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Brendan Bartram
University of Wolverhampton, School of Education, Department Member
- International and Comparative Education, Comparative & International Education, Learning And Teaching In Higher Education, Globalization And Higher Education, International Students, Sociology of Education, and 21 moreGlobalization, Affect/Emotion, Study Abroad, Sociology of Emotion, Politics Of Education, Homosexuality, Gay, Queer, Sexual Identity, History, Politics, Lgbtq, Educational studies, Education, Higher Education, Learning and Teaching, Public Policy, Adult Education, University Students, International Education, and Teaching Excellenceedit
- Former Reader in Education. My main areas of interest are international and comparative education. I'm particularly ... moreFormer Reader in Education. My main areas of interest are international and comparative education. I'm particularly interested in in Higher Education policy and practice, and have a longstanding professional interest in modern language education.edit
This insightful book offers a wide-ranging collection of lively discussions on contemporary issues, policies and practices in higher education. Bartram integrates contributions from experienced academics, teachers and students in a unique... more
This insightful book offers a wide-ranging collection of lively discussions on contemporary issues, policies and practices in higher education. Bartram integrates contributions from experienced academics, teachers and students in a unique approach and structure, designed to enable students with both specific and wide-ranging interests in higher education to extend their understanding.
Including discussion points, research tasks and suggestions on further reading in each chapter, Understanding Contemporary Issues in Higher Education discusses a range of topics, such as:
universities and the mental health ‘crisis’;
knowledge, the state and the market;
the role of technology in teaching and academic celebrification;
disability, diversity and inclusive placement learning.
Written specifically for Education Studies students, this book constitutes a timely addition to student-focused themed studies looking at aspects of higher education.
Including discussion points, research tasks and suggestions on further reading in each chapter, Understanding Contemporary Issues in Higher Education discusses a range of topics, such as:
universities and the mental health ‘crisis’;
knowledge, the state and the market;
the role of technology in teaching and academic celebrification;
disability, diversity and inclusive placement learning.
Written specifically for Education Studies students, this book constitutes a timely addition to student-focused themed studies looking at aspects of higher education.
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Edited by Brendan Bartram
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International and Comparative Education offers undergraduates detailed and wide-ranging illustrations of the ways in which comparison can illuminate our understanding of contemporary education systems by exploring issues in relation to... more
International and Comparative Education offers undergraduates detailed and wide-ranging illustrations of the ways in which comparison can
illuminate our understanding of contemporary education systems
by exploring issues in relation to specific educational sectors, from
early-years and primary schooling, through to further, adult and
higher education.
Key areas and debates examined include:
• Alternative education provision
• Early-years pedagogy and training
• Spiritual, moral, social and cultural development in
primary schooling
• Work-related learning in secondary schools
• The world of private tutoring
• Economic austerity and further education
• Apprenticeships and vocational education
• Adult education and training
• Higher education in a globalised world
• Teacher training and international rankings.
Drawing on these wide-ranging themes across a number of national
contexts to provoke critical thinking and reflection, each chapter
includes discussion points and further reading.
illuminate our understanding of contemporary education systems
by exploring issues in relation to specific educational sectors, from
early-years and primary schooling, through to further, adult and
higher education.
Key areas and debates examined include:
• Alternative education provision
• Early-years pedagogy and training
• Spiritual, moral, social and cultural development in
primary schooling
• Work-related learning in secondary schools
• The world of private tutoring
• Economic austerity and further education
• Apprenticeships and vocational education
• Adult education and training
• Higher education in a globalised world
• Teacher training and international rankings.
Drawing on these wide-ranging themes across a number of national
contexts to provoke critical thinking and reflection, each chapter
includes discussion points and further reading.
Research Interests: Adult Education, Higher Education, Early Childhood Education, Comparative & International Education, Vocational Education, and 7 moreSecondary Education, Comparative Education, Technical and Vocational Education, Further Education, Internationalization of higher education, International and Comparative Education, and Educational studies
Research Interests: Modern Languages, Education, Learning and Teaching, Curriculum Studies, Student Motivation And Engagement, and 18 moreComparative & International Education, Learner Autonomy, Intercultural Education, Learning Styles, Teaching of Foreign Languages, Secondary Education, Motivation (Education), Plurilingualism, Language Attitudes, Student Attitudes and Perceptions, Motivation, School culture, Study skills, Beliefs and attitudes, Students Attitudes, Motivation and Foreign language learning, Language Curriculum for Secondary Schools, and Modern Foreign Languages Teaching and Learning
This BAICE-funded study reports on the status of comparative and international education (CIE) in undergraduate programmes in the UK based on analysis of curriculum documents and interviews with teachers on CIE units. While there are have... more
This BAICE-funded study reports on the status of comparative and international education (CIE) in undergraduate programmes in the UK based on analysis of curriculum documents and interviews with teachers on CIE units. While there are have been numerous efforts to map CIE research over the years (Davidson et al., 2020; Pizmony-Levy, 2021), the nature of CIE teaching has received considerably less attention. To our knowledge this is the first systematic effort to map CIE teaching in UK universities since the 1990s (Schweisfurth 1999). The overarching question guiding this study is the nature of CIE as taught at undergraduate level in the UK, as well as the value and the challenges of such courses from the perspectives of teachers. We explore these issues through the analysis of curriculum documents and interviews with teachers. Evidence for this study was collected as follows. In September 2020 we issued a call via the BAICE mailing list, social media and professional networks for UK-...
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This BAICE-funded study reports on the status of comparative and international education (CIE) in undergraduate programmes in the UK based on analysis of curriculum documents and interviews with teachers on CIE units. While there are have... more
This BAICE-funded study reports on the status of comparative and international education (CIE) in undergraduate programmes in the UK based on analysis of curriculum documents and interviews with teachers on CIE units. While there are have been numerous efforts to map CIE research over the years (Davidson et al., 2020; Pizmony-Levy, 2021), the nature of CIE teaching has received considerably less attention. To our knowledge this is the first systematic effort to map CIE teaching in UK universities since the 1990s (Schweisfurth 1999).
The overarching question guiding this study is the nature of CIE as taught at undergraduate level in the UK, as well as the value and the challenges of such courses from the perspectives of teachers. We explore these issues through the analysis of curriculum documents and interviews with teachers. Evidence for this study was collected as follows. In September 2020 we issued a call via the BAICE mailing list, social media and professional networks for UK-based colleagues to share the handbooks for undergraduate courses which address comparative education, international education and/or globalisation. Materials for 40 units (Appendix 1) were received from colleagues at 24 institutions (9 pre-1992, 15 post-1992). Following this, in Spring 2021 interviews were conducted with seven teachers of CIE (4 pre-1992, 3 post-1992).
In this report we share findings on the geographical and thematic coverage of CIE at undergraduate level, and teachers’ perspectives on the purposes as well as the challenges of teaching these courses. We hope that findings from this study can inform future teaching, curriculum development and debate in this area.
The overarching question guiding this study is the nature of CIE as taught at undergraduate level in the UK, as well as the value and the challenges of such courses from the perspectives of teachers. We explore these issues through the analysis of curriculum documents and interviews with teachers. Evidence for this study was collected as follows. In September 2020 we issued a call via the BAICE mailing list, social media and professional networks for UK-based colleagues to share the handbooks for undergraduate courses which address comparative education, international education and/or globalisation. Materials for 40 units (Appendix 1) were received from colleagues at 24 institutions (9 pre-1992, 15 post-1992). Following this, in Spring 2021 interviews were conducted with seven teachers of CIE (4 pre-1992, 3 post-1992).
In this report we share findings on the geographical and thematic coverage of CIE at undergraduate level, and teachers’ perspectives on the purposes as well as the challenges of teaching these courses. We hope that findings from this study can inform future teaching, curriculum development and debate in this area.
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This chapter explores the topic of online academic self-presentation (OASP). A relatively small number of studies have to date examined this phenomenon which sees academics routinely sharing and publicising their work online via... more
This chapter explores the topic of online academic self-presentation (OASP). A relatively small number of studies have to date examined this phenomenon which sees academics routinely sharing and publicising their work online via platforms such as Academia.Edu and Research Gate, to name but a few. Studies that have been carried out tend to explore the extent of uptake and the perceived benefits and challenges entailed. This chapter touches on these elements but offers a more critical discussion of this less explored terrain – specifically, it examines the ways in which broader socio-cultural factors articulate with pervasive neo-liberal influences on HE to explain and understand the expansion of OASP. It begins with an exploration of the relationship between OASP and contemporary social trends, before moving on to examine how neo-liberal forms of competition in the academy become entwined with self-promotional tendencies influenced by contemporary celebrity culture.
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Taken at face value, it may initially seem difficult to argue with the sentiments enshrined in the rhetoric that surrounds the TEF – raising the status of teaching in Higher Education, re-balancing its relationship with research,... more
Taken at face value, it may initially seem difficult to argue with the sentiments enshrined in the rhetoric that surrounds the TEF – raising the status of teaching in Higher Education, re-balancing its relationship with research, incentivising institutions to focus on the quality of teaching, and making them more accountable for “how well they ensure excellent outcomes for their students in terms of graduate-level employment or further study” (OfS, 2018:1). Clearly, these are laudable aspirations that will chime with anyone who believes in the importance of students experiencing an education that enriches and transforms them and their potential. Drawing on Fraser and Lamble’s (2015) use of queer theory in relation to pedagogy, however, this chapter aims to expose the TEF not just “as a landmark initiative that is designed to further embed a neoliberal audit and monitoring culture into Higher Education” (Rudd, 2017: 59) but as a constraining exercise that restrains diversity and limits potential. Although queer theory is more usually linked with gender and sexuality studies, Fraser and Lamble show us that it can be used “in its broader political project of questioning norms, opening desires and creating possibilities” (p.64). In this way, the queer theoretical lens used here helps us to question, disrupt and contest the essentialising hegemonic logics behind the nature and purposes of the TEF, and its effects in HE classrooms. Using the slant-wise position of the homosexual (Foucault, 1996), this queer analysis of the TEF can thus be helpful as a politically generative exercise in opening up space for new possibilities.
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This chapter offers an introduction to an area of educational studies often described as international and comparative education. This field of study rests on a long tradition, and the chapter begins by sketching its early origins and... more
This chapter offers an introduction to an area of educational studies often described as international and comparative education. This field of study rests on a long tradition, and the chapter begins by sketching its early origins and examining the ways the discipline has evolved. It moves on to a discussion of its various aims and purposes, and considers the reasons why educational comparisons have become of growing global interest. Finally, the chapter looks at a number of important considerations that sometimes call into question the validity of educational comparisons and what they are claimed to show.
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This chapter explores the use of questionnaires as a data-collection method in educational research and offers critical discussion of their benefits and limitations. It considers different types of questions, such as open, closed, scaled... more
This chapter explores the use of questionnaires as a data-collection method in educational research and offers critical discussion of their benefits and limitations. It considers different types of questions, such as open, closed, scaled and multi-choice, and examines specific issues of question phrasing and question sequencing. The discussion draws in particular on the author's use of questionnaire surveys in three quantitative and qualitative projects, including comparative research. The questionnaires in these projects were paper-based or online, and one was based on an under-utilized but very useful word-association technique. Practical issues examined include piloting, informed consent, annotation of participant responses and analysis of data. The chapter concludes with recommendations about using questionnaires for both novice and experienced educational researchers. Practical Research Methods in Education is a hands-on guide which critically explores and scrutinizes research methods used in educational enquiry. It is a unique and valuable resource for any students interested and engaged in the planning and completion of their own investigations. Routledge • Amazon • Academia • Facebook
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In the current higher education (HE) environment, indicators of 'teaching excellence' (TE) are increasingly under the spotlight. The literature offers a wide range of models and perspectives, but also highlights the need for greater... more
In the current higher education (HE) environment, indicators of 'teaching excellence' (TE) are increasingly under the spotlight. The literature offers a wide range of models and perspectives, but also highlights the need for greater (comparative) scrutiny of the perceptions of those at the centre – staff teaching across the disciplines in different countries. This article aims to contribute to ongoing debates by investigating and comparing the views of 120 academic staff teaching in one of two countries – England and Australia – in an attempt to deepen our appreciation of their definitions and understandings. The findings from this two-stage enquiry using online questionnaires and interviews indicate broad commonalities in the ways in which academics define TE, centred on facilitative, interactive pedagogy related to individual professional aspirations; they also reveal widely shared reservations about the term's legitimacy and institutional/marketised (ab)use. As such, the findings offer policy-makers and institutions useful insights at a time when TE definitions and metrics are growing global preoccupations. Abbreviations: teaching excellence (TE); higher education (HE)
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This editorial piece reflects on the implications for international students of recent socio-political changes in the Global North and highlights a number of pressing research priorities.
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This paper examines lecturers' perspectives on students' 'emotional bargaining' in higher education. Based on a social-functional understanding of emotions, it utilises a small-scale qualitative survey approach to explore and compare the... more
This paper examines lecturers' perspectives on students' 'emotional bargaining' in higher education. Based on a social-functional understanding of emotions, it utilises a small-scale qualitative survey approach to explore and compare the views of 43 teaching staff at three universities in England, the Netherlands and Sweden. Particular consideration is given to staff perceptions of students' motives for engaging in such behaviour and the factors potentially driving it. Findings suggest broadly similar views are held by the respondents across the three settings, and staff views on potential 'solutions' are investigated. The study offers tentative evidence that the neo-liberal logics perceived to guide university policies and practices may be a central factor in engendering student bargaining behaviours, particularly in the English context, where neo-liberal regimes are arguably more pronounced. Finally, an attempt is made to identify a number of recommendations for institutional consideration and potential practice.
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This paper considers students’ economic motives to attend university. Drawing on selected results from a tri-national survey involving online questionnaires and interviews with students at English, German and Portuguese universities, it... more
This paper considers students’ economic motives to attend university. Drawing on selected results from a tri-national survey involving online questionnaires and interviews with students at English, German and Portuguese universities, it examines and compares this particular extrinsic motivational dimension, alongside the influence of the national economic contexts within which the students are located. The findings suggest a strong consensus across all three settings in relation to high levels of motivation driven by the students’ economic goals - careers, qualifications and future income – irrespective of background variables and fee structures. An exploration of the impact of the broader economic climate, however, reveals a more fragmented picture. The differences revealed between national settings offer tentative evidence that the students’ perceptions of their country’s economic situation does have a differential impact on their decision to take up university studies
Research Interests: Education, Social Sciences, Career Management, Higher Education, Career Guidance Counseling, and 26 moreStudent Motivation And Engagement, Comparative & International Education, Transformation of University Systems, Student Engagement, Consumer Behavior, European Union, Consumer Culture, Learning And Teaching In Higher Education, Higher Education Management, Higher Education Policy, Student Attitudes and Perceptions, Portugal, Motivation, Economy, Germany, Students, Consumer, University, Careers, University Students, Students Motivation, Economic Impact, Students Attitudes, Tuition Fee, Tuition Fees, and Tuition Policy
This paper explores students’ non-economic motives for attending university. Drawing on the results of a tri-national survey involving online questionnaires and email interviews with education students at English, German and Portuguese... more
This paper explores students’ non-economic motives for attending university. Drawing on the results of a tri-national survey involving online questionnaires and email interviews with education students at English, German and Portuguese universities, it compares and discusses the extent to which the participants are motivated by a number of extrinsic and intrinsic factors. In contrast to certain other studies, the findings reveal a strong consensus across all three settings in relation to certain motivational elements—strong intrinsic desires for self-improvement and low motivations driven by social pressures or seeing university as a default option. More pronounced national differences emerge, however, regarding motives to contribute to society and the appeal of the social dimension of university life. The paper interprets the similarities and differences revealed and considers a number of conclusions.
Research Interests: Education, Social Sciences, Higher Education, Student Motivation And Engagement, Comparative & International Education, and 16 morePersonal Development, Student Engagement, Altruism, Learning And Teaching In Higher Education, Higher Education Management, Higher Education Studies, Student Aspirations, Students, University, University Students, Students Motivation, Educational studies, Students Attitudes, Educational Aspirations, Educational Aspirations and Expectations, and Career Aspirations and Pathways
This article offers a critical examination of students’ emotional bargaining in higher education. Based on an analysis of student emails and staff interviews, the article uses a case-study approach to explore the nature of this behaviour... more
This article offers a critical examination of students’ emotional bargaining in higher education. Based on an analysis of student emails and staff interviews, the article uses a case-study approach to explore the nature of this behaviour and the motivational drivers behind it. The paper reveals an amalgam of socio-cultural and educational factors, identifying the particular importance of a neo-liberally inflected climate.
Research Interests: Cultural Studies, Social Change, Social Theory, Social Psychology, Emotion, and 39 moreCommunication, Education, Media Studies, Media and Cultural Studies, Social Sciences, Youth Studies, Teacher Education, Young people's use of Technology, Higher Education, Sociology of Emotion, Popular Culture, Learning and Teaching, Student Motivation And Engagement, Cultural Psychology, Media effects, Culture, Risk and Vulnerability, Culture Studies, Assessment in Higher Education, Television And Social Change, Neoliberalism, Vulnerability, Learning And Teaching In Higher Education, Affect/Emotion, Academic Emotions and Motivation, Neoliberalisms and the Transformation of the Cultural Sphere, Undergraduate Research, Emotions, Sociology of Emotions, Students, University Students, Students Motivation, Undergraduate Students, Educational studies, Undergraduate Education, Students Attitudes, Teacher-Student Interpersonal Behaviour, Neoliberalism and Education, and Student
Research Interests: Education, Adult Education, Higher Education, Student Motivation And Engagement, Comparative & International Education, and 14 morePolicy, Student support, Learning And Teaching In Higher Education, Adult Learners, Adult learning, Comparative Education, Increasing and Widening Participation, Students, Internationalization of higher education, University Students, Mature Students, Widening Participation in Higher Education, Mature students in Higher Education, and Access to Higher Education
This paper considers the issue of international placements in Higher Education. It begins with a review of literature examining the benefits of such experience and the perceived barriers to participation. Taking a case study approach... more
This paper considers the issue of international placements in Higher Education. It begins with a review of literature examining the benefits of such experience and the perceived barriers to participation. Taking a case study approach based on questionnaires and individual interviews, the research scrutinises the views of over a 100 second-year undergraduate Education students at a post-1992 UK university, where take-up of such overseas opportunities has been persistently low. The study investigates the students’ declared reasons for non-participation, their awareness of potential benefits and suggestions for improving placement uptake. It concludes with a summary of recommendations for practice and future research in this area.
Research Interests: Sociology of Education, Internationalisation of the curriculum, Higher Education, Internationalisation (Learning and Teaching), Student Motivation And Engagement, and 16 moreGlobal Citizenship, International Students, Placements, Learning And Teaching In Higher Education, Graduate Attributes (Generic/Professional Skills), Student Attitudes and Perceptions, Study Abroad, Student Mobility, Internationalisation of Higher Education, Students, Internationalization of higher education, Study Abroad Programs, International student mobility, University Students, Students Attitudes, and Student
Research Interests: Education, Higher Education, Student Motivation And Engagement, International Education, Erasmus, and 17 moreStudent support, Internationalization, International Students, Learning And Teaching In Higher Education, Motivation (Education), Study Abroad, Student Mobility, Students, Student Experience, Student Life, International student mobility, University Students, Studying, Trends and issues of international student and scholar mobility, Overseas Study, The Student Experience and Satisfaction In Higher Education, and Student
Research Interests: International Studies, Higher Education, Comparative & International Education, Student support, International Students, and 7 moreGlobalization And Higher Education, Learning And Teaching In Higher Education, Higher Education Policy, Comparative Education, Internationalization of higher education, University, and International student mobility
ABSTRACT Recent years have seen a considerable growth in the numbers of international students coming to study in the UK. In an attempt to identify the extent to which differences in understandings and expectations of ‘effective teaching... more
ABSTRACT Recent years have seen a considerable growth in the numbers of international students coming to study in the UK. In an attempt to identify the extent to which differences in understandings and expectations of ‘effective teaching practice’ might impede their successful integration into academic life, the following article offers a comparative analysis of the ways in which UK and overseas students
define good teaching. Focusing on survey results at one university, the study identifies and explores four key areas that underpin student understandings of effective teaching: teaching skills, teacher attributes, staff–student relationships and teacher knowledge. Results indicate that UK and international students appear to share broadly similar
views and, despite some differences in emphasis, particular teaching skills emerge as most important, while teacher knowledge appears to be afforded a much lower priority. Potential explanations for the degree of commonality in student thinking and prioritization are investigated, and a number of conclusions considered.
KEYWORDS: comparative treatment, overseas students,
teacher effectiveness, teaching skills
define good teaching. Focusing on survey results at one university, the study identifies and explores four key areas that underpin student understandings of effective teaching: teaching skills, teacher attributes, staff–student relationships and teacher knowledge. Results indicate that UK and international students appear to share broadly similar
views and, despite some differences in emphasis, particular teaching skills emerge as most important, while teacher knowledge appears to be afforded a much lower priority. Potential explanations for the degree of commonality in student thinking and prioritization are investigated, and a number of conclusions considered.
KEYWORDS: comparative treatment, overseas students,
teacher effectiveness, teaching skills
Research Interests: Teaching and Learning, Scholarship of Teaching and Learning, Higher Education, Learning and Teaching, Internationalisation (Learning and Teaching), and 5 moreInternational Students, Learning And Teaching In Higher Education, Effective Teaching, University, and Teaching and Learning In Higherr Education
Research Interests: Modern Languages, Learning and Teaching, Student Motivation And Engagement, Teaching of Foreign Languages, Foreign language teaching and learning, and 12 moreSecondary Education, Classroom Interaction, Curriculum, Motivation, School culture, Peer Relations, Modern Foreign Language Teacher Education and Training, Foreign languages, Secondary School, Curriculum and Pedagogy, Modern Foreign Languages Teaching and Learning, and Peer Groups and Their Influence Upon the Learning of Young Children
Drawing on the results of a tri-national comparative survey of secondary pupils' attitudes towards Modern Foreign Language Learning (MFLL), this book illustrates both the importance and nature of learner attitudes and the... more
Drawing on the results of a tri-national comparative survey of secondary pupils' attitudes towards Modern Foreign Language Learning (MFLL), this book illustrates both the importance and nature of learner attitudes and the contribution of comparative education ...
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Research Interests: Education, Higher Education, Student Motivation And Engagement, International Students, Learning And Teaching In Higher Education, and 11 moreCultural Exchange, Study Abroad, Student Mobility, Student Experience, Study Abroad Programs, Educational Exchange Programs, International student mobility, University Students, Students Motivation, Experiences an Expectations of International Students, and The Student Experience and Satisfaction In Higher Education
In the context of international growth in higher education exchanges and recent expansion in U.K. mobility rates after a period of some decline, this article examines the perspectives of U.K. students who have decided to spend part of... more
In the context of international growth in higher education exchanges and recent expansion in U.K. mobility rates after a period of some decline, this article examines the perspectives of U.K. students who have decided to spend part of their degree at universities abroad. Based on an analysis of data generated by a cross-institutional survey of “credit-mobile” U.K. students, the article explores their views, evaluations, and priorities with regard to one particular aspect of the study abroad experience—student support. The findings reveal a blend of academic, practical, and socioemotional needs, alongside a predominant reliance on self-direction and proactive social participation as strategies for addressing them. Finally, a number of recommendations for home and host institutional practice and student preparation—in the United Kingdom and other (English-speaking) countries—are considered.
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This paper attempts to offer a critical examination of the notion of student support in higher education in the UK. It compares some of the key ways in which student support is understood across the sector and contrasts a humanistic view... more
This paper attempts to offer a critical examination of the notion of student support in higher education in the UK. It compares some of the key ways in which student support is understood across the sector and contrasts a humanistic view with understandings driven more by instrumental and therapeutic concerns. The possible risks and effects that could be associated with these differing understandings are also examined. Against this background, consideration is additionally afforded to international students studying at UK universities. Finally, the paper identifies a number of questions worthy of institutional consideration.
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... multiple options for taking in information (video orientation to foster visual and listeningcomprehension, word maps ... Sylvia generated mul-tiple options for students to make sense ofthe lesson's ideas. ... ELLs and one for... more
... multiple options for taking in information (video orientation to foster visual and listeningcomprehension, word maps ... Sylvia generated mul-tiple options for students to make sense ofthe lesson's ideas. ... ELLs and one for the higher proficient ELLs) and then have the opportunity ...
Abstract: The study of common and diverse effects in the field of education across Europe is a growing field of inquiry and research. It is the result of many actions, networks and programmes over the last few decades and the development... more
Abstract: The study of common and diverse effects in the field of education across Europe is a growing field of inquiry and research. It is the result of many actions, networks and programmes over the last few decades and the development of common European ...
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Whilst a host of educational variables (teachers, pedagogy, school/national policy) and factors related to pupils' immediate social environment (peers, family and parents) have been established as important influences... more
Whilst a host of educational variables (teachers, pedagogy, school/national policy) and factors related to pupils' immediate social environment (peers, family and parents) have been established as important influences on language-learning attitudes, the literature also identifies the ...
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Recent years have seen a considerable growth in the numbers of international students coming to study in the UK. In an attempt to identify the extent to which differences in understandings and expectations of `effective teaching... more
Recent years have seen a considerable growth in the numbers of international students coming to study in the UK. In an attempt to identify the extent to which differences in understandings and expectations of `effective teaching practice' might impede their successful integration into academic life, the following article offers a comparative analysis of the ways in which UK and overseas
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Supporting students is and always has been part and parcel of the professional remit of academics working in higher education. Though some may be more "effective" in this domain than others, few would... more
Supporting students is and always has been part and parcel of the professional remit of academics working in higher education. Though some may be more "effective" in this domain than others, few would dispute that a unanimous belief in the importance of support underpins ...
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Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge.
Research Interests: Research Methodology, Ethnography, Qualitative methodology, Educational Research, Data Analysis, and 15 moreEducation Research Ethics, Q Methodology, Action research (Methodology), Qualitative Research, Professional Doctorates, Undergraduate Research, Research Proposal Development, PhD Thesis, Master's Thesis, Document Analysis, Doctoral thesis, Semi-Structured Interviews, Questionnaires, Practical Research, and Practical Research Methods in Education
Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge
Research Interests: Social Research Methods and Methodology, Research Methods and Methodology, Action Research, Research Methodology, Educational Research, and 15 moreData Analysis, Teacher Research, Qualitative Research, Mixed Methods Research, Undergraduate Research, PhD Thesis, Social Research Methods, Undergraduate Thesis, Data Collection, Educational studies, Early Childhood Research, Professional Doctorate, Masters of education, Qualitative methods in education research, and Practical Research Methods in Education
Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge.
Research Interests: Social Research Methods and Methodology, Teacher Education, Research Methodology, Research Ethics, Educational Research, and 15 moreEarly Childhood Education, Doctoral Supervision, Academic Writing, Teacher Research, Informed Consent, Professional Doctorates, Undergraduate Research, Further Education, PhD Thesis, Undergraduate Thesis, Educational studies, Masters of education, Undergraduate Dissertation, Education research project, and Practical Research Methods in Education
Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge.
Research Interests: Social Research Methods and Methodology, Research Methods and Methodology, Reflective Practice, Teacher Education, Research Methodology, and 15 moreHigher Education, Educational Research, Early Childhood Education, Teacher Research, Teachers' professional development, Qualitative Research Methods, Professional Doctorates, Undergraduate Research, Research Proposal Development, PhD Thesis, Research Writing, Teacher Reflection, Early Childhood Teacher Education, Masters of education, and Practical Research Methods in Education
Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. A hands-on guide which critically explores and scrutinizes research methods used in educational enquiry.