Items where School / Department / Research Groups is "School of Education > Department of Lifelong Learning & Teacher Education"

1970s

Ade-Ojo, Gordon O. (2008) Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. EdD thesis, University of Greenwich.

action research

Ade-Ojo, Gordon O. (2010) Designing and piloting PTLLS ESOL: Appendix 4: provider’s final report. Project Report. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2009) Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009). Project Report. National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2010) Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course. Project Report. LSIS, London, UK. (Unpublished)

activism

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

Additional Diploma

Ade-Ojo, Gordon O. (2010) Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report. Working Paper. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

adult learners

Ade-Ojo, Gordon (2005) The predisposition of adult ESOL learners in a FE college towards autonomy. Journal of Further and Higher Education , 29 (3). pp. 191-210. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:10.1080/03098770500166744)

adult literacy

Ade-Ojo, Gordon O. (2008) Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. EdD thesis, University of Greenwich.

artisans

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2011) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: 9th International Conference on Comparative Education and Teacher Training , 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: Comparative Education, Teacher Training, Education Policy, School Leadership and Social Inclusion. Bureau for Educational Services, Sofia, Bulgaria. (In Press)

assessment

Ade-Ojo, Gordon O. (2010) Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course. Project Report. LSIS, London, UK. (Unpublished)

attendance

Ade-Ojo, Gordon (2005) Improving attendance and punctuality of FE basic skills learners through innovative schemes. International Journal of Progressive Education, 1 (2). pp. 31-48. ISSN 1554-5210

Australia

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

autonomous and ideological model

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

autonomy

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: An exploration of trainee teachers' views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, Gordon (2005) The predisposition of adult ESOL learners in a FE college towards autonomy. Journal of Further and Higher Education , 29 (3). pp. 191-210. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:10.1080/03098770500166744)

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

basic skills

Ade-Ojo, Gordon (2005) Improving attendance and punctuality of FE basic skills learners through innovative schemes. International Journal of Progressive Education, 1 (2). pp. 31-48. ISSN 1554-5210

behaviourist and political paradigms

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

black and ethnic minorities

Ade-Ojo, Gordon and Aderibigbe, A. (2002) Black and ethnic minorities: access to services. Discussion Paper. Neighbourhood Renewal Fund, London, UK.

bridging courses

Ade-Ojo, Gordon O. (2010) Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report. Working Paper. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

career transition

Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: the perspective of middle managers. Educational Management Administration & Leadership. ISSN 1741-1432 (print), 1741-1440 (online) (In Press)

change

Nwabude, Aaron A.R. and Ade-Ojo, Gordon (2012) Changing times, Changing roles: FE Colleges’ perceptions of their changing leadership role in contemporary UK politico-economic climate. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 199-205. ISBN 978-954-92908-1-3

Nwabude, Aaron A.R. Nwabude and Ade-Ojo, Gordon (2011) Changing times, changing roles: FE colleges perceptions of their changing leadership roles in contemporary UK politico-economic climate. In: 9th International Conference on Comparative Education and Teacher Training, 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

collaboration

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

collaborative approaches

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: An exploration of trainee teachers' views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)

colleges

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

common interests

Ade-Ojo, Gordon O., Berlach, Richard G. and Canen, Ana (2011) Emerging themes, frameworks and underpinning values from the "Special International Roundtable on Higher Education, Lifelong Learning and Social Inclusion: Common interests, uncommon goals". In: Occasional Papers in Education and Lifelong Learning (OPELL): an international journal. University of Middlesex, London, UK, pp. 107-112. ISBN 978-1-85924-261-2

communities

Ade-Ojo, Gordon and Aderibigbe, A. (2002) Black and ethnic minorities: access to services. Discussion Paper. Neighbourhood Renewal Fund, London, UK.

construction curriculum

Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: the perspective of middle managers. Educational Management Administration & Leadership. ISSN 1741-1432 (print), 1741-1440 (online) (In Press)

coping strategies

Page, Damien (2013) Managers coping in Further Education. Journal of Management Development, 32 (10). ISSN 0262-1711 (In Press)

CPD

Ade-Ojo, Gordon O. (2013) Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK. In: The 56th ICET Yearbook on Teacher Education. International Council on Education for Teaching (ICET), Wheeling, IL, USA, pp. 6-20. ISBN 0-9827113-2-3

critical literacy

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

de-construction

Ade-Ojo, Gordon O. (2012) Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK. In: 56th World Assembly of the International Council on Education (ICET), 10-12 Jul 2012, University of Cape Coast, Ghana. (Unpublished)

demands

Ade-Ojo, Gordon O. (2012) Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK. In: 56th World Assembly of the International Council on Education (ICET), 10-12 Jul 2012, University of Cape Coast, Ghana. (Unpublished)

density of literacy practices

Ade-Ojo, Gordon O., Adeyeye, Mike and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implication. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 105-110. ISBN 978-954-92908-1-3

development

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2011) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: 9th International Conference on Comparative Education and Teacher Training , 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: Comparative Education, Teacher Training, Education Policy, School Leadership and Social Inclusion. Bureau for Educational Services, Sofia, Bulgaria. (In Press)

dialogic

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

didactic

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

digital recording

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: An exploration of trainee teachers' views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

dominant discourse

Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional papers in education & lifelong learning: an international journal, 3 (1-2). pp. 95-112. ISSN 1755-6902

dominant-discourse

Ade-Ojo, Gordon (2012) Practitioners' perception of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. International Journal of Lifelong Education, 31. ISSN 0260-1370 (Print), 1464-519X (Online) (In Press)

dyslexia

Ade-Ojo, Gordon (2012) Practitioners' perception of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. International Journal of Lifelong Education, 31. ISSN 0260-1370 (Print), 1464-519X (Online) (In Press)

Ade-Ojo, Gordon (2010) Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. In: International Conference on Special Education (ICOSE 2010), 16-18 Apr 2010, Kyrenia, North Cyprus. (Unpublished)

economic climate

Nwabude, Aaron A.R. Nwabude and Ade-Ojo, Gordon (2011) Changing times, changing roles: FE colleges perceptions of their changing leadership roles in contemporary UK politico-economic climate. In: 9th International Conference on Comparative Education and Teacher Training, 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

economic model

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

education

Ade-Ojo, Gordon O. (2008) Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. EdD thesis, University of Greenwich.

Ade-Ojo, Gordon O. and Adeyeye, Mike (2011) Epistemic groundings for the role of literacy in sustainable development at local governance level. In: Occasional Papers in Education & Lifelong Learning (OPELL): An International Journal. University of Middlesex, London, UK, pp. 53-65. ISBN 978-1-85924-261-2

education policy

Ade-Ojo, Gordon (2010) Do teachers trust policy and policy makers?: between the rhetoric of policy and the reality of implementation in UK literacy policy since 2001. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, University of Greenwich, London. (Unpublished)

employability

Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional papers in education & lifelong learning: an international journal, 3 (1-2). pp. 95-112. ISSN 1755-6902

employment skills

Ade-Ojo, Gordon (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: 7th International Conference Comparative Education and Teacher Training, 29 Jun - 3 Jul 2009, Sofia and Tryavna, Bulgaria. (Unpublished)

English

Ade-Ojo, O.G. (2003) Perspectives on error and the teaching of English to non-mother tongue speakers. Language Issues: the journal of NATECLA, 14 (2). pp. 15-17. ISSN 0268-5833

epistemic groundings

Ade-Ojo, Gordon O. and Adeyeye, Mike (2011) Epistemic groundings for the role of literacy in sustainable development at local governance level. In: Occasional Papers in Education & Lifelong Learning (OPELL): An International Journal. University of Middlesex, London, UK, pp. 53-65. ISBN 978-1-85924-261-2

error

Ade-Ojo, O.G. (2003) Perspectives on error and the teaching of English to non-mother tongue speakers. Language Issues: the journal of NATECLA, 14 (2). pp. 15-17. ISSN 0268-5833

ESOL

Ade-Ojo, Gordon (2004) The new ESOL national curriculum: is it driven by convention? RaPAL Journal, 53 (Summer).

Ade-Ojo, Gordon (2005) The predisposition of adult ESOL learners in a FE college towards autonomy. Journal of Further and Higher Education , 29 (3). pp. 191-210. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:10.1080/03098770500166744)

Ade-Ojo, Gordon O. (2010) Designing and piloting PTLLS ESOL: Appendix 4: provider’s final report. Project Report. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2010) Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report. Working Paper. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2009) Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009). Project Report. National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, UK. (Unpublished)

ethnographic research

Ade-Ojo, Gordon O., Adeyeye, Mike and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implication. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 105-110. ISBN 978-954-92908-1-3

evidence

Ade-Ojo, Gordon O. (2010) Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report. Working Paper. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

faith in organisations

Page, Damien (2012) Management faith and resistance in further education: the case of first tier managers. In: London International Conference on Education 2012, 19-21 Nov 2012, Heathrow, Middlesex, UK. (Unpublished)

FE

Ade-Ojo, Gordon (2005) The predisposition of adult ESOL learners in a FE college towards autonomy. Journal of Further and Higher Education , 29 (3). pp. 191-210. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:10.1080/03098770500166744)

FE colleges

Nwabude, Aaron A.R. and Ade-Ojo, Gordon (2012) Changing times, Changing roles: FE Colleges’ perceptions of their changing leadership role in contemporary UK politico-economic climate. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 199-205. ISBN 978-954-92908-1-3

Nwabude, Aaron A.R. Nwabude and Ade-Ojo, Gordon (2011) Changing times, changing roles: FE colleges perceptions of their changing leadership roles in contemporary UK politico-economic climate. In: 9th International Conference on Comparative Education and Teacher Training, 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

feedback

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: An exploration of trainee teachers' views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

first line management

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

first tier managers

Page, Damien (2011) From principled dissent to cognitive escape: managerial resistance in the English further education sector. Journal of Vocational Education and Training, 63 (1). pp. 1-13. ISSN 1363-6820 (Print), 1747-5090 (Online) (doi:10.1080/13636820.2011.552733)

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

Page, Damien (2011) I-deals in further education? A new approach to managerial job design. Management in Education, 25 (4). pp. 182-187. ISSN 0892-0206 (print), 1741-9883 (online) (doi:10.1177/0892020611420633)

Page, Damien (2012) Management faith and resistance in further education: the case of first tier managers. In: London International Conference on Education 2012, 19-21 Nov 2012, Heathrow, Middlesex, UK. (Unpublished)

Page, Damien (2010) Power and resistance in further education: findings from a study of first-tier managers. Power and Education, 2 (2). pp. 126-139. ISSN 1757-7438 (doi:10.2304/power.2010.2.2.126)

Page, Damien (2010) Routine resistance and the absence of trust: first tier managers in Further Education. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, Greenwich, London, UK. (Unpublished)

Further Education

Ade-Ojo, Gordon (2005) The predisposition of adult ESOL learners in a FE college towards autonomy. Journal of Further and Higher Education , 29 (3). pp. 191-210. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:10.1080/03098770500166744)

Page, Damien (2011) From principled dissent to cognitive escape: managerial resistance in the English further education sector. Journal of Vocational Education and Training, 63 (1). pp. 1-13. ISSN 1363-6820 (Print), 1747-5090 (Online) (doi:10.1080/13636820.2011.552733)

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

Page, Damien (2011) I-deals in further education? A new approach to managerial job design. Management in Education, 25 (4). pp. 182-187. ISSN 0892-0206 (print), 1741-9883 (online) (doi:10.1177/0892020611420633)

Page, Damien (2012) Management faith and resistance in further education: the case of first tier managers. In: London International Conference on Education 2012, 19-21 Nov 2012, Heathrow, Middlesex, UK. (Unpublished)

Page, Damien (2013) Managers coping in Further Education. Journal of Management Development, 32 (10). ISSN 0262-1711 (In Press)

Page, Damien (2012) Managing the transition from construction to the classroom: the implications for teaching and learning. In: British Association of Construction Heads - Autumn Conference 2012, 15 Nov 2012, Novotel Hotel, Birmingham, UK. (Unpublished)

Page, Damien (2012) Managing the transition from construction to the classroom: the implications for teaching and learning. In: British Association of Construction Heads - Autumn Conference 2012, 15 Nov 2012, Novotel Hotel, Birmingham, UK. (Unpublished)

Page, Damien (2010) Power and resistance in further education: findings from a study of first-tier managers. Power and Education, 2 (2). pp. 126-139. ISSN 1757-7438 (doi:10.2304/power.2010.2.2.126)

Page, Damien (2010) Routine resistance and the absence of trust: first tier managers in Further Education. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, Greenwich, London, UK. (Unpublished)

Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: the perspective of middle managers. Educational Management Administration & Leadership. ISSN 1741-1432 (print), 1741-1440 (online) (In Press)

gap

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

general teaching council

Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)

Heads of construction

Page, Damien (2012) Managing the transition from construction to the classroom: the implications for teaching and learning. In: British Association of Construction Heads - Autumn Conference 2012, 15 Nov 2012, Novotel Hotel, Birmingham, UK. (Unpublished)

Higher Education

Ade-Ojo, Gordon O., Berlach, Richard G. and Canen, Ana (2011) Emerging themes, frameworks and underpinning values from the "Special International Roundtable on Higher Education, Lifelong Learning and Social Inclusion: Common interests, uncommon goals". In: Occasional Papers in Education and Lifelong Learning (OPELL): an international journal. University of Middlesex, London, UK, pp. 107-112. ISBN 978-1-85924-261-2

history

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

ideology

Ade-Ojo, Gordon (2012) Language and ideology: what is the pattern and direction of influence? In: Linguistics Colloquium, 16 May 2012, Department of Linguistics, University of South Africa, Pretoria, South Africa. (Unpublished)

Ade-Ojo, Gordon O. (2012) Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making. In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa. (Unpublished)

idiosyncratic deals

Page, Damien (2011) I-deals in further education? A new approach to managerial job design. Management in Education, 25 (4). pp. 182-187. ISSN 0892-0206 (print), 1741-9883 (online) (doi:10.1177/0892020611420633)

implementation

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

incompetence

Page, Damien (2012) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy. ISSN 0268-0939 (Print), 1464-5106 (Online) (In Press) (doi:10.1080/02680939.2012.711859)

inhibitions

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

job design

Page, Damien (2011) I-deals in further education? A new approach to managerial job design. Management in Education, 25 (4). pp. 182-187. ISSN 0892-0206 (print), 1741-9883 (online) (doi:10.1177/0892020611420633)

Keynesian economics

Ade-Ojo, Gordon O. (2012) Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making. In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa. (Unpublished)

language

Ade-Ojo, Gordon (2012) Language and ideology: what is the pattern and direction of influence? In: Linguistics Colloquium, 16 May 2012, Department of Linguistics, University of South Africa, Pretoria, South Africa. (Unpublished)

Leadership

Nwabude, Aaron A.R. and Ade-Ojo, Gordon (2012) Changing times, Changing roles: FE Colleges’ perceptions of their changing leadership role in contemporary UK politico-economic climate. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 199-205. ISBN 978-954-92908-1-3

Nwabude, Aaron A.R. Nwabude and Ade-Ojo, Gordon (2011) Changing times, changing roles: FE colleges perceptions of their changing leadership roles in contemporary UK politico-economic climate. In: 9th International Conference on Comparative Education and Teacher Training, 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

lecturer recruitment

Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: the perspective of middle managers. Educational Management Administration & Leadership. ISSN 1741-1432 (print), 1741-1440 (online) (In Press)

liberty

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

lifelong learning and social inclusion

Ade-Ojo, Gordon O., Berlach, Richard G. and Canen, Ana (2011) Emerging themes, frameworks and underpinning values from the "Special International Roundtable on Higher Education, Lifelong Learning and Social Inclusion: Common interests, uncommon goals". In: Occasional Papers in Education and Lifelong Learning (OPELL): an international journal. University of Middlesex, London, UK, pp. 107-112. ISBN 978-1-85924-261-2

linguistics

Ade-Ojo, Gordon (2012) Language and ideology: what is the pattern and direction of influence? In: Linguistics Colloquium, 16 May 2012, Department of Linguistics, University of South Africa, Pretoria, South Africa. (Unpublished)

literacy

Ade-Ojo, Gordon (2010) Do teachers trust policy and policy makers?: between the rhetoric of policy and the reality of implementation in UK literacy policy since 2001. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, University of Greenwich, London. (Unpublished)

Ade-Ojo, Gordon (2009) Epistemic groundings for literacy in sustainable development at the local governance level. In: Department of Local Government Annual Conference Series, 15 Dec 2009, Obafemi Awolowo University, Ile-Ife, Nigeria. (Unpublished)

Ade-Ojo, Gordon (2012) Practitioners' perception of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. International Journal of Lifelong Education, 31. ISSN 0260-1370 (Print), 1464-519X (Online) (In Press)

Ade-Ojo, Gordon (2010) Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. In: International Conference on Special Education (ICOSE 2010), 16-18 Apr 2010, Kyrenia, North Cyprus. (Unpublished)

Ade-Ojo, Gordon (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: 7th International Conference Comparative Education and Teacher Training, 29 Jun - 3 Jul 2009, Sofia and Tryavna, Bulgaria. (Unpublished)

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2011) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: 9th International Conference on Comparative Education and Teacher Training , 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: Comparative Education, Teacher Training, Education Policy, School Leadership and Social Inclusion. Bureau for Educational Services, Sofia, Bulgaria. (In Press)

Ade-Ojo, Gordon O. (2010) Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report. Working Paper. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2009) Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009). Project Report. National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional papers in education & lifelong learning: an international journal, 3 (1-2). pp. 95-112. ISSN 1755-6902

Ade-Ojo, Gordon O. and Adeyeye, Mike (2011) Epistemic groundings for the role of literacy in sustainable development at local governance level. In: Occasional Papers in Education & Lifelong Learning (OPELL): An International Journal. University of Middlesex, London, UK, pp. 53-65. ISBN 978-1-85924-261-2

literacy as cause and cure

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

literacy as syptom

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

literacy paradigms

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

literacy practices

Ade-Ojo, Gordon O., Adeyeye, Mike and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implication. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 105-110. ISBN 978-954-92908-1-3

literacy programmes

Ade-Ojo, Gordon (2005) Improving attendance and punctuality of FE basic skills learners through innovative schemes. International Journal of Progressive Education, 1 (2). pp. 31-48. ISSN 1554-5210

local governance

Ade-Ojo, Gordon O. and Adeyeye, Mike (2011) Epistemic groundings for the role of literacy in sustainable development at local governance level. In: Occasional Papers in Education & Lifelong Learning (OPELL): An International Journal. University of Middlesex, London, UK, pp. 53-65. ISBN 978-1-85924-261-2

local government

Ade-Ojo, Gordon (2009) Epistemic groundings for literacy in sustainable development at the local governance level. In: Department of Local Government Annual Conference Series, 15 Dec 2009, Obafemi Awolowo University, Ile-Ife, Nigeria. (Unpublished)

locutionary and perlocutionary imports

Ade-Ojo, G.O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.576582)

management styles

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

managerial resistance

Page, Damien (2011) From principled dissent to cognitive escape: managerial resistance in the English further education sector. Journal of Vocational Education and Training, 63 (1). pp. 1-13. ISSN 1363-6820 (Print), 1747-5090 (Online) (doi:10.1080/13636820.2011.552733)

masculinities

Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: the perspective of middle managers. Educational Management Administration & Leadership. ISSN 1741-1432 (print), 1741-1440 (online) (In Press)

meaning makers

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

metaphors

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

middle managers

Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: the perspective of middle managers. Educational Management Administration & Leadership. ISSN 1741-1432 (print), 1741-1440 (online) (In Press)

misconduct

Page, Damien (2012) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy. ISSN 0268-0939 (Print), 1464-5106 (Online) (In Press) (doi:10.1080/02680939.2012.711859)

Moser Committee

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

narration

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

national curriculum

Ade-Ojo, Gordon (2004) The new ESOL national curriculum: is it driven by convention? RaPAL Journal, 53 (Summer).

Neighbourhood Renewal Fund

Ade-Ojo, Gordon and Aderibigbe, A. (2002) Black and ethnic minorities: access to services. Discussion Paper. Neighbourhood Renewal Fund, London, UK.

Nigeria

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2011) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: 9th International Conference on Comparative Education and Teacher Training , 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: Comparative Education, Teacher Training, Education Policy, School Leadership and Social Inclusion. Bureau for Educational Services, Sofia, Bulgaria. (In Press)

non-mother tongue speakers

Ade-Ojo, O.G. (2003) Perspectives on error and the teaching of English to non-mother tongue speakers. Language Issues: the journal of NATECLA, 14 (2). pp. 15-17. ISSN 0268-5833

numeracy

Ade-Ojo, Gordon O. (2009) Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009). Project Report. National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, UK. (Unpublished)

organisational misbehaviour

Page, Damien (2012) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy. ISSN 0268-0939 (Print), 1464-5106 (Online) (In Press) (doi:10.1080/02680939.2012.711859)

Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)

organisational resistance

Page, Damien (2012) Management faith and resistance in further education: the case of first tier managers. In: London International Conference on Education 2012, 19-21 Nov 2012, Heathrow, Middlesex, UK. (Unpublished)

paradigmatic shift

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

paradigms

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

PCET

Ade-Ojo, Gordon O. (2012) Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK. In: 56th World Assembly of the International Council on Education (ICET), 10-12 Jul 2012, University of Cape Coast, Ghana. (Unpublished)

pedagogy

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2011) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: 9th International Conference on Comparative Education and Teacher Training , 5-9 Jul 2011, Sofia, Bulgaria. (Unpublished)

Ade-Ojo, Gordon, Adeyeye, M. and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications. In: Comparative Education, Teacher Training, Education Policy, School Leadership and Social Inclusion. Bureau for Educational Services, Sofia, Bulgaria. (In Press)

performativity

Ade-Ojo, Gordon O. (2013) Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK. In: The 56th ICET Yearbook on Teacher Education. International Council on Education for Teaching (ICET), Wheeling, IL, USA, pp. 6-20. ISBN 0-9827113-2-3

Ade-Ojo, Gordon O. (2012) Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK. In: 56th World Assembly of the International Council on Education (ICET), 10-12 Jul 2012, University of Cape Coast, Ghana. (Unpublished)

perspectives on literacy

Ade-Ojo, Gordon O., Adeyeye, Mike and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implication. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 105-110. ISBN 978-954-92908-1-3

policy

Ade-Ojo, G.O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.576582)

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

Ade-Ojo, Gordon (2012) Practitioners' perception of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. International Journal of Lifelong Education, 31. ISSN 0260-1370 (Print), 1464-519X (Online) (In Press)

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

Ade-Ojo, Gordon (2004) The new ESOL national curriculum: is it driven by convention? RaPAL Journal, 53 (Summer).

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

Ade-Ojo, Gordon O. (2008) Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. EdD thesis, University of Greenwich.

policy strategies

Nwabude, Aaron A.R. and Ade-Ojo, Gordon (2012) Changing times, Changing roles: FE Colleges’ perceptions of their changing leadership role in contemporary UK politico-economic climate. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 199-205. ISBN 978-954-92908-1-3

policy-making

Ade-Ojo, Gordon O. (2012) Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making. In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa. (Unpublished)

practitioner-perception

Ade-Ojo, Gordon (2012) Practitioners' perception of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. International Journal of Lifelong Education, 31. ISSN 0260-1370 (Print), 1464-519X (Online) (In Press)

practitioners

Ade-Ojo, G.O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.576582)

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

professional development

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

professionalism

Ade-Ojo, Gordon O. (2013) Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK. In: The 56th ICET Yearbook on Teacher Education. International Council on Education for Teaching (ICET), Wheeling, IL, USA, pp. 6-20. ISBN 0-9827113-2-3

Ade-Ojo, Gordon O. (2012) Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK. In: 56th World Assembly of the International Council on Education (ICET), 10-12 Jul 2012, University of Cape Coast, Ghana. (Unpublished)

programme design

Ade-Ojo, Gordon O. (2010) Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report. Working Paper. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

psychological

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

PTLLS

Ade-Ojo, Gordon O. (2010) Designing and piloting PTLLS ESOL: Appendix 4: provider’s final report. Project Report. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)

Ade-Ojo, Gordon O. (2010) Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course. Project Report. LSIS, London, UK. (Unpublished)

public sector management

Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.549738)

re-construction

Ade-Ojo, Gordon O. (2012) Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK. In: 56th World Assembly of the International Council on Education (ICET), 10-12 Jul 2012, University of Cape Coast, Ghana. (Unpublished)

reflection

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: An exploration of trainee teachers' views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

resistance

Page, Damien (2010) Routine resistance and the absence of trust: first tier managers in Further Education. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, Greenwich, London, UK. (Unpublished)

resistance and coping

Page, Damien (2013) Managers coping in Further Education. Journal of Management Development, 32 (10). ISSN 0262-1711 (In Press)

routine resistance

Page, Damien (2012) Management faith and resistance in further education: the case of first tier managers. In: London International Conference on Education 2012, 19-21 Nov 2012, Heathrow, Middlesex, UK. (Unpublished)

Page, Damien (2010) Power and resistance in further education: findings from a study of first-tier managers. Power and Education, 2 (2). pp. 126-139. ISSN 1757-7438 (doi:10.2304/power.2010.2.2.126)

services

Ade-Ojo, Gordon and Aderibigbe, A. (2002) Black and ethnic minorities: access to services. Discussion Paper. Neighbourhood Renewal Fund, London, UK.

SfL

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

situated literacy

Ade-Ojo, Gordon O., Adeyeye, Mike and Fagbohun, F. (2012) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implication. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 105-110. ISBN 978-954-92908-1-3

Skills for Life

Ade-Ojo, G.O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.576582)

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional papers in education & lifelong learning: an international journal, 3 (1-2). pp. 95-112. ISSN 1755-6902

Smithian economics

Ade-Ojo, Gordon O. (2012) Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making. In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa. (Unpublished)

speech act

Ade-Ojo, G.O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.576582)

structural

Ade-Ojo, Gordon (2012) Practitioners' perception of the gap between the rhetoric of Moser committee SFL recommendations and the reality of policy implementation. European Journal of Education and Educational Psychology (EJEEP), 1 (1). pp. 37-53. ISSN 1986-3861 (on-line)

sustainable development

Ade-Ojo, Gordon (2009) Epistemic groundings for literacy in sustainable development at the local governance level. In: Department of Local Government Annual Conference Series, 15 Dec 2009, Obafemi Awolowo University, Ile-Ife, Nigeria. (Unpublished)

Ade-Ojo, Gordon O. and Adeyeye, Mike (2011) Epistemic groundings for the role of literacy in sustainable development at local governance level. In: Occasional Papers in Education & Lifelong Learning (OPELL): An International Journal. University of Middlesex, London, UK, pp. 53-65. ISBN 978-1-85924-261-2

sustainable education

Ade-Ojo, Gordon (2009) Epistemic groundings for literacy in sustainable development at the local governance level. In: Department of Local Government Annual Conference Series, 15 Dec 2009, Obafemi Awolowo University, Ile-Ife, Nigeria. (Unpublished)

targeted observation

Ade-Ojo, Gordon O. (2010) Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course. Project Report. LSIS, London, UK. (Unpublished)

teacher discipline

Page, Damien (2012) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy. ISSN 0268-0939 (Print), 1464-5106 (Online) (In Press) (doi:10.1080/02680939.2012.711859)

Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)

teacher education

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: An exploration of trainee teachers' views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)

Ade-Ojo, Gordon O. (2013) Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK. In: The 56th ICET Yearbook on Teacher Education. International Council on Education for Teaching (ICET), Wheeling, IL, USA, pp. 6-20. ISBN 0-9827113-2-3

Ade-Ojo, Gordon O. (2009) Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009). Project Report. National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, UK. (Unpublished)

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

teacher misbehaviour

Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)

teacher misconduct

Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)

teacher professionalism

Page, Damien (2012) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy. ISSN 0268-0939 (Print), 1464-5106 (Online) (In Press) (doi:10.1080/02680939.2012.711859)

teacher regulation

Page, Damien (2012) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy. ISSN 0268-0939 (Print), 1464-5106 (Online) (In Press) (doi:10.1080/02680939.2012.711859)

teachers

Ade-Ojo, Gordon (2010) Do teachers trust policy and policy makers?: between the rhetoric of policy and the reality of implementation in UK literacy policy since 2001. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, University of Greenwich, London. (Unpublished)

teachers' stress and coping

Page, Damien (2013) Managers coping in Further Education. Journal of Management Development, 32 (10). ISSN 0262-1711 (In Press)

teaching

Ade-Ojo, Gordon (2010) Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. In: International Conference on Special Education (ICOSE 2010), 16-18 Apr 2010, Kyrenia, North Cyprus. (Unpublished)

Ade-Ojo, Gordon (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: 7th International Conference Comparative Education and Teacher Training, 29 Jun - 3 Jul 2009, Sofia and Tryavna, Bulgaria. (Unpublished)

Ade-Ojo, O.G. (2003) Perspectives on error and the teaching of English to non-mother tongue speakers. Language Issues: the journal of NATECLA, 14 (2). pp. 15-17. ISSN 0268-5833

teaching/learning

Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional papers in education & lifelong learning: an international journal, 3 (1-2). pp. 95-112. ISSN 1755-6902

The Teaching Agency

Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)

theory

Ade-Ojo, Gordon O. (2012) Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making. In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa. (Unpublished)

time

Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print) (In Press)

totalitarianism

Ade-Ojo, Gordon O. (2012) Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making. In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa. (Unpublished)

trainees

Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020

transactional leadership

Nwabude, Aaron A.R. and Ade-Ojo, Gordon (2012) Changing times, Changing roles: FE Colleges’ perceptions of their changing leadership role in contemporary UK politico-economic climate. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 199-205. ISBN 978-954-92908-1-3

transformational leadership

Nwabude, Aaron A.R. and Ade-Ojo, Gordon (2012) Changing times, Changing roles: FE Colleges’ perceptions of their changing leadership role in contemporary UK politico-economic climate. In: International Perspectives on Education. BCES Conference Books (10). Bulgarian Comparative Education Society, Sofia, Bulgaria, pp. 199-205. ISBN 978-954-92908-1-3

transition to teaching

Page, Damien (2012) Managing the transition from construction to the classroom: the implications for teaching and learning. In: British Association of Construction Heads - Autumn Conference 2012, 15 Nov 2012, Novotel Hotel, Birmingham, UK. (Unpublished)

trust

Ade-Ojo, G.O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (print), 1747-5112 (online) (doi:10.1080/13596748.2011.576582)

Page, Damien (2010) Routine resistance and the absence of trust: first tier managers in Further Education. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, Greenwich, London, UK. (Unpublished)

uncommon goals

Ade-Ojo, Gordon O., Berlach, Richard G. and Canen, Ana (2011) Emerging themes, frameworks and underpinning values from the "Special International Roundtable on Higher Education, Lifelong Learning and Social Inclusion: Common interests, uncommon goals". In: Occasional Papers in Education and Lifelong Learning (OPELL): an international journal. University of Middlesex, London, UK, pp. 107-112. ISBN 978-1-85924-261-2

underpinning values

Ade-Ojo, Gordon (2011) From symptom to cure: adult literacy policy from the 70s to Moser. Policy evolution and changing perceptions of literacy problems over three decades. LAMBERT Academic Publishing GmbH & Co. KG, Germany. ISBN 978-3-8465-0432-1

VALBEC

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

values

Ade-Ojo, Gordon O. (2011) Practitioners' perception of the impact of the vision of policy-makers on practice: the example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)

Victoria

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

Victorian Adult Literacy and Basic Education Council

Ade-Ojo, Gordon (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

young learners

Ade-Ojo, Gordon (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: 7th International Conference Comparative Education and Teacher Training, 29 Jun - 3 Jul 2009, Sofia and Tryavna, Bulgaria. (Unpublished)