Examples of publications arising from DPER programme assignments

• Allen, D. (2010). Every paper matters: a comparative analysis of two policies surrounding the development of children and young people, Education, Knowledge and Economy, 4(1), 57-71.
• Abou-Setta, A (2014). Towards more employable Egyptian HE graduates – a case study, Education, Business and Society: Contemporary Middle Eastern Issues, 7(4), 229-244.
• Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study. International Journal of Technology and Design Education, 26(1), 61-79.
• Boyd, P., Harris, K. & Murray, J. (2011). Becoming a Teacher Educator: Guidelines for induction (2nd Ed.). ESCalate, Higher Education Academy: Bristol.
• Boyd, P. (2010). Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development 15(2), 155-165.
• Boyd, P. & Harris, K. (2010). Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36(1-2), 9-24.
• Jackson, A. & Burch, J. (2019). New directions for teacher education: Investigating school/university partnership in an increasingly school-based context, Professional Development in Education, 45(1), 138-150.
• Jackson, A. & Burch, J. (2016). School Direct, a policy for initial teacher training in England: Plotting a principled pedagogical path through a changing landscape, Professional Development in Education, 42(4), 11-526.
• Burch, J. & Jackson, A. (2013). Developing partnership through third space activity, Teacher Education Advancement Network Journal, 5 (2), 57-68.
• Christie, F. (2016). Careers guidance and social mobility in UK higher education: practitioner perspectives, British Journal of Guidance & Counselling, 44(1), 72-85.
• Clark, D. (2023). The construction of legitimacy: a critical discourse analysis of the rhetoric of educational technology in post-pandemic higher education, Learning, Media and Technology.
• Clark, D. (2022). Playing the game: a realist approach to evaluating online student access, retention, progression and attainment initiatives, Research in Learning Technology, 30.
• Davies, J. (2023). In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy, Assessment & Evaluation in Higher Education.
• Harper, L. & Dickson, R. (2019). Using developmental evaluation to build capacity or knowledge mobilisation in health and social care. Evaluation, 25(3), 330-348.
• Harper, L., Maden, M. & Dickson, R. (2019). Across five levels: the evidence of impact model. Evaluation, 26(3), 350-366.
• Dickson R. & Saunders, M. (2014) Developmental evaluation: Lessons for evaluative practice from the SEARCH Program. Evaluation, 20(2), 76-194.
• Gibbons, J. (2019). How is reflection “framed” for legal professional identity? Using Bernstein and Leering to understand the potential for reflection in our curriculum as written, experienced and assessed. The Law Teacher, 53(4), 401-415.
• Gibbons, J. (2019). Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme, Teaching in Higher Education, 24(7), 834-849.
• Gibbons, J. (2018). Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from the sociology of education: what, how and why? The Law Teacher, 52(1), 38-52.
• Gibbons, J. (2018). Whose Access to whose justice? The contextualisation of administrative law on undergraduate programmes. Nottingham Law Journal, 27(2), 48-61.
• Gibbons, J. (2017). Policy recontextualization: The proposed introduction of a multiple-choice test for the entry-level assessment of the legal knowledge of prospective solicitors in England and Wales, and the potential effect on university-level legal education. International Journal of the Legal Profession, 24(3) 227-241.
• Gibbons, J. (2015). Oh the irony!: A reflective report on the assessment of reflective reports on an LLB programme. The Law Teacher, 49(2), 176-188.
• Gillett, K. (2010). From ‘part of ’ to ‘partnership’: the changing relationship between nurse education and the National Health Service. Nursing Inquiry, 17(3), 197-207.
• Lisewski, B. (2020). Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures. International Journal for Academic Development.
• Lisewski, B. (2020). How tutor-practitioners conceptualised and enacted their practice-based knowing in a Higher Education Fashion School: a Teaching and Learning Regime approach, Journal of Further and Higher Education,
• McFaul, H. et al. (2020). Taking Clinical Legal Education Online: Songs of Innocence and Experience. International Journal of Clinical Legal Education, 27(4).
• McFaul, H. & FitzGerald, E. (2017). A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. British Journal of Educational Technology, 51(2), 572-589.
• McFaul, H. (2020). Does Clinical Legal Education Need Theory?. Asian Journal of Legal Education, 7(2), 152-163.
• McFaul, H. et al. (2020). A mobile app for public legal education: a case study of co-designing with students. Research in Learning Technology, 28.
• Morel, R. (2023). Internationalization policy in Japanese university prospectuses. Higher Education Quarterly
• Morrell-Scott, N. (2019). The perceptions of acceptance by new academics to a Higher Education Institution. Journal of Further and Higher Education, 43(3).
• Trevor-Roper, S. (2021). International Academic Affiliations: Destination or Journey? An Oman-Based Study of Policy, Practice and Potential. Journal of Studies in International Education.
• Wearden, S. (2015). How Academic is Mobilised in Degree Ceremonies and to What Effect, Transactions of the Burgon Society, 15, 4-29.