Browse by Creator
Number of items: 32.
Harrison, N., James, D. and Last, K. (2015) Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices. Research Papers in Education. ISSN 0267-1522 [In Press]
Harrison, N., James, D. and Last, K. (2012) The impact of the pursuit of ASDAN’s Certificate of Personal Effectiveness (CoPE) on GCSE attainment. Project Report. UWE/ASDAN.
Curry, N., Crone, D., Gidlow, C. and James, D. (2012) Factors influencing participation in rural outdoor ‘healthy exercise’ schemes: the case of South Staffordshire. Leisure Studies, 31 (4). pp. 447-463. ISSN 0261-4367
James, D. (2011) Policy into practice: provider perspectives. In: Hodgson, A., Spours, K. and Waring, M., eds. (2011) Post-compulsory Education and Lifelong Learning Across the UK: Policy, Organisation and Governance. London: Institute of Education, University of London. ISBN 978-0-85473-904-2
James, D., Reay, D., Crozier, G., Beedell, P., Hollingworth, S., Jamieson, F. and Williams, K. (2010) Neoliberal policy and the meaning of counterintuitive middle-class school choices. Current Sociology, 58 (4). p. 623. ISSN 0011-3921
James, D., Bathmaker, A.-M. and Waller, R. (2010) Evaluation of the Learning and Skills Council (West of England) work-related learning project. Project Report. BRILLE (Bristol Centre for Research in Lifelong Learning and Education), University of the West of England, Bristol.
James, D. (2010) ‘Foreword’ and ‘Postscript’ in Inspiring Learning, a resource for teachers. Produced jointly by University of the West of England, Bristol; Bristol City Council, Bath and North East Somerset Council; North Somerset Council; South Gloucestershire Council; Learning and Skills Council, and Shared Commissioning Services.
James, D., Reay, D., Crozier, G., Beedell, P., Jamieson, F., Williams, K. and Hollingworth , S. (2009) White middle-class identity-work through “against the grain” school choices. In: Wetherell, M., ed. (2009) Identity in the 21st Century: New Trends in Changing Times. Basingstoke: Palgrave Macmillan, pp. 76-94. ISBN 978-0230580879
James, D. and Beedell, P. (2009) Transgression for transition? White urban middle class families making and managing 'against the grain' school choices. In: Ecclestone, K., Biesta, G. and Hughes, M., eds. (2009) Change and Becoming through the Lifecourse: Transitions and Learning in Education and Life. London: Routledge, pp. 32-46. ISBN 978-0415481748
D'Monté, R. (2009) Feminizing the nation and the country house: Women dramatists, 1938-1941. In: James, D. and Tew, P., eds. (2009) New Versions of Pastoral: Post-Romantic, Modern and Contemporary Responses to the Tradition. Madison: Fairleigh Dickinson University Press, pp. 139-155. ISBN 9780838641897
Kangro, A. and James, D. (2008) Rapid reform and unfinished business: the development of education in independent Latvia, 1991-2007. European Journal of Education, 43 (4). pp. 547-561. ISSN 0141-8211
James, D., Beedell, P., Crozier, G., Reay, D., Jamieson, F., Williams, K. and Hollingworth, S. (2008) Community and calculation: counter-intuitive school choice and the white urban middle class. New Redland Papers 2. pp. 53-57.
James, D., Bathmaker, A.-M., Waller, R. and Last, K. (2008) Community engagement and specialist schools and academies: The implications of the Leitch Review of Skills Trust. Technical Report. University of West of England, Bristol for Specialist Schools and Academies, Bristol.
Bathmaker, A.-M., James, D., Waller, R. and Last, K. (2008) Community engagement and specialist schools and academies: The implications of the Leitch Review of Skills. Final report on research conducted for the Specialist Schools and Academies Trust. Technical Report. Specialist Schools and Academies Trust, Bristol.
James, D., Crozier, G., Reay, D., Beedell, P., Jamieson, F., Williams, K. and Hollingworth, S. (2008) Counter-intuitive school choice and white middle-class identity-work. In: Wetherell, M., ed. (2008) Liveable Lives: Negotiating Identities in New Times. Basingstoke: Palgrave.
James, D. and Harrison, N. (2008) Enhancing tutor community - a research-based tutor consultation for the Workers’ Educational Association. Technical Report. BRILLE, School of Education, University of the West of England, Bristol.
James, D., Kushner, S., Chicken, S. and Beedell, P. (2008) Evaluation of the Graduate Development Programme – overview report. Technical Report. BRILLE, School of Education, University of the West of England, Bristol.
Bathmaker, A.-M., James, D., Waller, R. and Last, K. (2008) Evaluation report of the European Dictionary of Skills and Competencies (DISCO) Project. Technical Report. European Commission.
Reay, D., Crozier, G., James, D., Hollingworth, S., Williams, K., Jamieson, F. and Beedell, P. (2008) Re-invigorating democracy? White middle class identities and comprehensive schooling. Sociological Review, 56 (2). pp. 238-255. ISSN 0038-0261
James, D. (2008) Research to assist a Voluntary and Community Sector National Learning Alliance (VCS NLA) response to the DIUS consultation on informal adult learning - outcomes of the survey. Technical Report. BRILLE, School of Education, University of the West of England, Bristol.
Crozier, G., Reay, D., James, D., Jamieson, F., Beedell, P., Hollingworth , S. and Williams, K. (2008) White middle class parents, identities, educational choice and the urban comprehensive school: dilemma, ambivalence and moral ambiguity. British Journal of Sociology of Education, 29 (3). pp. 261-272. ISSN 0142-5692
Reay, D., Hollingworth, S., Williams, K., Crozier, G., Jamieson, F., James, D. and Beedell, P. (2007) A darker shade of pale? Whiteness, the middle classes and multi-ethnic inner city schooling. Sociology, 41 (6). pp. 1041-1060. ISSN 0038-0385
James, D. and Wahlberg, M. (2007) The limits of tutor intervention: understanding improvement in a cultural view of Further Education learning and teaching. Educational Review, 59 (4). pp. 469-482. ISSN 0013-1911
Gleeson, D. and James, D. (2007) The paradox of professionalism in English Further Education: A TLC project perspective. Educational Review, 59 (4). pp. 451-467. ISSN 0013-1911
James, D. and Biesta, G. (2007) Improving learning cultures in further education. London and New York: Routledge. ISBN 978-0-415-42736-4
James, D. and Scottish Further Education Unit (SFEU) (2007) Research in FE: core business or a distraction? Broadcast, Autumn (76). ISSN 1471-7735
James, D. and Thomas, G. (2007) The use and abuse of “theory”: grounded theory. In: Thomas, G., ed. (2007) Education and Theory – Strangers in Paradigms. Maidenhead: Open University Press . ISBN 9780335211791
Colley, H., James, D. and Diment, K. (2007) Unbecoming teachers: towards a more dynamic notion of professional participation. Journal of Education Policy, 22 (2). pp. 173-193. ISSN 0268-0939
James, D. and Simmons, J. (2007) Alternative assessment for learner engagement in a climate of performativity: lessons from an English case study. Assessment in Education: Principles, Policy & Practice, 14 (3). pp. 353-371. ISSN 0260-2938
Hodkinson, P., Biesta, G. and James, D. (2007) Understanding learning cultures. Educational Review, 59 (4). pp. 415-427. ISSN 0013-1911
James, D. (2005) Importance and impotence? Learning, outcomes and research in further education. The Curriculum Journal, 16 (1). pp. 83-96. ISSN 0958-5176
Grenfell, M. and James, D. (2004) Change in the field - changing the field: Bourdieu and the methodological practice of educational research. British Journal of Sociology of Education, 25 (4). pp. 507-523. ISSN 1465-3346
This list was generated on Mon Aug 31 03:08:17 2015 BST.