Monday, 23 April 2018

FW: Journal of Research in International Education Vol. 17, No. 1, April 2018 is now available online



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Friday, 13 April 2018

FW: Studies in Higher Education, Volume 43, Issue 5, May 2018 is now available online on Taylor & Francis Online

 

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Sent: 13 April 2018 11:28:48 (UTC+00:00) Dublin, Edinburgh, Lisbon, London
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Subject: Studies in Higher Education, Volume 43, Issue 5, May 2018 is now available online on Taylor & Francis Online

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Studies in Higher Education, Volume 43, Issue 5, May 2018 is now available online on Taylor & Francis Online.

The Modern Doctorate: Purposes, Form and Pedagogy

This new issue contains the following articles:

Foreword

The modern doctorate: purposes, form and pedagogy
Mary-Louise Kearney & Daniel Lincoln
Pages: 807-808 | DOI: 10.1080/03075079.2018.1436421


Introduction
Annette Fillery-Travis
Pages: 809-813 | DOI: 10.1080/03075079.2018.1439717


Articles

Contemporary trends in professional doctorates
Michael Jones
Pages: 814-825 | DOI: 10.1080/03075079.2018.1438095


Finding a purpose for the doctorate? A view from the supervisors
Andrew Loxley & Mark Kearns
Pages: 826-840 | DOI: 10.1080/03075079.2018.1438096


Making the familiar strange – a research pedagogy for practice
Annette Fillery-Travis & Linda Robinson
Pages: 841-853 | DOI: 10.1080/03075079.2018.1438098


Desirable qualities of modern doctorate advisors in the USA: a view through the lenses of candidates, graduates, and academic advisors
Rosemarye T. Taylor, Thomas Vitale, Colton Tapoler & Kari Whaley
Pages: 854-866 | DOI: 10.1080/03075079.2018.1438104


Minding the gap in doctoral supervision for a contemporary world: a case from Italy
Kate Maguire, Elena Prodi & Paul Gibbs
Pages: 867-877 | DOI: 10.1080/03075079.2018.1438114


How can we develop supervisors for the modern doctorate? | Open Access
Anne Lee
Pages: 878-890 | DOI: 10.1080/03075079.2018.1438116


Transitioning student identity and sense of place: future possibilities for assessment and development of student employability skills
David A. Griffiths, Margaret Inman, Harriet Rojas & Kent Williams
Pages: 891-913 | DOI: 10.1080/03075079.2018.1439719


The influence of professional doctorates on practice and the workplace
David Boud, Annette Fillery-Travis, Nico Pizzolato & Brian Sutton
Pages: 914-926 | DOI: 10.1080/03075079.2018.1438121


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Tuesday, 10 April 2018

FW: Research in Drama Education: The Journal of Applied Theatre and Performance, Volume 23, Issue 2, May 2018 is now available online on Taylor & Francis Online

 

The online platform for Taylor & Francis Online content

Research in Drama Education: The Journal of Applied Theatre and Performance, Volume 23, Issue 2, May 2018 is now available online on Taylor & Francis Online.

Envisioning Asylum/Engendering Crisis

This new issue contains the following articles:

 

 

Editorial

Envisioning asylum/engendering crisis: or, performance and forced migration 10 years on
Emma Cox & Caroline Wake
Pages: 137-147 | DOI: 10.1080/13569783.2018.1442714


Essays

What can theatre do about the refugee crisis? Enacting commitment and navigating complicity in performative interventions
Anika Marschall
Pages: 148-166 | DOI: 10.1080/13569783.2018.1438180

 

Performing crisis: the COBRA Committee and the aesthetics of governmental response
Theodore Price
Pages: 167-178 | DOI: 10.1080/13569783.2018.1439734

 

Performing that which exceeds us: aesthetics of sincerity and obscenity during 'the refugee crisis'
Marilena Zaroulia
Pages: 179-192 | DOI: 10.1080/13569783.2018.1439735

 

Debt, the migrant, and the refugee: Lampedusa on stage
Stephanie Hemelryk Donald
Pages: 193-209 | DOI: 10.1080/13569783.2018.1438177

 

At the 'frontiers' of humanitarian performance: refugee resettlement, theatre-making and the geo-politics of service
Matthew Yoxall
Pages: 210-227 | DOI: 10.1080/13569783.2018.1438179

 

Performing manaaki and New Zealand refugee theatre
Rand T. Hazou
Pages: 228-241 | DOI: 10.1080/13569783.2018.1440203

 

'Behind every stone awaits an Alexander': unravelling the limits of participation within micro and macro dramaturgy of participatory refugee theatre
Sofie de Smet, Lucia De Haene, Cécile Rousseau & Christel Stalpaert
Pages: 242-258 | DOI: 10.1080/13569783.2018.1438181

 

Reframing the document(ary): exploring asylum policies on stage
Friederike Oberkrome
Pages: 259-273 | DOI: 10.1080/13569783.2018.1442211


Interventions

Performing witnessing: dramatic engagement, trauma and museum installations
Erika Hughes
Pages: 274-281 | DOI: 10.1080/13569783.2018.1441709

 

The importance of being gay: the perils and possibilities of LGBTI asylum seekers' involvement in Rights of Passage
Clare Summerskill
Pages: 282-288 | DOI: 10.1080/13569783.2018.1438178


Artists' Page

Reiterating Asylum Archive: documenting direct provision in Ireland
Vukasin Nedeljkovic
Pages: 289-293 | DOI: 10.1080/13569783.2018.1440202

 

Parking des Anges [parking angels]: navigating the 'in-between' as spaces of transition through the arts in Durban, South Africa
Miranda Young-Jahangeer & doung Jahangeer
Pages: 294-297 | DOI: 10.1080/13569783.2018.1440204

 

Image theatre: transforming perspectives through embodied responses to refugee drawings in Yesterday/Today/Tomorrow (Traceability is Credibility) at the 2017 Venice Biennale
Henry Bell & Bryan McCormack
Pages: 298-319 | DOI: 10.1080/13569783.2018.1439372

 

Performing home in Barcelona: a practice-based photo essay
Esther Belvis Pons
Pages: 320-334 | DOI: 10.1080/13569783.2018.1442210

 

 

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FW: Educational Studies in Mathematics, Vol. 98, Issue 1 - New Issue Alert

 

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New Issue Alert

04/07/2018

Dear Reader,

We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics. Volume 98 Number 1 is now available online.

Important news

Free Access to Special Issues!

We have gathered all 2017 and some 2018 Education Journal Special Issues and opened them until April 30, 2018. From Educational Philosophy to Math Education & Science Education.
• 500+ Articles
• 40+ Special Issues
Download/read here.

In this issue

Teacher questioning and invitations to participate in advanced mathematics lectures

Teo Paoletti, Victoria Krupnik, Dimitrios Papadopoulos, Joseph Olsen, Tim Fukawa-Connelly & Keith Weber

Meanings given to algebraic symbolism in problem-posing

María C. Cañadas, Marta Molina & Aurora del Río

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective

Ernest C. D. M. van Lieshout & Iro Xenidou-Dervou

Examining early algebraic thinking: insights from empirical data

Maria Chimoni, Demetra Pitta-Pantazi & Constantinos Christou

Clever girls' stories: the girl they call a nerd

Trine Foyn, Yvette Solomon & Hans Jørgen Braathe

Teachers' awareness of the semio-cognitive dimension of learning mathematics

Maura Iori

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