Research output

Research output per year 2007 2008 2009 2010 2012 2015 2017 2018 2019 2020 2021

• 20 Article (journal)
• 15 Paper
• 5 Chapter
• 1 Project report
• 1 More
  • 1 Other (conference)

Research output per year

Research output per year

Search results

• 2021

  Perspectives on inclusion: Close encounters of the creative kind

  WOOLHOUSE, CLARE., Hastings, C. & HALLETT, FIONA., 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

  • Inclusion 100%
  • Public Space 82%
  • inclusion 79%
  • Tate Liverpool 57%
  • art 50%
  18 Downloads (Pure)
• 2020

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

  WOOLHOUSE, CLARE., ALBIN-CLARK, JOANNE., 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

  • research process 100%
  • learning 71%
  • experience 65%
  • narrative 64%
  • education 64%
  3 Citations (Scopus)

  7 Downloads (Pure)

• Conclusion

  WOOLHOUSE, CLARE. & NICHOLSON, LAURA., 7 Sep 2020, Mentoring in higher education: Case studies of peer learning and pedagogical development. Woolhouse, C. & Nicholson, L. J. (eds.). Palgrave Macmillan, p. 293-300

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

• Introduction

  WOOLHOUSE, CLARE. & NICHOLSON, LAURA., 7 Sep 2020, Mentoring in higher education: Case studies of peer learning and pedagogical development. Woolhouse, C. & Nicholson, L. J. (eds.). Palgrave Macmillan, p. 1-14

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

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

  WOOLHOUSE, CLARE. & NICHOLSON, LAURA., 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

  • assistant 100%
  • mentoring 98%
  • social justice 93%
  • Teaching 46%
  • chamber 38%
• 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

  • ethical concerns 100%
  • data analysis 65%
  • inclusion 58%
  • methodology 43%
  • visual material 28%
  5 Citations (Scopus)

  147 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

  • special education 100%
  • assistant 33%
  • student teacher 31%
  • research project 27%
  • inclusion 25%
  2 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, CLARE. & NICHOLSON, LAURA., 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

  • assistant 100%
  • mentoring 98%
  • primary school teaching 56%
  • Teaching 46%
  • grounded theory 33%
  4 Citations (Scopus)

  136 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

  • Ponds 100%
  • Professional Education 90%
  • dyad 66%
  • Systems Theory 50%
  • childhood 47%
  1 Citation (Scopus)

  107 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

  • educational setting 100%
  • Positioning 93%
  • Inclusion 85%
  • inclusion 68%
  • Exclusion 67%
  2 Citations (Scopus)

  45 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

  • Life History 100%
  • Discursive 78%
  • narrative 57%
  • Storytelling 38%
  • Pause 34%
  2 Citations (Scopus)

  115 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

  • inclusion 100%
  • schoolchild 64%
  • education 44%
  • interpretation 44%
  22 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

  • inclusion 100%
  • methodology 74%
  • assistant 67%
  • student teacher 61%
  • exclusion 53%
• 2015

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

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

  Research output: Contribution to conference › Paper

  • narrative 100%
  • narrative interview 59%
  • event 43%
  • experience 35%
  • interview 32%

• 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

  • educational policy 100%
  • educational practice 99%
  • knowledge 66%
  • trainee 47%
  • teacher 42%
  6 Citations (Scopus)

  53 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

  • special educational needs 100%
  • inclusion 60%
  • rhetoric 44%
  • gender 43%
  • narrative 43%
  2 Citations (Scopus)

  55 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

  • university teacher 100%
  • education 42%

• 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

  • educational research 100%
  • inclusion 71%
  • participation 55%

• 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

  • university teacher 100%
  • education 42%
• 2013

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

  Woolhouse, C., 2013.

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

  File

  • special educational needs 100%
  • inclusion 60%
  • discourse 47%
  • performance 40%
  • gender 21%
  3 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

  • Teacher Identity 100%
  • Cultural Capital 67%
  • Modern Languages 62%
  • cultural capital 60%
  • Language Acquisition 58%
  5 Citations (Scopus)

  104 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., Sep 2012.

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

  File

  • special educational needs 100%
  • teacher training 80%
  • teacher 36%
  • experience 27%
  • dyslexia 15%
  6 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

  • Reflective Practice 100%
  • Identity Construction 95%
  • Dyslexia 86%
  • Particularity 65%
  • Communities of Practice 25%
  10 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

  • dyslexia 100%
  • website 69%
  • disability 60%
  • interpretation 52%
  • university 40%
  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

  • inclusion 100%
  • narrative 89%
  • teacher 60%
  • dyslexia 56%
  • pupil 19%
  9 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

  • assistant 100%
  • Teaching 70%
  • art 39%
  • regime 38%
  • learning 18%

• Re-figuring the Visual Representation of Disability

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

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

  File

  • disability 100%
  • legislation 48%
  • visual material 48%
  • equality of opportunities 46%
  • cultural change 38%
  1 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

  • strategic alliance 100%
  • academy 74%
  • grant 69%
  • funding 57%
  • education 25%

• 'Making children count': an exploration of the implementation of the Every Child Matters agenda

  Ainslie, S., Foster, R., Groves, J., Grime, K., Straker, K. & Woolhouse, C., Feb 2010, In: Education 3-13: International Journal of Primary, Elementary and Early Years Education. 38, 1, p. 23-38

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

  • research project 100%
  • special educational needs 77%
  • mobile social services 60%
  • documentation 59%
  • health service 54%
  2 Citations (Scopus)

• Now I think of myself as a Physics Teacher: Negotiating professional development and shifts in self-identity

  Woolhouse, C. & Cochrane, M., 11 Oct 2010, (E-pub ahead of print) In: Reflective Practice. 11, 5, p. 607-618

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

  Open Access

  File

  • Self-identity 100%
  • Professional Development 87%
  • Physics 85%
  • Subject Knowledge 29%
  • Teacher Identity 17%
  13 Citations (Scopus)

  57 Downloads (Pure)
• 2009

  Is subject knowledge the be all and end all? Investigating professional development for science teachers

  Woolhouse, C. & Cochrane, M., Sep 2009, In: Improving Schools. 12, 2, p. 160-173

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

  • knowledge 100%
  • teacher 64%
  • career advancement 39%
  • reflexivity 29%
  • pupil 24%
  8 Citations (Scopus)

• Lifelong learning: teaching assistants' experiences of economic, social and cultural change following completion of a foundation degree

  Woolhouse, C., Dunne, L. & Goddard, G., Nov 2009, In: International Journal of Lifelong Education. 28, 6, p. 763-776

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

• Mapping the changes: a longitudinal study of the career trajectories and experiences of classroom teaching assistants who undertake a Foundation Degree

  Dunne, L., Goddard, G. & Woolhouse, C., 2009.

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

• 'Teacher's use you'. Knowledge, discourse, and the role of the teaching assistant

  Dunne, L. & Woolhouse, C., 2009.

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

  • assistant 100%
  • discourse 58%
  • Teaching 46%
  • teacher 45%
  • professional experience 27%
• 2008

  Lifelong learning; economic, social and cultural change experienced by educational support staff

  Goddard, G., Dunne, L. & Woolhouse, C., 2008.

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

  • cultural change 100%
  • economic change 96%
  • lifelong learning 94%
  • social change 77%
  • assistant 69%

• Mapping the changes: a critical exploration into the career trajectories of teaching assistants who undertake a foundation degree

  Dunne, L., Goddard, G. & Woolhouse, C., Mar 2008, In: Journal of Vocational Education & Training. 60, 1, p. 49-59

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

  • assistant 100%
  • career 69%
  • Teaching 46%
  • lifelong learning 36%
  • climate policy 22%
  22 Citations (Scopus)

• Resisting the utilitarian utopia: teaching assistants' experiences of doing a Foundation Degree

  Dunne, L., Goddard, G. & Woolhouse, C., 2008.

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

• Starting a Foundation degree: Teaching Assistants self-perceptions of their personal and professional identities

  Dunne, L., Goddard, G. & Woolhouse, C., 2008.

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

  • self-image 100%
  • assistant 95%
  • Teaching 44%
  • learning 35%
  • experience 32%

• Teaching Assistants Career trajectories and Foundation degrees: the affective costs of work-based lifelong learning'

  Dunne, L., Goddard, G. & Woolhouse, C., 2008.

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

  • lifelong learning 100%
  • assistant 92%
  • career 64%
  • costs 56%
  • study group 50%

• Teaching assistants' perceptions of their professional role and their experiences of doing a Foundation Degree

  Dunne, L., Goddard, G. & Woolhouse, C., Nov 2008, In: Improving Schools. 11, 3, p. 239-249

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

  • assistant 100%
  • Teaching 46%
  • experience 33%
  • optimism 27%
  • rhetoric 22%
  18 Citations (Scopus)
• 2007

  The changing career trajectories of teaching assistants

  Dunne, L., Goddard, G. & Woolhouse, C., 2007.

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