Rowena Passy
Biographic Data
| ID | 6154535 |
|---|---|
| NAME | Rowena Passy |
| GIVEN NAMES | Rowena |
| FAMILY NAME | Passy |
| SIGNATURE | PASSY R |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0002-4367-6604 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children's Learning and Development
Continuity, change and challenge: Unearthing the (fr)agility of teacher education
In this final article, we bring together the issues raised by authors included in this special issue. We start by describing the current situation in our own countries, partly to highlight the different ways in which nations are responding in the longer term to the pandemic, but also to draw attention to the similarity of experience – of educators using digital technology, of concern with maintaining the supply of teachers, of the challenges rela…
Learning from Covid-19 – continuity or change in teacher education
Exploring school leadership in coastal schools: ‘Getting a Fair Deal’ for Students in Disadvantaged Communities
This paper is a response to an earlier article in the Journal of Education Policy, which calls for ‘new ideas and constructive principles and practices for the provision of socially-just education’. We first discuss how an economistic approach to education entrenches socioeconomic disadvantage and argue that, in the light of evidence that inequalities are increasing both nationally and internationally, it has become increasingly important that we…
Surviving and flourishing in a neoliberal world: Primary trainees talking
This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational a…
Widening Participation, Aimhigher and the Coalition Government: Narratives of Freedom and Efficiency
This article responds to the decision of the United Kingdom's coalition government to abolish Aimhigher, a programme for widening higher education participation among disadvantaged young people in England. It examines recent research into widening participation and shows how the gap between advantaged and disadvantaged students has narrowed slowly but significantly over the past decade. Aimhigher's role is explored, and the strengths of its partn…
Family values and primary schools: An investigation into family‐related education
Within the context of the changing nature of family life within contemporary Britain, this article is concerned with the introduction of education on family relationships into the Personal, Social and Health Education curriculum. It draws on a research project that, through observations and interviews, investigated how three teachers portrayed ‘family’ within the classroom and how a sample of their pupils reacted to the images and values that wer…
Widening Participation, Aimhigher and the Coalition Government: Narratives of Freedom and Efficiency
This article responds to the decision of the United Kingdom's coalition government to abolish Aimhigher, a programme for widening higher education participation among disadvantaged young people in England. It examines recent research into widening participation and shows how the gap between advantaged and disadvantaged students has narrowed slowly but significantly over the past decade. Aimhigher's role is explored, and the strengths of its partn…
Surviving and flourishing in a neoliberal world: Primary trainees talking
This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational a…
Family values and primary schools: An investigation into family‐related education
Within the context of the changing nature of family life within contemporary Britain, this article is concerned with the introduction of education on family relationships into the Personal, Social and Health Education curriculum. It draws on a research project that, through observations and interviews, investigated how three teachers portrayed ‘family’ within the classroom and how a sample of their pupils reacted to the images and values that wer…
Widening Participation, Aimhigher and the Coalition Government: Narratives of Freedom and Efficiency
This article responds to the decision of the United Kingdom's coalition government to abolish Aimhigher, a programme for widening higher education participation among disadvantaged young people in England. It examines recent research into widening participation and shows how the gap between advantaged and disadvantaged students has narrowed slowly but significantly over the past decade. Aimhigher's role is explored, and the strengths of its partn…
Surviving and flourishing in a neoliberal world: Primary trainees talking
This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational a…
Exploring school leadership in coastal schools: ‘Getting a Fair Deal’ for Students in Disadvantaged Communities
This paper is a response to an earlier article in the Journal of Education Policy, which calls for ‘new ideas and constructive principles and practices for the provision of socially-just education’. We first discuss how an economistic approach to education entrenches socioeconomic disadvantage and argue that, in the light of evidence that inequalities are increasing both nationally and internationally, it has become increasingly important that we…
Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children's Learning and Development
Continuity, change and challenge: Unearthing the (fr)agility of teacher education
In this final article, we bring together the issues raised by authors included in this special issue. We start by describing the current situation in our own countries, partly to highlight the different ways in which nations are responding in the longer term to the pandemic, but also to draw attention to the similarity of experience – of educators using digital technology, of concern with maintaining the supply of teachers, of the challenges rela…
Learning from Covid-19 – continuity or change in teacher education
Sociology (6 works) · Political science (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Global Educational Policies and Reforms (3 works) · Context (archaeology) (2 works) · Disadvantaged (2 works) · Education Practices and Challenges (2 works) · Law (2 works)