Graeme Nixon
Datos Biográficos
| ID | 401593 |
|---|---|
| NOMBRE | Graeme Nixon |
| NOMBRES | Graeme |
| APELLIDO | Nixon |
| FIRMA | NIXON G |
| AFILIACIONES | University of Aberdeen |
| ORCID | 0000-0003-0249-1694 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing
Introduction The review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children’s (and teachers’) wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulnes…
Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland
This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profe…
Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison
Peer reviewed
Bad Religion as False Religion
This article argues against a prevalent discourse that distinguishes "true" religion (essentially loving and peaceful) from "false" religion. Concerned this discourse might be present in Religious Education (RE), the authors surveyed 465 UK RE teachers about their beliefs on religion. The survey aimed to assess how far teachers conceptualize bad religion as false religion. Results indicate many teachers understand and present religion(s) as essen…
Postmodernity, Secularism and Democratic approaches to Education; the impact on Religious Education in Scotland An Analysis of the 'philosophication' of Scottish Religious Education in Light of Social…
The nature of the subject variously described in Scotland as Religious Education, Religious and Moral Education, and Religious, Moral and Philosophical Studies has changed radically over the last four decades. This paper seeks to examine possible reasons for the move to non-confessional, multi-religious and philosophical approaches, both set against the wider social climate and also as evidenced in empirical data. This hypothesis of this paper is…
Bad Religion as False Religion
This article argues against a prevalent discourse that distinguishes "true" religion (essentially loving and peaceful) from "false" religion. Concerned this discourse might be present in Religious Education (RE), the authors surveyed 465 UK RE teachers about their beliefs on religion. The survey aimed to assess how far teachers conceptualize bad religion as false religion. Results indicate many teachers understand and present religion(s) as essen…
Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland
This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profe…
Postmodernity, Secularism and Democratic approaches to Education; the impact on Religious Education in Scotland An Analysis of the 'philosophication' of Scottish Religious Education in Light of Social…
The nature of the subject variously described in Scotland as Religious Education, Religious and Moral Education, and Religious, Moral and Philosophical Studies has changed radically over the last four decades. This paper seeks to examine possible reasons for the move to non-confessional, multi-religious and philosophical approaches, both set against the wider social climate and also as evidenced in empirical data. This hypothesis of this paper is…
Bad Religion as False Religion
This article argues against a prevalent discourse that distinguishes "true" religion (essentially loving and peaceful) from "false" religion. Concerned this discourse might be present in Religious Education (RE), the authors surveyed 465 UK RE teachers about their beliefs on religion. The survey aimed to assess how far teachers conceptualize bad religion as false religion. Results indicate many teachers understand and present religion(s) as essen…
Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison
Peer reviewed
Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland
This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profe…
A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing
Introduction The review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children’s (and teachers’) wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulnes…
Pedagogy (4 obras) · Political science (4 obras) · Religious education (4 obras) · Religious Education and Schools (4 obras) · Sociology (4 obras) · Law (3 obras) · Epistemology (2 obras) · Philosophy (2 obras) · Politics (2 obras) · Psychology (2 obras)