Nicholas Bremner
Biographic Data
| ID | 4217657 |
|---|---|
| NAME | Nicholas Bremner |
| GIVEN NAMES | Nicholas |
| FAMILY NAME | Bremner |
| SIGNATURE | BREMNER N |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-4249-4286 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The Nueva Escuela Mexicana reform in Mexico
The Rhetoric of Emulation
Between 1980 and 2020, more than 120 countries—Canada included—enfranchised emigrants. While the diffusion of democratic practices is a well-established international phenomenon, we know little about the domestic process. How does international policy diffusion influence domestic debate? To explain the structure of Canadian debate about emigrant voting rights, we draw on concepts from the constructivist literature on international norms. In exami…
Stakeholder Experiences and Perspectives on the Nueva Escuela Mexicana Reform in Mexican Primary Education
Mexico has recently introduced the Nueva Escuela Mexicana (NEM) in Basic Education, which aims to create a more meaningful, contextualised, inclusive learning environment. This study examined stakeholder experiences and perspectives on the NEM in its first year of implementation. A total of 79 semi-structured individual and group interviews were conducted in 12 primary schools in three Mexican states. A total of 168 participants were interviewed:…
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature
This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly inte…
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries
The outcomes of learner-centred pedagogy
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of …
Time for Timelines
Visual timelines have become an increasingly popular way of enhancing life history research. Most timeline-based studies have involved participants creating timelines 'there and then,' usually in the presence of the researcher. This article proposes an alternative: the 'take-home' timeline, which involved participants taking their timelines home and completing them in their own time. Seven English language teachers, who had participated in the ta…
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of …
Time for Timelines
Visual timelines have become an increasingly popular way of enhancing life history research. Most timeline-based studies have involved participants creating timelines 'there and then,' usually in the presence of the researcher. This article proposes an alternative: the 'take-home' timeline, which involved participants taking their timelines home and completing them in their own time. Seven English language teachers, who had participated in the ta…
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of …
Time for Timelines
Visual timelines have become an increasingly popular way of enhancing life history research. Most timeline-based studies have involved participants creating timelines 'there and then,' usually in the presence of the researcher. This article proposes an alternative: the 'take-home' timeline, which involved participants taking their timelines home and completing them in their own time. Seven English language teachers, who had participated in the ta…
The outcomes of learner-centred pedagogy
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries
Stakeholder Experiences and Perspectives on the Nueva Escuela Mexicana Reform in Mexican Primary Education
Mexico has recently introduced the Nueva Escuela Mexicana (NEM) in Basic Education, which aims to create a more meaningful, contextualised, inclusive learning environment. This study examined stakeholder experiences and perspectives on the NEM in its first year of implementation. A total of 79 semi-structured individual and group interviews were conducted in 12 primary schools in three Mexican states. A total of 168 participants were interviewed:…
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature
This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly inte…
The Nueva Escuela Mexicana reform in Mexico
The Rhetoric of Emulation
Between 1980 and 2020, more than 120 countries—Canada included—enfranchised emigrants. While the diffusion of democratic practices is a well-established international phenomenon, we know little about the domestic process. How does international policy diffusion influence domestic debate? To explain the structure of Canadian debate about emigrant voting rights, we draw on concepts from the constructivist literature on international norms. In exami…
Sociology (6 works) · Political science (5 works) · Pedagogy (4 works) · Psychology (4 works) · Collaborative Teaching and Inclusion (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Digital literacy in education (2 works) · Economic growth (2 works) · Economics (2 works)