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  1. Re-Thinking Professional Development and Accountability: Towards a More Educational Training Practice.Yvonne Emmett - 2015 - International Journal for Transformative Research 2 (1):1-10.
    In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education programme at Dublin City University in the period 2008-2012. It is at the intersection of these subject positions, between theory and practice, that professional development was explored through the ‘leadership problem’ of encouraging trainer colleagues to investigate the educational (...)
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  • Book Review: Feelings. [REVIEW]Claudia Lapping - 2012 - European Journal of Women's Studies 19 (2):264-267.
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  • Recontextualising 'Play' in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice.Sue Rogers & Claudia Lapping - 2012 - British Journal of Educational Studies 60 (3):243 - 260.
    This paper traces the way discourses within early years policy and practice impose meanings onto the signifier 'play'. Drawing on Bernstein's conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children's 'play'. The analysis foregrounds an underlying question about the hold the signifier 'play' maintains within discourses that appear antithetical to traditional understandings of 'play'.
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  • Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice.Sue Rogers & Claudia Lapping - 2012 - British Journal of Educational Studies 60 (3):243-260.