Alan Skelton
Biographic Data
| ID | 263241 |
|---|---|
| NAME | Alan Skelton |
| GIVEN NAMES | Alan |
| FAMILY NAME | Skelton |
| SIGNATURE | SKELTON A |
| AFFILIATIONS | University of Sheffield |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Colonised by quality? Teacher identities in a research-led institution
This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality – for example, whether it has captured the inner assumptive worlds of higher educators (and supplanted their own understandings of quality) or whether it has opened up new subject pos…
Teacher identities in a research‐led institution: In the ascendancy or on the retreat
This article explores how teacher identities are negotiated within a research‐led institution in the UK. Over the last decade a wide range of initiatives has been introduced to promote teaching in higher education. Research has shown, however, that these initiatives have met with limited success in terms of changing predominant values and culture. This article focuses on the formation of teacher identities in a research‐led institution—a setting …
Understanding 'teaching excellence' in higher education: A critical evaluation of the National Teaching Fellowships Scheme
This article reports on a study of the National Teaching Fellowship Scheme (NTFS), which was funded by the Economic and Social Research Council. The study undertook a critical evaluation of the NTFS and focused on three main areas: (1) how ‘teaching excellence’ is understood within the NTFS; (2) the key characteristics of the NTFS as a development mechanism and strategy; and (3) the impact of the NTFS on the professional lives and identities of t…
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning
This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual student…
Getting the Message Across: The problem of communicating assessment feedback
Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and t…
An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality
Both the Dearing Report and the UK government's recent Green Paper on lifelong learning—The Learning Age—have made explicit references to an inclusive system of higher education and its contribution to a more inclusive society. This paper begins by examining the understandings of inclusivity displayed in The Learning Age and discusses the limitations of discourses that restrict the inclusion debate to matters of access. It argues that inclusivity…
The Place of Men in Changing Family Cultures
Far out man?' gay and bisexual male teachers in the higher education marketplace
As part of a broader study of masculinity in higher education this paper considers the experiences of gay and bisexual male teachers. It examines the ways in which gay and bisexual men construct and manage their identities within a shifting higher education context in which 'new managerialist' discourses appear to be replacing discourses of equity. Gay and bisexual men are variously positioned in relation to the new managerialism. As men they are…
The Hidden Curriculum of Patient Education for Low Back Pain in General Practice
In this article I explore the implicit learning that occurs in and through doctor-patient educational encounters in general practice. Drawing upon a recent study of low back pain, I argue that whilst general practitioners appear to dominate the process of patient education, this process cannot be viewed simply as a repressive social control mechanism. Rather patients voluntarily choose to exert bodily self-controls in the light of patient educati…
Studying hidden curricula: Developing a perspective in the light of postmodern insights
This article provides an overview of research into the hidden curriculum. Following a consideration of functionalist, liberal and critical research studies, I focus in particular on recent insights which have arisen from postmodern thinking. In the light of postmodernism, I identify a personal perspective on how to study the hidden curriculum which moves beyond the established boundaries of discrete research paradigms
Consenting Adults Only? Patient education in the doctor's surgery
This paper explores patient education in the general practice setting. It draws on a research study carried out in Nottinghamshire, UK, to challenge the view that doctors use their power in educational encounters to silence or dupe patients into accepting normative social patterns and relationships. The study found that power appeared to work in a different and more subtle way. Patients chose to subject themselves to the controlling effects of a …
Development Sites: A gradualist approach to strategic redefinition
This article considers how two teachers respond to the experience of value conflict in their professional lives and relates its findings to previous research on teacher strategies (see Scarth, 1987). It argues that although the teachers’ responses can be superficially understood by reference to the existing category of ‘strategic compromise’ (incorporating elements of both ‘compliance’ and ‘redefinition'), the consistency of their redefinition at…
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning
This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual student…
Studying hidden curricula: Developing a perspective in the light of postmodern insights
This article provides an overview of research into the hidden curriculum. Following a consideration of functionalist, liberal and critical research studies, I focus in particular on recent insights which have arisen from postmodern thinking. In the light of postmodernism, I identify a personal perspective on how to study the hidden curriculum which moves beyond the established boundaries of discrete research paradigms
The Hidden Curriculum of Patient Education for Low Back Pain in General Practice
In this article I explore the implicit learning that occurs in and through doctor-patient educational encounters in general practice. Drawing upon a recent study of low back pain, I argue that whilst general practitioners appear to dominate the process of patient education, this process cannot be viewed simply as a repressive social control mechanism. Rather patients voluntarily choose to exert bodily self-controls in the light of patient educati…
Understanding 'teaching excellence' in higher education: A critical evaluation of the National Teaching Fellowships Scheme
This article reports on a study of the National Teaching Fellowship Scheme (NTFS), which was funded by the Economic and Social Research Council. The study undertook a critical evaluation of the NTFS and focused on three main areas: (1) how ‘teaching excellence’ is understood within the NTFS; (2) the key characteristics of the NTFS as a development mechanism and strategy; and (3) the impact of the NTFS on the professional lives and identities of t…
Teacher identities in a research‐led institution: In the ascendancy or on the retreat
This article explores how teacher identities are negotiated within a research‐led institution in the UK. Over the last decade a wide range of initiatives has been introduced to promote teaching in higher education. Research has shown, however, that these initiatives have met with limited success in terms of changing predominant values and culture. This article focuses on the formation of teacher identities in a research‐led institution—a setting …
Far out man?' gay and bisexual male teachers in the higher education marketplace
As part of a broader study of masculinity in higher education this paper considers the experiences of gay and bisexual male teachers. It examines the ways in which gay and bisexual men construct and manage their identities within a shifting higher education context in which 'new managerialist' discourses appear to be replacing discourses of equity. Gay and bisexual men are variously positioned in relation to the new managerialism. As men they are…
Development Sites: A gradualist approach to strategic redefinition
This article considers how two teachers respond to the experience of value conflict in their professional lives and relates its findings to previous research on teacher strategies (see Scarth, 1987). It argues that although the teachers’ responses can be superficially understood by reference to the existing category of ‘strategic compromise’ (incorporating elements of both ‘compliance’ and ‘redefinition'), the consistency of their redefinition at…
Colonised by quality? Teacher identities in a research-led institution
This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality – for example, whether it has captured the inner assumptive worlds of higher educators (and supplanted their own understandings of quality) or whether it has opened up new subject pos…
An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality
Both the Dearing Report and the UK government's recent Green Paper on lifelong learning—The Learning Age—have made explicit references to an inclusive system of higher education and its contribution to a more inclusive society. This paper begins by examining the understandings of inclusivity displayed in The Learning Age and discusses the limitations of discourses that restrict the inclusion debate to matters of access. It argues that inclusivity…
Development Sites: A gradualist approach to strategic redefinition
This article considers how two teachers respond to the experience of value conflict in their professional lives and relates its findings to previous research on teacher strategies (see Scarth, 1987). It argues that although the teachers’ responses can be superficially understood by reference to the existing category of ‘strategic compromise’ (incorporating elements of both ‘compliance’ and ‘redefinition'), the consistency of their redefinition at…
Studying hidden curricula: Developing a perspective in the light of postmodern insights
This article provides an overview of research into the hidden curriculum. Following a consideration of functionalist, liberal and critical research studies, I focus in particular on recent insights which have arisen from postmodern thinking. In the light of postmodernism, I identify a personal perspective on how to study the hidden curriculum which moves beyond the established boundaries of discrete research paradigms
Consenting Adults Only? Patient education in the doctor's surgery
This paper explores patient education in the general practice setting. It draws on a research study carried out in Nottinghamshire, UK, to challenge the view that doctors use their power in educational encounters to silence or dupe patients into accepting normative social patterns and relationships. The study found that power appeared to work in a different and more subtle way. Patients chose to subject themselves to the controlling effects of a …
Far out man?' gay and bisexual male teachers in the higher education marketplace
As part of a broader study of masculinity in higher education this paper considers the experiences of gay and bisexual male teachers. It examines the ways in which gay and bisexual men construct and manage their identities within a shifting higher education context in which 'new managerialist' discourses appear to be replacing discourses of equity. Gay and bisexual men are variously positioned in relation to the new managerialism. As men they are…
The Hidden Curriculum of Patient Education for Low Back Pain in General Practice
In this article I explore the implicit learning that occurs in and through doctor-patient educational encounters in general practice. Drawing upon a recent study of low back pain, I argue that whilst general practitioners appear to dominate the process of patient education, this process cannot be viewed simply as a repressive social control mechanism. Rather patients voluntarily choose to exert bodily self-controls in the light of patient educati…
An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality
Both the Dearing Report and the UK government's recent Green Paper on lifelong learning—The Learning Age—have made explicit references to an inclusive system of higher education and its contribution to a more inclusive society. This paper begins by examining the understandings of inclusivity displayed in The Learning Age and discusses the limitations of discourses that restrict the inclusion debate to matters of access. It argues that inclusivity…
The Place of Men in Changing Family Cultures
Getting the Message Across: The problem of communicating assessment feedback
Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and t…
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning
This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual student…
Understanding 'teaching excellence' in higher education: A critical evaluation of the National Teaching Fellowships Scheme
This article reports on a study of the National Teaching Fellowship Scheme (NTFS), which was funded by the Economic and Social Research Council. The study undertook a critical evaluation of the NTFS and focused on three main areas: (1) how ‘teaching excellence’ is understood within the NTFS; (2) the key characteristics of the NTFS as a development mechanism and strategy; and (3) the impact of the NTFS on the professional lives and identities of t…
Colonised by quality? Teacher identities in a research-led institution
This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality – for example, whether it has captured the inner assumptive worlds of higher educators (and supplanted their own understandings of quality) or whether it has opened up new subject pos…
Teacher identities in a research‐led institution: In the ascendancy or on the retreat
This article explores how teacher identities are negotiated within a research‐led institution in the UK. Over the last decade a wide range of initiatives has been introduced to promote teaching in higher education. Research has shown, however, that these initiatives have met with limited success in terms of changing predominant values and culture. This article focuses on the formation of teacher identities in a research‐led institution—a setting …
Pedagogy (10 works) · Sociology (10 works) · Higher education (7 works) · Political science (7 works) · Law (6 works) · Psychology (6 works) · Evaluation of Teaching Practices (5 works) · Computer Science (4 works) · Gender Studies (4 works) · Gender Studies (4 works)