Volume 22 • Issue 1 • 2024
Research article
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
2024-03-06 Volume 22 • Issue 1 • 2024
Also a part of:
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
2024-02-28 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
2024-03-13 Volume 22 • Issue 1 • 2024
Also a part of:
Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators
Usama Javed Mirza
2024-03-27 Volume 22 • Issue 1 • 2024
Also a part of:
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
2024-04-10 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
2024-04-04 Volume 22 • Issue 1 • 2024
Also a part of:
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
2024-04-24 Volume 22 • Issue 1 • 2024
Also a part of:
A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families
Havva Görkem Altunbas, Marian Mulcahy and Michael J Reiss
2024-05-01 Volume 22 • Issue 1 • 2024
Also a part of:
The liminal space: academic literacies practitioners’ construction of professional identity in the betwixt and between
Michelle Joubert
2024-05-08 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
2024-05-22 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
2024-05-15 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
2024-06-05 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
The third space, student and staff co-creation of gamified informal learning: an emerging model of co-design
Jan Bamford and Elena Moschini
2024-06-19 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Making it work in practice: how heads of quality negotiate the third space
Jon Renyard
2024-06-05 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
2024-06-26 Volume 22 • Issue 1 • 2024
Also a part of:
Interactional and convivial possibilities at war: Ukrainian students’ home-making on a multicultural campus
Jelena Calic, Eszter Tarsoly and Hanna Oliinyk
2024-06-13 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
2024-07-10 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Decentring engineering education beyond the technical dimension: ethical skills framework
Fátima Monteiro and Armando Sousa
2024-07-24 Volume 22 • Issue 1 • 2024
Researcher developers: an emerging third space profession
Richard P.J Freeman and Anna M Price
2024-07-31 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success
Nerys Rees
2024-07-17 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Belonging and home-making in the internationalised campus
Grounded in liquidity: writing and identity in third space
Carina Buckley, Alicja Syska and Lindsay Heggie
2024-08-07 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
‘Using my education to fight for my communities’: understanding how an equity-based STEM experience cultivated equity ethic and STEM identity development among women of colour in STEM
Jasmyne Yeldell, Kerrie Wilkins-Yel, Pavneet Kaur Bharaj, Dionne Cross Francis, Anina Mahmud, Raven Walters and Tasia Bryson
2024-08-14 Volume 22 • Issue 1 • 2024
Also a part of:
Crossing and dismantling boundaries: recognising the value of professional staff within higher education
Kelly Vere, Charlotte Verney and Tara Webster-Deakin
2024-08-28 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Fostering practically based learning spaces through industry-engaged higher education models
Katherine Emms, Natasha Kersh and Andrea Laczik
2024-09-18 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic
Leanete Thomas Dotta, André Freitas and Rita Tavares de Sousa
2024-10-09 Volume 22 • Issue 1 • 2024
Also a part of:
The Living CV project: a model of collaborative learning in third space
Rachel Lamb, Carina Buckley and Sabrina Vieth
2024-10-16 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
The emergence of leadership as social triage: understanding the impact of the long shadows of austerity and the Covid-19 pandemic in English schools
Phil Wood and Aimee Quickfall
2024-11-20 Volume 22 • Issue 1 • 2024
Uses of artificial intelligence and machine learning in systematic reviews of education research
Henrik Karlstrøm
2024-12-04 Volume 22 • Issue 1 • 2024
Also a part of:
German higher education managers in the multiple hybrid university and their positioning with respect to third space
Michael Hoelscher and Jan Lauer
2024-12-11 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings
Exploring the implications of university campuses as intercultural spaces through the lens of social justice
Fiona Price
2024-01-17 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Belonging and home-making in the internationalised campus
Culturally responsive teaching through primary science in Aotearoa New Zealand
Steven S. Sexton
2024-02-21 Volume 22 • Issue 1 • 2024
Also a part of:
Review article
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
2024-03-20 Volume 22 • Issue 1 • 2024
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
2024-05-08 Volume 22 • Issue 1 • 2024
Also a part of:
Missing methods: a call for holistic analysis of history textbooks
Kristina R Llewellyn, Penney Clark, Sarah Clifford and Rafael Capó García
2024-09-18 Volume 22 • Issue 1 • 2024
The UK Prevent Strategy’s ‘fundamental British values’: a qualitative systematic review of perspectives from the education sector
Mark Reed and Rebecca Rees
2024-10-02 Volume 22 • Issue 1 • 2024
Also a part of:
Evidence use in higher education decision-making and policy: a scoping review of empirical studies from 2010 to 2022
Christoph Thiedig and Antje Wegner
2024-11-06 Volume 22 • Issue 1 • 2024
Also a part of:
Innovation through the implementation of technology in the context of school education: a systematic review
Thiago Freires and Amélia Lopes
2024-11-13 Volume 22 • Issue 1 • 2024
Also a part of:
Experiences and consequences of remote schooling during the Covid-19 pandemic for children and youth in the Nordic countries: a scoping review
Heid Nøkleby, Lars Jørun Langøien, Tiril Cecilie Borge and Trine Bjerke Johansen
2024-11-27 Volume 22 • Issue 1 • 2024
Also a part of:
Learning strategies in initial teacher training: a systematic review
Marta García-Jiménez, María Fernández Cabezas and Purificación Pérez-García
2024-02-14 Volume 22 • Issue 1 • 2024
Book review
Book review: Play in a Covid Frame: Everyday pandemic creativity in a time of isolation, edited by Anna Beresin and Julia Bishop
Melernie Meheux
2024-09-25 Volume 22 • Issue 1 • 2024
Book review: The Development and Governance of Private Universities in China, by Xu Liu
Paul Temple
2024-01-24 Volume 22 • Issue 1 • 2024
Editorial
The concept of third space as an enabler in complex higher education environments
Celia Whitchurch and Grace Healy
2024-12-18 Volume 22 • Issue 1 • 2024
Also a part of:
Special feature: Third space roles and identities in educational settings