Dr Phil Wood

Edirisingha, P. & Wood, P. (2018) ‘From Evaluation to Sensemaking: Emergent Development of a Master's Distance Learning Research Methods Module.’ European Journal of Open, Distance and E-Learning. Wood, P. (2017) ‘From Teaching Excellence to Emergent Pedagogies: A Complex Process Alternative to Understanding the Role of Teaching in Higher Education.’ In A. French and M. O’Leary (eds.), Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework. Bingley: Emerald Publishing Ltd. Wood, P. (2017). Holiploigy – Navigating the complexity of teaching in Higher Education. Journal of Learning Development in Higher Education, 11. Wood, P. (2017) ‘Overcoming the problem of embedding change in educational organizations: A perspective from Normalization Process Theory.’ Management in Education, 31(1), 33-38. Wood, P. & Cajkler, W. (2017) ‘Lesson Study: a Collaborative Approach to Scholarship for Teaching and Learning in Higher Education.’ Journal of Further and Higher Education. O’Leary, M. & Wood, P. (2017) ‘The failings of marketised measurement in capturing the complexity of teaching and learning: the case of lesson observation in the English Further Education sector.’ Professional Development in Education, 43(4), 573-591. Wood, P. & Smith, J. (2016) Educational Research: Taking the Plunge. Carmarthen: Independent Thinking Press. Wood, P. & Cajkler, W. (2016) ‘A participatory approach to Lesson Study in higher education’ International Journal for Lesson and Learning Studies, 5(1), 4-18. Wood, P. (2016) ‘Lesson Study. An opportunity for considering the role of observation in practice development. ‘ in M. O’Leary (ed.) Reclaiming Observation. Abingdon: Routledge. Cajkler, W. & Wood, P. (2016) ‘Lesson Study and Pedagogic Literacy in Initial Teacher Education: Challenging Reductive Models.’ British Journal of Educational Studies, 64 (4), 503-521. Cajkler, W., & Wood, P. (2016). Adapting ‘lesson study’ to investigate classroom pedagogy in initial teacher education: what student-teachers think. Cambridge Journal of Education, 46(1), 1-18. Wood, P. & Butt, G. (2014) ‘Exploring the use of complexity theory and action research as frameworks for curriculum change.’ Journal of Curriculum Studies, 46(5), 676-696. Wood, P. (2014) ‘Teacher Professionalism: subverting the Society of Control.’ Forum: for promoting 3-19 comprehensive education. 56(2), 223-234. Stevenson, H. & Wood, P. (2013) ‘Markets, managerialism and teachers’ work: the invisible hand of high stakes testing in England.’ The International Education Journal: Comparative Perspectives, 12(1), 42–61. Wood, P. (2012) ‘Blogs as liminal space: student teachers at the threshold.’ Technology, Pedagogy and Education, 21(1), 85-99. Renshaw, S. & Wood, P. (2011) ‘Holistic Understanding in Geography Education (HUGE) – an alternative approach to curriculum development and learning at Key Stage 3’, Curriculum Journal, 22(3), 365-379. Wilkins, C. & Wood, P. (2009) ‘ITE in the Panopticon’, Journal of Education for Teaching: International research and pedagogy, 35(3), 283-297.