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Items Authored or Edited by Amelia Hempel-Jorgensen

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Number of items: 9.


Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz (2018). Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? Literacy, 52(2) pp. 86–94. file

Hempel-Jorgensen, Amelia (2018). Why are boys from low-income families more likely to disengage with reading? The British Academy.


Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz (2017). Understanding boys (dis)engagement with reading for pleasure: Project findings. The Open University, Milton Keynes, UK. file

Twining, P.; Browne, N.; Murphy, P.; Hempel-Jorgensen, A.; Harrison, S. and Parmar, N. (2017). NP3 – New Purposes, New Practices, New Pedagogy: Meta-analysis report. Society for Educational Studies, London. file


Hempel-Jorgensen, Amelia (2015). Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies? Pedagogy, Culture and Society, 23(4) pp. 531–554. file

Hempel-Jorgensen, Amelia (2015). Learner agency in urban primary schools in disadvantaged contexts: Report to Society for Educational Studies. The Open University, Milton Keynes, UK. file

Hempel-Jorgensen, Amelia (2015). Working class girls and child-centred pedagogy: what are the implications developing socially just pedagogy? International Studies in Sociology of Education, 25(2) pp. 132–149. file


Lupton, Ruth and Hempel-Jorgensen, Amelia (2012). The importance of teaching: pedagogical constraints and possibilities in working-class schools. Journal of Education Policy, 27(5) pp. 601–620.


Hempel-Jorgensen, Amelia (2009). The construction of the 'ideal pupil' and pupils' perceptions of 'misbehaviour' and discipline: contrasting experiences from a low-socio-economic and a high-socio-economic primary school. British Journal of Sociology of Education, 30(4) pp. 435–448. restricted access item, not available for direct download

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