Don Passey
Biographic Data
| ID | 4084919 |
|---|---|
| NAME | Don Passey |
| GIVEN NAMES | Don |
| FAMILY NAME | Passey |
| SIGNATURE | PASSEY D |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0002-9205-502X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Using Digital Technologies to Build Connections between Families and Schools as Children Transition to School
This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of …
Digital Technologies—And Teacher Wellbeing
The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete…
Influences on Developing Collaborative Learning Practices in Schools
This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory…
Inclusive Technologies and Learning
This special issue focuses on an important contemporary concern—inclusive technologies and learning. Since the 1960s there has been a continued development and diversification of digital technologies used across societal sectors (Bijker, Hughes, Pinch, & Douglas, 2012), enabling applications not solely within business and commerce, but significantly within educational and social settings (such as those discussed by The Metiri Group, 2006, for exa…
Technologies de l'information et de la communication
During the last twenty five years, a series of initiatives have been undertaken in the UK, in a range of ways, in order to introduce information and communication technologies into school practice. The fact that uses in practice are often scarce and vary considerably from one school to another might be considered somewhat disappointing, particularly as the UK introduced in 1989 a National Curriculum which encouraged the use of information and com…
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Technologies de l'information et de la communication
During the last twenty five years, a series of initiatives have been undertaken in the UK, in a range of ways, in order to introduce information and communication technologies into school practice. The fact that uses in practice are often scarce and vary considerably from one school to another might be considered somewhat disappointing, particularly as the UK introduced in 1989 a National Curriculum which encouraged the use of information and com…
Inclusive Technologies and Learning
This special issue focuses on an important contemporary concern—inclusive technologies and learning. Since the 1960s there has been a continued development and diversification of digital technologies used across societal sectors (Bijker, Hughes, Pinch, & Douglas, 2012), enabling applications not solely within business and commerce, but significantly within educational and social settings (such as those discussed by The Metiri Group, 2006, for exa…
Influences on Developing Collaborative Learning Practices in Schools
This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory…
Digital Technologies—And Teacher Wellbeing
The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete…
Using Digital Technologies to Build Connections between Families and Schools as Children Transition to School
This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of …
Sociology (5 works) · Computer Science (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Public relations (3 works) · Education and Technology Integration (2 works) · Social science (2 works) · Business (1 work)