Articles
812 results
Decentring engineering education beyond the technical dimension: ethical skills framework
Fátima Monteiro and Armando Sousa
2024-07-23 Volume 22 • Issue 1 • 2024
Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success
Nerys Rees
2024-07-16 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Belonging and home-making in the internationalised campus
Critical thirding and third space collaboration: university professional staff and new type of knowledge production
Natalia Veles
2024-07-09 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Mathematics teachers and learners as collective agents of change
Pete Wright, Joel Kelly and Caroline Hilton
2024-06-25 Volume 22 • Issue 1 • 2024
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The third space, student and staff co-creation of gamified informal learning: an emerging model of co-design
Jan Bamford and Elena Moschini
2024-06-18 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Interactional and convivial possibilities at war: Ukrainian students’ home-making on a multicultural campus
Jelena Calic, Eszter Tarsoly and Hanna Oliinyk
2024-06-12 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Belonging and home-making in the internationalised campus
Making it work in practice: how heads of quality negotiate the third space
Jon Renyard
2024-06-04 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education
Ruth Puhr
2024-06-04 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Ecological dynamics in the third space: a diffractive analysis of academic development
Ian Kinchin and Suzi Pugh
2024-05-21 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Labelling in the academy: identity renegotiation among postgraduate teaching assistants
Kristyna Campbell
2024-05-14 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
The liminal space: academic literacies practitioners’ construction of professional identity in the betwixt and between
Michelle Joubert
2024-05-07 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
The sociopolitical turn in mathematics education and decolonial theory
Jairo I. Fúnez-Flores, Weverton Ataide Pinheiro, Aixa Ávila Mendoza, Rebekah Phelps and Elyssa Cherry Shive
2024-05-07 Volume 22 • Issue 1 • 2024
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A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families
Havva Görkem Altunbas, Marian Mulcahy and Michael J Reiss
2024-04-30 Volume 22 • Issue 1 • 2024
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Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria
Eva Ulbrich, Marjorie Da Cruz, Branko Anđić, Mathias Tejera, Noah Thierry Dana-Picard and Zsolt Lavicza
2024-04-23 Volume 22 • Issue 1 • 2024
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Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students
Irina Lyublinskaya, Sandra Okita, Erica Walker and Xiaoheng (Kitty) Yan
2024-04-09 Volume 22 • Issue 1 • 2024
Also a part of:
Using the family resemblance approach to inform STEAM education
Sibel Erduran and Kason Ka Ching Cheung
2024-04-03 Volume 22 • Issue 1 • 2024
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Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators
Usama Javed Mirza
2024-03-26 Volume 22 • Issue 1 • 2024
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Evidence-based teaching: effective teaching practices in primary school classrooms
Emma Carter, Ezequiel Molina, Adelle Pushparatnam, Sara Rimm-Kaufman, Maria Tsapali and Keri Ka-Yee Wong
2024-03-19 Volume 22 • Issue 1 • 2024
Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach
Louise Archer, Heather King, Spela Godec and Meghna Nag Chowdhuri
2024-03-12 Volume 22 • Issue 1 • 2024
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Towards a gendered STEAM education approach: building a comprehensive model to strengthen girls’ and students with non-conforming gender identities’ STEAM trajectories in Chilean public schools
Pamela Soto, Verónica López, Paulina Bravo, Carolina Urbina, Teresa Báez, Fernanda Acum, Rebecca Ipinza, Jennifer Venegas, Juan Carlos Jeldes, Corina González, Sebastián Lepe and Jorge González
2024-03-05 Volume 22 • Issue 1 • 2024
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Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia
Pablo Delgado-Galindo, Juan-Jesús Torres-Gordillo and Javier Rodríguez-Santero
2024-02-27 Volume 22 • Issue 1 • 2024
Culturally responsive teaching through primary science in Aotearoa New Zealand
Steven S. Sexton
2024-02-20 Volume 22 • Issue 1 • 2024
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Learning strategies in initial teacher training: a systematic review
Marta García-Jiménez, María Fernández Cabezas and Purificación Pérez-García
2024-02-13 Volume 22 • Issue 1 • 2024
Book review: The Development and Governance of Private Universities in China, by Xu Liu
Paul Temple
2024-01-23 Volume 22 • Issue 1 • 2024
Exploring the implications of university campuses as intercultural spaces through the lens of social justice
Fiona Price
2024-01-16 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Belonging and home-making in the internationalised campus