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Recent publications by the Centre for Post-14 Work and Education (2013-2019)

2019     2018     2017     2016     2015      2014     2013 


2019 

 

2018

  • Boarding School Partnerships, Carpentieri, J. and Maxwell, C. (2018). Boarding school placements for vulnerable children and young people: A study of the social, educational and financial outcomes of boarding placements. Norwich: Norfolk County Council. 
  • Broad, J., Detmer, A., Lahiff, A., Roach, K., & Tilley, E. (2018). Developing pedagogic and curriculum expertise: The professional development of future engineering HE practitioners through participation in Project Based Learning research. Presented at: International symposium of engineering education.
  • Broad, J., Detmer, A., Lahiff, A., & Tilley, E. (2018). Expansive learning through participation as ethnographic researchers: The role of informal professional learning in the development of future Engineering HE educators. Presented at: UK & IE EER Network's 6th annual symposium.
  • Carpentieri, J., Cara, O., Popov, J. and Litster, J.  (2018). Guidance and Orientation for Adult Learners (GOAL): Six-country evaluation report. Brussels: European Commission.
  • Duncan, S. (2018). Lend Me Your Ears: Mass Observing Contemporary Adult Reading Aloud Practices. Changing English, 1-16.
  • Duncan, S., & Paran, A. (2018). Negotiating the Challenges of Reading Literature: Teachers Reporting on their Practice. In J. Bland (Ed.), Using Literature in English Language Education: Challenging Reading for 8–18 Year Olds. London: Bloomsbury.
  • Fletcher, M. and Grainger, P. (2018) Issues and options for financing post-compulsory education. T20 Task Force: Education for the Digital Age
  • Grainger, P, and Doel, M. Further Education Colleges, The SAGE Encyclopedia of Higher Education (forthcoming)
  • Grainger, P, and Doel, M. Technical Institutes, The SAGE Encyclopedia of Higher Education (forthcoming)
  • Grainger, P, and Spours, K. (2018) A Social Ecosystem Model: A New Paradigm for Skills Development? T20 Task Force: the Future of Work
  • Hallam, S. and Rogers, L. (2018). Homework: the evidence. London: IOE Press
  • Hodgson, A. and Spours, K. (2018) A social ecosystem model: conceptualising and connecting working, living and learning in London’s New East. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Hodgson, A., Smith, D., Spours, K. and Jeanes, J. (2018) Building the conditions for effective and sustainable technical and vocational education in East London. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Hodgson, A., Spours, K., Waring, M., Gallacher, J, Irwin, T. and James, D. (2018) FE and skills across the four countries of the UK: new opportunities for policy learning.
  • Hodgson, A. and Spours, K. (2018 forthcoming) Young people and transitions in upper secondary education in England: the influence of policy on the ‘local opportunity landscape’ in K. Brunila and L. Lundahl (eds) Youth on the Move - Tendencies and tensions in youth policies and practices. Helsinki: Helsinki University Press.
  • Kelly, B. (2018). Motivating adults to learn mathematics in the workplace: a trade union approach. International Journal of Lifelong Education. 
  • Kitagawa, K. (2018). ‘Questioning “integrated” disaster risk reduction and “all of society” engagement: can “preparedness pedagogy” help?’. Compare: A Journal of Comparative and International Education
  • Lahiff, A. T., Broad, J. H., Tilley, E., Roach, K., & Detmer, A. (2018). Fitness for purpose? project-based, collaborative learning in engineering undergraduate education. Presented at: 7th International Symposium of Engineering Education 2018.
  • Lahiff, A. T., Tilley, E., Broad, J., Roach, K., & Detmer, A. (2018). Highlighting the learning in project-based undergraduate engineering education: pedagogical and methodological considerations. Presented at: 6th Annual Symposium of the UK and Ireland Engineering Education Research Network.
  • Lahiff, A. T. (2018). Student learning and engagement in Project-based learning (PjBL) activities. Presented at: Developing curriculum, learning and pedagogies in STEM subjects: the case of Engineering.
  • Moss, G., Duncan, S., Harmey, S., & Munoz-Chereau, B. (2018). Current practice in using a system of phonics with post-16 learners. London: Education and Training Foundation.
  • Paran, A., & Duncan, S. (2018). Snapshots of Reality. Teaching Literature and Language Through Multimodal Texts, ICI Global.
  • Spours, K., Hodgson, A., Grainger, P. and Smith, D. (2018) Post-16 Area-Based Reviews in London: A small step towards a more universal and coherent skills system in the Capital? London: Association of Colleges
  • Tambling, P. (2018). Can education and skills development be more aligned locally reflecting local work patterns and business growth? T20 Task Force: Education for the Digital Age  

 

2017

  • Carpentieri, J.D., Goodman, A., Parsons, S., Patalay, P., & Swain, J. (2017) Lifetime poverty and attitudes to retirement among a cohort born in 1958. London: Centre for Longitudinal Studies. 
  • Carpentieri, J. D., Elliott, J., Brett, C. E., & Deary, I. J. (2017). Adapting to Aging: Older People Talk About Their Use of Selection, Optimization, and Compensation to Maximize Well-being in the Context of Physical Decline. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, gbw132. 
  • Derrick, J. (2017). Key informant in ‘'They have overcome enormous challenges': the refugees rebuilding their lives as teachers in British schools’, Guardian article 14-07-17.  
  • Hodgson, A., Spours, K. and Smith, D. (2017) Future apprenticeships in England: The role of mediation in the new model, Journal of Education and Work, 30 (6) pp.653-658.
  • Hodgson, A. and Spours, K. (2017) Policy and policy learning across the four countries of the UK. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Hodgson, A. and Spours, K. (2017) FE and skills across the UK: the case of England. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Hodgson, A. and Spours, K. with Jeanes, J., Smith, D., Vine-Morris, M., Vihriala, R., Bollam, J., Coles, L., Harris, M. and Kazempour, T. (2017) Education, skills and employment in East London: an ecosystem analysis. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Hodgson, A. and Spours, K. with Jeanes, J., Smith, D., Vine-Morris, M., Vihriala, R., Bollam, J., Coles, L., Harris, M. and Kazempour, T. (2017) Beyond employer engagement: exploring the nature of partnership working for skills development. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Grainger, P., Crossing Boundaries: a review of FETL grant-funded projects and think pieces, FETL (2017).
  • Kitagawa, K. (2017) ‘Situating preparedness education within public pedagogy’, Pedagogy, Culture and Society, 25(1), 1-13. 
  • Kitagawa, K., Preston, J. & Chadderton, C. (2017) ‘Preparing for disaster: a comparative analysis of education for critical infrastructure collapse’, Journal of Risk Research, 20(11), 1450-1465.  
  • Lahiff, A. T. (2017). Maximising vocational teachers’ learning through developmental observation. In M. O'Leary (Ed.), Reclaiming lesson observation: supporting excellence in teacher learning (pp. 51-61). London, UK: Routledge.
  • Spours, K., Hodgson, A. and Smith, D. (2017) The Area-Based Review in London: two logics of reform. Centre for Post-14 Education and Work, UCL Institute of Education, London.
  • Spours, K., Hodgson, A., Grainger, P. and Smith, D. (2017) Area-Based Reviews in London: moving to a more collaborative phase? Centre for Post-14 Education and Work, UCL Institute of Education, London.

 

2016

  • Broad, J. (2016), Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers' professional development. Journal of Vocational Education & Training, 68 (2) 143-160.
  • Cajic-Seigneur, M. and Hodgson, A. (2016) Alternative educational provision in an area of deprivation in London. London Review of Education, 14 (2) 25-37.
  • Carpentieri, J. D., Elliott, B. J., Brett, C. B., & Deary, I. J. (2016). Adding Narratives to Numbers in a Mixed Methods Study of Successful Ageing: The 6-Day Sample of the Scottish Mental Survey 1947. Sociological Research Online.  
  • Derrick, J. (2016). Professional Judgement and Standards in Educational Assessment. Blogpost.
  • Duncan, S. and Schwab, I. (2016) Why Terminology is Important. Research and Practice in Adult Literacy (RaPAL), 88 (Spring), 20-25.
  • Guile, D., & Lahiff, A. (2016). Apprenticeship for ‘Liquid Life’: Learning in Contingent Work Conditions for Contingent Employment. Vocations and Learning, 1-19. doi:10.1007/s12186-016-9166-3
  • Hodgson, A. and Spours, K. (2016) Education, skills and employment in East London: an ecosystem analysis, ELVET Programme Research Briefing 1, Centre for Post-14 Education and Work, UCL IOE
  • Hodgson, A., Smith D. and Spours, K. (2016) Future apprenticeships: mediators' perspectives on the new model. Paper presented at the Education and Employers Taskforce Conference, London, 21 July 2016.
  • Hodgson, A. and Spours, K. (2016) Restrictive and expansive policy learning - challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK. Journal of Education Policy, 31 (5) 511-525.
  • Hodgson, A. and Spours, K. (2016) Young people and transitions in upper secondary education in England: the influence of policy on the 'local opportunity landscape'. Youth on the Move (in press).
  • Hodgson, A. and Spours, K. (2016) The evolution of social ecosystem thinking: its relevance for education, economic development and localities - stimulus paper for 22 June ecosystem workshop, Post-14 Centre for Education and Work, UCL IOE.
  • Kitagawa, K. (2016). ‘Disaster preparedness, adaptive politics and lifelong learning: a case of Japan’, International Journal of Lifelong Education, 35(6), 629-647.  
  • Lahiff, A. T. (2016). Maximising Vocational Teachers’ Learning: the developmental significance of teaching observations. Presented at: European Association for Practitioner Research on Improving Learning.
  • Lahiff, A. T. (2016). Vocational Pedagogy in HE Learning lessons from FE vocational teachers?. Presented at: ESRC RESEARCH SEMINAR SERIES 2014–2016 HIGHER VOCATIONAL EDUCATION AND PEDAGOGY (HIVE-PED).
  • Lahiff, A. T., & Guile, D. (2016). ‘It’s not like a normal 9 to 5!’: the learning journeys of media production apprentices in distributed working conditions. Journal of Vocational Education & Training,. doi:10.1080/13636820.2016.1201846
  • Laurillard, D., Derrick, J. and Doel, M. (2016). Building digital skills in the FE Sector. Government Office for Science Foresight Report.  
  • Litster, J., Carpentieri, J., and Cara, O. (2016). Guidance and Orientation for Adult Learners (GOAL) cross-country report: Wave 1. Brussels: European Commission.
  • Spours, K., Hodgson, A. and Smith, D. (2016) The Post-16 Area-Based Review in London: Two logics of reform. Submission to the Sub Committee on Education, Skills and the Economy Inquiry on Post-16 Education Area Reviews.
  • Rogers, L. (2016) Re-engaging learners in further education and training. InTuition, 24, 19

 

2015

  • Broad, J. (2015). So many worlds, so much to do: Identifying barriers to engagement with continued professional development for teachers in the further education and training sector. London Review of Education, 13 (1) 17-30.
  • Carpentieri, J. (2015). Adding new numbers to the policy narrative: Using PIAAC data to focus on literacy practices. In Hamilton, M., Maddox, B. and Addey, C. (Eds.) Literacy as Numbers: Researching the politics and practices of international literacy assessment. Pp. 93-110. Cambridge: Cambridge University Press.
  • Carpentieri, J., Litster, J. and Johnson, C. (2015). International evidence review of basic skills: Learning from high-performing and improving countries. BIS research paper 209. London: Department for Business, Innovation and Skills.
  • Carpentieri, J., Litster, J. and Mallows, D. (2015) Literacy Cubed: Evaluation of a Roma family literacy programme in Montenegro, Romania and Slovakia. Brussels: European Commission.
  • Duncan, S. (2015). Biographical Learning and Non-Formal Education: Questing, Threads and Choosing How to be Older. Studies in the Education of Adults, Spring 2015.
  • Duncan, S. (2015) Reading Aloud in Lewisham: an exploration of adult reading aloud practices. Literacy 49 (2) 84-90.
  • Duncan, S. and Schwab, I. (2015) Guiding Principles for the Use of Terminology in Adult Literacy: A Rationale. ELINET: European Union.
  • Grainger, P., Wilderspin, C. and Pitcher, A. (2015) Space and Place, Colleges rebuilding. The Coming of Age for FE, A. Hodgson (ed) The Coming of Age for FE? Reflections on the past and future of further education colleges in England IOE. London: IOE Press.
  • Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon, L., Spedding, T. and Wakeling, P. (2015) Reflective Teaching in Further, Adult and Vocational Education. London: Bloomsbury.
  • Hallam, S. and Rogers, L. (2015) Not the end? A new approach to school exclusions. Every Child Journal 5 (1) 28-33.
  • Hodgson, A. and Spours, K. (2015) The 'Missing Middle' in 14-19 education and the role of localities. Written evidence for the House of Lords Select Committee on Social Mobility, July.
  • Hodgson, A. and Spours, K. (2015) Building a strong TVET system requires new economic and educational models. Education Politics No 125.
  • Hodgson, A. and Spours, K. (2015) The future for FE colleges in England: the case for a new post-incorporation model. A. Hodgson (ed) The Coming of Age for FE? Reflections on the past and future of further education colleges in England IOE. London: IOE Press.
  • Hodgson, A. (ed) (2015) The Coming of Age for FE? Reflections on the past and future roles of further education colleges in England. London: IOE Press.
  • Hodgson, A., Bailey, B. and Lucas, N. (2015) What is FE? In A. Hodgson (ed) The Coming of Age for FE? Reflections on the past and future of further education colleges in England IOE. London: IOE Press.
  • Hodgson, A. and Spours, K. (2015) A National Baccalaureate System for England: A policy learning approach. Discussion paper for the National Baccalaureate Trust Convention, June.
  • Hodgson, A. and Spours, K. (2015) Tuition time in upper secondary education (16-19): Comparing six national education systems. In Costing the Sixth Form Curriculum, SFCA.
  • Hodgson, A. and Spours, K. (2015) An ecological analysis of the dynamics of localities: a 14+ low opportunity progression equilibrium in action. Journal of Education and Work 28 (1) 24-43.
  • Kitagawa, K. (2015). ‘Living with an active volcano: informal and community learning for preparedness in south of Japan’, in Fearnley, C. J., Bird, D., K. Jolly, Haynes, K. and McGuire, B. eds., Observing the Volcano World: Volcano Crisis Communication, IAVCEI Advances in Volcanology Series, Berlin/Heidelberg: Springer. 
  • Kitagawa, K. (2015). ‘Continuity and change in disaster education in Japan’, History of Education, 44(3), 371-390. 
  • Lahiff, A. (2015) Maximizing vocational teachers' learning: The feedback discussion in the observation of teaching for initial teacher training in further education, London Review of Education 13 (1) 3-15 
  • Lahiff, A. T. (2015). Maximising Vocational Teachers’ Learning : the developmental significance of observations. Presented at: Lesson observation: new approaches, new possibilities.
  • Lahiff, A. (2015) Developing teaching observations: research lessons, InTuition, 20.
  • Preston, J., Chadderton, C. & Kitagawa, K. (2015). ‘Community response in disasters: an ecological learning framework’, International Journal of Lifelong Education, 34(6), 727-753.  
  • Rogers, L. (2015) Disengagement with Education: 11- to 19-year-olds. London: IOE/Trentham Press.
  • Smith, D. (ed) (2015) Key Issues for Education and Training: A report on a series of seminars organised by the UCL Institute of Education in partnership with the Education and Training Foundation, UCL Institute of Education.
  • Spours, K., Edwards, J., Yarnit, M., Taubman, D. and Matthews, B. (2015) Big Education - Learning for the 21st Century. London: Compass Publications.
  • Taubman, D., Lucas, N. Crowther, N. and Fletcher, M. (2015) The Further Education Workforce. In The Coming of Age for FE, A. Hodgson (ed) The Coming of Age for FE? Reflections on the past and future of further education colleges in England IOE. London: IOE/Trentham Books.
  • Taubman, D. (2015) Reframing Professionalism and re-claiming the Dance. In M. Daley, K. Orr and J. Petrie (eds) Further Education and the Twelve Dancing Princesses, London: IOE/ Trentham Books.
  • Tu, T., Colahan, M., Hale, C., D’Souza, J., McCallum, A., Mallows, D., Carpentieri, J. and Litster, J. (2015). Impact of poor basic literacy and numeracy on employers. BIS research paper 266. London: Department for Business, Innovation and Skills.

 

2014

  • Bentall, C., Bourne, D., McGough, H., Hodgson, A. and Spours, K. (2014) Global Learning for Global Colleges: creating opportunities for greater access to international learning for 16-25 year olds. Journal of Further and Higher Education 38 (5) 621-640.
  • Carpentieri, J. and Elliott, J. (2014). Understanding healthy ageing using a qualitative approach: the value of narratives and individual biographies, in Kuh, D. & Cooper, R. (eds) A life course approach to healthy ageing Oxford: Oxford University Press.
  • Carpentieri, J. D., & Swain, J. (2014). Family Homework Evaluation Report. London: Institute of Education NRDC.
  • Derrick J (2014) ‘Initial and continuing teacher education and why they matter’ in Chowan, S. (ed) Should teaching qualifications be left to chance? London: Institute for Learning.  
  • Duncan, S (2014) 'Peripheral professionals? The place of teacher educators in higher education'. In B. Cunningham and D. Crook Professional Life in Modern UK HE. London: IOE Press, 114-124.
  • Duncan, S. (2014) Reading for Pleasure and Reading Circles for Adult Emergent Readers. Leicester: NIACE.
  • Gill, M. and Smith, D. (2013) Implementing 16-19 Study Programmes: A Case Study, Institute of Education University of London.
  • Grainger, P., Claus, P. and Warman, K. (2015) An evaluation of the Pem-Brooke programme. In Collaboration to Widen Participation to, through and beyond Higher Education. UCL IOE Centre for Post-14 Education and Work Report.
  • Hodgson, A. and Spours, K. (2014) Upper secondary education across the countries of the UK: possibilities for expansive policy learning. Paper for the ECER Conference, Porto, September.
  • Hodgson, A. (2014) CEIAG: Moving beyond the 'sticking plaster' approach. In NUS When IAG grow up… A collection of opinions on the state of career information, advice and guidance in the UK.
  • Hodgson, A. and Spours, K. (2014) Heavy fog in the Channel, Continent Cut Off: reform of upper secondary education from the perspective of English exceptionalism. European Educational Research Journal, 13 (6) 683-698.
  • Hodgson, A. and Spours, K. (2014) Middle attainers and 14-19 progression in England: half-served by New Labour and now overlooked by the Coalition? British Educational Research Journal, 40 (3), 467-482.
  • Hodgson, A. and Spours, K. (2014) What is happening with 17+ participation, attainment and progression in London? Paper 3. Colleges in London. Report No 3 to London Councils.
  • Hodgson, A. and Spours, K. (2014) What is happening with 17+ participation, attainment and progression in London? Report 2: Risk factors and strategies to support students in schools. Report No 2 to London Councils.
  • Hodgson, A. and Spours, K. (2014) Rethinking the 14-19 Phase. School Leadership Today, Vol 4.5.
  • Hughes, G., Wood, E. & Kitagawa, K. (2014). ‘Use of self-referential (ipsative) feedback to motivate and guide distance learners’, Open Learning: The Journal of Open, Distance and e-Learning, 29(1), 31-44
  • Hurry, J. and Rogers, L. Eds (2014) Education, training and employment in prison and post-release. Special Edition, London Review of Education 12 (2).
  • IOE and NFER (2014) Evaluation of the School Exclusion Trial. London: Department for Education.
  • Kitagawa, K. & Encinas, M. (2014). ‘Young people’s transitions in London and temporal orientations of agency’, London Review of Education, 12(1), 77-89
  • Lahiff, A. (2016) Maximising vocational teachers' learning through developmental observation. In M. O'Leary (ed) Reclaiming Lesson Observation, Chapter 4, London: Routledge (forthcoming).
  • Mujtaba, T., Reiss, M. and Hodgson, A. (2014) Motivating and supporting young people to study mathematics: a London perspective. London Review of Education, 12 (1) 121-142.
  • Preston, J., Chadderton, C. & Kitagawa, K. (2014). ‘The “state of exception” and disaster education: a multilevel conceptual framework with implications for social justice’, Globalisation, Societies and Education, 12(4), 437-456.
  • Rogers, L., Hurry, J., Simonot, M. and Wilson, A. (2014) The aspirations and realities of prison education for under-25s in the London area. London Review of Education 12 (2) 184-196.
  • Rogers, L., Simonot, M. and Nartey, A. (2014) Prison Educators: Professionalism Against the Odds. London: UCU.
  • Smith, D. (2014) Building Higher-Level Skills Provision (Second Edition) Association of Employment and Learning Providers, London: AELP.
  • Spours, K., Edwards, J., Yarnit, M., Taubman, D. and Matthews, B. (2015) Education for the 21st Century - the Bloomsbury Paper. London: Compass Publications.
  • SQW and NRDC (2014). Evaluation of English and maths Pathfinder pilots. London: Department for Business, Innovation and Skills.

 

2013

  • Carpentieri, J. (2013.) Evidence, evaluation and the “tyranny of effect size”: a proposal for more accurately measuring programme impacts in adult and family literacy, European Journal of Education, Volume 48: 4 (December), 543-556       
  • Carpentieri, J. (2013). Developments in European literacy policy: putting greater focus on the family, Research and Practice in Adult Literacy. Volume 81, Autumn.
  • Carpentieri, J., North, S., Cara, O. & Casey, H. (2013). Strategic Review of Language, Literacy and Numeracy (LLN) Training in Victoria and South Australia.  Unpublished policy report (Redacted version available upon request).
  • Centre for Post-14 Research and Innovation (2013) A National Qualifications Framework for Qatar/ Final Report for the Qatar Supreme Education Council.
  • Cook, J., Cara, O., Morris, M., Carpentieri, J. & Creese, B. (2013). Investigating the Benefits of English and Maths Provision for Adult Learners. London: Department for Business, Innovation & Skills.
  • Derrick, J. (2013) Practitioner learning', not 'professional learning': towards a non-technocratic model of autonomous development for post-compulsory sector teachers. Research in Post Compulsory Education 18 (3) 269-279.
  • Derrick, J. (2013). Teachers and the cult of amateurism: enthusiasm isn’t enough. Blogpost.
  • Duncan, S. (2013) The compassion and andragogy of reading circles. English Quarterly: Journal of the Canadian Council of Teachers of English Language Arts.Vol 44 (1-2), Spring/Summer 2013.
  • Hodgson, A. and Spours, K. (2013) After School - Promoting opportunities for all young people in a locality in J. Clifton (ed) Excellence and Equity: Tackling education disadvantage in England's secondary schools, IPPR publications.
  • Hodgson, A. and Spours, K. (2013) Rebuilding and extending 14-19 partnership working in London to improve participation, progression and transition for young people. Report for London Councils.
  • Hodgson, A. and Spours, K. (2013) Tackling the crisis facing young people: building 'high opportunity progression eco-systems. Oxford Review of Education, 39 (2) 211-228.
  • Hodgson, A. and Spours, K. (2013) Why IfL should promote 'triple professionalism'. In Tuition IfL Journal.
  • Rogers, L. (2013) Perceptions of studying during adolescence: student typologies and the relationship with attainment. Educational Studies 39 (3) 298-314.
  • Rogers, L. (2013) Underlying factors in perceptions of studying during adolescence. Research Papers in Education 28 (4) 443-458.
  • Unwin, L. and Lahiff, A. (2013) It's About Work: Excellent Adult Vocational Teaching and Learning. Evidence Review: Supplementary Paper 1, London: LSIS.