February 2019 AUTHOR Michael J. Meaney Ph.D. Candidate, Economics and Sociology of Education Gates Cambridge Scholar University of Cambridge Visiting Research Fellow Action Lab at EdPlus Arizona State University Funding for this work provided, in part, by the Gates Cambridge Trust. Research support provided by the Faculty of Education at the University of Cambridge, and … Continue reading The Future of Social Mobility? MOOCs and Hegemonic Design Bias
Author: foeworkingpapers
A Dialogue about Educational Dialogue: Reflections on the Field and the Work of the Cambridge Educational Dialogue Research (CEDiR) Group
October 2018 AUTHORS CONTRIBUTORS Lead editors: Louis Major and Ruth Kershner Editorial team: Meaghan Brugha Courtney Froehlig Sara Hennessy Tristan Igglesden Lisa Lee Tatiana Rostovtseva Lisa Walker Sharon Walker Additional contributors: Ayesha Ahmed Farah Ahmed Elisa Calcagni Hilary Cremin Rupert Higham Christine Howe Leonardo Lago Fiona Maine Sue Swaffield Maria Vrikki Paul Warwick Conclusion: Neil … Continue reading A Dialogue about Educational Dialogue: Reflections on the Field and the Work of the Cambridge Educational Dialogue Research (CEDiR) Group
A Quasi-Experimental Study into the Effects of Cross-Age Peer Tutoring on Student Attainment
February 2018 AUTHOR Anne Marie Plumb Faculty of Education ABSTRACT Existing literature heavily speculates on the effectiveness of methods for raising the attainment of underachieving pupils, but evidence of precisely how these methods of intervention could be conducted is sparse. This paper provides a condensed version of a thesis detailing a study undertaken over … Continue reading A Quasi-Experimental Study into the Effects of Cross-Age Peer Tutoring on Student Attainment
Primary children’s use of social networking sites: Children’s perspective
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
‘Language is Your Dignity’: Migration, Linguistic Capital, and the Experience of Re/De-Valuation
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
Professional Development in Clinical Leadership: Evaluation of the Chief Residents Clinical Leadership and Management Programme
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
Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England
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
