Number of items: 63.
Article
Sandhu, S., Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M.
(2023)
School history, identity and ethnicity: an examination of the experiences of young adults in England.
Journal of Curriculum Studies.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220272.2023.2184212
Wilson-Daily, A. E., Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J.
(2022)
Revisiting past experiences of LGBTQ+-identifying students:
an analysis framed by the UN’s Sustainable Development Goals.
Sustainability, 14 (23).
16213.
ISSN 2071-1050
doi: https://doi.org/10.3390/su142316213
Hazir, O., Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I.
ORCID: https://orcid.org/0000-0003-0072-3316
(2022)
The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency.
The Cambridge Journal of Education.
ISSN 1469-3577
doi: https://doi.org/10.1080/0305764X.2022.2086216
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G.
(2022)
‘I just want to feel like I’m part of everyone else.’ How schools unintentionally contribute to the isolation of students who identify as LGBT+.
The Cambridge Journal of Education, 52 (2).
pp. 155-173.
ISSN 1469-3577
doi: https://doi.org/10.1080/0305764X.2021.1965091
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2021)
Where are we and where are we going? A reflection on current issues in the history curriculum.
Teaching History, 185.
pp. 60-68.
ISSN 0040-0610
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G.
(2021)
Exploring the secondary school experience of LGBT+ youth: an examination of school culture and school climate as understood by teachers and experienced by LGBT+ students.
Intercultural Education, 32 (4).
pp. 368-385.
ISSN 1469-8439
doi: https://doi.org/10.1080/14675986.2021.1889987
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2021)
Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?
Journal of Curriculum Studies, 53 (5).
pp. 659-674.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220272.2021.1884294
Weber, S. and Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2020)
‘[N]ow I can be a poetic writer’: using action research as a way of reclaiming and implementing professional values in the primary school.
Educational Action Research, 30 (1).
pp. 3-21.
ISSN 1747-5074
doi: https://doi.org/10.1080/09650792.2020.1788621
Harris, R., Courtney, L., Ul-Abadin, Z. and Burn, K.
(2020)
Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment.
Research Papers in Education, 35 (2).
pp. 228-248.
ISSN 1470-1146
doi: https://doi.org/10.1080/02671522.2019.1568528
Harris, R. and Graham, S.
(2019)
Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change.
Journal of Curriculum Studies, 51 (1).
pp. 43-61.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220272.2018.1513570
Harris, R. and Ormond, B.
(2019)
Historical knowledge in a knowledge economy – what types of knowledge matter?
Educational Review, 71 (5).
pp. 564-580.
ISSN 1465-3397
doi: https://doi.org/10.1080/00131911.2018.1462764
Harris, R. and Bilton, H.
(2019)
Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach.
The Cambridge Journal of Education, 49 (1).
pp. 69-91.
ISSN 1469-3577
doi: https://doi.org/10.1080/0305764X.2018.1442416
Harris, R. and Reynolds, R.
(2018)
Exploring teachers’ curriculum decision making: insights from history education.
Oxford Review of Education, 44 (2).
pp. 139-155.
ISSN 0305-4985
doi: https://doi.org/10.1080/03054985.2017.1352498
Harris, R. and Burn, K.
(2016)
English history teachers’ views on what substantive content young people should be taught.
Journal of Curriculum Studies, 48 (4).
pp. 518-546.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220272.2015.1122091
Harris, R. and Reynolds, R.
(2014)
The history curriculum and its personal connection to students from minority ethnic backgrounds.
Journal of Curriculum Studies, 46 (4).
pp. 464-486.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220272.2014.881925
Harris, R.
(2013)
The place of diversity within history and the challenge of policy and curriculum.
Oxford Review of Education, 39 (3).
pp. 400-419.
ISSN 0305-4985
doi: https://doi.org/10.1080/03054985.2013.810551
Harris, R., Burn, K. and Downey, C.
(2012)
History education in comprehensive schools: using school level data to interpret national patterns.
Oxford Review of Education, 38 (4).
pp. 413-436.
ISSN 0305-4985
doi: https://doi.org/10.1080/03054985.2012.707614
Harris, R.
(2012)
‘Purpose’ as a way of helping white trainee history teachers
engage with diversity issues.
Education Sciences, 2 (4).
pp. 218-241.
ISSN 2227-7102
doi: https://doi.org/10.3390/educsci2040218
Harris, R. and Haydn, T.
(2012)
What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK.
Research Papers in Education, 27 (1).
pp. 81-101.
ISSN 1470-1146
doi: https://doi.org/10.1080/02671520903513217
Harris, R. and Burn, K.
(2011)
Curriculum theory, curriculum policy and the problem of ill-disciplined thinking.
Journal of Education Policy, 26 (2).
pp. 245-261.
ISSN 1464-5106
doi: https://doi.org/10.1080/02680939.2010.498902
Harris, R. and Clarke, G.
(2011)
Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers.
The Cambridge Journal of Education, 41 (2).
pp. 159-175.
ISSN 1469-3577
doi: https://doi.org/10.1080/0305764X.2011.572863
Harris, R.
(2011)
Learning how to be a teacher: lessons the government needs to learn.
Prospero, 17 (3).
pp. 28-33.
ISSN 1358-6785
Haydn, T. and Harris, R.
(2010)
Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK.
Journal of Curriculum Studies, 42 (2).
pp. 241-261.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220270903403189
(special issue: National history and beyond—part two )
Harris, R. and Haydn, T.
(2009)
'30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry.
Teaching History, 134.
pp. 27-35.
ISSN 0040-0610
Haydn, T. and Harris, R.
(2009)
Children’s ideas about what it means ‘to get better’ at history: a view from the United Kingdom.
International Journal of Historical Learning, Teaching and Research, 8 (2).
pp. 26-39.
ISSN 1472-9466
Harris, R. and Haydn, T.
(2008)
Children's ideas about school history and why they matter.
Teaching History, 132.
pp. 40-49.
ISSN 0040-0610
Harris, R. and Rea, A.
(2006)
Making history meaningful: helping pupils to see why history matters.
Teaching History, 125.
pp. 28-36.
ISSN 0040-0610
Harris, R.
(2006)
Editorial. Citizenship education.
Prospero, 12 (3).
pp. 3-5.
ISSN 1358-6785
Harris, R. and Haydn, T.
(2006)
Pupils' enjoyment of history: what lessons can teachers learn from their pupils?
Curriculum Journal, 17 (4).
pp. 315-333.
ISSN 1469-3704
doi: https://doi.org/10.1080/09585170601072544
Harris, R.
(2005)
Does differentiation have to mean different?
Teaching History, 118.
pp. 5-12.
ISSN 0040-0610
Harris, R. and Ratcliffe, M.
(2005)
Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'collapsed day' project?
The Curriculum Journal, 16 (4).
pp. 439-453.
ISSN 1469-3704
doi: https://doi.org/10.1080/09585170500384396
Ratcliffe, M., Harris, R. and McWhirter, J.
(2004)
Teaching ethical aspects of science - is cross-curricular collaboration the answer?
School Science Review, 86 (315).
pp. 39-44.
ISSN 0036-6811
Harris, R. and Foreman-Peck, L.
(2004)
'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum.
International Journal of Historical Learning, Teaching and Research, 4 (2).
pp. 1-14.
ISSN 1472-9466
Harris, R.
(2003)
Empathy and history teaching: an unresolved dilemma?
Prospero, 9 (1).
pp. 31-38.
ISSN 1358-6785
Harris, R. and Kitson, A.
(2002)
Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit.
Teaching History, 109.
pp. 27-35.
ISSN 0040-0610
Harris, R. and Foreman-Peck, L.
(2001)
Learning to teach history writing: discovering what works.
Educational Action Research, 9 (1).
pp. 97-109.
ISSN 1747-5074
doi: https://doi.org/10.1080/09650790100200141
Harris, R.
(2001)
Why essay writing remains central to learning history at AS level.
Teaching History, 103.
pp. 13-16.
ISSN 0040-0610
Harris, R.
(2000)
An action research project to improve the quality of A level history essay writing.
Prospero, 6 (3 & 4).
pp. 65-69.
ISSN 1358-6785
Book or Report Section
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2021)
Disciplinary knowledge denied?
In: Chapman, A. (ed.)
Knowing History in Schools: Powerful knowledge and the powers of knowledge.
Knowledge and the curriculum.
UCL Press, London, pp. 97-128.
ISBN 9781787357327
doi: https://doi.org/10.14324/111.9781787357303
Harris, R.
(2017)
British values, citizenship and the teaching of history.
In: Davies, I. (ed.)
Debates in history teaching. 2nd edition.
Routledge, Abingdon, pp. 180-190, 306 pp..
ISBN 9781138187597
Harris, R.
(2017)
Exploring youth civic engagement: a view from England.
In: Broom, C. (ed.)
Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective.
Palgrave studies in global citizenship education and democracy.
Palgrave Macmillan, New York, pp. 37-58.
ISBN 9781137565327
doi: https://doi.org/10.1057/978-1-137-56533-4
Harris, R. and Lazar, I.
(2011)
Overcoming resistance.
In: Huber, J. and Mompoint-Gaillard, P. (eds.)
Teacher education for change: the theory behind the council of Europe Pestalozzzi programme.
Pestalozzi (1).
Council of Europe, Strasbourg, pp. 91-104.
ISBN 9789287170200
Harris, R. and Lazar, I.
(2011)
Ways to bring about change.
In: Huber, J. and Mompoint-Gaillard, P. (eds.)
Teacher education for change: the theory behind the council of Europe Pestalozzzi programme.
Pestalozzi (1).
Council of Europe, Strasbourg, pp. 105-116.
ISBN 9789287170200
Harris, R.
(2010)
Citizenship and history - uncomfortable bedfellows?
In: Davies, I. (ed.)
Debates in history teaching.
The Debates in Subject Teaching.
Routledge, London, pp. 186-196.
ISBN 9780415571623
Ratcliffe, M., Harris, R. and McWhirter, J.
(2005)
Cross-curricular collaboration in teaching social aspects of genetics.
In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.)
Research and the Quality of Science Education.
Springer, Netherlands, pp. 77-88.
ISBN 9781402036729
Report
Burn, K. and Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515,
(2021)
Historical Association survey of history in secondary schools in England 2021.
Historical Association Secondary Survey 2021.
Report.
Historical Association
pp46.
Burn, K. and Harris, R.,
(2011)
History in secondary schools 2011 survey.
Report.
The Historical Association
Burn, K. and Harris, R.,
(2010)
2010 Survey into History Teaching.
Report.
The Historical Association
Burn, K. and Harris, R.,
(2009)
Historical Association survey of history in English secondary schools.
Report.
The Historical Association
Conference or Workshop Item
Harris, R., Cain, T. and Kinchin, G. D.
(2011)
Teacher research: transforming practice or re-arranging the deckchairs?
In: British Educational Research Association Conference, 6-8 September 2011, London.
(Unpublished)
Harris, R.
(2010)
Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum.
In: British Educational Research Association, 1-4 September 2010.
(Unpublished)
Harris, R.
(2010)
Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum.
In: History Teacher Educator Network Conference, 19-20 July 2010, Newport.
(Unpublished)
Bhopal, K., Harris, R. and Rhamie, J.
(2009)
‘Race’, diversity and inclusion: student perspectives.
In: ECER Annual Conference, 28-30September 2009, Vienna.
(Unpublished)
Bhopal, K., Harris, R. and Rhamie, J.
(2009)
Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis.
In: BERA Annual Conference, 2-5 September 2009, Manchester.
(Unpublished)
Haydn, T. and Harris, R.
(2009)
What factors influence pupils' commitment to history as a school subject? A view from the United Kingdom.
In: American Educational Research Association Annual Meeting (AERA 2009), 13 - 18 April 2009, San Diego.
(Unpublished)
Harris, R. and Haydn, T.
(2008)
Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view.
In: American Educational Research Association (AERA 2008), Mar 2008, NY.
(Unpublished)
Harris, R. and Hatdn, T.
(2007)
Getting pupils to 'see the point' of school subjects: history, a case study.
In: ECER 2007, 18-22 September 2007, Belguim.
(Unpublished)
Harris, R. and Haydn, T.
(2007)
Getting pupils to 'see the point' of school subjects: history, a case study.
In: BERA Annual Conference 2007, 5-8 September 2007, London.
(Unpublished)
Harris, R. and Haydn, T.
(2006)
Pupil perceptions of history as a school subject.
In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva.
(Unpublished)
Book
Harris, R., Burn, K. and Woolley, M.
(2014)
The guided reader to teaching and learning in history.
Routledge, London.
ISBN 9780415503440
Harris, R., Harrison, S. and McFahn, R.
(2011)
Cross-curricular teaching and learning in the secondary school...humanities: history, geography, religious studies and citizenship.
Cross-Curricular Teaching and Learning in....
Routledge, London, pp163.
ISBN 9780415561891
Harris, R. and Luff, I.
(2004)
Meeting SEN in the curriculum: History.
Meeting SEN in the Curriculum.
David Fulton, London, pp160.
ISBN 9781843121633
Thesis
Harris, R.
(2010)
An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course.
PhD thesis, University of Southampton.
This list was generated on Thu Jun 1 10:24:04 2023 UTC.