Items where Kingston Author is "Perselli, Victoria"
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Number of items: 17.
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.A. : 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 (Unpublished)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: News from British Educational Research Association(99), p. 12.
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.