Gemma Moss
Dados Biográficos
| ID | 6154753 |
|---|---|
| NOME | Gemma Moss |
| PRENOMES | Gemma |
| SOBRENOME | Moss |
| ASSINATURA | MOSS G |
| AFILIAÇÕES | University of London |
| ORCID | 0000-0003-4441-2974 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 63 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Making teaching more attractive
Addressing teacher supply has been a persistent and longstanding concern across diverse education systems, spanning both high-income and lower-income countries. Over the past 50 years, the pages of the British Educational Research Journal (BERJ) have repeatedly returned to questions of teacher recruitment, retention and, crucially, the status of the profession. As we mark the 50th anniversary of BERA's flagship journal, it is both timely and fitt…
Fiction Book Reading and Wellbeing
Background The relationship between book reading and psychological wellbeing is gaining interest among those working in research, policy and practice, as we seek to better understand whether, and how, reading can support wellbeing. Yet, wellbeing has historically been poorly defined within reading research, and we lack a nuanced understanding of the ways in which children's book reading may support their psychological wellbeing. Methods Twenty‐fo…
Knowledge crises and democratic deficits in education
This Special Issue presents eight articles that seek to unpack cases of recent policy and practice which position knowledge in education in such a way that they create democratic deficits. The arti
Knowledge-making in a crisis
This paper re-examines the deep-rooted problems in how the English education system currently runs and the deep-seated tension points it creates for those involved. It draws on a sequence of research projects I conducted with colleagues during the Covid-19 pandemic that documented how primary schools responded to the immediate crisis unfolding around them in ways that contrasted with what policymakers saw and understood about the pandemic from wi…
Learning disruption or learning loss
Throughout the COVID-19 pandemic, the immediate and longer-term effects of school closures and ongoing interruptions on children’s learning have been a source of considerable apprehension to many. In an attempt to anticipate and mitigate the effect of school closures, researchers and policymakers have turned to the learning loss literature, research that estimates the effect of summer holidays on academic achievement. However, school closures due…
Crisis policy enactment
This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differen…
Researching the prospects for change that Covid disruption has brought to high stakes testing and accountability systems
This paper explores the disruption that COVID has brought to the normal functioning of performance-based accountability systems and asks whether this has created new possibilities for those organising against the use of high stakes testing in education. Drawing on a sequence of research projects exploring primary schools’ responses to the pandemic in England during 2020-21, this article considers the ways in which the pandemic creates new conditi…
The link between fiction and teenagers’ reading skills
It is well known that children who read more tend to achieve higher scores in academic reading tests. Much less is known, however, about the link between reading different types of text and young people's reading performance. We investigate this issue using the Programme for International Student Assessment (PISA) 2009 database, exploring the association between the frequency with which teenagers read five different types of text (magazines, non‐…
Music, Noise, and the First World War in Ford Madox Ford's Parade's End
Parade's End registers the potential and necessity for a transition in conceptions of music informed by new sounds experienced during the First World War. In the trenches, Tietjens interprets a bombardment as a Wagnerian orchestra, encouraging contemplation of where and why demarcation lines between music and noise are drawn, as well as reflection on the utopian project of Wagner's Gesamtkunstwerk (Total Art-Work). Ford's tetralogy has a signific…
Knowledge, education and research
This article considers how knowledge, education and research interact as the institutional structures that support them change. Many efforts at large‐scale education reform depend upon the proposition that what counts as useful knowledge can be easily defined, without reference to the specific contexts in which that knowledge will be set to work. Yet ?useful knowledge’ as it appears to policymakers does not always translate into ?useful knowledge…
Epilogue
Putting literacy attainment data in context
This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and interpretation of literacy attainment data, their relationship to pedagogy and the curriculum, and the administrat…
Knowledge and numbers in education
This special issue takes as its core theme the relationship between knowledge and numbers in education, with a particular emphasis on the diverse forms of knowledge that emerge from the collection
Vygotsky and sociology
This edited collection is the latest in a series of volumes on Vygotsky that Harry Daniels has produced, exploring the scope of his work and its continuing relevance for education. Vygotsky is wort
Ethics, education policy and research
This paper argues that direct control of the early years literacy curriculum recently exercised by politicians in England has made the boundaries between research, policy and practice increasingly fragile. It describes how policy came to focus most effort on the use of synthetic phonics programmes in the early years. It examines why the Clackmannanshire phonics intervention became the study most frequently cited to justify government policy and s…
Research, policy and knowledge flows in education
This Special Issue places discussion of Knowledge Mobilisation in the context of diminishing government funding for research, and the difficulties the research community has experienced in reaching out to those who might make best use of its knowledge base and research findings. The emphasis policymakers and funders give to demonstrating research impact turns these pressures into a potentially toxic brew with the capacity to distort how the acade…
Critical Issues in Designing Mixed Methods Policy Research
This article argues that policy-related research needs to question the assumption that policy questions can be addressed through the use of research methods that examine the issues through one lens only. It proposes that mixed methods research designs work well when they exploit the potential to see different things, and recognize the limits and the potential that each method offers. In this regard it suggests paying particular attention to team …
The politics of literacy in the context of large‐scale education reform
In this paper, I will consider the lessons that can be learnt about literacy policy and its role in large‐scale education reform programmes, with particular reference to policy‐making in England since the election of New Labour in 1997. New Labour’s promise to the electorate in 1997 was that state‐funded education could be fixed and turned into a high‐quality delivery system from which all would benefit. It could be fixed by direct intervention f…
Literacy and Pedagogy in Flux
This paper considers the principles of description that underpin Bernstein's theoretical language, and how these can be applied to empirical data. The particular case explored here is the relevance of the distinctions Bernstein draws between (i) invisible and visible pedagogies, and (ii) competence and performance pedagogies, for thinking about the literacy curriculum from a social practice perspective. The paper argues that it is the generative …
Bernstein's languages of description
Bernstein's languages of description
Höllen-Inszenierung „Wrestling“
Children talk text
Children and TV
Knowledge and numbers in education
This special issue takes as its core theme the relationship between knowledge and numbers in education, with a particular emphasis on the diverse forms of knowledge that emerge from the collection
The link between fiction and teenagers’ reading skills
It is well known that children who read more tend to achieve higher scores in academic reading tests. Much less is known, however, about the link between reading different types of text and young people's reading performance. We investigate this issue using the Programme for International Student Assessment (PISA) 2009 database, exploring the association between the frequency with which teenagers read five different types of text (magazines, non‐…
Crisis policy enactment
This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differen…
Research, policy and knowledge flows in education
This Special Issue places discussion of Knowledge Mobilisation in the context of diminishing government funding for research, and the difficulties the research community has experienced in reaching out to those who might make best use of its knowledge base and research findings. The emphasis policymakers and funders give to demonstrating research impact turns these pressures into a potentially toxic brew with the capacity to distort how the acade…
Knowledge, education and research
This article considers how knowledge, education and research interact as the institutional structures that support them change. Many efforts at large‐scale education reform depend upon the proposition that what counts as useful knowledge can be easily defined, without reference to the specific contexts in which that knowledge will be set to work. Yet ?useful knowledge’ as it appears to policymakers does not always translate into ?useful knowledge…
The politics of literacy in the context of large‐scale education reform
In this paper, I will consider the lessons that can be learnt about literacy policy and its role in large‐scale education reform programmes, with particular reference to policy‐making in England since the election of New Labour in 1997. New Labour’s promise to the electorate in 1997 was that state‐funded education could be fixed and turned into a high‐quality delivery system from which all would benefit. It could be fixed by direct intervention f…
Ethics, education policy and research
This paper argues that direct control of the early years literacy curriculum recently exercised by politicians in England has made the boundaries between research, policy and practice increasingly fragile. It describes how policy came to focus most effort on the use of synthetic phonics programmes in the early years. It examines why the Clackmannanshire phonics intervention became the study most frequently cited to justify government policy and s…
Literacy and Pedagogy in Flux
This paper considers the principles of description that underpin Bernstein's theoretical language, and how these can be applied to empirical data. The particular case explored here is the relevance of the distinctions Bernstein draws between (i) invisible and visible pedagogies, and (ii) competence and performance pedagogies, for thinking about the literacy curriculum from a social practice perspective. The paper argues that it is the generative …
Critical Issues in Designing Mixed Methods Policy Research
This article argues that policy-related research needs to question the assumption that policy questions can be addressed through the use of research methods that examine the issues through one lens only. It proposes that mixed methods research designs work well when they exploit the potential to see different things, and recognize the limits and the potential that each method offers. In this regard it suggests paying particular attention to team …
Epilogue
Bernstein's languages of description
Music, Noise, and the First World War in Ford Madox Ford's Parade's End
Parade's End registers the potential and necessity for a transition in conceptions of music informed by new sounds experienced during the First World War. In the trenches, Tietjens interprets a bombardment as a Wagnerian orchestra, encouraging contemplation of where and why demarcation lines between music and noise are drawn, as well as reflection on the utopian project of Wagner's Gesamtkunstwerk (Total Art-Work). Ford's tetralogy has a signific…
Putting literacy attainment data in context
This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and interpretation of literacy attainment data, their relationship to pedagogy and the curriculum, and the administrat…
Children and TV
Children talk text
Höllen-Inszenierung „Wrestling“
Bernstein's languages of description
Bernstein's languages of description
Literacy and Pedagogy in Flux
This paper considers the principles of description that underpin Bernstein's theoretical language, and how these can be applied to empirical data. The particular case explored here is the relevance of the distinctions Bernstein draws between (i) invisible and visible pedagogies, and (ii) competence and performance pedagogies, for thinking about the literacy curriculum from a social practice perspective. The paper argues that it is the generative …
The politics of literacy in the context of large‐scale education reform
In this paper, I will consider the lessons that can be learnt about literacy policy and its role in large‐scale education reform programmes, with particular reference to policy‐making in England since the election of New Labour in 1997. New Labour’s promise to the electorate in 1997 was that state‐funded education could be fixed and turned into a high‐quality delivery system from which all would benefit. It could be fixed by direct intervention f…
Critical Issues in Designing Mixed Methods Policy Research
This article argues that policy-related research needs to question the assumption that policy questions can be addressed through the use of research methods that examine the issues through one lens only. It proposes that mixed methods research designs work well when they exploit the potential to see different things, and recognize the limits and the potential that each method offers. In this regard it suggests paying particular attention to team …
Research, policy and knowledge flows in education
This Special Issue places discussion of Knowledge Mobilisation in the context of diminishing government funding for research, and the difficulties the research community has experienced in reaching out to those who might make best use of its knowledge base and research findings. The emphasis policymakers and funders give to demonstrating research impact turns these pressures into a potentially toxic brew with the capacity to distort how the acade…
Epilogue
Putting literacy attainment data in context
This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and interpretation of literacy attainment data, their relationship to pedagogy and the curriculum, and the administrat…
Knowledge and numbers in education
This special issue takes as its core theme the relationship between knowledge and numbers in education, with a particular emphasis on the diverse forms of knowledge that emerge from the collection
Vygotsky and sociology
This edited collection is the latest in a series of volumes on Vygotsky that Harry Daniels has produced, exploring the scope of his work and its continuing relevance for education. Vygotsky is wort
Ethics, education policy and research
This paper argues that direct control of the early years literacy curriculum recently exercised by politicians in England has made the boundaries between research, policy and practice increasingly fragile. It describes how policy came to focus most effort on the use of synthetic phonics programmes in the early years. It examines why the Clackmannanshire phonics intervention became the study most frequently cited to justify government policy and s…
Knowledge, education and research
This article considers how knowledge, education and research interact as the institutional structures that support them change. Many efforts at large‐scale education reform depend upon the proposition that what counts as useful knowledge can be easily defined, without reference to the specific contexts in which that knowledge will be set to work. Yet ?useful knowledge’ as it appears to policymakers does not always translate into ?useful knowledge…
Music, Noise, and the First World War in Ford Madox Ford's Parade's End
Parade's End registers the potential and necessity for a transition in conceptions of music informed by new sounds experienced during the First World War. In the trenches, Tietjens interprets a bombardment as a Wagnerian orchestra, encouraging contemplation of where and why demarcation lines between music and noise are drawn, as well as reflection on the utopian project of Wagner's Gesamtkunstwerk (Total Art-Work). Ford's tetralogy has a signific…
The link between fiction and teenagers’ reading skills
It is well known that children who read more tend to achieve higher scores in academic reading tests. Much less is known, however, about the link between reading different types of text and young people's reading performance. We investigate this issue using the Programme for International Student Assessment (PISA) 2009 database, exploring the association between the frequency with which teenagers read five different types of text (magazines, non‐…
Researching the prospects for change that Covid disruption has brought to high stakes testing and accountability systems
This paper explores the disruption that COVID has brought to the normal functioning of performance-based accountability systems and asks whether this has created new possibilities for those organising against the use of high stakes testing in education. Drawing on a sequence of research projects exploring primary schools’ responses to the pandemic in England during 2020-21, this article considers the ways in which the pandemic creates new conditi…
Learning disruption or learning loss
Throughout the COVID-19 pandemic, the immediate and longer-term effects of school closures and ongoing interruptions on children’s learning have been a source of considerable apprehension to many. In an attempt to anticipate and mitigate the effect of school closures, researchers and policymakers have turned to the learning loss literature, research that estimates the effect of summer holidays on academic achievement. However, school closures due…
Crisis policy enactment
This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differen…
Knowledge crises and democratic deficits in education
This Special Issue presents eight articles that seek to unpack cases of recent policy and practice which position knowledge in education in such a way that they create democratic deficits. The arti
Knowledge-making in a crisis
This paper re-examines the deep-rooted problems in how the English education system currently runs and the deep-seated tension points it creates for those involved. It draws on a sequence of research projects I conducted with colleagues during the Covid-19 pandemic that documented how primary schools responded to the immediate crisis unfolding around them in ways that contrasted with what policymakers saw and understood about the pandemic from wi…
Making teaching more attractive
Addressing teacher supply has been a persistent and longstanding concern across diverse education systems, spanning both high-income and lower-income countries. Over the past 50 years, the pages of the British Educational Research Journal (BERJ) have repeatedly returned to questions of teacher recruitment, retention and, crucially, the status of the profession. As we mark the 50th anniversary of BERA's flagship journal, it is both timely and fitt…
Fiction Book Reading and Wellbeing
Background The relationship between book reading and psychological wellbeing is gaining interest among those working in research, policy and practice, as we seek to better understand whether, and how, reading can support wellbeing. Yet, wellbeing has historically been poorly defined within reading research, and we lack a nuanced understanding of the ways in which children's book reading may support their psychological wellbeing. Methods Twenty‐fo…
Sociology (14 obras) · Political science (12 obras) · Computer Science (8 obras) · Global Educational Policies and Reforms (8 obras) · Pedagogy (8 obras) · Educational Theory and Curriculum Studies (7 obras) · Psychology (7 obras) · Literacy (6 obras) · Public relations (6 obras) · Epistemology (5 obras)