CLARE WOOLHOUSE

2024

Championing Co-production in the Design of Inclusive Practices: Positioning Children and Young People’s voices at the heart of education

WOOLHOUSE, C. (Editor) & KAY, V. (Editor), 5 Aug 2024, (Accepted/In press) Routledge, London. (nasen spotlight series)

Research output: Book/Report › Book

Knowing and doing children’s rights: How do rights agendas become entangled and embodied in higher education pedagogy and curriculum?

Albin-Clark, J., BLANCO-BAYO, A., BOARDMAN, K., Jefferies, V., NGUYEN, P. T. & WOOLHOUSE, C., 24 Jun 2024.

Research output: Contribution to conference › Abstract

Reimagining the role of children and young people’s voices within the design of inclusive education

WOOLHOUSE, C. & KAY, V., 5 Aug 2024, (Accepted/In press) Championing Co-production in the Design of Inclusive Practices. : Positioning children and young people’s voices at the heart of education . Woolhouse, C. & Kay, V. (eds.). Routledge, London, 12 p. (Nasen spotlight series).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2023

In defence of teachers

WOOLHOUSE, C., 26 Apr 2023, 1 p.

Research output: Other contribution › Blog

Re/Imagining time, space and identity through qualitative narrative research with teachers: “These ghosts came back to haunt me”

Woolhouse, C., 25 May 2023, In: Educational Studies. 49, 5, p. 1-15

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

1 Citation (Scopus)

52 Downloads (Pure)

Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived

Woolhouse, C., 24 Feb 2023, In: International Journal of Qualitative Studies in Education. 35 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

1 Citation (Scopus)

1 Downloads (Pure)

2022

Listening to V.O.I.C.E.S: Practical Insights on Visual Approaches. The ‘Visualising Opportunities: Inclusion for Children, Education and Society’ (@Voices_Ed) Project

WOOLHOUSE, C. & KAY, V., 15 Jul 2022.

Research output: Contribution to conference › Speech

Rooted in Nature: scaling up a programme of nature-based activities for a diverse group of young people in Middlesbrough

WOOLHOUSE, C. & El Zerbi, C., 2 Sept 2022.

Research output: Contribution to conference › Speech › peer-review

Open Access

File

43 Downloads (Pure)

2021

Perspectives on inclusion: Close encounters of the creative kind

WOOLHOUSE, C., Hastings, C. & HALLETT, F., 4 Jun 2021, In: International Journal of Art and Design Education. 40, 2, p. 420 435 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

129 Downloads (Pure)

2020

Collaborative research as community learning in a Higher Education context, or “What would Rod Stewart do?”

WOOLHOUSE, C., ALBIN-CLARK, J., Shirley, I. & Webster, M., 3 Mar 2020, In: Studies in Higher Education. 45, 3, p. 477-491 15 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

8 Citations (Scopus)

35 Downloads (Pure)

Conclusion

Woolhouse, C. & Nicholson, L. J., 8 Sept 2020, Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Woolhouse, C. & Nicholson, L. J. (eds.). Palgrave Macmillan, p. 293-300 8 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Front Matter

Woolhouse, C. & Nicholson, L. J., 1 Jan 2020, Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Palgrave Macmillan, p. vii-viii

Research output: Chapter in Book/Report/Conference proceeding › Foreword/postscript

1 Citation (Scopus)

Introduction

Woolhouse, C. & Nicholson, L. J., 8 Sept 2020, Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Woolhouse, C. & Nicholson, L. J. (eds.). Palgrave Macmillan, p. 1-14 14 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Mentoring in higher education: Case studies of peer learning and pedagogical development

WOOLHOUSE, C. & NICHOLSON, L., 8 Sept 2020, Palgrave Macmillan.

Research output: Book/Report › Book › peer-review

Practices of Freedom: Seeking the social justice aims of peer mentoring within a professional development context for Teaching Assistants

WOOLHOUSE, C. & NICHOLSON, L., 1 Oct 2020, Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Woolhouse, C. & Nicholson, L. (eds.). Palgrave Macmillan, p. 255-274

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Open Access

File

3 Citations (Scopus)

35 Downloads (Pure)

Practices of Freedom? Seeking the Social Justice Aims of Peer Mentoring Within a Higher Education Professional Development Programme for Teaching Assistants

Woolhouse, C. & Nicholson, L. J., 1 Jan 2020, Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Springer International Publishing Switzerland, p. 255-274 20 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Preface

Woolhouse, C. & Nicholson, L. J., 8 Jan 2020, Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Springer International Publishing Switzerland, p. ix

Research output: Chapter in Book/Report/Conference proceeding › Foreword/postscript

2019

Conducting photo methodologies with children: framing ethical concerns relating to representation, voice and data analysis when exploring educational inclusion with children

Woolhouse, C., 1 Jan 2019, In: International Journal of Research & Method in Education. 42, 1, p. 3-18 16 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

11 Citations (Scopus)

334 Downloads (Pure)

Research in Special Education (RISE) project

Woolhouse, C., 21 Feb 2019, Research Methods for Social Justice and Equity in Education. London: Bloomsbury, (Bloomsbury Research Methods for Education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Open Access

File

20 Downloads (Pure)

“Peer support is excellent, it really helps to build confidence” Rethinking HE based professional development for teaching assistants as a practice of freedom

WOOLHOUSE, C. & NICHOLSON, L., 16 Jul 2019.

Research output: Contribution to conference › Paper › peer-review

2018

Reframing Peer Mentoring as a Route for Developing an Educational Community of Practice

Nicholson, L., Rodriguez-Cuadrado, S. & Woolhouse, C., 2018, In: Mentoring & Tutoring: Partnership in Learning. 26, 4, p. 420-440 21 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

11 Citations (Scopus)

385 Downloads (Pure)

Relationships in early childhood education - beyond the professional into the personal within the teacher-child dyad: relationships ‘that ripple in the pond.’

Albin-Clark, J., Shirley, I., webster, M. & Woolhouse, C., 1 Feb 2018, In: Early Child Development and Care. 188, 2, p. 88-101 14 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

6 Citations (Scopus)

375 Downloads (Pure)

Spaces of inclusion: Investigating place, positioning and perspective in educational settings through photo-elicitation.

Dunne, L., Hallett, F., Kay, V. & Woolhouse, C., 2 Jan 2018, In: International Journal of Inclusive Education. 22, 1, p. 21-37 17 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

11 Citations (Scopus)

89 Downloads (Pure)

2017

Multimodal life history narrative: Embodied identity, discursive transitions and uncomfortable silences

Woolhouse, C., 3 Aug 2017, In: Narrative Inquiry. 27, 1, p. 109-131 23 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

9 Citations (Scopus)

241 Downloads (Pure)

Perceptions of inclusion

Woolhouse, C., Dunne, L., Hallett, F. & Kay, V., 9 Feb 2017, (E-pub ahead of print) In: Inclusion Now. 2017, 46, p. 9-11

Research output: Contribution to journal › Article (journal)

Open Access

File

46 Downloads (Pure)

Visualising Inclusion: Employing a photo-elicitation methodology to explore views of inclusive education.

Dunne, L., Hallett, F., Kay, V. & Woolhouse, C., 27 Jan 2017, (E-pub ahead of print) In: Case Studies.

Research output: Contribution to journal › Article (journal) › peer-review

2015

Discursive transitions, emotional displays and silences: a multimodal approach to exploring narrative spaces of self-production

Woolhouse, C., 11 Sept 2015, (Accepted/In press).

Research output: Contribution to conference › Paper

Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England

Woolhouse, C. & Cochrane, M., Feb 2015, In: European Journal of Teacher Education. 38, 1, p. 87-101

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

11 Citations (Scopus)

135 Downloads (Pure)

Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities

Woolhouse, C., 23 Feb 2015, In: Gender and Education. 27, 2, p. 131-147 17 p.

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

4 Citations (Scopus)

106 Downloads (Pure)

The use of photo-elicitation and inclusive education.

Dunne, L., Hallett, F., Kay, V. & Woolhouse, C., 2015.

Research output: Contribution to conference › Paper › peer-review

Utilising photo-elicitation in the study of inclusion in English schools

Dunne, L., Hallett, F., Kay, V. & Woolhouse, C., 2015.

Research output: Contribution to conference › Paper › peer-review

Workshop on the use of photo-elicitation and inclusive education.

Dunne, L., Hallett, F., Kay, V. & Woolhouse, C., 2015.

Research output: Contribution to conference › Other (conference) › peer-review

2013

Gendering the discourse of inclusion: the performance of a SENCO identity?

Woolhouse, C., 2013.

Research output: Contribution to conference › Paper › peer-review

File

27 Downloads (Pure)

Language learning, cultural capital and teacher identity: teachers negotiating the introduction of French into the primary curriculum.

Woolhouse, C., Bartle, P., Balmer, D. & Hunt, E., Apr 2013, In: Language Learning Journal. 41, 1, p. 55-67

Research output: Contribution to journal › Article (journal) › peer-review

Open Access

File

8 Citations (Scopus)

161 Downloads (Pure)

2012

Professional development and identity (re)formation: the particularities of the experiences of teachers training to specialise in the areas of SEN

Woolhouse, C., Sept 2012.

Research output: Contribution to conference › Paper › peer-review

File

25 Downloads (Pure)

Reflective practice and identity construction: the particularities of the experiences of teachers specialising in dyslexia

Woolhouse, C., 2012, In: Reflective Practice. 13, 6, p. 747-760

Research output: Contribution to journal › Article (journal) › peer-review

14 Citations (Scopus)

Re-visioning disability and dyslexia down the camera lens: interpretations of representations on UK university websites and in a UK government guidance paper

Collinson, C., Dunne, L. & Woolhouse, C., Nov 2012, In: Studies in Higher Education. 37, 7, p. 859-873

Research output: Contribution to journal › Article (journal) › peer-review

6 Citations (Scopus)

‘I think you need to be empathetic and have good interpersonal skills’: The particularities of narrating an inclusion identity

Woolhouse, C., Jul 2012.

Research output: Contribution to conference › Paper › peer-review

File

27 Downloads (Pure)

2011

Finding Theory through Collaborative Research

Woolhouse, C., 2011, Applying Theory to Educational Research: An Introductory Approach with Case Studies. Adams, J., Cochrane, M. & Dunne, L. (eds.). Wiley-Blackwell, p. 109-122 234 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Re-figuring the Visual Representation of Disability

Dunne, L. & Woolhouse, C., Jul 2011.

Research output: Contribution to conference › Paper › peer-review

File

14 Downloads (Pure)

2010

From projects to whole school/college-higher education institution partnerships: Identifying the critical success factors under-pinning effective strategic partnerships Report submitted to the Higher Education Funding Council for England (HEFCE) as part of the HEI-School/ College/Academy Links Grant Programme, March 2010

Thomas, L., Ashley, M., Diamond, J., Grime, K., Farrelly, N., Murtagh, L., Richards, A. & Woolhouse, C., Mar 2010, Bristol: Higher Education Funding Council. 101 p.

Research output: Book/Report › Project report