Education Studies News and Events
New journal publication - Dr Emma Langley
We are pleased to note the new publication from Dr Emma Langley:
Langley, E., Totsika, V., Hastings, R.P., Bailey, T. (2021). Family relationships and their associations with perceptions of family functioning in mothers of children with Intellectual Disability (ID). American Journal on Intellectual and Developmental Disabilities
Dr Emma Williams re-appointed as Interim Co-Editor of Journal of Philosophy of Education (JOPE) for 2021/22
Dr Emma Williams has been re-appointed as Interim Co-Editor of the Journal of Philosophy of Education (JOPE) for 2021/22. The journal is now in its 55th year, and is a premier journal in philosophy of education. JOPE was first established and edited by R.S. Peters. Journal website available at: https://onlinelibrary.wiley.com/toc/14679752/2020/54/5
New book released - Dr Emily Henderson and Xuemeng Cao
We are pleased to announce the release Dr Emily Henderson's new edited book:
Exploring Diary Methods in Higher Education Research
Opportunities, Choices and Challenges
Masters student has article published in Compare journal
MA Global Education and International Development student, Robyn Shreeve, has had a version of one of their essays published in the journal 'Compare'. This is a fantastic achievement, well done Robyn!
Breaking the silence: working with pupil voice in Iranian primary schools
Michael Wyness and Mon Partovi have had their article published online in Educational Review. Read the full article
The paper provides analysis of findings from research on “pupil voice” collected from 88 Iranian pupils within five primary classrooms. No previous research has been carried out in Iran on “pupil voice” emphasising children’s right to a say about different matters in their school lives. Two methods of data collection were applied: a) participant observation where the observer facilitated workshops within each classroom enabling children to reflect on issues that matter to them; b) individual interviews with pupils, teachers and headteachers aimed at gathering information regarding school participants’ insights into their experiences in schools, including the role of teachers, school regulations and pupil voice activities. Our data reports on the preoccupation teachers and children had with our workshop as an alternative pedagogic form in their schools. While both pupils and teachers saw the advantages of a participatory approach to classroom interactions, national, educational and pedagogic cultural factors provided substantial challenges.