Kathryn Glasswell
| Contact category | Researcher |
|---|---|
| Job title | Associate Professor, Teacher Education and Assessment |
| Research institute | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Faculty of Education and Arts |
Research outputs
Redesigning reading in and for the disciplines
Glasswell, Kathryn, Madda, Christina L. and Glasswell, Nicky. (2022). Redesigning reading in and for the disciplines. Journal of Adolescent and Adult Literacy. 66(2), pp. 122-133. https://doi.org/10.1002/jaal.1257Journal article
Explorations in policy enactment : Feminist thought experiments with Basil Bernstein’s code theory
Singh, Parlo, Pini, Barbara and Glasswell, Kathryn. (2018). Explorations in policy enactment : Feminist thought experiments with Basil Bernstein’s code theory. Gender and Education. 30(4), pp. 417-434. https://doi.org/10.1080/09540253.2016.1216523Journal article
Distributed Leadership Policies and Practices : Striving for Educational Equity in High Poverty Contexts
Singh, Parlo and Glasswell, Kathryn. (2016). Distributed Leadership Policies and Practices : Striving for Educational Equity in High Poverty Contexts. In Leadership in diverse learning contexts: Studies in Educational Leadership 22 pp. 255-273 Springer International Publishing AG. https://doi.org/10.1007/978-3-319-28302-9_13Book chapter
Partners in design : Co-inquiry for quality teaching in disadvantaged schools
Glasswell, Kathryn, Singh, Parlo and McNaughton, Stuart. (2016). Partners in design : Co-inquiry for quality teaching in disadvantaged schools. Australian Journal of Language and Literacy. 39(1), pp. 20-29. https://doi.org/10.1007/BF03651903Journal article
Powerful Practices for Reading Improvement
Glasswell, Kathryn, Mostert, Willemina, Judd, Lindsey and Mayn, Lesley. (2016). Powerful Practices for Reading Improvement ACER Press.Book
Doing education policy enactment research in a minor key
Heimans, Stephen, Singh, Parlo and Glasswell, Kathryn. (2017). Doing education policy enactment research in a minor key. Discourse : Studies in the Cultural Politics of Education. 38(2), pp. 185-196. https://doi.org/10.1080/01596306.2015.1074428Journal article
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