Wednesday, 26 July 2017

FW: Stephen Ball's The education debate - out now!



Out now! The 3rd edition of Stephen J. Ball’s The education debate

Education policy is hard to keep track of... a problem that this book solves. In this updated edition, Ball examines new areas of focus, including the increased interest of business in education and the impact of austerity and precarity. More info here.  

See below for all of latest titles in Education. To browse the full list, please see
our subject page.

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New and recent titles in Education from Policy Press


The education debate

By Stephen J. Ball


"This brilliant book should be be compulsory reading for all sociologists of education everywhere, and for all those interested in education."

Bob Lingard, University of Queensland


More ...


Education policy and racial biopolitics in multicultural cities

By Kalervo N. Gulson and P. Taylor Webb


"In this highly original book, Gulson and Webb make an informed and exciting contribution to post-structural approaches to policy analysis." 

Patrick Bailey, University College London


More ...


Supporting struggling students on placement

By Jo Finch


"This fascinating read is a must for everyone involved in student placements. It is based on sound research and written by an expert in the field." Mark Doel, Emeritus Professor, Sheffield Hallam University


More …


Corporate elites and the reform of public education

Edited by Helen M. Gunter, David Hall and Michael W. Apple


"This book reclaims the concept of the public in our educational system. A must read for our confusing and risky times." Dr. Carlos Alberto Torres, Distinguished Professor of Education and UNESCO UCLA Chair in Global Learning and Global Citizenship Education


More …


Student lives in crisis

Deepening inequality in times of austerity

By Lorenza Antonucci


"An eye-opening account of the material inequalities that young people face whilst at university...should be read by anyone interested in Higher Education policies in Europe." LSE Review of Books


More …





Inequality, education and the working classes

By Diane Reay


“Incredibly insightful and passionate …Diane Reay really does get class. Mandatory reading for anyone proclaiming greater equity in education.” John Smyth, University of Huddersfield


More …



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Out this month: 
What kind of democracy is this? 



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Thursday, 20 July 2017

PESTLHE - Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education has just published its latest issue

Vol 12, No 3 (2017): "Table of Contents
Enhancing Student Learning Through Innovative Scholarship (ESLTIS16) - Conference Special Issue

Guest Editorial - Special Issue: ELSTIS16
Sam Joffre Nolan, Abel Nyamapfene

‘Find the Gap’: can a multidisciplinary group of university teachers influence leaning and teaching practice?
Joy Jarvis, Rebecca Thomas, Tony Rosella, Jayne Smith, Sue Nimmo, Julia Hodgkinson, Lesley Glass, Karen Clark, Janet Barlow, Thomas Baker

Realising the potential of sessional staff as educational scholars.
Jane Southall

Teaching less popular modules, putting ideas into practice
Philip Warwick

Assessing Final-Year Practical Work Through Group Projects
Philippa Cranwell, Elizabeth M Page, Adam M Squires

Enhancing graduate attributes and employability through initiatives with external partners
Simon O'Leary"

Vol 12, No 3 (2017)

'via Blog this'

Wednesday, 19 July 2017

FW: Special TEF edition of Compass: Journal of Learning and Teaching

Following publication of the Special TEF edition of Compass: Journal of Learning and Teaching, we announce the call for papers for a special technology enhanced learning focused edition of the journal.
Compass is a peer-reviewed journal that welcomes articles, case studies, opinion pieces, reflective pieces, video pieces and reviews relating to learning, teaching, assessment, and wider student experience within higher education. This special edition connects these central topics to technology enhanced learning and how it informs our practice. This special issue invites papers from a wide range of areas that focus on practice, including, but not limited to innovative teaching and assessment, learning design, open educational practice, changing role of the teacher, student success and retention, employability, analytics, neuroscience, and student engagement.
It is our aim that Compass will inspire, educate, amuse, and generally engage its readership.

For this special TEL edition, we are inviting submissions in these forms of writing or video production:
         Opinion Pieces - short and thought provoking, stating a position and drawing on facts and evidence to support it (a maximum of 750 words)
·         Case Studies - typically describing: the organisational and historical context, technical specifications of the project, discussion of pedagogy, implementation, evaluation and limitations (a maximum of 3000 words)
·        Technology Reviews - a critique or review of a technology application, outlining its application for learning and teaching and its strengths and weaknesses (a maximum of 1000 words, with around 3 references)
·         Research Articles - longer papers, providing a clear rationale for the study within the body of published research or policy, an overview of the research methodology adopted, a presentation of findings, and a discussion of those findings in relation to existing knowledge (a maximum of 6000 words)
·        Conference Reflection Pieces – a short and thought provoking piece responding to issues raised at a conference or workshop (a maximum of 1500 words). A conference reflection piece is a highly focused reflective text rather than a conference report. Authors who presented at APT 2017 are strongly encouraged to write up their presentation/workshop ideas. 

Dates and links to note:
Closing date for submissions: 31st October 2017
Expected publication date: Spring /Summer 2018
See the website for more details:
Detailed author submission guidance can be found at:
And we invite you to submit your articles through the following link:

To submit, you will need to create an account; full details of how to do this are given on the submissions page. If you have any questions about your submission or experience difficulties submitting, please email: in the first instance.

Your submission should not have been published or be under review with another journal. Submissions will be peer reviewed anonymously by at least two referees. The managing editor has discretion of seeking additional peer reviews where necessary. Authors will receive feedback and comments following this process and may be asked to amend their work accordingly. The editors reserve the right to make further minor editorial changes. Final proofs will be sent to authors for approval prior to publication, if there is sufficient time to do so, and must be returned by the stipulated deadline. Major alterations to the text cannot be accepted at that stage.

We look forward to receiving your submissions.

Best wishes,


Dr Danielle Tran BA, MA, SFHEA, PhD
Senior Lecturer in Learning, Teaching & Professional Development
Educational Development Unit
University of Greenwich
QM162 Maritime Greenwich Campus
London SE10 9LS
Telephone: 02083319640