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Kathryn Spicksley

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Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Spicksley, Kathryn (2023) Written evidence submitted to the Education Select Committee on Teacher Recruitment, Training and Retention. UK Parliament.
Spicksley, Kathryn and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2022) Silver linings? Teachers’ Reappraisals of Children’s Education in England during the First Covid-19 Pandemic Lockdown. In: COVID-19 and education in the Global North : storytelling and alternative pedagogies. Palgrave Macmillan, Basingstoke, pp. 27-60. ISBN 9783031024641 3031024648
Spicksley, Kathryn and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2022) Dividing Teachers: Teacher Generations in Policy and Practice. In: Society for Educational Studies Annual Colloquium, September, 2022, University of Oxford. (Unpublished)
Spicksley, Kathryn (2021) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education. ISSN Print ISSN: 0142-5692 Online ISSN: 1465-3346
Watkins, Maxine, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Spicksley, Kathryn (2021) If there is a ‘firebreak’ lockdown this Autumn, teacher wellbeing and commitment can be supported by strong peer relationships and nurturing a sense of ‘we-ness’. BERA, BERA website.
Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Spicksley, Kathryn (2021) Collegial Support and Teacher Friendship during the Covid-19 pandemic: The altered state of teachers’ peer relationships as a result of lockdown. In: BERA Annual Conference., September 13th - 16th 2021, Online.
Spicksley, Kathryn, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Watkins, Maxine (2021) “We Will Appreciate Each Other More After This”: Teachers’ Construction of Collective and Personal Identities During Lockdown. Frontiers in Psychology, 12 (703404). ISSN Online: 1664-1078
Spicksley, Kathryn (2021) ‘A less unpalatable alternative’: Executive leaders strategically redefining their work in primary MATs. Management in Education, 36 (2). pp. 64-71. ISSN 0892-0206 Online: 1741-9883
Spicksley, Kathryn (2021) The promise of leadership: Policy, new teachers and ambition in primary Multi-Academy Trusts. Impact: Journal of the Chartered College of Teaching, 11. pp. 17-20.
Spicksley, Kathryn (2021) 'The very best generation of teachers ever': teachers in post-2010 ministerial speeches. Journal of Education Policy. ISSN Print: 0268-0939 Online: 1464-5106
Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353, Spicksley, Kathryn and Watkins, Maxine (2020) Written evidence submitted to the Education Select Committee on Education and Children’s Care. UK Parliament.
Spicksley, Kathryn (2020) New Faces and Changing Places: Discourse, identity and early career primary teachers in post-2010 Multi-Academy Trusts. PhD thesis, University of Worcester.

My Most Viewed As Author

#	Item title
1.	New Faces and Changing Places: Discourse, identity and early career primary teachers in post-2010 Multi-Academy Trusts	301	352
2.	Silver linings? Teachers’ Reappraisals of Children’s Education in England during the First Covid-19 Pandemic Lockdown	195
3.	Collegial Support and Teacher Friendship during the Covid-19 pandemic: The altered state of teachers’ peer relationships as a result of lockdown	191	39
4.	If there is a ‘firebreak’ lockdown this Autumn, teacher wellbeing and commitment can be supported by strong peer relationships and nurturing a sense of ‘we-ness’.	190	117
5.	The promise of leadership: Policy, new teachers and ambition in primary Multi-Academy Trusts	188	1
6.	“We Will Appreciate Each Other More After This”: Teachers’ Construction of Collective and Personal Identities During Lockdown	176	79
7.	‘A less unpalatable alternative’: Executive leaders strategically redefining their work in primary MATs	168	59
8.	Dividing Teachers: Teacher Generations in Policy and Practice	167	2
9.	'The very best generation of teachers ever': teachers in post-2010 ministerial speeches	155	3
10.	Early career primary teachers’ discursive negotiations of academisation	127	68
11.	Written evidence submitted to the Education Select Committee on Teacher Recruitment, Training and Retention	98
12.	Written evidence submitted to the Education Select Committee on Education and Children’s Care	21

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Kathryn Spicksley