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“We Will Appreciate Each Other More After This”: Teachers' Construction of Collective and Personal Identities During Lockdown

Frontiers in psychology, 2021-08, Vol.12, p.703404-703404

2021

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'The very best generation of teachers ever': teachers in post-2010 ministerial speeches

Journal of education policy, 2022-07, Vol.37 (4), p.655-679

Spicksley, Kathryn

2022

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Early career primary teachers' discursive negotiations of academisation

British journal of sociology of education, 2022-02, Vol.43 (2), p.216-236

Spicksley, Kathryn

2022

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Hard work / workload: discursive constructions of teacher work in policy and practice

Teachers and teaching, theory and practice, 2022-07, Vol.28 (5), p.517-532

Spicksley, Kathryn

2022

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‘A less unpalatable alternative’: Executive leaders strategically redefining their work in primary MATs

Management in education, 2022-04, Vol.36 (2), p.64-71

Spicksley, Kathryn

2022

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Uniting Teachers Through Critical Language Awareness: a Role for the Early Career Framework?

British journal of educational studies, 2024-01, Vol.72 (1), p.23-41

2024

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Teach first: what is it doing?

Practice (Abingdon, England), 2019-01, Vol.1 (1), p.9-20

Spicksley, Kathryn

2019

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The Opportunities, Challenges, and Rewards of “Community Peer Research”: Reflections on Research Practice

Qualitative inquiry, 2024-03

2024

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New Faces and Changing Places : Discourse, Identity and Early Career Primary Teachers in Post-2010 Multi-Academy Trusts

Spicksley, Kathryn

2020

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ProQuest

Instructional Coaching in the Early Career Framework

Forum for promoting 3-19 comprehensive education, 2023, Vol.65 (2), p.46

Spicksley, Kathryn

2023

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It's Not Over, Not Over, Not Over, Not over Yet: Resistance to Academisation from the Inside

Forum for promoting 3-19 comprehensive education, 2022-07, Vol.64 (2), p.44

Spicksley, Kathryn

2022

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Who works on the ‘frontline’? comparing constructions of ‘frontline’ work before and during the COVID-19 pandemic

Applied Corpus Linguistics, 2023-12, Vol.3 (3), p.100059-100059, Article 100059

2023

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The Centre Cannot Hold: primary teachers, educational purpose and the future

Forum for promoting 3-19 comprehensive education, 2020-10, Vol.62 (3), p.379-392

Spicksley, Kathryn

2020

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The Value of Inexperience: young teachers in post-2010 English education policy

Forum for promoting 3-19 comprehensive education, 2018-10, Vol.60 (3), p.375-386

Spicksley, Kathryn

2018

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Silver Linings? Teachers’ Reappraisals of Children’s Education in England During the First COVID-19 Pandemic Lockdown

COVID-19 and Education in the Global North, 2022, p.37-60

2022

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Why teach philosophy in schools? The case for philosophy on the curriculum Why teach philosophy in schools? The case for philosophy on the curriculum , by Jane Gatley, London, Bloomsbury, 2023, 201 pp., £90.00 (hardback), ISBN 978-1-3502-6835-7: by Jane Gatley, London, Bloomsbury, 2023, 201 pp., £90.00 (hardback), ISBN 978-1-3502-6835-7

Journal of Education for Teaching, 2024, Vol.50 (3), p.543-545

Spicksley, Kathryn

2024

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Why teach philosophy in schools? The case for philosophy on the curriculum: by Jane Gatley, London, Bloomsbury, 2023, 201 pp., £90.00 (hardback), ISBN 978-1-3502-6835-7

Journal of Education for Teaching, 2024, Vol.50 (3), p.543-545

Spicksley, Kathryn

2024

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Why teach philosophy in schools? The case for philosophy on the curriculum

Journal of Education for Teaching, 2024, Vol.50 (3), p.543-545

Spicksley, Kathryn

2024

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“We Will Appreciate Each Other More After This”: Teachers' Construction of Collective and Personal Identities During Lockdown

'The very best generation of teachers ever': teachers in post-2010 ministerial speeches

Early career primary teachers' discursive negotiations of academisation

Hard work / workload: discursive constructions of teacher work in policy and practice

‘A less unpalatable alternative’: Executive leaders strategically redefining their work in primary MATs

Uniting Teachers Through Critical Language Awareness: a Role for the Early Career Framework?

Teach first: what is it doing?

The Opportunities, Challenges, and Rewards of “Community Peer Research”: Reflections on Research Practice

New Faces and Changing Places : Discourse, Identity and Early Career Primary Teachers in Post-2010 Multi-Academy Trusts

Instructional Coaching in the Early Career Framework

It's Not Over, Not Over, Not Over, Not over Yet: Resistance to Academisation from the Inside

Who works on the ‘frontline’? comparing constructions of ‘frontline’ work before and during the COVID-19 pandemic

The Centre Cannot Hold: primary teachers, educational purpose and the future

The Value of Inexperience: young teachers in post-2010 English education policy

Silver Linings? Teachers’ Reappraisals of Children’s Education in England During the First COVID-19 Pandemic Lockdown

Why teach philosophy in schools? The case for philosophy on the curriculum: by Jane Gatley, London, Bloomsbury, 2023, 201 pp., £90.00 (hardback), ISBN 978-1-3502-6835-7

Why teach philosophy in schools? The case for philosophy on the curriculum

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