Hugh Busher
Biographic Data
| ID | 4250056 |
|---|---|
| NAME | Hugh Busher |
| GIVEN NAMES | Hugh |
| FAMILY NAME | Busher |
| SIGNATURE | BUSHER H |
| AFFILIATIONS | University of Leicester |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Democratising Ethical Regulation and Practice in Educational Research
This paper sets the context for questions covered in the Education Sciences Special Issue: Regulation and Ethical Practice for Educational Research: What are appropriate ethical appraisal and approval practices for particular contexts? How can ethics committees effectively support educational researchers and educational research? To do so, the paper argues for a democratising of ethical regulation and practice in educational research, which inclu…
The amoral academy? A critical discussion of research ethics in the neo-liberal university
This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which ap…
Implementing Ethics in Educational Ethnography
Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with e…
Struggling to become successful learners
This paper discusses how mature Access to Higher Education (AHE) students worked hard to gain access to Higher Education (HE) because they wished to pursue careers that required this level of education. They wanted to transform themselves as learners to achieve their aspirations despite the hurdles that many faced, such as maintaining families, continuing with semi-skilled employment and low level prior educational qualifications. Their engagemen…
Research on teaching practicum – a systematic review
On reflection
Mature students’ experiences of learning and teaching on Access to Higher Education course are coloured by their socio-economic backgrounds, their prior experiences of learning and their relationships with their tutors. After giving informed consent, 60 students and 20 tutors across seven colleges in a region of England in 2012–2013 took part in interviews on these topics, the former group on three occasions during the academic year. A further 50…
Using habitus and field to explore Access to Higher Education students' learning identities
Despite the diversification of the student population in higher education, there has been little empirical research on the impact of Access to Higher Education (AHE) courses, on mature students' learning identities, and of the changes in higher education policy on their chances to participate. Using data from a study examining AHE students' learning transitions at three further education colleges in the East Midlands in England, we employ Bourdie…
Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an u…
Transforming marginalised adult learners’ views of themselves
Adult learners on Access to Higher Education courses struggled with institutional and social structures to attend their courses, but transformed their identities as learners through them. Although asymmetrical power relationships dominated the intentional learning communities of their courses, their work was facilitated by collaborative cultures and supportive tutors, and students gained the confidence to construct their own emergent communities …
Researching hybrid learning communities in the digital age through educational ethnography
This paper discusses the complexities of investigating the experiences of participants in hybrid (online/offline) learning communities through educational ethnography. In these communities, people construct small cultures in the liminal spaces or ‘border crossings’ between the virtually real and ‘actually’ real, using computer-mediated and face-to-face communications to be simultaneously here and there, intensely local but incorporating global in…
Pedagogy, empowerment and discipline
This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group intervie…
Problematising pupil voice using visual methods
This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed th…
Online Interviewing
Credibility, authenticity and voice
This article explores the methodological issues encountered when using email as a web-based interview in on-line qualitative research. By drawing on two separate research studies that used this method to explore participants' understandings of their professional experiences and developing professional identities, the researchers consider the methodological implications in using this approach. These include issues affecting the credibility and tru…
Small schools, big ideas
This paper considers the arguments put forward for the closure of small schools in rural areas. The debate, which is firmly rooted in the Plowden Report (1967), has involved both educational and economic arguments. The research on which this paper draws examines these arguments in the light of the implementation of the Local Management of Schools in three local authorities in the UK since 1988 and discusses the impact which this policy has had on…
The Power of Positive Teaching
A professional reference guide offering advice for planning, delivering, evaluating, and applying a positive educational experience to teaching
Instigating Change is a Political, not a Managerial, Process
Bringing out a new Publication ‐ the role of a catalyst in the micropolitics of the management of institutional change in education
This paper looks at the strategies that can be used by a low‐status member of an organisation to create temporary coalitions amongst other members so allowing the low‐status member to implement change according to his/her own agenda. It is argued that the coalitions are maintained by exchanges of differentiated tokens of support. It is observed that the process of change goes through some clearly demarcated phases and gateways which serve to legi…
Credibility, authenticity and voice
This article explores the methodological issues encountered when using email as a web-based interview in on-line qualitative research. By drawing on two separate research studies that used this method to explore participants' understandings of their professional experiences and developing professional identities, the researchers consider the methodological implications in using this approach. These include issues affecting the credibility and tru…
Transforming marginalised adult learners’ views of themselves
Adult learners on Access to Higher Education courses struggled with institutional and social structures to attend their courses, but transformed their identities as learners through them. Although asymmetrical power relationships dominated the intentional learning communities of their courses, their work was facilitated by collaborative cultures and supportive tutors, and students gained the confidence to construct their own emergent communities …
Problematising pupil voice using visual methods
This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed th…
Researching hybrid learning communities in the digital age through educational ethnography
This paper discusses the complexities of investigating the experiences of participants in hybrid (online/offline) learning communities through educational ethnography. In these communities, people construct small cultures in the liminal spaces or ‘border crossings’ between the virtually real and ‘actually’ real, using computer-mediated and face-to-face communications to be simultaneously here and there, intensely local but incorporating global in…
Pedagogy, empowerment and discipline
This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group intervie…
Struggling to become successful learners
This paper discusses how mature Access to Higher Education (AHE) students worked hard to gain access to Higher Education (HE) because they wished to pursue careers that required this level of education. They wanted to transform themselves as learners to achieve their aspirations despite the hurdles that many faced, such as maintaining families, continuing with semi-skilled employment and low level prior educational qualifications. Their engagemen…
The amoral academy? A critical discussion of research ethics in the neo-liberal university
This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which ap…
On reflection
Mature students’ experiences of learning and teaching on Access to Higher Education course are coloured by their socio-economic backgrounds, their prior experiences of learning and their relationships with their tutors. After giving informed consent, 60 students and 20 tutors across seven colleges in a region of England in 2012–2013 took part in interviews on these topics, the former group on three occasions during the academic year. A further 50…
Using habitus and field to explore Access to Higher Education students' learning identities
Despite the diversification of the student population in higher education, there has been little empirical research on the impact of Access to Higher Education (AHE) courses, on mature students' learning identities, and of the changes in higher education policy on their chances to participate. Using data from a study examining AHE students' learning transitions at three further education colleges in the East Midlands in England, we employ Bourdie…
Bringing out a new Publication ‐ the role of a catalyst in the micropolitics of the management of institutional change in education
This paper looks at the strategies that can be used by a low‐status member of an organisation to create temporary coalitions amongst other members so allowing the low‐status member to implement change according to his/her own agenda. It is argued that the coalitions are maintained by exchanges of differentiated tokens of support. It is observed that the process of change goes through some clearly demarcated phases and gateways which serve to legi…
Bringing out a new Publication ‐ the role of a catalyst in the micropolitics of the management of institutional change in education
This paper looks at the strategies that can be used by a low‐status member of an organisation to create temporary coalitions amongst other members so allowing the low‐status member to implement change according to his/her own agenda. It is argued that the coalitions are maintained by exchanges of differentiated tokens of support. It is observed that the process of change goes through some clearly demarcated phases and gateways which serve to legi…
Instigating Change is a Political, not a Managerial, Process
Small schools, big ideas
This paper considers the arguments put forward for the closure of small schools in rural areas. The debate, which is firmly rooted in the Plowden Report (1967), has involved both educational and economic arguments. The research on which this paper draws examines these arguments in the light of the implementation of the Local Management of Schools in three local authorities in the UK since 1988 and discusses the impact which this policy has had on…
The Power of Positive Teaching
A professional reference guide offering advice for planning, delivering, evaluating, and applying a positive educational experience to teaching
Credibility, authenticity and voice
This article explores the methodological issues encountered when using email as a web-based interview in on-line qualitative research. By drawing on two separate research studies that used this method to explore participants' understandings of their professional experiences and developing professional identities, the researchers consider the methodological implications in using this approach. These include issues affecting the credibility and tru…
Online Interviewing
Pedagogy, empowerment and discipline
This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group intervie…
Problematising pupil voice using visual methods
This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed th…
Researching hybrid learning communities in the digital age through educational ethnography
This paper discusses the complexities of investigating the experiences of participants in hybrid (online/offline) learning communities through educational ethnography. In these communities, people construct small cultures in the liminal spaces or ‘border crossings’ between the virtually real and ‘actually’ real, using computer-mediated and face-to-face communications to be simultaneously here and there, intensely local but incorporating global in…
Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an u…
Transforming marginalised adult learners’ views of themselves
Adult learners on Access to Higher Education courses struggled with institutional and social structures to attend their courses, but transformed their identities as learners through them. Although asymmetrical power relationships dominated the intentional learning communities of their courses, their work was facilitated by collaborative cultures and supportive tutors, and students gained the confidence to construct their own emergent communities …
Research on teaching practicum – a systematic review
On reflection
Mature students’ experiences of learning and teaching on Access to Higher Education course are coloured by their socio-economic backgrounds, their prior experiences of learning and their relationships with their tutors. After giving informed consent, 60 students and 20 tutors across seven colleges in a region of England in 2012–2013 took part in interviews on these topics, the former group on three occasions during the academic year. A further 50…
Using habitus and field to explore Access to Higher Education students' learning identities
Despite the diversification of the student population in higher education, there has been little empirical research on the impact of Access to Higher Education (AHE) courses, on mature students' learning identities, and of the changes in higher education policy on their chances to participate. Using data from a study examining AHE students' learning transitions at three further education colleges in the East Midlands in England, we employ Bourdie…
Implementing Ethics in Educational Ethnography
Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with e…
Struggling to become successful learners
This paper discusses how mature Access to Higher Education (AHE) students worked hard to gain access to Higher Education (HE) because they wished to pursue careers that required this level of education. They wanted to transform themselves as learners to achieve their aspirations despite the hurdles that many faced, such as maintaining families, continuing with semi-skilled employment and low level prior educational qualifications. Their engagemen…
The amoral academy? A critical discussion of research ethics in the neo-liberal university
This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which ap…
Democratising Ethical Regulation and Practice in Educational Research
This paper sets the context for questions covered in the Education Sciences Special Issue: Regulation and Ethical Practice for Educational Research: What are appropriate ethical appraisal and approval practices for particular contexts? How can ethics committees effectively support educational researchers and educational research? To do so, the paper argues for a democratising of ethical regulation and practice in educational research, which inclu…
Sociology (17 works) · Pedagogy (11 works) · Political science (10 works) · Psychology (10 works) · Mathematics education (7 works) · Global Educational Policies and Reforms (6 works) · Computer Science (5 works) · Education Systems and Policy (4 works) · Higher education (4 works) · Public relations (4 works)