Worcester Research and Publications

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WRaP is a collection of research papers and university publications. It presents the academic and creative work of the university. You are welcome to look for and obtain items of interest and make contact with the authors and creators.

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Jennifer Hatley

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Biography
My Latest As Author
My Most Viewed As Author

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Contact

Biography

Expertise:

Global Education, Values, Educational Policy, Technology Enhanced Learning

Job title:

Lecturer in Education

Biography:

Jenny's main concern within education is social justice. This is a focus in all her areas of interest which have developed from her improvement of educational provision across settings in both the UK and overseas. She began in museum education at the Science Museum in London, working as a Science Educator and as Assistant Curator for Space Technology. Following this, Jenny was programme manager for an aid agency working in conflict zones and areas of natural disaster to lead and deliver trauma and conflict resolution programmes in schools and villages, health counselling and disease prevention education. Following this Jenny taught in primary schools in both the state and independent sectors developing relationships education and global citizenship. She has been lead teacher for PSHE and Cmore...

Qualifications:

PhD Education and Social Justice , Lancaster University Post Graduate Certificate of Academic Practice, University of Gloucestershire National Certificate in PSHE with a specialism in Relationships and Sex Education, Roehampton University PGCE, Exeter University MSc Space Science, University College London BSc (Hons) Physics with Space Science, University College London

My Latest As Author

Blackmore, Karen ORCID: https://orcid.org/0000-0002-0266-6311 and Hatley, Jennifer ORCID: https://orcid.org/0000-0003-1232-2050 (2022) The Distinctive Affordances of Close to Practice Research: An Argument for its Deployment within Postgraduate Initial Teacher Education. In: Developing Teachers’ Research Literacy: International Perspectives. Wydawnictwo Libron, Krakow, Poland, pp. 83-112. ISBN 978-83-66269-97-2
ahmed Shafi, A., Templeton, S., Middleton, T., Millican, R., Vare, P., Pritchard, R and Hatley, Jennifer ORCID: https://orcid.org/0000-0003-1232-2050 (2020) Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts. Emotional and Behavioural Difficulties, 25 (2). pp. 183-198. ISSN 1741-2692
Hatley, Jennifer ORCID: https://orcid.org/0000-0003-1232-2050 (2020) Developing an Emergent Resilience Through Self-Organised Learning Environments. In: Reconsidering Resilience in Education: An Exploration using the Dynamic Interactive Model of Resilience. Springer International Publishing, Cham, Switzerland, pp. 185-195. ISBN Print: 978-3-030-49235-9 Online: 978-3-030-49236-6
Hatley, Jennifer ORCID: https://orcid.org/0000-0003-1232-2050 (2019) Universal Values as a Barrier to the Effectiveness of Global Citizenship Education: a Multimodal Critical Discourse Analysis. International Journal of Development Education and Global Learning, 11 (1). pp. 87-102. ISSN Online: 1756-5278
Hatley, Jennifer ORCID: https://orcid.org/0000-0003-1232-2050 (2018) The Values of Global Citizenship Education and Implications for Social Justice. PhD thesis, Lancaster University.
Shafi, A., Hatley, Jennifer ORCID: https://orcid.org/0000-0003-1232-2050, Middleton, T., Millican, R. and Templeton, S. (2017) The Role of Assessment Feedback in Developing Academic Buoyancy. Assessment & Evaluation in Higher Education, 43 (3). pp. 415-427. ISSN Print: 0260-2938 Online: 1469-297X

My Most Viewed As Author

#	Item title
1.	The Role of Assessment Feedback in Developing Academic Buoyancy	396	3
2.	The Distinctive Affordances of Close to Practice Research: An Argument for its Deployment within Postgraduate Initial Teacher Education	369	677
3.	Universal Values as a Barrier to the Effectiveness of Global Citizenship Education: a Multimodal Critical Discourse Analysis	142	93
4.	The Values of Global Citizenship Education and Implications for Social Justice	104	99
5.	Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts	91	38
6.	Developing an Emergent Resilience Through Self-Organised Learning Environments	65	2

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