Articles

A selection of my articles can be downloaded here. Please use the contact form to request other pieces.

Simecek, K. & Ellis, V. (2017) ‘The Uses of Poetry: Renewing an educational understanding of a language art’, Journal of Aesthetic Education 51, 1: 98 – 114.

Green, A., Ellis, V. & Simecek, K. (2016) ‘Actual texts, possible meanings: The uses of poetry and the subjunctification of experience’, Changing English: Studies in Culture and Education 23, 4: 351 – 362.

Ellis, V. & Liu, Y. (2016) 弥合个体与整体差异:师范教育与基础教育学校改革的新思 (‘Bridging the Individual and the Collective in Designs for Teacher Development) , Global Education 45, 3: 62 – 70.

Ellis, V. (2016) ‘The Challenge of Transformation: Å arbeide med kunnskapsproblemet i lærerutdanningen’, Acta Didactica Norge 10,2: 366 – 374.

Ellis, V., Maguire, M., Trippestad, T., Liu, Y., Yang, X. & Zeichner, K. (2015) ‘Teaching other people’s children, elsewhere, for a while: The rhetoric of a travelling educational reform’, Journal of Education Policy DOI:10.1080/02680939.2015.1066871

Ellis, V., Gower, G., Frederick, K. & Childs, A. (2015) ‘Formative Interventions and practice-development: A methodological perspective on teacher rounds’, International Journal of Educational Research dx.doi.org/10.1016/j.ijer.2015.06.002

Ellis, V., McNicholl, J., Blake, A. & McNally, J. (2014) ‘Academic Work and Proletarianisation: A Study of Higher Education-based Teacher Educators’, Teaching and Teacher Education 40, 2: 33 – 43.

Ellis, V. (2012) ‘Living with ghosts: “Disciplines”, envy and the future of teacher education’, Changing English: Studies in Culture and Education 19,3: 155-166.

Ellis, V. (2011) ‘Re-energising professional creativity from a CHAT perspective: Seeing knowledge and history in practice’, Mind, Culture and Activity: An International Journal 18: 2, 181 — 193.

Ellis, V. (2010) ‘Impoverishing experience: The problem of teacher education in England’, Journal of Education for Teaching 36,1: 105 – 120.

Ellis, V. (2007) ‘Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualisations of Teacher Development’, The Curriculum Journal 18, 3: 447 – 462.