Journals
Occasional Papers in Education and Lifelong Learning (OPELL): an international journal
Editors:
Dr James Ogunleye FRSA, Middlesex University, United Kingdom
Professor Patrick Ainley, University of Greenwich, United Kingdom
Occasional Papers in Education and Lifelong Learning is a peer-refereed journal with international readership and authorship. It focuses on education and lifelong learning and in areas connected to the work of the Department of Education (until 2007, School of Lifelong Learning and Education) at Middlesex University. The journal publishes original research and papers that discuss, analyse or evaluate policies, or those that disclose relevant gaps in existing research. One of the aims of the Occasional Papers series is to provide a vehicle for original scholarly work in the fields of education and lifelong learning, as well as be a major repository for papers dealing with the same fields.
See guidelines for contributors.
Journal 2011 (ISBN 978-1-85924-261-2)
Contents
James Ogunleye & Patrick Ainley. Editorial. ‘Tradition of publishing diverse and varied collections of papers in education and lifelong learning’
Sheena Bell. Supporting adults with dyslexia by creating community groups: an examination of three models of provision in the voluntary sector.
Mah-E-Rukh Ahmed. A cross-national study of initial teacher education in England and Pakistan.
Gordon O. Ade-Ojo & Mike Adeyeye. Epistemic groundings for the role of Literacy in sustainable development at the level of local governance.
Shamaas Gul Khattak. Feminism in education: historical and contemporary issues of gender inequality in higher education.
James Ogunleye. Preparing learners for the workplace in Europe: vocational education and training in France and Ireland.
Marta Anczewska, Joanna Roszczynska-Michta & Piotr Swtaj. Organizational barriers which might hinder service users’ social inclusion.
Gordon O. Ade-Ojo, Richard G. Berlach & Ana Canen. Emerging themes, frameworks and underpinning values from the Special International Roundtable on Higher Education, Lifelong Learning and Social Inclusion: Common interests, uncommon goals.
Charl C. Wolhuter. Reminiscences of and Reflections of Comparative Education and History of Education Thematic Sessions.
2010 Journal (ISBN 978-1-85924-251-3)
Contents
Patrick Ainley & James Ogunleye. Editorial. ‘Confronting pedagogic problems in rapidly changing and diverse contexts.’
Fokion Georgiadis & Apostolos Zisimos. South/North ‘dichotomies’ of lifelong learning discourses: traditionalism versus modernism in Greek and Danish adult education policies.
Gertrude Shotte. Teachers and researchers: dialectical co-habitants in a ‘disconnected space’?
Hilary Engward. Exploring undergraduate student nurses situated experiences of ethics: Centring students through story discussions.
Nelly P. Stromquist. Literacy and empowerment—evidence of the link and its implications for action.
Efua Irene Amenyah, Etienne Bourgeois & Mariane Frenay. Related cost value, engagement in learning activities and drop out in adult literacy classes.
Hakan Usakli. Recurrent issues in the moral development of children and the need for a new approach.
Goran Livazovic. Leisure-time media and children’s academic achievement.
Marie J. Myers. Developing professional competence through re-alignment of knowledge.
James Ogunleye. Dimensions of teachers’ verbal interaction in the classroom: a comparative English study.
2009 Journal (ISBN 978-1-85924-246-9)
Contents
Patrick Ainley & James Ogunleye. Editorial. Neo-liberalism, Education and Lifelong Learning
Mina O’Dowd. Supranational Regimes and Their Influence on Education
Gillian L.S. Hilton. Collaboration Across EU Boundaries: The Use of The ‘Foreign Expert’ in Aiding Improvement in Teacher Education
Marta Anczewska and Peter Ryan. Lifelong Learning and Recovery: An Account From the Perspective of the EMILIA Project
Gertrude Shotte. The Inclusion/Exclusion Saga: Two Peas in a Pod?
Sylvia Van De Bunt-Kokhuis. East meets West in Talent Diversity
Gordon O. Ade-Ojo. Socializing Young Literacy Learners into a Discourse of Failure: Dominant Discourses in Literacy Teaching and Assessment and their Impact on the Progression of Young Literacy Learners into Employment
Zlatko Nedelko. Students’ Readiness to Use E-literature in Traditional Classroom Education: A Case StudyZLATKO NEDELKO. Students’ Readiness to Use E-literature in Traditional Classroom Education: A Case Study
Tijana Balic and Ksenija Romsterin. Reflection on Practice as a Lifelong Learning Process: A Survey of the Views of Croatian Preschool Student Teachers
James Ogunleye. College Leaders’ Conceptions of Creativity and its Application to English Further Education
