Discussions
In 2009, LfL commenced a regular series of seminars. These are held about every six weeks during term time. All LfL academic group members attend, and they take turns to nominate papers and lead each discussion session, which is normally held over lunchtime. Recently attendance was widened to include PhD students who are supervised by LfL colleagues. The aim of each discussion session is to stimulate debate about current professional and research issues in education, particularly through considering innovative pieces of writing and research, and also writings that colleagues see as having significance for the work of their peers. Visitors to the Faculty also attend and along with former research students they may present papers. The table below provides a cumulative listing of the discussion sessions.
2012
| No. | Papers, articles, chapters, reports | Discussants |
| 25 | Ainscow, M. & Sandill, A. (2010) Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. | Stephen Jull |
| 24 | Crawford, M. (2011) Why the Study of Emotion Matters in School Leadership, in J. Robertson & H. Timperley (eds), Leadership and Learning. London: SAGE Publications Ltd. | Megan Crawford |
| 23 | Rudduck, J. (1991) Ownership as the Basis of School Commitment to Change, in J. Rudduck, Innovation and Change: Developing Involvement and Understanding. Milton Keynes: Open University Press. | Joanne Waterhouse |
2011
| No. | Papers, articles, chapters, reports | Discussants |
| 22 | Coffield, F. (2011) Why the McKinsey reports will not improve school systems. Journal of Education Policy, iFrist Article, 1-19. | John MacBeath |
| 21 |
House of Commons (2009-10) School Accountability: Responses from the Government and Ofsted to the First Report of the Committee. Conclusion: Complexity, Consistency and Coercion. http://www.publications.parliament.uk |
John Gray |
| 20 | Lumby, J. & English, F. (2009) From simplicism to complexity in leadership identity and preparation: exploring the lineage and dark secrets. International Journal of Leadership in Education, 12(2): 95-114. | Alison Fox |
| 19 | Lewis, A. (2008) Silence in the Context of 'Child Voice'. Children & Society. | Hilary Cremin |
| 18 | Cook-Sather, A. & Alter, Z. (2011) What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology & Education Quarterly, 42(1): 37-53. | Bethan Morgan |
| 17 | Black, P. et al. (2010) Validity in teachers' summative assessments. Assessment in Education: Principles, Policy & Practice, 17(2): 215-232. | Carole Waugh |
2010
| No. | Papers, articles, chapters, reports | Discussants |
| 16 |
James, M. (with a contribution from Jenny Lewis) Assessment in harmony with our understanding of learning: problems and possibilities. Draft Chapter for: J. Gardner (Ed) (2011 forthcoming) Assessment and Learning (2nd edition). London: Sage. |
Mary James |
| 15 | Ladwig, J.G. (2010) Chapter 4 - Beyond Academic Outcomes, Review of Research in Education, 34: 113-141. | Darleen Opfer |
| 14 | An exploration of individual leaders’ identity development through the use of learning biographies. | Alison Fox |
| 13 | Sparrowe, R.T. (2005) Authentic leadership and the narrative self. The Leadership Quarterly, 16: 419-439 | Joanne Waterhouse |
| 12 |
Frost, D. (2010) An overview of the International Teacher Leadership project. |
David Frost |
| 11 | Whitty, G. (2006) Education(al) research and education policy making: Is conflict inevitable?, British Educational Research Journal, 32(2): 159-176. | Ciaran Sugrue |
| 10 | Oancea, A. & Pring, R. (2008) The importance of being thorough: On systematic accumulations of 'what works' in education research, Journal of Philosophy of Education, 42(S1): 15-39. | Peter Gronn |
2009
| No. | Papers, articles, chapters | Discussants |
| 9 | Timperley, H. & Alton-Lee, A. (2008) Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners, in G.J. Kelly, A. Luke & J. Green (Eds), Review of Research in Education, 32 (Thousand Oaks: Sage/AERA), pp.328-369. | Peter Gronn |
| 8 | School-wide approaches to learner autonomy. | Carol Lanskey & Dave Pedder |
| 7 | Liebermann, A. (2008) How do teachers learn to lead?, in C. Sugrue (Ed.), The Future of Educational Change (London: Routledge), pp.204-218. | Ciaran Sugrue |
| 6 | Thomas, S., Peng, W.J. & Gray, J. (2007) Modelling patterns of improvement over time: Value added trends in English secondary school performance across ten cohorts, Oxford Review of Education, 33(3): 261-295. | John Gray |
| 5 | Yamagata-Lynch, L.C. & Smaldino, S. (2007) Using activity theory to evaluate and improve K-12 school and university partnership, Evaluation and Program Planning, 30: 364-380. | David Frost |
| 4 | Sparkes, A. (2007) Embodiment, academics, and the audit culture: A story seeking considerations, Qualitative Research, 7(4): 521-550. | Sue Swaffield |
| 3 | Pedder, D., Opfer, V.D. & Storey, A. (2008) Schools and Continuing Professional Development (CPD) in England - State of the Nation Research Project, Synthesis Report (Training & Development Agency) | Dave Pedder & Darleen Opfer |
| 2 | Thrupp, M., Lupton, R. & Brown, C. (2007) Pursuing the contextualisation agenda: Recent progress and future prospects, in T. Townsend (Ed.), International Handbook of School Effectiveness and Improvement, Vol 1 (Dordrecht: Kluwer), pp.111-126. | Ciaran Sugrue |
| 1 | Robinson, V.M.J., Lloyd, C.A. & Rowe, K. (2008) The impact of leadership on student learning outcomes: An analysis of the differential effects of leadership types, Educational Administration Quarterly, 44(5): 635-674. | Peter Gronn |