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Dive into the research topics where Shona McIntosh is active.

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Featured researches published by Shona McIntosh.


Research Papers in Education | 2014

Conceptions of Effort among Students, Teachers and Parents within an English Secondary School.

Andrew Stables; Kyoko Murakami; Shona McIntosh; Susan Martin

‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained research into the operationalizing of such key concepts in schools and other professional and workplace settings.


Oxford Review of Education | 2018

International education: the transformative potential of experiential learning

Mary Hayden; Shona McIntosh

Abstract Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.


Archive | 2005

Is it possible to build a learning community in a highly competitive secondary school environment

Shona McIntosh


Archive | 2018

International perspectives from individual experiences - how does that work?

Shona McIntosh


Archive | 2018

A-levels vs the International Baccalaureate: which makes a more rounded student?

Shona McIntosh


Journal of Research in International Education | 2018

Book Review: Empowering Learning: the importance of being experientialEmpowering Learning: the importance of being experiential by PritchardMalcolmWoodbridge: John Catt Educational, 2017

Shona McIntosh


Archive | 2017

The impact of Creativity, Action, Service (CAS) on students and communities

Mary Hayden; Anthony Hemmens; Shona McIntosh; Andrés Sandoval-Hernández; John Thompson


Journal of Research in International Education | 2017

Book Review: The Creativity Challenge: how we can recapture American innovation by K.H. Kim

Shona McIntosh


Images of Research Competition | 2017

Learning through experience: including zumba

Shona McIntosh; Mary Hayden; Jeff Thompson; Andrés Sandoval-Hernández


50th Anniversary Conference Department of Education, Bath | 2017

A holistic approach to developing an international perspective: insights from the Impact of CAS study

Shona McIntosh

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Andrew Stables

University of Roehampton

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