• Education
• Our Research
• Research centres and institutes
• Learning, Teaching and Assessment (LTA)
• LTA Research
• Sociocultural Theory Interest Group (ScTiG)
  • Members of the ScTIG Group
  • The Aim and Objectives of the Group
  • What do we mean by sociocutural approaches to education?
  • Why sociocultural theory in education?
  • Relevant Publications
  • Course Unit co-taught by visiting Professor, Etienne Wenger
  • Sociocultural Theory in Education Conference 2007
  • Papers at ISCAR 2008
  • ESRC Seminars
  • ScTiG Seminars

Relevant Publications

We include only outputs of work in which a socio-cultural contribution is significant:

Dr. Laura Black

Publications

• Black, L. (2004) Differential Participation in Whole Class Discussions and the Construction of Marginalised Identities. Journal of Educational Enquiry 5 (1) p.34-54
• Black, L. (2004) Teacher-Pupil Talk in Whole Class Discussions and Processes of Social Positioning within the Primary School Classroom, Language and Education 18 (5) p.347- 414

Research Projects

• Black, L. (2003-4) ESRC Postdoctoral Fellowship £28,045.87
• Black, L. (2002) PhD Thesis funded by ESRC Postgraduate Training Award The guided construction of educational inequality: How socially disadvantaged children are marginalised in classroom interactions

Planned Research

• Black, L. to be submitted to the ESRC Research Grant Scheme (Under 45k)
• Teacher Understanding and Perceptions of Interactive Whole Class Teaching at Key Stage 3

Professor Helen Gunter

Publications

• Gunter, H. (2005) Leading Teachers London : Continuum. 127 Pages.
• Gunter, H. (2004) "Labels and Labelling in the field of educational leadership" Discourse, 25 (1) pp: 21- 42.
• Gunter, H. (2004) "The purposes and practices of intellectual work: a reply to Galbraith" Journal of Educational Administration, 42 (1) pp: 29-42.
• Gunter, H. (2003) "Intellectual histories of the field of education management in the UK " International Journal of Leadership in Education, Special Edition on Bourdieu and educational leadership. 6 (4). pp: 333-347.
• Gunter, H. (2002) "Purposes and positions in the field of education management: putting Bourdieu to work" Educational Management and Administration, 30 (1). pp: 3-22.
• Gunter, H. (2001) Leaders and Leadership in Education London : Paul Chapman. 192 pages.

Details of projects which have a sociocultural basis, of some kind

2004: Evaluation of the Innovation Project at Knutsford High School , Knutsford, Cheshire . Funded by the DfES Innovation Unit. Project Co-Directors: Dr Helen Gunter and Professor Pat Thomson ( Nottingham ).

• 2002-2004: Evaluation of the National University of the First Age. Funded by the National University of the First Age/DfES. Project Director: Dr Helen Gunter.
• 2002-2003: Evaluation of the transforming school workforce pathfinder project for the DfES. Project Co- Directors: Professor Hywel Thomas and Dr Helen Gunter. With: Dr Celia Brown, Dr Graham Butt, Antony Fielding, Ann Lance, Dr Rachel Pilkington, Dr Steve Powers, Dr Steve Rayner, Dr Desmond Rutherford, Dr Ian Selwood, Dr Chris Szwed.
• Proposal submitted to ESRC on knowledge production and the field of educational leadership.

Dr. Dave Hall

Publications

• Raffo, C. & Hall, D (2004) Re-engaging 14-16 year olds with their schooling through work-related learning in Journal of Vocational Education and Training, Vol 56, 1, pp69-79

Diane Harris

Publications

• ESRC funded Ph.D. is in progress. 'Questioning Strategies in the Early Years Science Activity and Discourse'
• Harris, D. & Williams, J. (2007). Early years science discourse.  International Journal of Educational Research.  Special issue on Subjectivities in school: sociocultural and activity theory perspectives.  Vol 46, I-2, pp 68-82.

Gary Motteram

Publications

• Motteram, G. (forthcoming) Blended education and the transformation of teachers: a long-term case study in postgraduate UK higher education British Journal of Educational Technology

Dr. Carlo Raffo

Publications

• Raffo, C. & Hall, D (2004) Re-engaging 14-16 year olds with their schooling through work-related learning in Journal of Vocational Education and Training, Vol 56, 1, pp69-79
• Raffo, C (2003) Disaffected young people and the work-related curriculum at KS4  issues of social capital development and learning as a form of cultural practice in Journal of Education and Work, Vol16, No 1, p 69-86
• Raffo, C. (2000) Mentoring Disenfranchised Young People: an action research project on the development of weak ties and social capital enhancementin Education and Industry in Partnership, Vol 6, Nos 3, pp 22-42, Victoria Industry Education Partnerships, Bundoora, Australia.
• Raffo, C., & Reeves, M. (2000) Youth Transitions and Social Exclusion  developments in social capital theory in Journal of Youth Studies, Vol 3 Nos 2, pp147-166.

Geoff Wake

Publications

• Williams, J. S. & Wake G. D. (2000). Developing a new mathematics curriculum for post compulsory education. In A. Bessot & J. Ridgway (Eds.) Education for mathematics in the workplace Dordrecht: Kluwer. (pp. 167-180).
• Williams, J.S., Wake, G.D. & Boreham, N.C. (2001). College mathematics and workplace practice: an activity theory perspective. Research in Mathematics Education(3),69-83.

Plus other papers:

• College Mathematics and Workplace Practice (with Williams)
  (see details/report on http://www.education.man.ac.uk/lta/).

Professor Julian Williams

Publications

• Amir, G. S. & Williams, J. S. (1998). Cultural influences on childrens probabilistic thinking. Journal of Mathematical Behavior, 18(1), 85-107.
• Linchevski, L. & Williams, J. S. (1999). Using intuition from everyday life in filling the gap in childrens extension of their number concept to include the negative numbers. Educational Studies in Mathematics, 39 (1-3), 131-147 (Special issue: Teaching and learning mathematics in context).
• Williams, J. S. & Wake G. D. (2000). Developing a new mathematics curriculum for post compulsory education. In A. Bessot & J. Ridgway (Eds.) Education for mathematics in the workplace Dordrecht: Kluwer. (pp. 167-180).
• Mildenhall, P. & Williams, J.S. (2001). Instability in students' use of intuitive and Newtonian models to predict motion: the effect of the parameters involved. International Journal of Science Education.23(6),643-660.
• Williams, J.S., Wake, G.D. & Boreham, N.C. (2001). College mathematics and workplace practice: an activity theory perspective. Research in Mathematics Education(3),69-83.
• Williams, J.S. & Ryan, J.T. (2002). Charting argumentation space in a conceptual locale. Research in Mathematics Education(4), 89-112.
• Corbin, B., McNamara, O. & Williams, J. (2003). Numeracy coordinators: brokering change within and between and communities of practice? British Journal of Educational Studies. 51(4): 344-368.

Details of funded projects which have some socio-cultural basis/publication above:

• Leverhulme Trust (1999-2001) and subsequently Astra-Zeneca (2002-4) funded:
• College Mathematics and Workplace Practice (with Wake)
  (see details/report on http://www.education.man.ac.uk/lta/).
• ESRC funded (2000-2001) Innovation and change. (with McNamara and Stronach)
  Mathematics Assessment for Learning and Teaching (MALT). Hodder & Stoughton, 2003-5 (PI)