Ruth Boyask
Biographic Data
| ID | 764522 |
|---|---|
| NAME | Ruth Boyask |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Boyask |
| SIGNATURE | BOYASK R |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0001-6596-4888 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Scoping community engagement in the context of Tomorrow’s Schools in Aotearoa New Zealand: An integrative review of the literature
Schools in a democracy need community involvement; community engagement in schools needs structures to support it. This article scopes how community engagement is conceptualised and enacted within Aotearoa New Zealand’s self-managing Tomorrow’s Schools system between 2009–2024 through a systematic integrative review of scholarly and grey literature. Using a replicable, PRISMA-informed protocol, we identified 68 eligible sources across government,…
Professional learning and leadership practice for supporting policy work in schools
We enjoy doing reading together: Finding potential in affective encounters with people and things for sustaining volitional reading
Reading is one of many things vying for young people’s attention. In the case of volitional reading, young people between 8 and 15 are following trends of less enjoyment of reading and declining time spent reading. There are complex explanations for patterns of decline in their volitional reading related to how choice is afforded within social and material relations. This article offers a glimpse into the motivations for young people’s volitional…
What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education
The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of educa…
Pedagogic relations and professional change: A Sociocultural Analysis of Students' Learning in a Professional Doctorate
The Professional Doctorate has become an increasingly popular doctoral route. Research has tended to focus on outcomes and ‘impact’ or on the epistemological nature of programmes and resulting student identities compared to other routes. This paper takes a different focus, examining the process through which students come to know about their professional practice via a Professional Doctorate in Education programme. It uses two cases, drawn from a…
Construction of difference and diversity within policy and practice in England
Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers’ understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and ‘ableness’. Two frameworks around orientations to diversity…
Democracy at work in and through experimental schooling
Through an exploration of two experimental schools, Oruaiti (1950s) and Discovery 1 (2000s), we aim to understand the socio-political contexts that create spaces for experimentation and examine their impact on mainstream schooling. Caught between competing, often contradictory, discourses such experiments struggle between the 'regeneration' and 'reproduction' functions of schooling. However, we argue that while they have limited impact on mainstr…
Research‐capacity building, professional learning and the social practices of educational research
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways …
Pathways to “Involved Professionalism”: Making Processes of Professional Acculturation Intentional and Transparent
Context - An increase in managerialism and a decrease in trust of the professions have challenged traditional concepts of professionalism. The market model of professionalism espoused by some critics also poses problems for professions, professionals and recipients of professional services. Professional development is now an important component of medical curricula. We believe professionalism is evolving and suggest a concept of involved professi…
Research‐capacity building, professional learning and the social practices of educational research
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways …
Pedagogic relations and professional change: A Sociocultural Analysis of Students' Learning in a Professional Doctorate
The Professional Doctorate has become an increasingly popular doctoral route. Research has tended to focus on outcomes and ‘impact’ or on the epistemological nature of programmes and resulting student identities compared to other routes. This paper takes a different focus, examining the process through which students come to know about their professional practice via a Professional Doctorate in Education programme. It uses two cases, drawn from a…
Pathways to “Involved Professionalism”: Making Processes of Professional Acculturation Intentional and Transparent
Context - An increase in managerialism and a decrease in trust of the professions have challenged traditional concepts of professionalism. The market model of professionalism espoused by some critics also poses problems for professions, professionals and recipients of professional services. Professional development is now an important component of medical curricula. We believe professionalism is evolving and suggest a concept of involved professi…
Research‐capacity building, professional learning and the social practices of educational research
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways …
Democracy at work in and through experimental schooling
Through an exploration of two experimental schools, Oruaiti (1950s) and Discovery 1 (2000s), we aim to understand the socio-political contexts that create spaces for experimentation and examine their impact on mainstream schooling. Caught between competing, often contradictory, discourses such experiments struggle between the 'regeneration' and 'reproduction' functions of schooling. However, we argue that while they have limited impact on mainstr…
Construction of difference and diversity within policy and practice in England
Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers’ understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and ‘ableness’. Two frameworks around orientations to diversity…
Pedagogic relations and professional change: A Sociocultural Analysis of Students' Learning in a Professional Doctorate
The Professional Doctorate has become an increasingly popular doctoral route. Research has tended to focus on outcomes and ‘impact’ or on the epistemological nature of programmes and resulting student identities compared to other routes. This paper takes a different focus, examining the process through which students come to know about their professional practice via a Professional Doctorate in Education programme. It uses two cases, drawn from a…
What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education
The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of educa…
We enjoy doing reading together: Finding potential in affective encounters with people and things for sustaining volitional reading
Reading is one of many things vying for young people’s attention. In the case of volitional reading, young people between 8 and 15 are following trends of less enjoyment of reading and declining time spent reading. There are complex explanations for patterns of decline in their volitional reading related to how choice is afforded within social and material relations. This article offers a glimpse into the motivations for young people’s volitional…
Professional learning and leadership practice for supporting policy work in schools
Scoping community engagement in the context of Tomorrow’s Schools in Aotearoa New Zealand: An integrative review of the literature
Schools in a democracy need community involvement; community engagement in schools needs structures to support it. This article scopes how community engagement is conceptualised and enacted within Aotearoa New Zealand’s self-managing Tomorrow’s Schools system between 2009–2024 through a systematic integrative review of scholarly and grey literature. Using a replicable, PRISMA-informed protocol, we identified 68 eligible sources across government,…
Sociology (6 works) · Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Global Educational Policies and Reforms (3 works) · Innovative Education and Learning Practices (3 works) · Law (3 works) · Professional development (3 works) · Professional learning community (3 works) · Educational Assessment and Improvement (2 works)