research+-+big+bibliography

| TELL home | Research - events | Big bibliography | TELL history and context |  **Items added in June 2017 are below in** blue  Anne Gravells .. Anne has a new book coming out in the Autumn, 'Principles and Practices of Teaching and Training'. Details are here. @http://www.anngravells.com/pptt
 * Links in this section **
 * ==**The Big Bibilography**==
 * TELL is assembling a bibliography of as many writings relevant to the Lifelong Learning sector, so it can form a source of reference, scholarship and research for all.**

Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice From Intrinsic Values to Instrumentalism. Palgrave Macmillan

Duckworth, V. and Ade-Ojo, G. O. (Eds.) (2014) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8

Ade-Ojo, G. O. & Duckworth, V. (2015) Exploring the concepts: Instrumentalism, philosophy of education, ideology and value positions. In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 1-28

Ade-Ojo, G. O. & Duckworth, V. (2015) Movement in Transition: Changing value positions, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 29-64

Ade-Ojo, G. O. & Duckworth, V. (2015) The consolidation of an instrumental value position: the Moser Committee, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 65-100

Ade-Ojo, G. O. & Duckworth, V. (2015) Exploring and alternative: a transformative curriculum driven by social capital, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 100-120

Ade-Ojo, G. O. & Duckworth, V. (2014) Introduction: Is practice keeping pace with theory? In: Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8 (In Press)

Ade-Ojo, Gordon (2014) Literacy for Specific Purposes. In: Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8

Ade-Ojo, G. O. & Ogunleye, J. (2015) (Editorial) The goals of multidisciplinary studies Ade-Ojo, G. O.& Ogunleye, J. (2015) International Journal of Multidisciplinary Comparative Studies (IJMCS) Vol2, no. 1, December, 2015

Ade-Ojo, G. O, (2014) ‘ Evaluation of an E-peer tutorial model for mature trainee teachers’ World Journal on Educational Technology, Vol 6, no. 1, pp 107-125. ISSN 1309-1506 (print) 1309-0348 (online)

Ade-Ojo, G. O. and Ogunleye, J. (2014) The essence of multidisciplinary studies (Editorial) International Journal of Multidisciplinary Comparative Studies, Volume 1 No. 1, 2014, pp. 3—4

Avis, J., Orr, K. and Warmington, P. (2017). Race and vocational education and training in England.Jurnal of Vocational Education and Training. 69, 3: 292-310

Sowe, N. and Ade-Ojo, G. O. (2014) Tutor attitudes towards the use of digital recording sin collaborative feedback: A qualitative study. International Journal of Multidisciplinary Comparative Studies, Volume 1 No. 1, 2014, pp. 50—63

Duckworth, V. and Ade-Ojo, G. O. (2014) Editorial: Promoting Employability through Specific Literacies, International Journal of Multidisciplinary Comparative Studies (IJMCS) Vol1, no. 2 July, 2014. Special Edition on the Promoting Employability through Specific Literacy Research Workshop (2014), pp 2-6  **Items added in May 2017 are below** in blue  Jones, S. (2017) Effective CPD and its implications for student and lecturers in college HE. [On-line] London: Association of Colleges. Available from @https://www.aoc.co.uk/march-2017-effective-cpd-and-its-implications-students-and-lecturers-in-college-he-sam-jones Jones, S. (2016) What are the motivators or barriers that affect Further Education lecturers’ engagement with continuing professional development? In Lea, J. (ed.) First Research and Scholarship in College Higher Education Conference. Papers, Presentations and Posters, London: Association of Colleges, pp 42-49 Machin. L, Hindmarch. D, Murray. S, & Richardson. T (2016) A Concise Guide to the Level 3 Award in Education and Training, Northwich: Critical Publishing Machin. L, Hindmarch. D, Murray. S, & Richardson. T (2016) The Complete Guide to the Level 5 Diploma in Education and Training, 2nd Ed, Northwich: Critical Publishing Machin. L, Hindmarch. D, Murray. S, & Richardson. T (2015) The Complete Guide to the Level 4 Certificate in Education and Training, 2nd Ed, Northwich: Critical Publishing Mycroft, L. (2016). A Posthuman Approach. Post-16 Educator. 85: Oct-Dec 2016 Mycroft, L. (2016). Northern College and The Philosophers of Praxis. Forum: Thinking the Yet to be Thought. 58:3. Rapley, E. (2017)‘Seeing the light.’ Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice, Ethnography and Education. It was published online 19/4/2017.

 **Items added in April 2017 are below in blue **  Duckworth, V. and Smith, R. (2017). Further education in England Transforming lives and communities - interim report. London: Universities and Colleges Union.

Guile, D. and Lahiff, A. (2016). 'It's not like a normal 9 to 5!': The learning journeys of media production apprentices in distributed working conditions. Journal of Vocational Education & Training, 68(3), pp.302-319.

Hall, V. (2016). A tale of two narratives: student voice—what lies before us?. Oxford Review of Education, 43(2), pp.180-193.

Lea, J. (2015). Enhancing learning and teaching in higher education: Engaging with the dimensions of practice. Maidenhead, United Kingdom: Open University Press.

Simmons, R. (2016). Liberal studies and critical pedagogy in further education colleges: 'Where their eyes would be opened' (sometimes). Oxford Review of Education, pp.1-15.

Watmore, S., Atkins, L., Dunne, L., Lord, J. and Duckworth, V. (2016). Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes. Gender and Education, pp.1-15.

Items added in **January 2017** follow in ** blue **  Ade-Ojo, G. and Duckworth, V. (2016) ‘Of cultural dissonance: The UK’s adult literacy policies and the creation of democratic learning spaces’, International Journal of Lifelong Education,, pp. 1–18. doi: 10.1080/02601370.2016.1250232.

Duckworth, V. and Ade-Ojo, G.O. (2016) ‘Journey through transformation: A case study of Two literacy learners’, Journal of Transformative Education, 14(4), pp. 285–304. doi: 10.1177/1541344616644682.

Passy, R. and Ovenden-Hope, T. (2017) ‘Class of 2010: A qualitative longitudinal study of an English secondary school that became an academy’, in Sage Research Methods cases. London: SAGE Publications,.

Robinson, D., Hammersley-Fletcher, L., Vigurs, K. and Davies, P. (2006) A Comparative Study of the Leadership, Governance and Management (LGM) Issues of three FE/HE Partnerships. Bristol: HEFCE.

Items added in **December 2016** follow in ** blue **

Bacova, D. and Telfer, S. (2016) ‘The use of storytelling by ESOL/ Literacy trainee teachers’, Language Issues: The ESOL Journal, 27(1), pp. 42–48

Hobley, J. (2016) ‘“Here’s the iPad”. The BTEC philosophy: How not to teach science to vocational students’, Research in Post-Compulsory Education, 21(4), pp. 434–446. doi: 10.1080/13596748.2016.1226586.

Duckworth, V. (2016) Learning Trajectories, violence and empowerment amongst adult basic skills learners. Devon, United Kingdom: Routledge. Now out in paperback - See flyer below for 20% discount on purchase price O’Leary, M. (ed.) (2016) Reclaiming lesson observation: Supporting excellence in teacher learning. Devon, United Kingdom: Routledge (Discount flyer also below), which was a collaborative project involving contributors from schools, FE, adult ed and HE, many of whom had never written for publication before.

Items added ** in November 2016 **(not necessarily newly published but new to this bibliography) follow in ** blue **

Broad, J.H. (2016) ‘Vocational knowledge in motion: Rethinking vocational knowledge through vocational teachers’ professional development’, Journal of Vocational Education & Training,, pp. 1–18. doi: 10.1080/13636820.2015.1128962.

Delaney, J.-A. and Cope, A. (2016) Supporting Maths & English in post-14 education & training. United Kingdom: Open University Press.

Duckworth, V., Thomas, L. and Bland, D. (2016) ‘Joining the dots between teacher education and widening participation in higher education’, Research in Post-Compulsory Education, 21(3), pp. 260–277. doi: 10.1080/13596748.2016.1195167.

Duckworth, V., Lord, J., Dunne, L., Atkins, L. and Watmore, S. (2016) ‘Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes’, Gender and Education,, pp. 1–15.doi: 10.1080/09540253.2015.1123228.

Eliahoo, R. (2016) ‘Teacher educators: Proposing new professional development models within an English further education context’, Professional Development in Education,, pp. 1–15. doi: 10.1080/19415257.2016.1178164.

Gleeson, D., Hughes, J., O’Leary, M. and Smith, R. (2015) ‘The state of professional practice and policy in the English further education system: A view from below’, Research in Post-Compulsory Education, 20(1), pp. 78–95. doi: 10.1080/13596748.2015.993877.

Gravells A (2014) The Award in Education and Training. London: Learning Matters

Gravells A (2013) Passing Assessments for the Award in Education and Training. London: Learning Matters

Two books for the Certificate:

Gravells A & Simpson S (2014) The Certificate in Education and Training. London: Learning Matters

Gravells A & Simpson S (2014) Passing Assessments for the Certificate in Education and Training. London: Learning Matters

Two books for assessment and QA:

Gravells A (2016) Principles and Practices of Assessment. London: Learning Matters

Gravells A (2016) Principles and Practices of Quality Assurance. London: Learning Matters

Hillier, Y. and Gregson, M. (2015) ‘Working together: Research and scholarly activity in further, adult and vocational education’, International Journal of Training Research, 13(2), pp. 106–118. doi: 10.1080/14480220.2015.1077721.

Lahiff, A. and Guile, D. (2016) ‘“It’s not like a normal 9 to 5!”: The learning journeys of media production apprentices in distributed working conditions’, Journal of Vocational Education & Training, 68(3), pp. 302–319. doi: 10.1080/13636820.2016.1201846.

O’Leary, M. and Wood, P. (2016) ‘Performance over professional learning and the complexity puzzle: Lesson observation in England’s further education sector’, Professional Development in Education,, pp. 1–19. doi: 10.1080/19415257.2016.1210665

Simmons, R. (2016) ‘Liberal studies and critical pedagogy in further education colleges: “Where their eyes would be opened” (sometimes)’, Oxford Review of Education,, pp. 1–15. doi: 10.1080/03054985.2016.1226790.

Thompson, C. (2016) ‘The magic of mentoring: A democratic approach to mentoring trainee teachers in post-compulsory education’, Research in Post-Compulsory Education, 21(3), pp. 246–259. doi: 10.1080/13596748.2016.1195172

Tummons, J. (2016) ‘“Very positive” or “vague and detached”? Unpacking ambiguities in further education teachers’ responses to professional standards in England’, Research in Post-Compulsory Education, 21(4), pp. 346–359. doi: 10.1080/13596748.2016.1226589.

Walker, M (2016) The Development of the Mechanics’ Institute Movement in Britain and Beyond: Supporting further education for the adult working classes. Routledge Research in Education. London, UK: Routledge. ISBN 9781138923553

Walker, M (2015) ‘Rule of thumb methods no longer suffice’ Development of British coal industry education and training 1900 – 1970: Lessons for present-day education policy makers’ Journal of Educational Administration and History, 47 (4), pp. 367-387. ISSN 0022-0620

Items added ** in September 2016 **(not necessarily newly published but new to this bibliography) follow in ** blue **

Crawley, J. (2016) Post compulsory teacher educators: Connecting professionals. United Kingdom: Critical Publishing. (With Chapters by Carol Azumah Dennis, Kevin Orr, Lynn Machin, Vicky Duckworth, Denise Robinson and Nena Skrbic, Rebecca Eliahoo and Jim Crawley) See @http://www.criticalpublishing.com/post-compulsory-teacher-educators-connecting-professionals

Loo, S. (2016) Creative Working in the Knowledge Economy. Abingdon, Oxfordshire: Routledge. Loo, S. (2016) Training of Teachers of Occupation-Related Programmes. In I. S. Gibbs (Ed.) Teacher Education: Assessment, Impact and Social Perspectives. (p. 23-40). Hauppauge, New York: Nova Science Publishers Inc. Loo, S. & Jameson, J. (Eds.) (2016) Vocationalism in Further and Higher Education: Policy, programmes and pedagogy. Abingdon, Oxfordshire: Routledge. Loo, S. (2016) Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidence-based research. In Loo, S. Y. and Jameson, J. (Eds.) Vocationalism in Further and Higher Education: Policy, programmes and pedagogy (p.78-90). Abingdon, Oxfordshire: Routledge. Loo, S. and Jameson, J. (2016) Introduction: Vocationalism in the English Context. In Loo, S. and Jameson, J. (Eds.) Vocationalism in Further and Higher Education: Policy, programmes and pedagogy (p.1-6). Abingdon, Oxfordshire: Routledge. Jameson, J. and Loo, S. (2016) Conclusion: Global Perspectives on Vocationalism and the English Model. In Loo, S. and Jameson, J. (Eds.) Vocationalism in Further and Higher Education: Policy, programmes and pedagogy (p.131-140). Abingdon, Oxfordshire: Routledge.

Items added ** in April 2015 ** (not necessarily newly published but new to this bibliography) follow in ** blue **first. They will be integrated into the bibliography over the next few weeks.

Bathmaker, A.-M. (2015) ‘Thinking with Bourdieu: thinking after Bourdieu. Using “field” to consider in/equalities in the changing field of English higher education’, Cambridge Journal of Education, 45(1), pp. 61–80. doi: 10.1080/0305764x.2014.988683

Crawley, J. (2015) Adult education needs an urgent and radical rethink.In - 'The Conversation' Available at: @http://theconversation.com/adult-education-needs-an-urgent-and-radical-rethink-39391 (Accessed: 21 April 2015)

Dennis, C. A. (2015a) ‘Blogging as public pedagogy: creating alternative educational futures’, International Journal of Lifelong Education, pp. 1–16. doi: 10.1080/02601370.2014.1000408

Dennis, C. A. (2015b) ‘Locating post-16 professionalism: public spaces as dissenting spaces’, Research in Post-Compulsory Education, 20(1), pp. 64–77. doi: 10.1080/13596748.2015.993875

Duckworth, V. and Ade Ojo, G. (2015) Landscapes of Specific Literacies in Contemporary Society. Exploring a social model of literacy London: Routledge - @http://www.routledge.com/books/details/9780415741248/

Duckworth, V. and Brzeski, A. (2015) ‘Literacy, learning and identity: challenging the neo-liberal agenda through literacies, everyday practices and empowerment’, Research in Post-Compulsory Education, 20(1), pp. 1–16. doi: 10.1080/13596748.2015.993861

Eliahoo, R. (2015) Lessons for Schools Direct from the success of college teacher education. Available at: @http://www.fenews.co.uk/fe-news/lessons-for-schools-direct-from-the-success-of-college-teacher-education (Accessed: 21 April 2015)

Gleeson, D., Hughes, J., O’Leary, M. and Smith, R. (2015) ‘The state of professional practice and policy in the English further education system: a view from below’, Research in Post-Compulsory Education, 20(1), pp. 78–95. doi: 10.1080/13596748.2015.993877

Hobson, A. and Maxwell, B. (2015) Mentoring and coaching for teachers in the further education and skills sector in England. Available at: @http://www.gatsby.org.uk/uploads/education/reports/pdf/mentoring-and-coaching-in-fe.pdf (Accessed: 21 April 2015)

Holloway, D. and Nguyen, M. (2015) Teaching students who are naturally gifted in the natural sciences to study literature. A practitioner research project. Paper at TELL meeting (Cheltenham - February 2015) Malthouse, R., Roffey-Barentsen, J. and Watts, M. (2014) ‘Reflectivity, reflexivity and situated reflective practice’, Professional Development in Education, 40(4), pp. 597–609. doi: 10.1080/19415257.2014.907195

O’Leary, M. and Brooks, V. (2013) ‘Raising the stakes: classroom observation in the further education sector in England’, Professional Development in Education, 40(4), pp. 530–545. doi: 10.1080/19415257.2013.854825

Tummons, J. (2014) ‘Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks’, Research in Post-Compulsory Education, 19(4), pp. 417–432. doi: 10.1080/13596748.2014.955634


 * Where the items are available for download without passwords, hyperlinks have been added.**


 * This bibliography has been produced by Jim Crawley, and has been accumulated over some 10 years!**

Ade-Ojo, G.O. (2011) From Symptom to Cure : Evolution of Adult Literacy Policy and Practice in the UK between the 70s and Moser. Lambert Academic Publishing GMBH& CO GH. (287 pages)

Ade-Ojo, G. O. and Sowe, N (2012 ) ‘Using digital recordings in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views’ in Elsevier, Procedia-Social Behavioural Sciences, Vol. 26, no 4, pp 503-519, ISSN: 1877-0428.

Ade-Ojo, G.O., Adeyeye, M and Fagbohun, F. (2012) 'Situated Literacy practices amongst artisans in the South West of Nigeria: towards a case for pedagogy of literacy for specific purposes’ In proceedings of the Bulgarian Conference on Comparative Education, Volume 10, July 2012, p 105-111.

Ade-Ojo, G.O. and Sowe, N (2012) Physical and Psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass. Journal of Teaching and Learning, Volume 6, December 2012.

Ade-Ojo, G. O. (2012) ‘Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in literacy classes’ International Journal of Lifelong Education’. 31:5, 623-641

Ade-Ojo, G.O, Adeyeye, M. and Fagbohun, F. (2012) Situated literacy practices amongst artisans in South West of Nigeria: developmental and pedagogical implications. In International Perspective on Education, Vol 10, Bulgarian Comparative Education Society. PP 105 – 110.

Ade-Ojo, G.O. (2012) ‘Practitioners’ perceptions of the gap between the rhetoric of Moser Committee SFL recommendations and the reality of policy implementation’ European Journal of Education and Educational Psychology, Volume I, Issue I, Spring, NO: 1/2012 PP 37-53

Ade-Ojo, G.O. (2011) Practitioners’ perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser committee. Research papers in Education, Vol 26, No 1, pp 53-77.

Ade-Ojo, G.O. (2011) ‘Beyond Locutionary Denotations: Exploring Trust between Policy and Practitioners’. Research in Post-Compulsory Education. Vol. 16 No 2, pp 263-274

Ade-Ojo, G. O. And Adeyeye, M. (2011) 'Epistemic groundings for the role of literacy in sustainable development at the local governance level' Occasional Papers in Education & Lifelong Learning, Volume 5, no 1 and 2 PP53 -65.

Ade-Ojo, G.O. (2009) Socialising Young Literacy Learners into a Discourse of Failure: Dominant Discourses in Literacy Teaching and Assessment and their Impact on the Progression of Young Literacy Learners into Employment. Occasional Papers in Education & Lifelong Learning, Volume 3, Nos. 1—2, 2009, pp. 110—130

Ade-Ojo, G.O. (2005) ‘Improving attendance and punctuality of FE Basic skills learners through innovative schemes’ International Journal of Progressive Education, Vol. 1 no. 2, University of Illinois, US. Pp 31-48

Ade-Ojo, G.O. (2005) ‘Improving attendance and punctuality of FE Basic skills learners through innovative schemes’ International Journal of Progressive Education, Vol. 1 no. 2, University of Illinois, US. Pp 31-48

Ade-Ojo, G.O. (2005) `The Predisposition of Adult ESOL learners in A FE college towards Autonomy`. Journal of Further and Higher Education, Vol. 29, No. 3, pp 191-210

Ade-Ojo, G. O. (2004) `The New ESOL National Curriculum: Is it driven by Convention? ` RAAPAL Vol. 53, spring issue 2004, pp 21-27

Ade-Ojo, G. O. (2003) ` Perspectives on error and the Teaching of English to Non- Mother Tongue Speakers`. Language Issues, Vol. 14, no.2

Ainley, P. (2007) Across the great divide. From a welfare state to a new market state: the case of VET. Journal of Vocational Education and Training Vol. 59, No. 3, September 2007, pp. 369–384

Ainley, P. (2003). Eight statements of the 'bleeding blindingly obvious' and a PS on education as social control. British Journal of Sociology of Education 24(3), pp. 347-355.

Ainley, P. and Bailey, B. (1997). The business of learning: staff and student experiences of Further Education in the 1990s. London: Cassell.

Appleby, Y. (2009) “It’s Just Like Being a Student”: Making Space for Teachers to Think. The International Journal for Learning. Volume 16, Number 11. pp. 23-34

Appleby, Y. and Banks, C. (2009) Eds. Looking back and moving forward. Reflecting on our practice as teacher educators. Preston: University of Central Lancashire - download here
 * Mayes, L. (2009) I look up and what do I see? Your head on the desk, not looking at me. In Appleby, Y. and Banks, C. (2009) Eds. Looking back and moving forward. Reflecting on our practice as teacher educators. Preston: University of Central Lancashire pp 9-18
 * Reale, P. (2009) 'Glimpsing the whole at a glance': Using pictures and images to help teacher trainees make sense of the action research journey. In Appleby, Y. and Banks, C. (2009) Eds. Looking back and moving forward. Reflecting on our practice as teacher educators. Preston: University of Central Lancashire pp 27-38
 * Pandolfo, A. (2009) Mentoring: A tool for learning, reflection and action. In Appleby, Y. and Banks, C. (2009) Eds. Looking back and moving forward. Reflecting on our practice as teacher educators. Preston: University of Central Lancashire pp 51-57
 * Bentley, D. (2009) Daring to teach teachers: Passion, politics and philosophy in post-compulsory teacher education. In Appleby, Y. and Banks, C. (2009) Eds. Looking back and moving forward. Reflecting on our practice as teacher educators. Preston: University of Central Lancashire pp 79-86

Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) 3rd ed Teaching and Training in Post Compulsory Education. Buckingham: Open University Press.

Alshahrani, S., Ward, R. and Walker, M. (2013) ‘Impact of Web technologies on student's self-confidence and self-reliance’. In: International Conference on Global Vision 2020, 3rd-4th May 2013, Tamil Nadu, India

Alshahrani, S., Ward, R. and Walker, M. (2013) ‘Impact of Web technologies on student-lecturer referent power relationship’. In: WEI International Conference Proceedings. Orlando, Florida, USA: West East Institute. pp. 16-20.

Association of Centres for Excellence in Teacher Training / LLUK (2010) LLUK Workforce Reforms Project Report. London: LLUK

Association of Teacher Educators (2008) Standards for Teacher Educators. Manassas, VA: ATE. Download from []

Atkins, L. (2008) Travelling hopefully: an exploration of the limited possibilities for Level 1 students in the English further education system. Research in Post-Compulsory Education. Vol. 13, No. 2, July 2008, 195–204

Avis, J. (2002) Imaginary Friends: managerialism, globalisation and post-compulsory education and training in England. Discourse: studies in the cultural politics of education Vol. 23, No. 1, 2002, 75-90

Avis, J. (2003). Re-thinking trust in a performative culture: The case of education. Journal of Education Policy 18, no. 3: 315–32.

Avis, J. and Bathmaker, A.-M. 2004. The politics of care - emotional labour and trainee FE lecturers. Journal of Vocational Education and Training 56(1), pp. 5-19.

Avis, J. (2005). Beyond performativity: Reflections on activist professionalism and the labour process in further education. Journal of Education Policy 20, no. 2: 209–22.

Avis, J. 2005. Beyond performativity: reflections on activist professionalism and the labour process. Journal of Education Policy 20(2), pp. 209-222.

Avis, J. 2006a. Deeply frustrating? Highly sustaining? Professional identity formation in English further education Part 1. In: Satterthwaite, J. et al. eds. Discourse, resistance and identity formation. Stoke-on-Trent: Trentham Books.

Avis, J. 2006b. From reproduction to learning cultures: post-compulsory education in England. British Journal of Sociology of Education 27(3), pp. 341-354.

Avis, J. 2006c. Reproduction and the individualisation of educational relations: the case of post-compulsory education in England. British Journal of Sociology of Education

Avis, J. (2007a). Post-compulsory education and training: Transformism and the struggle for change. International Studies in Sociology of Education 17, no. 3: 195–209.

Avis, J. (2009a). Education policy and social justice: Learning and skills. Rev. ed. London: Continuum.

Avis, J. (2009b) Further education in England: the new localism, systems theory and governance'. Journal of Education Policy. 24:5, 633 — 648

Avis, J. (2009c). Whither further education: Economism, instrumentalism and class. In Issues in post-compulsory education and training: Critical perspectives, ed. J. Avis, R. Fisher, and R. Simmons. Huddersfield: Huddersfield University Press.

Avis, J. and Bathmaker, A. (2004) From trainee to FE lecturer: trials and Tribulations. Journal of Vocational Education and Training 58,(2) pp. 171–189

Avis, J. and Bathmaker, A. (2009) Moving into practice: transitions from further education trainee teacher to lecturer. Research in Post-Compulsory Education Vol. 14, No. 2, June 2009, 203–217

Avis, J. & Bathmaker. A. (2006) The politics of care: emotional labour and trainee further education lecturers, Journal of Vocational Education & Training, 56:1, 05-20

Avis, J., Bathmaker, A., and Parsons, J. (2002) ‘I think a Lot of Staff are Dinosaurs’: further education trainee teachers’ understandings of pedagogic relations. Journal of Education and Work, Vol. 15, No. 2, 2002

Avis, J., Canning, R., Fisher, R., Morgan-Klein, B. & Simmons, R. (2012): State intervention and teacher education for vocational educators in England and Scotland, Educational Research, 54:2, 187-197

Avis, J. and Fisher, R. 2006. Reflections on communities of practice, on-line learning and transformation: teachers, lecturers and trainers. Research in Post-Compulsory Education 11(2), pp. 141-151

Avis, J., Fisher, R. and Thompson, R. eds. (2010) Teaching in Lifelong Learning – A Guide to Theory and Practice. Maidenhead: OUP
 * Avis, J. and Orr, K. (2010) ‘[|Theory and practice]’. In: Teaching in lifelong learning. : McGraw Hill. pp. 28-40.
 * Fisher, R. and Simmons, R. (2010) What is the Lifelong Learning sector? pp 7-18
 * Avis, J., Fisher, R., and Ollin, R. (2010) Professionalism. pp 40-47
 * Bailey, W., Blamires, C., Dixon, L and Robinson, D. (2010) Mentoring in teacher Education pp 198-205
 * Avis, J., Dalton, J., Dixon, L., Jennings, A., Orr, K. and Tummons, J. (2010) ‘Getting to know the organization’. In: Teaching in lifelong learning. : McGraw-Hill. pp. 215-219.

Avis, J., Wright, J., Fisher, P., Swindell S. & Locke, A. (2011): ‘Am I doing enough to help them?’ Learners, care work and well‐being: Further Education trainee teachers, Research in Post-Compulsory Education, 16:1, 47-58

Bailey, B. and Robson, J. (2002) Changing Teachers: a critical review of recent policies affecting the professional training and qualifications of teachers in schools, colleges and universities in England. Journal of Vocational Education and Training, Volume 54, Number 3, 2002: pp 325-341

Bailey, J. and Browne, E. (2009) The role of Middle Managers in the Enhancement of Staff Professionalism Teaching in Lifelong Learning. Vol.1. no 2 pp 54-63 DOI: 10.5920/till.2009.1254

Ball, S. J., (2003): The teacher's soul and the terrors of performativity, Journal of Education Policy, 18:2, 215-228

Bathmaker, A.-M. 2006. Alternative futures: professional identity formation in English further education. In: Satterthwaite, J. et al. eds. Discourse, resistance and identity formation. Stoke-on-Trent: Trentham Books

Bathmaker, A.-M. (1999) Managing Messes and coping with uncertainty; reviewing training for teachers in post compulsory education and training. Journal of Further and Higher Education, Volume 23, Number 2, 1999: pp 185-195

Bathmaker, A.-M. 2000. Standardising teaching: the introduction of standards for teaching and supporting learning in further education in England and Wales. Journal of In-Service Education 26(1), pp. 261-277.

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