K. Ecclestone

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Transforming Formative Assessment in Lifelong Learning

K. Ecclestone, Judith Gawn, Jennie Davies, 2010 .

Learning styles and pedagogy in post-16 learning

K. Ecclestone, Franck Coffield, David Moseley, 2004 .

Lost and found in transition: Educational implications of concerns about ‘identity’, ‘agency’ and ‘structure’

K. Ecclestone, 2009 .

Challenge and change in further education: a commentary by the Teaching and Learning Research Programme

K. Ecclestone, Alan Brown, S. Jones, 2008 .

Emotionally‐vulnerable subjects and new inequalities: the educational implications of an ‘epistemology of the emotions’

K. Ecclestone, 2011 .

Book reviews

I. Finlay, J. Crowther, K. Ecclestone, 2010 .

Empowerng or Ensnaring?: The Implications of Outcome‐based Assessment in Higher Education

Kathryn Ecclestone, K. Ecclestone, 1999 .

On the frontline or at the margins? finding a place in post-compulsory research

K. Ecclestone, 1997 .

Changing the subject: the educational implications of developing emotional well‐being

K. Ecclestone, D. Hayes, 2009 .

Affect: knowledge, communication, creativity and emotion

K. Ecclestone, D. Hayes, 2008 .

Is emotional restraint a healthy response to adversity?

K. Ecclestone, Ben Robinson, Sarah G. Wheeler, 2014, BMJ : British Medical Journal.

The impact of different modes of assessment on achievement and progress in the learning and skills sector

K. Ecclestone, Helen Colley, Harry Torrance, 2005 .

The Many Faces of Vulnerability

K. Ecclestone, N. Emmel, K. Brown, 2017, Social Policy and Society.

From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’

K. Ecclestone, 2012 .

Emotional well-being in education policy and practice: the need for interdisciplinary perspectives and a sociological imagination

K. Ecclestone, 2012 .

‘Straitjacket’ or ‘springboard for sustainable learning’? The implications of formative assessment practices in vocational learning cultures

K. Ecclestone, J. Davies, 2008 .

The Dangerous Rise of Therapeutic Education

K. Ecclestone, D. Hayes, 2019 .

Euston Road and the ivory towers: the impact of the GNVQ research industry

K. Ecclestone, 1998 .

Vulnerability and young people: care and social control in policy and practice

K. Ecclestone, 2017 .

Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings

K. Ecclestone, C. Rawdin, Clare Rawdin, 2016, Social and Emotional Learning.

A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes

P. Black, K. Ecclestone, J. Sebba, 2004 .

Silence in schools

K. Ecclestone, 2013 .

'I know a 2:1 when I see it': Understanding criteria for degree classifications in franchised university programmes

Kathryn Ecclestone, K. Ecclestone, 2001 .

Behaviour change policy agendas for ‘vulnerable’ subjectivities: the dangers of therapeutic governance and its new entrepreneurs

K. Ecclestone, 2017 .

The impact of Advanced level GNVQ assessment policy on further education students' autonomy and motivation

K. Ecclestone, 2001 .

Political and educational springboard or straitjacket? Theorising post/human subjects in an age of vulnerability

K. Ecclestone, D. Goodley, 2016 .

Changing the Subject of Education? A Critical Evaluation of ‘Vulnerability Creep’ and its Implications

K. Ecclestone, 2017, Social Policy and Society.

Interventions for resilience in educational settings: challenging policy discourses of risk and vulnerability

K. Ecclestone, L. Lewis, 2014 .

From NVQs to ‘Policy Scholarship’: evolving a research agenda for post‐compulsory professional development

K. Ecclestone, 1995 .

Governing emotionally vulnerable subjects and ‘therapisation’ of social justice

K. Ecclestone, Kristiina Brunila, 2015 .

Resisting images of the ‘diminished self’: the implications of emotional well‐being and emotional engagement in education policy

K. Ecclestone, 2007 .

Knowing me, knowing you: The rise of therapeutic professionalism in the education of adults

K. Ecclestone, D. Hayes, Frank Furedi, 2005 .

LEARNING OR THERAPY? THE DEMORALISATION OF EDUCATION

K. Ecclestone, 2004 .

‘Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning

K. Ecclestone, J. Pryor, 2003 .

Getting emotional: a critical evaluation of recent trends in the development of school leaders

K. Ecclestone, M. Morrison, 2011 .

Commitment, compliance and comfort zones: the effects of formative assessment on vocational education students’ learning careers

Kathryn Ecclestone, K. Ecclestone, 2007 .

Learning Autonomy in Post-16 Education: The Policy and Practice of Formative Assessment

Kathryn Ecclestone, K. Ecclestone, 2003 .

Bewitched, bothered and bewildered: a policy analysis of the GNVQ assessment regime 1992–2000

K. Ecclestone, 2000 .

Promoting Social Capital in a 'Risk Society': A new approach to emancipatory learning or a new moral authoritarianism?

Kathryn Ecclestone, John Field, K. Ecclestone, 2003 .

Care or Control?: Defining Learners' Needs for Lifelong Learning

K. Ecclestone, 1999 .

Alternative perspectives on learning outcomes: challenges for assessment

P. Black, K. Ecclestone, M. James, 2008 .

Vulnerability and Wellbeing in Educational Settings: The Implications of a Therapeutic Approach to Social Justice

K. Ecclestone, 2015 .

Transitions in the lifecourse: the role of identity, agency and structure

Kathryn Ecclestone, Martin Hughes, Gert Biesta, 2009 .

Transitions and learning through the lifecourse

K. Ecclestone, G. Biesta, M. Hughes, 2010 .

Assessment of Significant Learning Outcomes.

Richard Daugherty, Paul Black, Kathryn Ecclestone, 2011 .

CAN A RULES-BASED MODEL ILLUMINATE RESILIENCE MECHANISMS?

K. Ecclestone, P. Lund, L. Lewis, 2015 .

Improving lecturers' assessment practice in higher education: a problem-based approach

Kathryn Ecclestone, K. Ecclestone, J. Swann, 1999 .

The therapeutic workplace

K. Ecclestone, D. Hayes, 2009, The Dangerous Rise of Therapeutic Education.

Exploring the roles of creative arts adult community learning and participatory arts initiatives

K. Ecclestone, J. Tew, H. Spandler, 2016 .

Critical comments

K. Ecclestone, D. Hayes, Daphne Loads, 2007 .

Education training and the future of work II.

K. Ecclestone, 1999 .

The concept of resilience and implications for interventions in schools

K. Ecclestone, E. Ormerod, L. Lewis, 2020 .

Developing Self-Esteem and Emotional Well-Being--Inclusion or Intrusion?.

K. Ecclestone, 2004 .

An identity crisis? Using concepts of ‘identity’, ‘agency’ and ‘structure’ in the education of adults

K. Ecclestone, 2007 .

Learning in a comfort zone: cultural and social capital inside an outcome‐based assessment regime

K. Ecclestone, 2004 .

Lost and found in transition : the implications of ‘ identity ’ , ‘ agency ’ and ‘ structure ’ for educational goals and practices

K. Ecclestone, 2008 .

Formative Assessment in Adult Literacy, Language and Numeracy: A Rough Guide to Improving Teaching and Learning

Kathryn Ecclestone, Jay Derrick, Judith Gawn, 2009 .

The Reflective Practitioner: Mantra or a Model For Emancipation?

K. Ecclestone, 1996 .

Litigation and Learning: Tensions in improving university lecturers' assessment practice

Kathryn Ecclestone, K. Ecclestone, J. Swann, 1999 .

Assessment in Vocational Education

K. Ecclestone, 2010 .

Instrumental or Sustainable Learning? The Impact of Learning Cultures on Formative Assessment in Vocational Education

K. Ecclestone, 2009 .