The Table of Contents also contains short biographical profiles of the contributors to this issue of The Bridge.
Table of Contents
Adam Burns 1-3
In Search of a Theoretical Lens: An Exploration of Feminist Social Research Theories
Laura Guihen 4-20
Laura is a second year PhD student at the University of Leicester. Her PhD study explores the career histories and professional aspirations of female deputy headteachers currently working in English secondary schools. Before starting this project, she worked as a secondary school English teacher in the West Midlands.
Can formative assessment be used to support summative assessment and summative assessment for formative purposes?
Shane Payne 21-37
Shane Payne spent the first twenty years of his working life as an engineer before moving into education. He has been teaching in Further Education colleges for many years in both engineering and Initial Teacher Education and has also been an advanced practitioner. He is currently programme leader for HE (Engineering) at a large inner-city FE college, and is involved in the training and mentoring of new lecturers. Shane is currently studying for the EdD at the University of Leicester.
Developing an emotionally literate school
Stuart Boon 38-56
Stuart Boon is a teacher and senior leader at a large primary school in North Devon. He trained at the University of Warwick’s Institute of Education and worked for six years in
Coventry before moving to North Devon where he is now based. He has a BA in Medieval and Modern History from the University of Birmingham and a MA (Distinction) in Learning and Teaching from the University of Warwick. He is particularly interested in the power of Action Research to improve professional practice and is currently reading for an EdD at the University of Leicester’s School of Education. Here, he is exploring how social processes influence the quality of younger children’s’ learning during peer assessment. He has recently published two articles on peer assessment and feedback in Education 3-13: International Journal of Primary, Elementary and Early Years Education.
A literature review on an ethnographic case study of the impact of food upon learning and social skills at the Peartree Academy
Gurpinder Lalli 57-65
Gurpinder is currently based in the School of Education at the University of Leicester, studying towards the final year of his PhD. He is currently in the latter stages of completing the thesis, alongside giving conference presentations and publishing short articles. Gurpinder holds Qualified Teaching Status (QTS) and has a background of teaching experience in the post-compulsory education sector. He is currently working as a Visiting Lecturer at the Universities of Wolverhampton and Worcester, teaching Education and Inclusion Studies. His research interests lie in the Sociology of Education.
Reynold Macpherson, Political Philosophy, Educational Administration and Educative Leadership (2014)
Karen Stephens 66-69
You can download the Table of Contents here: Contents2014Dec