Professor Mark Pike's Publications
(2006) Citizenship and Moral Education: values in action. Routledge Falmer.
(2004) Spirituality, Literature and Literacy-Special Issue of the Internatioanl Journal of Children's Spirituality. 2. Cerfax Publishing Taylor and Francis Group.
(2003) Teaching Secondary English. Paul Chapman Publications.
(2011) “Human Rights, Citizenship and Religious Education’”, Debates in Religious Education. London: Routledge.
(2011) “Ethics and Citizenship Education’”, Debates in Citizenship Education, Arthur J (eds.). London: Routledge.
“Reading and Responding to Biblical Texts in a Christian School: aesthetic distance and the spiritual journey”, Spiritual Education – literary, empirical and pedagogic approaches, Ota C (eds.). 2005: Brighton, Sussex Academic Press.
(2012) “Towards an Ethical Ecology of International Service Learning”, Journal of Curriculum Studies. iFirst: 1-25.
(2011) “The value of christian-ethos schooling for secular students”, Journal of Research on Christian Education. 20.2: 138-154.
Globally, many Christian organizations seek to serve communities by providing schooling and education for children and young people who are not necessarily Christian. This article may inform the work of such Christian organizations as it reports findings from a funded research project that investigated three schools in England with a Christian ethos that provide education for largely secular students, many of whom live in areas characterized by social and economic deprivation and also educational underachievement. Analysis of findings from observations, transcripts of focus groups with students, and an anonymous survey of more than 500 children age 14 years and more than 300 teachers in three schools are reported. Drawing on this data, an assessment is made of the value of Christian ethos schooling for students who are, in this case, predominantly secular. Answers are sought to questions concerning how such schools can legitimately provide comprehensive, rather than limited, approaches to moral and character education. This article evaluates the central place of the core values and character education of the schools described here, which are widely endorsed by their secular students and also underpinned by Judeo-Christian sources. © Taylor & Francis Group.
(2011) “Developing as an Ethical English Teacher: Valuing the Personal and Poetic in Professional Learning”, ENGL EDUC-UK. 45.3: 224-235.
(2011) “Reading research on core values, Christian ethos and school transformation at England's most improved academy: a reply to Bragg, Allington, Simmons and Jones”, OXFORD REVIEW OF EDUCATION. 37.4: 567-570.
(2011) “Reading research on core values, Christian ethos and school transformation”, Oxford Review of Education.
(2011) “Ethical English Teaching and Citizenship Education: Promoting Democratic Values or the Tao?”, Changing English: studies in culture and education.
(2011) “Christian schooling for secular students”, Journal of Research in Christian Education. 20. : 1-17.
(2010) “Christianity and character education: faith in core values?”, J BELIEFS VALUES. 31.3: 311-321.
(2010) “A tale of two schools: comparing and contrasting Jacobus Fruytier Scholengemeenschap in the Netherlands and Bradford Christian School in England”, Journal of Beliefs & Values: Studies in Religion & Education. 31.2: 181-190.
(2010) “Transaction and transformation at Trinity: private sponsorship, core values and Christian ethos at England's most improved academy”, OXFORD REV EDUC. 36.6: 749-765.
(2010) “Faith schools in the twenty-first century”, EDUC REV. 62.2: 243-245.
(2009) “Judeo-Christian Sources of Character Education: Learning from England's Most Academically Improved Academy”, Journal of Research in Character Education. 7.1: 25-40.
(2009) “The Emmanuel Schools Foundation: Sponsoring transformation in England’s most improved academy”, Management in Education. 23.3: 139-144.
(2009) “Religious freedom and rendering to Caesar: reading democratic and faith-based values in curriculum, pedagogy and policy”, OXFORD REV EDUC. 35.2: 133-146.
(2008) “Faith in citizenship? On teaching children to believe in liberal democracy”, BRIT J RELIG EDUC. 30.2: 113-122.
(2008) “Reading the signs of the times: semiotic engagement for ethical learning?”, Journal of Curriculum Studies, Westbury I (eds.). 40.4: 541-550.
(2007) “Values and visibility: the implementation and assessment of citizenship education in schools”, EDUC REV. 59.2: 215-229.
(2007) “The state and citizenship education in England: a curriculum for subjects or citizens?”, J CURRICULUM STUD. 39.4: 471-489.
(2007) “Transactional Reading as Spiritual Investment”, Journal of Education and Christian Belief. 11.2: 83-89.
(2006) “From Beliefs to Skills: The secularization of literacy and the moral education of citizens”, Journal of Beliefs and Values - studies in religion and education. 27.3: 281-289.
(2006) “Measuring the Inner Light: Assessing Creativity and Spirituality in English”, The Use of English. 57.3: 214-222.
(2005) “The Challenge of Christian Schooling in Secular Society”, Journal of Research on Christian Education. 13.2: 149-166.
(2005) “Citizenship Education and Faith Schools: What should children in Christian schools understand and appreciate about a liberal and secular society?”, Journal of Education & Christian Belief. 9.1: 35-46.
(2004) “Aesthetic Teaching”, Journal of Aesthetic Education. 38.2: 20-37.
(2004) “Spirituality, Literature and Literacy - Special Issue”, International Journal of Children's Spirituality. 9.2: 1-x.
(2004) “Well-being through reading: drawing upon literacy and literature in children's spiritual education”, International Journal of Children's Spirituality. 9.2: 155-162.
(2003) “From personal to social transaction: A model of aesthetic reading in the classroom”, Journal of Aesthetic Education. 37.2: 61-72.
(2003) “The canon in the classroom: students' experiences of texts from other times”, J CURRICULUM STUD. 35.3: 355-370.
(2003) “The canon in the classroom: students' experiences of texts from other times”, Journal of Curriculum Studies. 35.3: 355-370.
(2003) “On Being in English Teaching: a time for Heidegger?”, Changing English. 10.1: 91-99.
(2003) “From the picture to the diagram? literacy and English teaching”, Use of English. : 211-216.
(2003) “The Bible and the reader's response”, Journal of Education and Christian Belief. 7.1: 37-51.
(2003) “The Bible and the Reader's Response”, Journal of Education & Christian Belief. 7.1: 37-52.
(2003) “Belief as an Obstacle to Reading: the case of the Bible?”, Journal of Beliefs & Values. 24.2: 155-163.
(2002) “Action research for English Teaching: ideology, pedagogy and personal growth”, Educational Action Research. 10.1: 27-44.
(2002) “The most wanted text in the West: Rewards Offered for Reading the Bible as Literature”, Use of English. 54.1: 29-42.
(2002) “Aesthetic Distance and the Spiritual Journey: education for morally and spiritually significant events across the art and literature curriculum”, International Journal of Children's Spirituality. 7.1: 9-21.
(2001) “Adolescents as Active Readers”, Topic. 26.12
(2000) “Spirituality, Morality and Poetry”, International Journal of Children's Spirituality. 5.2: 177-191.
(2000) “Pupils' Poetics”, Changing English. 7.1: 45-54.
(2000) “Keen Readers: adolescents and pre-twentieth century poetry”, Educational Review. 52.1: 13-28.
(2000) “Boys, Poetry and the Individual Talent”, English in Education. 34.3: 41-55.
(1999) “Reading the Writer, Reading the Reader: Pre-Twentieth Century Poetry in the English Literature Examination”, Use of English. 51.1: 41-52.
“International Journal of Children's Spirituality(Editorship)”, International Journal of Children's Spirituality. 9.2
(2007) English in the New Vocational Diplomas: An Analysis of Principal Learning.
(2005) Trainee teachers teaching texts from other times. University of Leeds.
An Analysis of Principal Learning in 3 Accredited Specifications for the Creative and Media Specialised Diploma. 2007:
ESRC Report AH/F007981/1 Faith in Students - Believing in Christian-Ethos Schools. 2008: