Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Professor Jeremy Higham's Publications

Books

  • Higham JJS, Curriculum Change: General National Vocational Qualifications (Post-14 Research Group, University of Leeds, 2002), 148p

  • Sharp PR, Higham JJS, Yeomans DJ, Daniels DM, Working Together: the independent/state school partnerships scheme (Post-14 Research Group, University of Leeds, 2001), 40p

Journal Articles

  • Farnsworth VL, Higham JJS, ‘Teachers who teach their practice: the modulation of hybridised professional teacher identities in work-related educational programmes in Canada’, Journal of Education and Work, 25.4 (2012), 473-505
    DOI: 10.1080/13639080.2012.708726

  • Higham JJS, Farnsworth VL, ‘What makes a course vocational? School-based work-related programmes in Canada in dialogue with a community of practice’, Journal of Education and Work, 25.4 (2012), 443-471
    DOI: 10.1080/13639080.2012.708728

  • Higham JJS, Yeomans DJ, ‘Thirty years of 14-19 education and training in England: reflections on policy, curriculum and organisation’, London Review of Education, 9.2 (2011), 217-230
    DOI: 10.1080/14748460.2011.585883

  • Higham JJS, Yeomans DJ, ‘Working Together? Partnership approaches to 14-19 education in England’, British Educational Research Journal, 36.3 (2010), 379-401
    DOI: 10.1080/01411920902960962

  • Higham JJS, Yeomans DJ, ‘Curriculum Choice, Flexibility and Differentiation 14-19: the way forward or flawed prospectus?’, London Review of Education, 5.3 (2007), 281-297
    DOI: 10.1080/14748460701661336

  • Higham JJS, ‘Curriculum change: a study of the implementation of General National Vocational Qualifications’, Curriculum Journal, 14.3 (2003), 327-350
    DOI: 10.1080/0958517032000137649

  • Higham JJS, Sharp PR, Machin D, Wilson MD, ‘Managing Improvement in the 16-19 Curriculum through Student Monitoring and Target Setting: a critical evaluation’, Journal of Educational Administration and History, 34.1 (2002), 36-50

  • Higham JJS, Sharp PR, Machin D, Wilson MD, ‘Academic progress in the 16–19 curriculum: some senior staff perceptions of current monitoring systems and operational procedures’, Curriculum Journal, 12.1 (2001), 59-80
    DOI: 10.1080/09585170122610

  • Higham JJS, Sharp PR, Priestley M, ‘Developing Diversity Through Specialisation in Secondary Education: comparing approaches in New Zealand and England’, Compare, 30.2 (2000), 145-162

  • Priestley M, Higham JJS, Sharp PR, ‘Local Innovation or Government Initiative? Curriculum Specialization in New Zealand's Education Quasi-Market’, New Zealand Journal of Educational Studies, 35.1 (2000), 61-77

  • Higham JJS, ‘Information Technology in Modern Language Teaching’, Studies in Modern Languages Education, 4 (1996), pp.78

Chapters

  • Higham JJS, Kremer H-H, Yeomans DJ, ‘Exploring intermediate vocational education and training for 16-19-year-olds in Germany and England’, in The Architecture of Innovative Apprenticeship, ed. by Deitmer L and others (Heidelberg: Springer, 2013), 39-50
    DOI: 10.1007/978-94-007-5398-3

  • Higham JJS, Yeomans DJ, ‘Policy Memory and Policy Amnesia in 14-19 Education: learning from the past?’, in Policy Making and Policy Learning in 14-19 Education, ed. by Raffe D and Spours K (Institute of Education, University of London, 2007), 33-60

Reports

  • Higham JJS, Yeomans DJ, Report on Baseline Provision and Participation in Cohort Three Schools, (London: Specialist Schools and Academies Trust, 2008)

  • Higham JJS, Yeomans DJ, An Interim Report on the Evaluation of the Applied Learning Specialism Programme: Case Study Visits 2007-2008, (London: Specialist Schools and Academies Trust, 2008)

  • Higham JJS, Yeomans DJ, Evaluation of the Vocational Specialist Schools Programme: Annual Report 2007, (London: Specialist Schools and Academies Trust, 2007)

  • Higham JJS, Yeomans DJ, 14-19 Pathfinders: collaborative approaches to education and training, (London: DfES, 2006), 147-166

  • Higham JJS, Yeomans DJ, Emerging Provision and Practice in 14-19 Education and Training: A report on the evaluation of the Third Year of the 14-19 Pathfinder Initiative, in Research Report 737, (DfES, 2006)

  • Higham JJS, Yeomans DJ, Collaborative Approaches to 14-19 Provision: an Evaluation of the Second Year of the 14-19 Pathfinder Initiative, (DfES Publications, 2005)

  • Higham JJS, Yeomans DJ, Collaborative Approaches to 14-19 Provision, (London: DfES, 2005)

  • Higham JJS, Haynes GS, Wragg CM, Yeomans DJ, 14-19 Pathfinders: an evaluation of the first year, (DfES, 2004)

  • Higham JJS, Haynes GS, Wragg CM, Yeomans DJ, 14-19 Pathfinders: an evaluation of the first year - executive summary, in Research Brief series, (DfES, 2004)

  • Higham JJS, Continuity and Discontinuity in the '14-19 Curriculum, (Nuffield Foundation, 2004)

  • Higham JJS, Sharp PR, Yeomans DJ, Changing the 14-19 School Curriculum in England: lessons from successive reforms, (University of Leeds, 2002)

  • Yeomans DJ, Higham JJS, Sharp PR, The Impact of the Specialist Schools Programme: Case Studies, in DfEE Research Reports RR197, (DfEE, 2000)

  • Higham JJS, Sharp PR, Machin D, The Monitoring of Academic Progress 16-19, (University of Leeds, 14-19 Research Group, 2000)

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