February 2018 AUTHOR Athanasia Kotsiou Faculty of Education, University of Cambridge ABSTRACT This paper explores the use of social networking sites (SNS) by primary children. Most of the research on SNS used by youth has focused on teenagers and has been interpreted through the eyes of the researchers; little is known about primary children. … Continue reading Primary children’s use of social networking sites: Children’s perspective
AUTHOR Silke Zschomler Faculty of Education, Cambridge July 2017 ABSTRACT Using critical hermeneutic phenomenology, this study considers the lived realities of seven adult migrants with diverse migratory trajectories who came to London in order to set up a new life. Drawing on Bourdieu, it explicates their symbolic struggles for value fought out at the … Continue reading ‘Language is Your Dignity’: Migration, Linguistic Capital, and the Experience of Re/De-Valuation
December 2017 AUTHORS Riikka Hofmann & Jan D. Vermunt Faculty of Education, University of Cambridge ABSTRACT Evidence suggests that clinical leadership by frontline professionals can improve patient outcomes. Numerous clinical leadership development programmes have emerged in the U.K., however, there is a paucity of rigorous evaluations of such programmes. Existing evaluations often focus on … Continue reading Professional Development in Clinical Leadership: Evaluation of the Chief Residents Clinical Leadership and Management Programme
October 2016 AUTHOR Ben Alcott ABSTRACT This working paper seeks to contribute to the study of university access in England by analyzing the predominant theoretical conceptual frameworks – human capital and habitus – and then suggesting a supplementary avenue of inquiry. It does so by exploring an additional approach to theorizing the recent drop-off … Continue reading Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England
Centre for Analysis of Youth Transitions Research Report June 2014 AUTHORS Anna Vignoles, University of Cambridge Claire Crawford, University of Warwick and Institute for Fiscal Studies Lindsey Macmillan, Institute of Education ABSTRACT Education is a key driver of social mobility and reducing educational inequality is central to this goal. In this report, we track … Continue reading Progress Made by High-Attaining Children from Disadvantaged Backgrounds
AUTHORS Keith S. Taber 1 Richard Brock 1 Gabriela Martínez Sainz 1 1 Faculty of Education, University of Cambridge ABSTRACT This article explores the value and potential challenges of supervisor-student co-writing during a research degree programme. The article comprises of (i) a text prepared by a faculty research supervisor (KST) arguing the case for encouraging … Continue reading Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship
AUTHORS Professor Pauline Rose (Research for Equitable Access and Learning (REAL) Centre, University of Cambridge) Dr Rabea Malik (IDEAS Pakistan) ACKNOWLEDGEMENTS This working paper by Professor Pauline … Continue reading Can Pakistan afford quality education for all its children and young people?