Browse by ORCID

Journal article

PENNACCHIA, J., AXLER, M., KING, S. and CLAPHAM, A., 2024. Choice and diversity in governance in the English alternative provision sector: implications for educational equity. British Educational Research Journal. ISSN 0141-1926 (Forthcoming)

CLAPHAM, A., 2024. Fighting the machine: co-constructing team based evaluation for non-formal learning. Museum and Society, 22 (2), pp. 29-47. ISSN 1479-8360

CLAPHAM, A., 2024. Undiminishing school governance: investigating ‘governance maturity theory’ for school governing bodies. Journal of Education Policy. ISSN 0268-0939

CLAPHAM, A., 2023. Examining teaching for mastery as an instance of 'hyperreal' cross national policy borrowing. Oxford Review of Education. ISSN 0305-4985

CLAPHAM, A., RICHARDS, R., LONSDALE, K. and LA VELLE, L., 2023. Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework. London Review of Education, 21 (1): 24. ISSN 1474-8460

CLAPHAM, A., 2023. Docility and dilemmas: mapping ‘performative evaluation’ and informal learning. Journal of Educational Change. ISSN 1389-2843

WOODFORD, M., CLAPHAM, A. and SERRET, N., 2023. ‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development. Professional Development in Education. ISSN 1941-5257

CLAPHAM, A. and VICKERS, R., 2018. Neither a lender nor a borrower be? Exploring mathematics 'mastery' policy borrowing. Oxford Review of Education, 44 (6), pp. 787-805. ISSN 0305-4985

CLAPHAM, A. and VICKERS, R., 2017. Policy, practice and innovative governance in the English further education and skills sector. Research in Post-compulsory Education, 22 (3), pp. 370-390. ISSN 1359-6748

CLAPHAM, A., 2016. Enacting informal science learning: exploring the battle for informal learning. British Journal of Educational Studies, 64 (4), pp. 485-501. ISSN 0007-1005

CLAPHAM, A. and VICKERS, R., 2016. Further education sector governors as ethnographers: five case studies. Ethnography and Education. ISSN 1745-7823

CLAPHAM, A., VICKERS, R. and ELDRIDGE, J., 2016. Legitimation, performativity and the tyranny of a ‘hijacked’ word. Journal of Education Policy, 31 (6), pp. 757-772. ISSN 0268-0939

CLAPHAM, A., 2015. Post-fabrication and putting on a show: examining the impact of short notice inspections. British Educational Research Journal, 41 (4), pp. 613-628. ISSN 1469-3518

CLAPHAM, A., 2015. 'Answer your names please': a small-scale exploration of teachers technologically mediated 'new lives'. Teachers and Teaching, 21 (4), pp. 366-378. ISSN 1354-0602

CLAPHAM, A., 2014. Producing the docile body: analysing Local Area Under-performance Inspection (LAUI). Cambridge Journal of Education, 45 (2), pp. 265-280. ISSN 1469-3577

CLAPHAM, A., 2013. Performativity, fabrication and trust: exploring computer-mediated moderation. Ethnography and Education, 8 (3), pp. 371-387. ISSN 1745-7823

Chapter in book

CLAPHAM, A., 2016. Why bother with masterliness? In: A. O'GRADY and V. COTTLE, eds., Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge. ISBN 9781138814080

Thesis

BELLAMY, C.J., 2024. Power/knowledge, visibility & heterosexuality: the lives of white teachers working in English-medium international schools in East & Southeast Asia. PhD, Nottingham Trent University.

KING, S., 2024. “You don’t go here anymore”: an exploration of school exclusion. PhD, Nottingham Trent University.

SWINEHART, J., 2024. Culture, society and person: a Habermasian lens upon students' lifeworlds in the International Baccalaureate Middle Years Programme. EdD, Nottingham Trent University.

ATKINSON, A., 2024. An exploration into the induction needs of new teachers through the lens of Rousseau and Émilian autodidacticism. PhD, Nottingham Trent University.