Department of Education

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Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).

Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.

Publications
BOOKS
  • That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
  • A Sociology of Prayer (with Giuseppe Giordan, 2015)
  • Christianity: A Very Short Introduction (2nd revised edition 2014)
  • Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
  • Religion and Change in Modern Britain (with Rebecca Catto, 2012)
  • A Sociology of Religious Emotions (with Ole Riis, 2010)
  • Religions in the Modern World (2009)
  • The Spiritual Revolution (with Paul Heelas, 2005)
RECENT ARTICLES
  • Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
  • The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
  • The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.

Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.

She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.

https://sced.boun.edu.tr/people/ebru-kaya

Publications
Books
  • Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
  • Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
  • Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Journal Articles

Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)

  • Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
  • Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
  • Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
  • Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
  • Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
  • Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
  • Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
  • Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
  • Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
  • Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
  • Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
  • Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
  • Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
  • Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
  • Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
  • Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
  • Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
  • Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
  • Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
  • Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
  • Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
  • Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
  • Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
  • Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.

 

 

 

Stephen is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia.

He is a National Teaching Fellow and Australian Research Council Future Fellow, Fellow of the Australian Academy of Social Sciences, a Fulbright scholar, who holds an honorary doctorate (honoris causa) from the University of Jyvaskala, Finland. In addition, to his Honorary Research Fellowship at Oxford, he holds visiting professorships at the University of Stavanger and, Gold Coast University Hospital. He currently leads research projects in Australia, Singapore, Norway and the Middle East. He reviews grant applications for regional agencies and governments and conducts program evaluations in a range of countries.

After a career in garment manufacturing, Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015).

He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. His four-year Australian Research Council Future Fellowship (2015-2018) on learning through practice identified a curriculum and pedagogy of practice, and his Office of Learning and Teaching Development national grant (2015-2018) examined higher education students’ post-practicum experiences. In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015. His current research projects in Australia, Norway, Singapore and the Middle East, are on learning across working life, confronting changes in working life, supporting adults learning across working life and the status and standing of occupations and provisions of tertiary education.

Publications
Major works of reference

Billett, S., Harteis, C & Gruber, H (2014) International Handbook on Research in Professional and Practice-based Learning, Springer international, Dordrecht, Netherlands ISBN 978-94-017-8902-8

Single authored books

Billett, S. (2015) Integrating practice-based learning experiences into higher education programs, Springer; Dordrecht, The Netherlands ISBN 978-94-017-7229-7

Billett, S. (2014) Mimetic learning at work: Learning in the circumstances of practice, Springer; Dordrecht, The Netherlands ISBN 978-3-319-09276-8

Billett, S. (2011) Vocational Education: Purposes, traditions and prospects, Springer; Dordrecht, The Netherlands ISBN 978-94-007-1953-8

Billett, S. (2006) Work, change and workers. Springer, Dordrecht, The Netherlands 1-4020-4643-x

Billett, S. (2001) Learning in the workplace: Strategies for effective practice, Allen and Unwin, Sydney

Recent edited books

Billett, S., Newton, J.M., Rogers, G.D. & Noble, C (2019) (eds) Augmenting health and social care students’ clinical learning experiences: Outcomes and processes, Springer, Dordrecht, The Netherlands

de Bruijn, E., Billett, S & Onstenk, J (2017) (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted Springer, Dordrecht, The Netherlands ISBN 978-3-319-50732-3.

Billett, S., Dymock, D. & Choy, S (2016). Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Ortoleva, G., Betrancourt, M & Billett, S (Eds) (2016) Writing for professional development. Koninklijke Brill nv, Leiden, The Netherlands ISBN 978-90-04-26482-3

Filliettaz, L. & Billett, S. (Ed.) (2015). Francophone perspectives on learning through work: Conceptions, traditions and practices. Springer, Dordrecht, The Netherlands

Kennedy, M., Billett, S., Gherardi, S & Grealish, L. (2015) Practice-based learning in higher education: Jostling cultures (eds). Springer, Dordrecht, The Netherlands ISBN 978-94-017-9501-2

Higgs, J., Barnett, R. Billett, S. Hutchings, M. Trede, F (2012) (eds) Practice-based Education: Perspectives and Strategies, Sense Publishers, Rotterdam, The Netherlands 978-94-6209-126-9

Billett, S., & Henderson, A (2011) (eds) Developing Learning Professionals: Integrating experiences in university and practice settings, Springer; Dordrecht, The Netherlands, ISBN 978-90-481-3736-1

Recent book chapter (2015 onwards)

Billett, S (2019) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, (pp. 41-62) Wiley, United Kingdom ISBN 978-1-119-09859-1

Billett, S (2019) Securing Occupational Capacities through Workplace Experiences: Premises, Conceptions and Practices, in Bahl, A & Dietzen, A (eds) in Work–based Learning as a Pathway to Competence-based Education, (pp.25-43) UNEVOC Network Contribution, Bonn, Germany ISBN 978-3-8474-2292-1

Billett, S (2019) Augmenting post-practicum experiences: purposes and practices, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 3-25) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Cain, M., Le, L., Billett, S (2019) Student preferences for purposes and processes of post practicum interventions, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds)  in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp 27-53) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S (2019) Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S., Newton, J.M, Rogers, G., & Noble, C. (eds) in Augmenting Health and Social Care Students’ Clinical Learning Experiences (pp. 333-362) Springer, Dordrecht, The Netherlands, ISBN 978-3-030-05559-2

Billett, S & Sweet, L (2018) Understanding and appraising medical students’ learning through clinical experiences: Participatory practices at work, In Sai Loo (ed) Multi Dimensions of Teaching and Learning for Occupational Practices. Abingdon: Routledge   ISBN 9781138585713

Billett, S. Noble, C & Sweet, L (2018) Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, In Clare Delany and Liz Molloy (eds) ‘A Practical Guide for Learning and Teaching in a Clinical Context’ (pp. 207-220) Elsevier Australia.

Billett, S., Harteis, C, & Gruber, H. (2018) Developing occupational expertise through everyday work activities and interactions, in Ericsson, K A., Hoffman, R R., and Kozbelt, Aaron (eds) Cambridge Handbook of Expertise and Expert Performance (2nd Edition), (pp. 105-126) Cambridge University Press, New York  ISBN 9781316502617

Billett, S (2018) Student readiness and the integration of experiences in practice and education settings, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg,.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 9-40). Springer, Dordrecht, The Netherlands

Billett, S., Warvik, G-B & Choy, S. (2018). Concepts, Purposes and Practices of Integration Across National Curriculum, in Choy, S., Warvik, G-B.,Berglund, I & Kindberg (eds),.V (eds) Integration of vocational education and training experiences: Purposes, practices and principles, (pp. 327-344) Springer, Dordrecht, The Netherlands

Billett, S (2018 in press) Vocational Education and the Individual, in Unwin, L. & Guile, D. (eds) Handbook of Vocational Education and Training, Wiley, United Kingdom (accepted 28th July 2016)

Billett, S (2018) Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C (Ed) The impact of digitization in the workplace – An educational view (pp.197-212), Springer, Dordrecht, The Netherlands.

Billett S. (2018) The Unanticipated Outcomes of Research: Learning and Development at Work. In: Wegener C., Meier N., Maslo E. (eds) Cultivating Creativity in Methodology and Research (pp.119-130). Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham

Palesy, D. & Billett, S (2017) Learning occupational practice in the absence of expert guidance: The agentic action of Australian home care workers, in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp. 271-289)-Springer, Dordrecht, The Netherlands.

Billett, S & Noble, C (2017) Promoting the mediation of individuals’ learning through and for professional practice in Agency at work: An agentic perspective on professional learning and development (eds Goller, M & Paloniemi, S) (pp.205-227) the Springer, Dordrecht, The Netherlands (accepted 14th February 2017).

Billett, S (2017) Subjectivity and Human Resource Development: A quest for inter-subjectivity, in (Black, K., Corlett, S & Warhurst, R (eds) Identity as a foundation for Human Resource Development (pp. 39-51), Routledge, London, ISBN: 9781315671482

Barton, G and Billett, S (2017) Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, in Barton, G and Hartwig, K (eds)  Professional Learning in the Work Place for International Students(pp. 111-128), Springer, Dordrecht, The Netherlands

Noble, C & Billett, S (2017) Transitioning to effective medical practice: Junior doctors learning through co-working with pharmacists, Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E & Petitjean, C (eds) Interactional competences in institutional settings: From school to the workplace (pp. 253-279) Palgrave-McMillan, London, ISBN:978-3-319-46866-2

Billett, S (2017) Theorising occupational practice and its learning: Personal, institutional and brute factors, in Grootenboer, P., Edwards-Groves, C. & Choy, S (eds) Practice theory perspectives of Education and Pedagogy (pp. 67-86). Springer, Dordrecht, The Netherlands ISBH 978-10-3128-1

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in “Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, (eds)  Bernholt, A., Gruber, H., & Moschner, B, Waxmann Publisher, Germany ISBN 978-3-8309-8579-2

de Bruijn, E., Billett, S, & Onstenk, J (2017) Vocational education in the Netherlands, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.3-37) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) The Dutch vocational education system: Institutional focus and transformations, in de Bruijn, E., Billett, S & Onstenk, J (eds) Enhancing teaching and learning in the Dutch vocational education system: Reforms enacted (pp.269-293) Springer, Dordrecht, The Netherlands. ISBN 978-3-319-50732-3.

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (47-66). Cham: Springer International Publishing Switzerland.

Billett, S (2017) Personal epistemologies: Beliefs, acts and dispositions at work, in Epistemological beliefs, (eds) Gruber, H., Anscheutz, A & Moschner, B, Waxmann Publisher, Germany

Billett, S (2017) Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. & Winterton, J (eds) Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, Springer, Dordrecht, The Netherlands

Billett, S., Dymock, D & Choy, S (2016) Conceptions, purposes and processes of ongoing learning across working life, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 289-312) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Noble, C & Billett, S (2016) Sustaining and transforming the practice of communities: Developing professionals’ working practices, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 147-167) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Choy, S., Billett, S & Dymock, D (2016) Continuing Education and Training: Needs, models and approaches, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 213-229 ) Supporting learning across working life: Models, processes and practices. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017-1

Billett, S & Hodge, S (2016) Conceptualizing learning across working life, provisions of support and purposes, in Billett, S., Dymock, D. & Choy, S (eds). (pp. 3-25) Supporting learning across working life. Springer, Dordrecht, The Netherlands ISBN 978-3-319-29017

Billett, S (2015) Positioning personal mediation as being central to workplace learning. In Bound, H & Rushbrook, P (Eds) Towards a new understanding of workplace learning: The context of Singapore (pp.54-73) Institute for Adult Learning, Singapore ISBN 978-981-09-5315.

Billett, S (2015) Historical bases for appraising vocational education systems. In Kraus, M & Weil, K (eds) Berufs Bildung – Historisch – Aktuell, (pp.259-265) EUSL publishing, ISBN 978-3-940625-53-3

Billett, S., Smith, R., & Wegener, C. (2015). Understanding learning for and through work: Contributions from Francophone perspectives, In L. Filliettaz & S. Billett (Eds.), Francophone perspectives on learning through work. (pp. 347-365) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L., & Billett, S. (2015). (pp. 1-16) Introduction to Francophone perspectives of learning through work, In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work. Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Filliettaz, L. Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for practice. In L. Filliettaz & S. Billett (Ed.), Francophone perspectives on learning through work (pp.19-47) Springer, Dordrecht, The Netherlands. ISBN 9783319186696

Billett, S (2015) Promoting learning through work-based experience, in Helyer, R (Ed) The Work-Based Learning Student Handbook, Palgrave-McMillan, Oxford, UK, ISBN 978 1137 403247

Papers in Refereed Journals (2016 onwards)

Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (in press 2019) Learning through structured peer discussion: an observational study. Nurse Education Today. Accepted 15 August 2019.

Noble, C., Billett, S., Armit, L., Collier, L., Hilder, J., Sly, C & Molloy, E. (in press 2019)“It’s yours to take”: generating learner feedback literacy in the workplace. Advanced in Healthcare Sciences, (accepted 28th July 2019)

Noble, C., Ajjawi, R., Billett, S., Hilder, J & Teodorczuk, A (in press 2019) Enriching medical trainees’ learning through practice: a video-reflexive ethnographic study, BMJ Open. (accepted 24th July 2919)

Mavin, T., Kikkawa, K & Billett, S (2018). Key contributing factors to learning through debriefings: Commercial aviation pilots’ perspectives. International Journal of Training Research, vol 16 9 (2) 122-144.

Teodorczuk, A., Ajjawi, R., Billett, S., Hilder, J & Noble, C (2018), The service/teaching tension: a window into the soul of a hospital, Medical Education 52(6) 678-678

Noble, C., Billett, S., Phang, T. Y., Siddarth, S., Hashem, F. & Rogers, G., D. (2018), Supporting resident research learning in the workplace:  a rapid realist review, Academic Medicine. 93 (11), pp. 1732-1740.

Billett, S (2018) Learning about working life and occupational capacities: Integrating workplace experiences into educational programs, in Zeitschrift für Berufs- und Wirtschaftspädagogik special issue on Connectivity and integrative competence development in vocational and professional education and training (accepted March 20th 2018)

Teodorczuk, A., Yardley, S., Pate, R., Rogers, G., Billett, S., Worley, P., Hirsh, D., & Illing, J (2018, in press) Medical education research should extend further into clinical practice – A commentary Medical Education, 51, 1098-1100. doi:10.1111/medu.13527

Billett, S., Cain, M. & Le, L (2018) Augmenting higher education students’ work experiences: Preferred purposes and processes, Studies in Higher Education Vol 43(7) 1279-1294. doi.org/10.1080/03075079.2016.1250073

Billett, S. ,Pham Quang, L. & Rémery, V. (2017). Learning through work: Interest, perspectives and approaches. Recherche & formation, no 84,(1), 113-121. https://www.cairn.info/revue-recherche-et-formation-2017-1-page-113.htm

Billett, S (2017) Distinguishing lifelong learning from lifelong education. In Adult learning, knowledge and innovation, (accepted 2nd October 2017)  DOI: 10.1556/2059.01.2017.3

Teodorczuk, A & Billett, S (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning. In Focus on Health Professional Education, 18(3) 80-91

Onsando, G & Billett, S (2017) Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach, Journal of Vocational Education and Training  69 (3) 330-350.

Noble, C., Billett, S., Brazil, V, & Forbes, M (2017) Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities. Journal of Interprofessional Care 31(2): 263-272

Noble, C & Billett, S (2017) Learning to prescribe through co-working: the case of junior doctors and pharmacists, Medical Education Apr; 51(4):442-451

Billett, S. (2016) Beyond competence: an essay on a process approach to organising and enacting vocational education, International Journal of Training Research 14 (3) 197-214 (1st September 2016)

Palesy, D & Billett, S (2016) Learning manual handling without direct supervision or support: A case study of home care workers, Social Work Education, 36 (3) 273-288

Billett, S (2016) Apprenticeship as a mode of learning and model of education, Education & Training, 58(6)

Billett, S (2016 ) Learning through healthcare work: Premises, contributions and practices, Medical Education;50(1):124-31

Website

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen