Mark Connolly
Biographic Data
| ID | 5453743 |
|---|---|
| NAME | Mark Connolly |
| GIVEN NAMES | Mark |
| FAMILY NAME | Connolly |
| SIGNATURE | CONNOLLY M |
| AFFILIATIONS | Cardiff University |
| ORCID | 0000-0003-4278-1960 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 45 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The philosophical, methodological and empirical problems in OECD’s approach to creativity within Pisa 2022
Creativity has become a key discourse of the 21st century. Because of this, developing a measure of young people’s creative capacity was embedded within PISA 2022. The OECD's approach to creativity is framed within its ‘third-phase’ of policy-making. This differs from previous economist understandings through the recognition of imagination; a re-engagement with foundational knowledge; and a melding of neo-vocationalist and humanist ideologies. Us…
Schools as Sites of Activism
This paper explores students' political socialisation and activism at school. It draws on research from two datasets: interviews with 24 activists aged 15–25, and data from a national survey of 1600 school students in Wales. Wales offers a unique perspective as a case study for the enactment of young people's civil and political rights, given the focus on children's agency and citizenship in Welsh policy and legislation. The political socialisati…
Assessing the Preferences for Criteria in Multi-Criteria Decision Analysis in Treatments for Rare Diseases
Background Multi-criteria decision analysis has gained importance as a method by which to assess the value of orphan drugs. However, very little attention has been given to the weight of the criteria used in a framework. Aims This study sought to gain an understanding of the preferential weights that should be allocated in a multi-criteria decision analysis framework for orphan drugs, from a multi-stakeholder perspective. Method Using key MCDA cr…
The professional role and identity of teachers in the private and state education sectors
This paper compares the professional role and identity of teachers in private and state schools. It brings together theory within the sociology of the professions and approaches influenced by Basil Bernstein. It utilises his work on recontextualisation to identify the nature of teachers’ professional role; and Beck and Young’s (2010) Bernstein-influenced analytical framework to understand changes in these teachers’ professional identity. Drawing …
The accommodation of contested identities
Turning heads
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews ( n =30) with both head and deputy head teachers, the article argues that…
The perception, management and performance of risk amongst Forest School educators
This article investigates how risk perception amongst teachers within an outdoor educational initiative, Forest School, both shape and are shaped by their understandings of childhood, pedagogy and their own professional identity. Drawing on a social constructionist perspective in theorising risk and childhood, the article argues that contemporary, hyper-sensitised concerns regarding children’s vulnerability emanate from both fears of the modern w…
Editors' Report
Letting the right one in’
We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Ou…
Editors’ Report
Editors’ Report
Extended Review
Since the 1990s it has become virtually axiomatic that Britain’s economic \ncompetitiveness depends on its development of a knowledge-based economy \n(KBE). This turn to knowledge as the country’s primary resource was, \nessentially, a reaction to the vicissitudes of globalization, where traditional \nmanufacturing jobs migrated to countries with lower labour costs. Consequently, \naccording to the KBE thesis, Britain's economic success depends o…
The ‘Liverpool model(s)’
Within the UK, the ‘Liverpool model’ is being celebrated as the new template \nfor Capital of Culture festivals, and culture led urban regeneration in general. \nThis paper will question this celebration and argue that there are, in fact, two \n‘Liverpool models’: the first, outlined in its bid and developed within its initial \nplanning strategy, represented the apogee of a New Labour informed ‘cultural \nplanning’ framework for urban developmen…
What's in a Name
Mark R. Connolly, What's in a Name?: A Historical Look at Native American-Related Nicknames and Symbols at Three U.S. Universities, The Journal of Higher Education, Vol. 71, No. 5 (Sep. - Oct., 2000), pp. 515-547
What's in a Name
Mark R. Connolly, What's in a Name?: A Historical Look at Native American-Related Nicknames and Symbols at Three U.S. Universities, The Journal of Higher Education, Vol. 71, No. 5 (Sep. - Oct., 2000), pp. 515-547
The ‘Liverpool model(s)’
Within the UK, the ‘Liverpool model’ is being celebrated as the new template \nfor Capital of Culture festivals, and culture led urban regeneration in general. \nThis paper will question this celebration and argue that there are, in fact, two \n‘Liverpool models’: the first, outlined in its bid and developed within its initial \nplanning strategy, represented the apogee of a New Labour informed ‘cultural \nplanning’ framework for urban developmen…
The perception, management and performance of risk amongst Forest School educators
This article investigates how risk perception amongst teachers within an outdoor educational initiative, Forest School, both shape and are shaped by their understandings of childhood, pedagogy and their own professional identity. Drawing on a social constructionist perspective in theorising risk and childhood, the article argues that contemporary, hyper-sensitised concerns regarding children’s vulnerability emanate from both fears of the modern w…
The accommodation of contested identities
Letting the right one in’
We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Ou…
The professional role and identity of teachers in the private and state education sectors
This paper compares the professional role and identity of teachers in private and state schools. It brings together theory within the sociology of the professions and approaches influenced by Basil Bernstein. It utilises his work on recontextualisation to identify the nature of teachers’ professional role; and Beck and Young’s (2010) Bernstein-influenced analytical framework to understand changes in these teachers’ professional identity. Drawing …
Turning heads
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews ( n =30) with both head and deputy head teachers, the article argues that…
Editors' Report
Editors’ Report
Editors’ Report
What's in a Name
Mark R. Connolly, What's in a Name?: A Historical Look at Native American-Related Nicknames and Symbols at Three U.S. Universities, The Journal of Higher Education, Vol. 71, No. 5 (Sep. - Oct., 2000), pp. 515-547
The ‘Liverpool model(s)’
Within the UK, the ‘Liverpool model’ is being celebrated as the new template \nfor Capital of Culture festivals, and culture led urban regeneration in general. \nThis paper will question this celebration and argue that there are, in fact, two \n‘Liverpool models’: the first, outlined in its bid and developed within its initial \nplanning strategy, represented the apogee of a New Labour informed ‘cultural \nplanning’ framework for urban developmen…
Extended Review
Since the 1990s it has become virtually axiomatic that Britain’s economic \ncompetitiveness depends on its development of a knowledge-based economy \n(KBE). This turn to knowledge as the country’s primary resource was, \nessentially, a reaction to the vicissitudes of globalization, where traditional \nmanufacturing jobs migrated to countries with lower labour costs. Consequently, \naccording to the KBE thesis, Britain's economic success depends o…
Editors’ Report
Letting the right one in’
We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Ou…
Editors’ Report
The perception, management and performance of risk amongst Forest School educators
This article investigates how risk perception amongst teachers within an outdoor educational initiative, Forest School, both shape and are shaped by their understandings of childhood, pedagogy and their own professional identity. Drawing on a social constructionist perspective in theorising risk and childhood, the article argues that contemporary, hyper-sensitised concerns regarding children’s vulnerability emanate from both fears of the modern w…
Editors' Report
The accommodation of contested identities
Turning heads
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews ( n =30) with both head and deputy head teachers, the article argues that…
Assessing the Preferences for Criteria in Multi-Criteria Decision Analysis in Treatments for Rare Diseases
Background Multi-criteria decision analysis has gained importance as a method by which to assess the value of orphan drugs. However, very little attention has been given to the weight of the criteria used in a framework. Aims This study sought to gain an understanding of the preferential weights that should be allocated in a multi-criteria decision analysis framework for orphan drugs, from a multi-stakeholder perspective. Method Using key MCDA cr…
The professional role and identity of teachers in the private and state education sectors
This paper compares the professional role and identity of teachers in private and state schools. It brings together theory within the sociology of the professions and approaches influenced by Basil Bernstein. It utilises his work on recontextualisation to identify the nature of teachers’ professional role; and Beck and Young’s (2010) Bernstein-influenced analytical framework to understand changes in these teachers’ professional identity. Drawing …
Schools as Sites of Activism
This paper explores students' political socialisation and activism at school. It draws on research from two datasets: interviews with 24 activists aged 15–25, and data from a national survey of 1600 school students in Wales. Wales offers a unique perspective as a case study for the enactment of young people's civil and political rights, given the focus on children's agency and citizenship in Welsh policy and legislation. The political socialisati…
The philosophical, methodological and empirical problems in OECD’s approach to creativity within Pisa 2022
Creativity has become a key discourse of the 21st century. Because of this, developing a measure of young people’s creative capacity was embedded within PISA 2022. The OECD's approach to creativity is framed within its ‘third-phase’ of policy-making. This differs from previous economist understandings through the recognition of imagination; a re-engagement with foundational knowledge; and a melding of neo-vocationalist and humanist ideologies. Us…
Sociology (11 works) · Pedagogy (8 works) · Political science (7 works) · Global Educational Policies and Reforms (5 works) · Psychology (5 works) · Public relations (5 works) · Social science (5 works) · Mathematics education (4 works) · Agency (philosophy (3 works) · Human auditory perception and evaluation (3 works)