Items where Kingston Author is "Perselli, Victoria"
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Number of items: 36.
Perselli, Victoria (2015) Teoría y métodos de pedagogía de cambio: perspectivas desde contextos interdisciplinarios en Europa [Theories and methods of pedagogies of change in interdisciplinary settings: a European perspective]. In: Pedagogía Crítica e Investigación [Critical Pedagogy and Research]; 15 Oct 2015, Cadiz, Spain. (Unpublished)
Perselli, Victoria, ed. (2015) Education, theory and pedagogies of change in a global landscape: interdisciplinary perspectives on the role of theory in doctoral research. Basingstoke, U.K. : Palgrave Macmillan. 223p. ISBN 9781137549235
Perselli, Victoria (2015) Theory, theorising and pedagogies of change. In: Perselli, Victoria, (ed.) Education, theory and pedagogies of change in a global landscape: interdisciplinary perspectives on the role of theory in doctoral research. Basingstoke, U.K. : Palgrave Macmillan. pp. 1-30. ISBN 9781137549228
Perselli, Victoria (2015) Where does theory come from...? Contexts and practices. In: ECER 2015, Budapest: Education and Transition - Contributions from Educational Research; 07-11 Sep 2015, Budapest, Hungary. (Unpublished)
Perselli, Victoria (2015) Developing theoretical capacity through educational research : nine narratives of practice and their possible (global) significance. Research Intelligence, 127, pp. 21-22.
Perselli, Victoria (2015) Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers’ identities and practices. In: Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education; 27 Jun 2015, Oxford, U.K.. (Unpublished)
Perselli, Victoria and Moehrke-Rasul, Diana (2015) 'Recognising' intercultural learning in the ELT classroom: a phenomenological approach. In: Kingston Educational Research Network (KERN) Forum: Engagement and Collaboration; 19 Jun 2015, Kingston, U.K.. (Unpublished)
Perselli, Victoria (2015) Where does theory come from in HE? Drawing inspiration about theory from its practice in doctoral and post-doctoral projects. In: Where Does Theory Come From in the Doctoral Project?; 08 Jun 15, Glasgow, U.K.. (Unpublished)
Perselli, Victoria (2015) Symposium: Innovative research methods in Higher Education. Research Intelligence, 127, p. 29.
Perselli, Victoria and Betzel, Anne (2014) Where does theory come from in the doctoral project? In: Postgraduate Issues: Where Does Theory Come From in the Doctoral Project?; 10 Nov 2014, London, U.K.. (Unpublished)
Else, Holly and Perselli, Victoria [Interviewee] (2014) On the PhD quest, the first step is always an open book. Times Higher Education, 2172, p. 26. ISSN (print) 0049-3929
Perselli, Victoria (2014) Symposium: the potentially transformative power of theory when put to work in professional practice contexts: observations towards a 'pedagogy of change': overview. In: BERA Annual Conference 2014; 23-25 Sep 2014, London, U.K.. (Unpublished)
Perselli, Victoria (2014) Publishing practitioner enquiry: self-study in the context of social (in)justice: a critical pedagogic reading. In: Into the Light: Practitioner Enquiry; 29 Aug 2014, Edinburgh, U.K.. (Unpublished)
Moehrke, Diana, Rajaratnam, Nimalan and Perselli, Victoria (2014) Students as ‘resourceful peers’: collaboration with and between students. In: 10th Faculty Conference 2014: Empowering Partnerships; 17 Jul 2014, Kingston, U.K.. (Unpublished)
Perselli, Victoria [Compiler] (2013) Dialogue vs. discipline? What are the languages of praxis in the context of the internationalised curriculum? In: HEA Annual Conference 2013: Powerful Partnerships: Defining the Learning Experience; 03-04 Jul 2013, Coventry, U.K.. (Unpublished)
Perselli, Victoria and Moehrke, Diana (2013) The time for “recognising” intercultural learning has come. In: Intercultural Education and Counselling in a Global World; 15-18 Apr 2013, Verona, Italy. (Unpublished)
Perselli, Victoria (2012) Rethinking pedagogy in the context of the English Language Teaching curriculum: towards 'transformative internationalisation'? In: Educational Research Forum; 15 Jun 2012, Kingston, U.K.. (Unpublished)
Perselli, Victoria (2012) Teaching in England: December 2010. In: Cannella, G.S. and Steinberg, S.R., (eds.) Critical qualitative research reader. New York, U.S. : Peter Lang. pp. 420-428. ISBN 9781433106880
Perselli, Victoria (2011) Is there a principled way forward for educational research that can speak to the paradigm of institutional research in times of immense challenge and complexity? In: Scanning the Horizons: Institutional Research in a Borderless World. The 4th UK and Ireland Higher Education Institutional Research Network Conference; 16-17 Jun 2011, Kingston, U.K.. (Unpublished)
Perselli, Victoria (2011) A Little Night Reading: Marx, assessment and the professional doctorate in education. In: Jones, Peter, (ed.) Marxism and Education: Renewing Dialogue, Pedagogy and Culture. Basingstoke, U.K. : Palgrave-Macmillan. (Marxism and Education) ISBN 9780230111691
Perselli, V. (2011) Painting the Police Station Blue: the almost impossible argument for poetry in the elite educational journals. Power and Education, 3(1), pp. 64-80. ISSN (online) 1757-7438
Perselli, Victoria (2007) Achieving coherence and relevance: S-STEP at AERA. Research Intelligence, 99, p. 12. ISSN (print) 0307-9023
Perselli, Victoria (2007) Review Symposium: 'A Brief History of Neoliberalism' (David Harvey, 2005). Policy Futures in Education, 5(2), pp. 255-263. ISSN (online) 1478-2103
Perselli, Victoria (2006) A Marxian approach in education. Paradoxes of praxis: thinking about aspects of social justice in the context of school visiting. In: Tidwell, Deborah and Fitzgerald, Linda, (eds.) Self-Study and Diversity. Rotterdam, Netherlands : Sense Publishers. pp. 71-88. (Professional Learning, no. 2) ISBN 9077874348
Perselli, Victoria (2005) Re-envisioning research, re-presenting self: putting arts media to work in the analysis and synthesis of data on 'difference' and 'dis/ability'. International Journal of Qualitative Studies in Education, 18(1), pp. 63-83. ISSN (print) 0951-8398
Perselli, Victoria (2005) Heavy fuel: memoire, autobiography and narrative. In: Mitchell, Claudia , O'Reilly-Scanlon, Kathleen and Weber, Sandra, (eds.) Just who do we think we are? Methodologies for self-study in education. Abingdon, U.K. : RoutledgeFalmer. pp. 22-33. ISBN 0415298733
Perselli, Victoria (2005) The Silkscreen Vickies: identity, images and icons (in the age of the Research Assessment Exercise). In: Satterthwaite, Jerome and Atkinson, Elizabeth, (eds.) Discourses of Education in the Age of the New Imperialism. Stoke on Trent, U.K. : Trentham Books. pp. 163-182. (Discourse Power Resistance Series) ISBN 9781858563572
Griffiths, Morwenna, Bass, Lis, Johnston, Marilyn and Perselli, Victoria (2004) Knowledge, social justice, and self-study. In: Loughran, J. John , Hamilton, Mary Lynn , LaBoskey, Vicki Kluber and Russell, Tom, (eds.) International Handbok of Self-Study of Teaching and Teacher Education Practices. Dordrecht, Netherlands : Springer. pp. 651-708. (Springer International Handbooks of Education, no. 12) ISBN 9781402018121
Perselli, Victoria (2004) 'A personal preview': or 'portraying my professional life in pictures'. Image and performance as methodology for research in teaching and learning. In: Satterthwaite, Jerome , Atkinson, Elizabeth and Martin, Wendy, (eds.) Educational counter-cultures: confrontations, images, vision. Stoke on Trent, U.K. : Trentham. pp. 183-199. (Discourse, power, resistance, no. 3) ISBN 1858563380
Perselli, Victoria (2003) Book review of: 'Education and children with special needs: from segregation to integration' edited by Hegarty, Seamus & Alur, Mithu. Management in Education, 17(1), pp. 37-38. ISSN (print) 0892-0206
Perselli, Victoria (2002) The importance of being an artist. In: The Fourth International Conference on Self-Study of Teacher Education Practices: Making a Difference in Teacher Education Through Self-Study; 4-8 Aug 2002, Hailsham, U.K.. (Unpublished)
Perselli, Victoria (2001) The importance of being ... an artist: interpreting the challenge of inclusion in infant mainstream education: a self-study, action research approach. (PhD thesis), Kingston University.