A Edwards
Datos Biográficos
| ID | 23050 |
|---|---|
| NOMBRE | A Edwards |
| NOMBRES | A |
| APELLIDO | Edwards |
| FIRMA | EDWARDS A |
| AFILIACIONES | University of Oxford |
| ORCID | 0000-0002-4608-716X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAS | 51 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1970 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Knowledge for a future-oriented pedagogy
Current versions of formal schooling are failing our future citizens by not creating the agentic, creative, ethical questioning learners needed by society. This knowledge crisis has deep roots but can be addressed by asking, what kinds of knowledge, for what kinds of learners, for what kind of society? The answer offered here draws on cultural-historical approaches to knowledge, child and adolescent development and pedagogy, initiated by Vygotsky…
The 43rd Vernon‐Wall Lecture
AIM: Responses to complex problems demand collaboration across practice boundaries. The studies presented here make visible the processes that constitute successful collaborations between practitioners and clients. THE ARGUMENT: Complex problems can be discovered, where practitioners recognize and address complexity through an existing repertoire of responses. Or they are created problems, where researchers reveal new phenomena and create new kno…
Professor Peter Tomlinson 1941–2024
Peter Tomlinson, who died earlier this year, was possessed of a sharp and creative intelligence which was matched by a deeply scholarly approach to every piece that he wrote. That scholarship, based in his academic background in both moral philosophy and cognitive psychology, informed his research focus on how psychological insights can enhance the quality of teaching in schools. His 1981 book Understanding Teaching: Interactive Educational Psych…
Racial and Ethnic Disparities in Causes for Reoperation and Reintervention Following Bariatric Surgery
Exploring Norwegian teachers’ perceptions of shy students at recess and their strategic responses
Recess (break times) during the school day offers children opportunities for peer interactions which enrich social development. For shy children, however, these periods can produce anxiety, leading to withdrawal and onlooker behaviour. The analysis reported here is from a national study of how Norwegian elementary school teachers support the engagement of shy children in school life. Nineteen teachers with recognised success with shy students wer…
Doing CHAT in the wild
Thank You to Reviewers
Teachers’ experiences of school-based support in their work with shy students
We report on the support from senior leaders, outside agents and parents, experienced by Norwegian elementary school teachers while working with shy students. A national sample completed a questionnaire based on teacher interviews. A descriptive analysis examined experienced support; while a person-centered analysis revealed different profiles of teachers in relation to support. The findings show that teachers perceived some support in this work.…
The relational features of evidence use
The use of research evidence is increasingly seen as critical to improving practice across many areas of public policy. At the same time, the role of relationships and relational work have become far more widely recognised in many fields of professional practice. This paper brings together these two developments by focusing on the relational features of evidence use. Drawing on two studies of educational evidence use, in England and Australia, th…
The role of school‐based research champions in a school–university partnership
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university depart…
Teachers’ strategies for enhancing shy children's engagement in oral activities
Shy children can present challenges for teachers aiming at inclusive classrooms. Their educational attainments can be lower than their peers, they may have difficulties in adjustment to school and they can be at risk of meeting clinical criteria for social anxiety disorder. One recurrent finding is that they are often quiet across a range of school situations. The study reported here focused on teachers’ strategies to engage shy students in frequ…
A reflection on the relational aspects of research policy interfaces
In this short reflection on how research and policy can connect fruitfully, I briefly outline three key concepts that have arisen in my work on inter-professional collaboration in the caring professions: relational expertise, common knowledge and relational agency. I have argued that these concepts describe the work that is done at sites of intersecting practices to enable quick and meaningful collaboration on complex problems. I also, however, p…
Teachers’ understandings of shyness
Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural–historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allow…
Mothers’ Selection of Future Primary Caregivers in Rural West Java, Indonesia
Partnership practice as collaborative knowledge work
Purpose – The purpose of this paper is to shed new light on how partnership practices that build resilience in families work. Two broad questions are explored: first, what are the forms of expertise required in practices that effectively build resilience through partnership?; and second, how can some of the challenges practitioners experience when working in partnership be addressed? Design/methodology/approach – A theoretical approach is taken, …
Introductory Note to UNHCR's Guidelines on Temporary Protection or Stay Arrangements
Following two expert meetings in 2012 and 2013, UNHCR published Guidelines on Temporary Protection or Stay Arrangements (TPSAs) in February 2014. 1 The Guidelines have been developed in order to assist governments to respond to humanitarian crises and complex or mixed population movements, in situations where existing responses are not suited or adequate. They reflect an evolution in UNHCR’s thinking based on developments in state practice and no…
Introductory Note to the Guidelines on International Protection No. 10 on Claims to Refugee Status related to Military Service
UNHCR published the tenth set of Guidelines on International Protection in the series, on claims to refugee status related to military service. 1 These Guidelines update UNHCR’s ‘Handbook on Procedures and Criteria for Determining Refugee Status under the 1951 Convention and the 1967 Protocol Relating to the Status of Refugees’. 2 The Guidelines provide a legal authoritative interpretation of the refugee definition in Article 1A(2) of the 1951 Co…
Reimagining a School – University Partnership
We trace the recent development of the Oxford Education Deanery as an expansion of an initial teacher education partnership to include wider school-university collaboration in professional development, and in research. The current policy pressures in England are described on both school-university partnerships for initial teacher education, and on schools and universities generally. Then, using cultural historical theory, we show the recent devel…
Introductory Note to the San Remo Summary Conclusions on Temporary Protection
2011 and 2012 witnessed a number of civil uprisings in North Africa and the Middle East, toppling several autocratic regimes but also provoking widespread violence, public disorder and armed conflict. These events caused more than 1 million persons, both refugees and migrants, to cross international borders seeking protection. The United Nations High Commissioner for Refugees (UNHCR) called for temporary protection to be provided pending the gran…
Introductory Note to the Summary Conclusions of the Global Roundtable on Alternatives to Immigration Detention
The first-ever Global Roundtable on Alternatives to Detention of Asylum-Seekers, Refugees, Migrants and Stateless Persons was organized as the fifth in the series of expert meetings as part of the commemorations year of the 1951 Convention relating to the Status of Refugees and the 1961 Convention on the Reduction of Statelessness.1 The roundtable was organized jointly with the Office of the High Commissioner for Human Rights and held in Geneva o…
Introductory Note to the Bellagio Summary of Deliberations on Climate Change and Displacement
2011 marks the 60th anniversary of the 1951 Convention relating to the Status of Refugees and the 50th anniversary of the 1961 Convention on the Reduction of Statelessness. In order to commemorate these milestones, UNHCR is hosting a series of expert meetings to reflect on and to advance key protection challenges of the 21st Century.1 The first two meetings in the series related to statelessness questions. The third meeting, held in Bellagio, Ita…
Introductory Note to the Arusha Summary Conclusions on Complementarities between International Refugee Law, International Criminal Law, and International Human Rights Law
As the previous edition of the International Journal of Refugee Law reported, UNHCR is in the process of organizing a series of expert meetings on the main protection challenges of the 21st Century to mark the 60th anniversary of the 1951 Convention relating to the Status of Refugees (1951 Convention) and the 50th anniversary of the 1961 Convention on the Reduction of Statelessness (1961 Convention).1 We will report on each of the roundtables as …
Inter‐professional work and expertise
The findings discussed here are based on five case studies and a small survey ( n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive wor…
Relational agency in collaborations for the well‐being of children and young people
This article focuses on the conditions that are conducive to effective work on reducing children's vulnerability to social exclusion. It draws on three studies of practitioners who are collaborating to prevent the social exclusion of children and young people. Two ideas are discussed: distributed expertise and relational agency. Distributed expertise recognises that expertise is distributed across local systems and that practitioners need to beco…
Wouter Vandenhole, Non-Discrimination and Equality in the View of the UN Human Rights Treaty Bodies
As a contribution to the ongoing discussion relating to the UN reform process and the proposal for a common core document to aid or ‘alleviate to some extent the burden’ (p. 291) on States Parties in relation to the reporting process under each of the human rights treaties, Wouter Vandenhole has put together an extensive compilation of the approaches taken by the treaty bodies to the question of non-discrimination and equality. Non-Discrimination…
Working Collaboratively to Build Resilience
Evidence from two studies of social exclusion based in England are drawn on to suggest that responsible agency can be seen as a feature of resilience. I argue that this agency, or capacity to act effectively in the world, is developed relationally and is evident in people's thoughtful actions in their worlds, but is also contingent on the affordances for such action in any environment. That is, resilience can be seen as responsible engagement wit…
Inter‐professional work and expertise
The findings discussed here are based on five case studies and a small survey ( n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive wor…
Constructing curriculum subject knowledge in primary school teacher training
Teacher education
Patterns of female sexual arousal during sleep and waking
Inmate Adaptations and Socialization in the Prison
The sociological literature on prisons contains some confusion and disagreement on at least three interrelated issues: the character of inmate society, the forms of inmate adaptive behaviour and the nature and extent of prison socialization. This paper suggests a new inmate typology (based on a differentiation between interaction with various membership groups and identification with different reference groups) and describes for each type the deg…
Relational agency in collaborations for the well‐being of children and young people
This article focuses on the conditions that are conducive to effective work on reducing children's vulnerability to social exclusion. It draws on three studies of practitioners who are collaborating to prevent the social exclusion of children and young people. Two ideas are discussed: distributed expertise and relational agency. Distributed expertise recognises that expertise is distributed across local systems and that practitioners need to beco…
Schreber's Delusional Transference—A Disorder of the Self
A reflection on the relational aspects of research policy interfaces
In this short reflection on how research and policy can connect fruitfully, I briefly outline three key concepts that have arisen in my work on inter-professional collaboration in the caring professions: relational expertise, common knowledge and relational agency. I have argued that these concepts describe the work that is done at sites of intersecting practices to enable quick and meaningful collaboration on complex problems. I also, however, p…
Doing CHAT in the wild
The role of school‐based research champions in a school–university partnership
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university depart…
Teachers’ strategies for enhancing shy children's engagement in oral activities
Shy children can present challenges for teachers aiming at inclusive classrooms. Their educational attainments can be lower than their peers, they may have difficulties in adjustment to school and they can be at risk of meeting clinical criteria for social anxiety disorder. One recurrent finding is that they are often quiet across a range of school situations. The study reported here focused on teachers’ strategies to engage shy students in frequ…
Teachers’ understandings of shyness
Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural–historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allow…
Mothers’ Selection of Future Primary Caregivers in Rural West Java, Indonesia
Partnership practice as collaborative knowledge work
Purpose – The purpose of this paper is to shed new light on how partnership practices that build resilience in families work. Two broad questions are explored: first, what are the forms of expertise required in practices that effectively build resilience through partnership?; and second, how can some of the challenges practitioners experience when working in partnership be addressed? Design/methodology/approach – A theoretical approach is taken, …
Reimagining a School – University Partnership
We trace the recent development of the Oxford Education Deanery as an expansion of an initial teacher education partnership to include wider school-university collaboration in professional development, and in research. The current policy pressures in England are described on both school-university partnerships for initial teacher education, and on schools and universities generally. Then, using cultural historical theory, we show the recent devel…
Planning a comprehensive family assessment
The ideal of the comprehensive assessment is often one that social workers aspire to but receive inadequate guidance on. The aim of this paper is to examine what we mean by comprehensive family assessments, and how they could be planned more effectively. We begin by considering some general issues concerning comprehensive family assessment. The body of the paper then uses a case study to consider key questions to be addressed in planning the asse…
Inmate Adaptations and Socialization in the Prison
The sociological literature on prisons contains some confusion and disagreement on at least three interrelated issues: the character of inmate society, the forms of inmate adaptive behaviour and the nature and extent of prison socialization. This paper suggests a new inmate typology (based on a differentiation between interaction with various membership groups and identification with different reference groups) and describes for each type the deg…
Social Deviance in Australia
Schreber's Delusional Transference—A Disorder of the Self
Patterns of female sexual arousal during sleep and waking
The Design of Suburbia
Regulation and Repression
Teacher education
Planning a comprehensive family assessment
The ideal of the comprehensive assessment is often one that social workers aspire to but receive inadequate guidance on. The aim of this paper is to examine what we mean by comprehensive family assessments, and how they could be planned more effectively. We begin by considering some general issues concerning comprehensive family assessment. The body of the paper then uses a case study to consider key questions to be addressed in planning the asse…
Constructing curriculum subject knowledge in primary school teacher training
Wouter Vandenhole, Non-Discrimination and Equality in the View of the UN Human Rights Treaty Bodies
As a contribution to the ongoing discussion relating to the UN reform process and the proposal for a common core document to aid or ‘alleviate to some extent the burden’ (p. 291) on States Parties in relation to the reporting process under each of the human rights treaties, Wouter Vandenhole has put together an extensive compilation of the approaches taken by the treaty bodies to the question of non-discrimination and equality. Non-Discrimination…
Working Collaboratively to Build Resilience
Evidence from two studies of social exclusion based in England are drawn on to suggest that responsible agency can be seen as a feature of resilience. I argue that this agency, or capacity to act effectively in the world, is developed relationally and is evident in people's thoughtful actions in their worlds, but is also contingent on the affordances for such action in any environment. That is, resilience can be seen as responsible engagement wit…
Relational agency in collaborations for the well‐being of children and young people
This article focuses on the conditions that are conducive to effective work on reducing children's vulnerability to social exclusion. It draws on three studies of practitioners who are collaborating to prevent the social exclusion of children and young people. Two ideas are discussed: distributed expertise and relational agency. Distributed expertise recognises that expertise is distributed across local systems and that practitioners need to beco…
Inter‐professional work and expertise
The findings discussed here are based on five case studies and a small survey ( n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive wor…
Introductory Note to the Summary Conclusions of the Global Roundtable on Alternatives to Immigration Detention
The first-ever Global Roundtable on Alternatives to Detention of Asylum-Seekers, Refugees, Migrants and Stateless Persons was organized as the fifth in the series of expert meetings as part of the commemorations year of the 1951 Convention relating to the Status of Refugees and the 1961 Convention on the Reduction of Statelessness.1 The roundtable was organized jointly with the Office of the High Commissioner for Human Rights and held in Geneva o…
Introductory Note to the Bellagio Summary of Deliberations on Climate Change and Displacement
2011 marks the 60th anniversary of the 1951 Convention relating to the Status of Refugees and the 50th anniversary of the 1961 Convention on the Reduction of Statelessness. In order to commemorate these milestones, UNHCR is hosting a series of expert meetings to reflect on and to advance key protection challenges of the 21st Century.1 The first two meetings in the series related to statelessness questions. The third meeting, held in Bellagio, Ita…
Introductory Note to the Arusha Summary Conclusions on Complementarities between International Refugee Law, International Criminal Law, and International Human Rights Law
As the previous edition of the International Journal of Refugee Law reported, UNHCR is in the process of organizing a series of expert meetings on the main protection challenges of the 21st Century to mark the 60th anniversary of the 1951 Convention relating to the Status of Refugees (1951 Convention) and the 50th anniversary of the 1961 Convention on the Reduction of Statelessness (1961 Convention).1 We will report on each of the roundtables as …
Introductory Note to the San Remo Summary Conclusions on Temporary Protection
2011 and 2012 witnessed a number of civil uprisings in North Africa and the Middle East, toppling several autocratic regimes but also provoking widespread violence, public disorder and armed conflict. These events caused more than 1 million persons, both refugees and migrants, to cross international borders seeking protection. The United Nations High Commissioner for Refugees (UNHCR) called for temporary protection to be provided pending the gran…
Introductory Note to UNHCR's Guidelines on Temporary Protection or Stay Arrangements
Following two expert meetings in 2012 and 2013, UNHCR published Guidelines on Temporary Protection or Stay Arrangements (TPSAs) in February 2014. 1 The Guidelines have been developed in order to assist governments to respond to humanitarian crises and complex or mixed population movements, in situations where existing responses are not suited or adequate. They reflect an evolution in UNHCR’s thinking based on developments in state practice and no…
Introductory Note to the Guidelines on International Protection No. 10 on Claims to Refugee Status related to Military Service
UNHCR published the tenth set of Guidelines on International Protection in the series, on claims to refugee status related to military service. 1 These Guidelines update UNHCR’s ‘Handbook on Procedures and Criteria for Determining Refugee Status under the 1951 Convention and the 1967 Protocol Relating to the Status of Refugees’. 2 The Guidelines provide a legal authoritative interpretation of the refugee definition in Article 1A(2) of the 1951 Co…
Reimagining a School – University Partnership
We trace the recent development of the Oxford Education Deanery as an expansion of an initial teacher education partnership to include wider school-university collaboration in professional development, and in research. The current policy pressures in England are described on both school-university partnerships for initial teacher education, and on schools and universities generally. Then, using cultural historical theory, we show the recent devel…
Partnership practice as collaborative knowledge work
Purpose – The purpose of this paper is to shed new light on how partnership practices that build resilience in families work. Two broad questions are explored: first, what are the forms of expertise required in practices that effectively build resilience through partnership?; and second, how can some of the challenges practitioners experience when working in partnership be addressed? Design/methodology/approach – A theoretical approach is taken, …
Mothers’ Selection of Future Primary Caregivers in Rural West Java, Indonesia
Teachers’ understandings of shyness
Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural–historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allow…
Teachers’ strategies for enhancing shy children's engagement in oral activities
Shy children can present challenges for teachers aiming at inclusive classrooms. Their educational attainments can be lower than their peers, they may have difficulties in adjustment to school and they can be at risk of meeting clinical criteria for social anxiety disorder. One recurrent finding is that they are often quiet across a range of school situations. The study reported here focused on teachers’ strategies to engage shy students in frequ…
A reflection on the relational aspects of research policy interfaces
In this short reflection on how research and policy can connect fruitfully, I briefly outline three key concepts that have arisen in my work on inter-professional collaboration in the caring professions: relational expertise, common knowledge and relational agency. I have argued that these concepts describe the work that is done at sites of intersecting practices to enable quick and meaningful collaboration on complex problems. I also, however, p…
Sociology (20 obras) · Political science (18 obras) · Psychology (18 obras) · Computer Science (12 obras) · Pedagogy (9 obras) · Law (7 obras) · Educational and Psychological Assessments (6 obras) · Geography (6 obras) · Public relations (6 obras) · Refugee (6 obras)