE English programme challenge students’ preconceptions of writing and how writing is taught in primary classrooms? In: The 57th UKLA International Conference, 1 - 3 July 2022, Birmingham, UK.

Paez, Y ORCID: 0000-0003-0778-5181 (2022) Peacebuilding from multiple voices: understanding the potential of education in the transformation of Colombian society. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014762

Bourn, D and Hatley, J ORCID: 0000-0003-1232-2050 (2022) Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England. Research for Our Shared World. DERC Research Paper No.22. UCL Institute of Education, London. ISBN 9781999685270

Rumyantseva, N, Ballardie, R and Alahakone, R (2022) Managerialism and academic professional autonomy - power and resistance in the UK universities: the case of lecture capture policies before and during Covid-related shift to online learning. Society for Research in Higher Education (SRHE), University of Greenwich.

Paez, Y ORCID: 0000-0003-0778-5181 (2022) Community-based research with vulnerable populations. Ethical, inclusive and sustainable frameworks for knowledge generation [book review]. International Journal of Research & Method in Education, 45 (5). pp. 551-552.

Paez, Y ORCID: 0000-0003-0778-5181 (2022) Culturally responsive pedagogies outside the classroom: rehearsing the capacity to aspire to new worlds in contexts of war [blog post]. NORRAG - Network for international policies and cooperation in education and training.

Vseteckova, J, Markowski, M, Miller, D, Stoner, C, Smith, L, Rumyantseva, N, Miles, J, Leu, A, Berger, F, Jones, K and Kubiak, C (2022) The uses of peer learning with older adults in formal, non-formal and informal learning activities. PROSPERO CRD42022307145.