Department of Educational Research
Gender and Education
I recently ran an ESRC seminar series with Carrie Paechter and Emma Renold - ‘Girls and Education 3-16, Continuing Concerns, New Agendas'. See http://www.lancs.ac.uk/fass/events/girlsandeducation/. An edited book from this series was published by Open University Press in January 2010. See: http://mcgraw-hill.co.uk/html/033523562X.html
I'm currently on the Executive Committee of the Gender and Education Association. See: http://www.genderandeducation.com.
Social Psychological Aspects of Teaching and Learning
The PhD Examination Process
Jackson, C. (1999) ‘Underachieving’ boys? Some points for consideration, Curriculum, 20 (2): 80-85.
Jackson, C. and Warin, J. (2000) The importance of gender as an aspect of identity at key transition points in compulsory education, British Educational Research Journal, 26: 375-391.
Tinkler, P. and Jackson, C. (2000) Examining the doctorate: Institutional policy and the PhD examination process in the UK, Studies in Higher Education, 25: 167-180.
Jackson, C. and Tinkler, P. (2000) The PhD examination: An exercise in community building and gatekeeping?, in: I. McNay (ed) Higher Education and its Communities, pp. 38-50, Buckingham: Society for Research into Higher Education and Open University Press.
Jackson, C. and Smith, I. (2000) Poles apart? An exploration of single-sex and mixed-sex educational environments in Australia and England, Educational Studies, 26 (4): 409-422.
Jackson, C. and Tinkler, P. (2001) Back to basics: A consideration of the purposes of the PhD viva, Assessment and Evaluation in Higher Education, 26 (4): 355-366.
Leonard, D., Jackson, C., Tinkler, P. and David, M. (2001) The PhD: Gender dimensions and feminist issues, Politics of Gender and Education Conference Proceedings. London: Institute of Education.
Tinkler, P. and Jackson, C. (2002) In the dark? Preparing for the PhD viva, Quality Assurance in Education (special issue – Quality and Standards in Doctoral Awards), 10 (2): 86-97.
Jackson, C. (2002) Can single-sex classes in co-educational schools enhance the learning experiences of girls and/or boys? An exploration of pupils’ perceptions, British Educational Research Journal, 28 (1): 37-48.
Jackson, C. (2002) 'Laddishness' as a self-worth protection strategy, Gender and Education, 14 (1): 37-51.
Jackson, C. (2003) Transitions into higher education: Gendered implications for academic self-concept, Oxford Review of Education, 29 (3): 331-346.
Jackson, C. (2003) Motives for ‘Laddishness’ at school: Fear of failure and fear of the ‘feminine’, British Educational Research Journal, 29 (4): 583-598.
Tinkler, P. and Jackson, C. (2004) The Doctoral Examination Process: A Handbook for Students, Examiners and Supervisors. Maidenhead: Open University Press. See http://www.mcgraw-hill.co.uk/html/0335213057.html
Jackson, C. and Bisset, M. (2005) Gender and School Choice: Factors influencing parents when choosing single-sex or co-educational independent schools for their children, Cambridge Journal of Education, 35 (2): 195-211.
Jackson, C. (2006) 'Wild' girls? An exploration of 'ladette' cultures in secondary schools, Gender and Education, 18 (4): 339-360.
Jackson, C. (2006) 'Lads' and 'ladettes' in school: Gender and a fear of failure. Maidenhead: Open University Press. It was awarded first prize by the Society for Educational Studies for books published in 2006. See http://mcgraw-hill.co.uk/html/0335217702.html.
Jackson, C. and Tinkler, P. (2007) ‘Ladettes’ and ‘Modern Girls’: ‘Troublesome’ young femininities, Sociological Review, 55(2): 251-272.
Jackson, C. and Tinkler, P. (2007) A Guide for Internal and External Doctoral Examiners. London: SRHE.
C. and Tinkler, P. (2007) The doctoral viva, in: E.R. Araujo and S.C. Bento
Tinkler, P. and Jackson, C. (2008) The viva, in: G. Hall and J. Longman (Eds) The Postgraduate's Companion. London: Sage.
Jackson, C. (2009) Single-sex and Co-education, in R. Shweder, T.R. Bidell, A.C. Dailey, S.D. Dixon, P.J. Miller, and J. Modell, (eds). The Child: An Encylopedic Companion. Chicago: University of Chicago Press.
Jackson, C. and Dempster, S. (2009) ‘I sat back on my computer ... with a bottle of whisky next to me’: Constructing ‘cool’ masculinity through ‘effortless’ achievement in secondary and higher education, Journal of Gender Studies, 18(4): 341-356.
Jackson, C., Paechter, C. and Renold, E. (eds) (2010) Girls and Education 3-16: Continuing Concerns, New Agendas. Maidenhead: Open University Press. See: http://mcgraw-hill.co.uk/html/033523562X.html
Jackson, C. (2010) Demanding time: balancing school and out-of-school demands, in C. Jackson, C. Paechter and E. Renold (eds) Girls and Education 3-16: Continuing Concerns, New Agendas. Maidenhead: Open University Press.
Jackson, C. (2010) Fear in Education, Educational Review, 62(1):39-52.
Jackson, C. (2010) 'I've been sort of laddish with them ... one of the gang': teachers' perceptions of 'laddish' boys and how to deal with them, Gender and Education, 22(5): 505-519.