Works matching IS 14748460 AND DT 2024 AND VI 22 AND IP 1

Results: 44

The emergence of leadership as social triage: understanding the impact of the long shadows of austerity and the Covid-19 pandemic in English schools.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.38

By:

Wood, Phil;
Quickfall, Aimee

Publication type:

Article

Innovation through the implementation of technology in the context of school education: a systematic review.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.37

By:

Freires, Thiago;
Lopes, Amélia

Publication type:

Article

Exploring the implications of university campuses as intercultural spaces through the lens of social justice.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.01

By:

Price, Fiona

Publication type:

Article

The Development and Governance of Private Universities in China.

Published in:

2024

By:

Temple, Paul

Publication type:

Book Review

Uses of artificial intelligence and machine learning in systematic reviews of education research.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.40

By:

Karlstrøm, Henrik

Publication type:

Article

Experiences and consequences of remote schooling during the Covid-19 pandemic for children and youth in the Nordic countries: a scoping review.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.39

By:

Nøkleby, Heid;
Langøien, Lars Jørun;
Borge, Tiril Cecilie;
Johansen, Trine Bjerke

Publication type:

Article

German higher education managers in the multiple hybrid university and their positioning with respect to third space.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.41

By:

Hoelscher, Michael;
Lauer, Jan

Publication type:

Article

The concept of third space as an enabler in complex higher education environments.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.42

By:

Whitchurch, Celia;
Healy, Grace

Publication type:

Article

Evidence use in higher education decision-making and policy: a scoping review of empirical studies from 2010 to 2022.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.36

By:

Thiedig, Christoph;
Wegner, Antje

Publication type:

Article

The Living CV project: a model of collaborative learning in third space.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.35

By:

Lamb, Rachel;
Buckley, Carina;
Vieth, Sabrina

Publication type:

Article

Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.34

By:

Thomas Dotta, Leanete;
Freitas, André;
Sousa, Rita Tavares de

Publication type:

Article

The UK Prevent Strategy's 'fundamental British values': a qualitative systematic review of perspectives from the education sector.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.33

By:

Reed, Mark;
Rees, Rebecca

Publication type:

Article

Book review: Play in a Covid Frame: Everyday pandemic creativity in a time of isolation , edited by Anna Beresin and Julia Bishop.

Published in:

2024

By:

Meheux, Melernie

Publication type:

Book Review

Missing methods: a call for holistic analysis of history textbooks.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.30

By:

Llewellyn, Kristina R;
Clark, Penney;
Clifford, Sarah;
Capó García, Rafael

Publication type:

Article

Fostering practically based learning spaces through industry-engaged higher education models.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.32

By:

Emms, Katherine;
Kersh, Natasha;
Laczik, Andrea

Publication type:

Article

Grounded in liquidity: writing and identity in third space.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.26

By:

Buckley, Carina;
Syska, Alicja;
Heggie, Lindsay

Publication type:

Article

Researcher developers: an emerging third space profession.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.25

By:

Freeman, Richard P.J;
Price, Anna M

Publication type:

Article

The sociopolitical turn in mathematics education and decolonial theory.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.13

By:

Fúnez-Flores, Jairo I.;
Ataide Pinheiro, Weverton;
Ávila Mendoza, Aixa;
Phelps, Rebekah;
Cherry Shive, Elyssa

Publication type:

Article

Labelling in the academy: identity renegotiation among postgraduate teaching assistants.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.16

By:

Campbell, Kristyna

Publication type:

Article

Crossing and dismantling boundaries: recognising the value of professional staff within higher education.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.29

By:

Vere, Kelly;
Verney, Charlotte;
Webster-Deakin, Tara

Publication type:

Article

'Using my education to fight for my communities': understanding how an equity-based STEM experience cultivated equity ethic and STEM identity development among women of colour in STEM.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.28

By:

Yeldell, Jasmyne;
Wilkins-Yel, Kerrie;
Bharaj, Pavneet Kaur;
Francis, Dionne Cross;
Mahmud, Anina;
Walters, Raven;
Bryson, Tasia

Publication type:

Article

Ecological dynamics in the third space: a diffractive analysis of academic development.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.17

By:

Kinchin, Ia;
Pugh, Suzi

Publication type:

Article

Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.27

By:

Rees, Nerys

Publication type:

Article

Decentring engineering education beyond the technical dimension: ethical skills framework.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.23

By:

Monteiro, Fátima;
Sousa, Armando

Publication type:

Article

Critical thirding and third space collaboration: university professional staff and new type of knowledge production.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.24

By:

Veles, Natalia

Publication type:

Article

Interactional and convivial possibilities at war: Ukrainian students' home-making on a multicultural campus.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.20

By:

Calic, Jelena;
Tarsoly, Eszter;
Oliinyk, Hanna

Publication type:

Article

Mathematics teachers and learners as collective agents of change.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.22

By:

Wright, Pete;
Kelly, Joel;
Hilton, Caroline

Publication type:

Article

Making it work in practice: how heads of quality negotiate the third space.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.18

By:

Renyard, Jon

Publication type:

Article

The third space, student and staff co-creation of gamified informal learning: an emerging model of co-design.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.21

By:

Bamford, Jan;
Moschini, Elena

Publication type:

Article

Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.19

By:

Puhr, Ruth

Publication type:

Article

The liminal space: academic literacies practitioners' construction of professional identity in the betwixt and between.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.15

By:

Joubert, Michelle

Publication type:

Article

A framework for investigating immigrant students' attitudes towards science, exemplified with data from Turkish families.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.14

By:

Altunbas, Havva Görkem;
Mulcahy, Marian;
Reiss, Michael J

Publication type:

Article

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.12

By:

Ulbrich, Eva;
Da Cruz, Marjorie;
Anđić, Branko;
Tejera, Mathias;
Dana-Picard, Noah Thierry;
Lavicza, Zsolt

Publication type:

Article

Using the family resemblance approach to inform STEAM education.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.10

By:

Erduran, Sibel;
Cheung, Kason Ka Ching

Publication type:

Article

Developing teachers' cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.11

By:

Lyublinskaya, Irina;
Okita, Sandra;
Walker, Erica;
Yan, Xiaoheng

Publication type:

Article

Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.09

By:

Mirza, Usama Javed

Publication type:

Article

Evidence-based teaching: effective teaching practices in primary school classrooms.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.08

By:

Carter, Emma;
Molina, Ezequiel;
Pushparatnam, Adelle;
Rimm-Kaufman, Sara;
Tsapali, Maria;
Wong, Keri Ka-Yee

Publication type:

Article

Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.07

By:

Archer, Louise;
King, Heather;
Godec, Spela;
Chowdhuri, Meghna Nag

Publication type:

Article

Towards a gendered STEAM education approach: building a comprehensive model to strengthen girls' and students with non-conforming gender identities' STEAM trajectories in Chilean public schools.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.06

By:

Soto, Pamela;
López, Verónica;
Bravo, Paulina;
Urbina, Carolina;
Báez, Teresa;
Acum, Fernanda;
Ipinza, Rebecca;
Venegas, Jennifer;
Jeldes, Juan Carlos;
González, Corina;
Lepe, Sebastián;
González, Jorge

Publication type:

Article

Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.05

By:

Delgado-Galindo, Pablo;
Torres-Gordillo, Juan-Jesús;
Rodríguez-Santero, Javier

Publication type:

Article

Culturally responsive teaching through primary science in Aotearoa New Zealand.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.04

By:

Sexton, Steven S.

Publication type:

Article

Learning strategies in initial teacher training: a systematic review.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.03

By:

García-Jiménez, Marta;
Fernández Cabezas, María;
Pérez-García, Purificación

Publication type:

Article

Book review: The Development and Governance of Private Universities in China , by Xu Liu.

Published in:

2024

By:

Temple, Paul

Publication type:

Book Review

Exploring the implications of university campuses as intercultural spaces through the lens of social justice.

Published in:

London Review of Education, 2024, v. 22, n. 1, p. 1, doi. 10.14324/LRE.22.1.01

By:

Price, Fiona

Publication type:

Article