Number of items: 12.
Article
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
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
Spicksley, Kathryn
(2019)
Teach First: What is it Doing?
Practice: Contemporary Issues in Practitioner Education, 1 (1).
pp. 9-20.
ISSN Print: 2578-3858 Online: 2578-3866
Book Section
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
Conference or Workshop Item
Spicksley, Kathryn and Kington, Alison
ORCID: https://orcid.org/0000-0001-5619-2353
(2023)
Two sustaining factors for new teachers.
In: Oxfordshire Teaching School Hub TeachMeet, 7th December 2023, Online.
(Unpublished)
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(Unpublished)
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.
Thesis
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.
Other
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.
This list was generated on Fri Aug 16 14:15:25 2024 UTC.