K. Ecclestone

Education · 2001–2019

A researcher in the Science corpus: 8 papers; trusts 15 researchers and is trusted by 15 researchers here, as inferred from the citation graph.

Subfields

• Education — 20 citations into it; #2,190 of 11,309 by trust here, #5,377 by citations
• Social Psychology — 19 citations into it; #8,780 of 15,694 by trust here, #9,333 by citations
• Clinical Psychology — 9 citations into it; #4,133 of 8,024 by trust here, #4,742 by citations
• Sociology and Political Science — 6 citations into it; #19,506 of 22,756 by trust here, #20,051 by citations
• Cognitive Neuroscience — 5 citations into it

Whom K. Ecclestone trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Helen Colley
2. N. Emler
3. K. Weare
4. R. Layard
5. Martin E. P. Seligman
6. Paul Dolan
7. Val Gillies
8. Claire Moon
9. James J. Butler
10. B. Francis

Who trusts K. Ecclestone overall

1. Sue Bloxham *
2. K. Kristjánsson
3. Terry Hyland
4. K. Weare
5. S. Clegg
6. Michalinos Zembylas
7. T. Hussey
8. P. Sutton
9. J. Daniels
10. D. Hayes

Papers from K. Ecclestone's perspective

Ordered by how strongly the researchers K. Ecclestone trusts endorse each paper. Same corpus, a different order for every researcher.

1. Measuring Subjective Wellbeing for Public Policy: Recommendations on Measures
2. Therapy Culture: Cultivating Vulnerability in an Uncertain Age
3. Measuring subjective well-being for public policy
4. LEARNING OR THERAPY? THE DEMORALISATION OF EDUCATION
5. Emotional Intelligence: Science and Myth
6. Positive education: positive psychology and classroom interventions
7. The validity of collaborative assessment for learning
8. To Be Human
9. Developing the Emotionally Literate School
10. Gender Trouble: Feminism and the Subversion of Identity

Their papers

• The Dangerous Rise of Therapeutic Education (2019) — 696 citations
• Resisting images of the ‘diminished self’: the implications of emotional well‐being and emotional engagement in education policy (2007) — 101 citations
• Changing the subject: the educational implications of developing emotional well‐being (2009) — 118 citations
• Governing emotionally vulnerable subjects and ‘therapisation’ of social justice (2015) — 111 citations
• From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’ (2012) — 107 citations
• Learning styles and pedagogy in post-16 learning (2004) — 501 citations
• LEARNING OR THERAPY? THE DEMORALISATION OF EDUCATION (2004) — 137 citations
• 'I know a 2:1 when I see it': Understanding criteria for degree classifications in franchised university programmes (2001) — 129 citations