His main research concerns Pedagogy, Teacher education, Gender studies, Social science and Politics. His Pedagogy research is multidisciplinary, incorporating perspectives in Perspective, Ideology, Accountability, Identity formation and Mathematics education. The Teacher education study combines topics in areas such as Reflective practice, Bachelor and Equity.
His Gender studies research incorporates elements of Secondary education, Reflexivity, Educational research and Cultural geography. His Social science study combines topics in areas such as Out of school, Case method and Educational leadership. He combines subjects such as Teaching method, Western culture, Rhetoric and Contradiction with his study of Politics.
John Smyth spends much of his time researching Pedagogy, Social science, Mathematics education, Public relations and Gender studies. His Pedagogy research is multidisciplinary, relying on both Disadvantaged, Ideology and Medical education. His Disadvantaged study combines topics from a wide range of disciplines, such as Neoliberalism and Disadvantage.
His research on Social science frequently connects to adjacent areas such as Social class. His Gender studies study frequently draws parallels with other fields, such as Social psychology. Curriculum is frequently linked to Accountability in his study.
His primary scientific interests are in Pedagogy, Gender studies, Social class, Neoliberalism and Public relations. His Pedagogy research includes elements of Democracy and Ideology. The various areas that John Smyth examines in his Gender studies study include Identity and Social psychology.
His Social class study also includes
Inclusion, Sociology of Education and Mathematics education most often made with reference to Working class,
Social science, which have a strong connection to Construct, Media studies and Politics. His Neoliberalism research also works with subjects such as
Disadvantaged together with Vocational education,
Disengagement theory which intersects with area such as Disconnection,
Critical theory, which have a strong connection to Critical pedagogy. His research investigates the connection with Public relations and areas like Disadvantage which intersect with concerns in Set.
John Smyth spends much of his time researching Gender studies, Pedagogy, Social psychology, Disengagement theory and Neoliberalism. His research in Gender studies intersects with topics in Identity, Construct and Embodied cognition. Teacher education and Curriculum are subfields of Pedagogy in which his conducts study.
In general Social psychology, his work in Self is often linked to Relational space and Dysfunctional family linking many areas of study. His study on Disengagement theory also encompasses disciplines like
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Developing and Sustaining Critical Reflection in Teacher Education
Journal of Teacher Education (1989)
Teachers’ Work and the Politics of Reflection
American Educational Research Journal (1992)
Teachers' Work in a Globalizing Economy
Alistair Dow;Robert Hattam;Alan Reid;Geoffrey Shacklock.
A Socially Critical View Of The Self-Managing School
Critical Politics of Teachers' Work: An Australian Perspective
‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education
Peter McInerney;John Smyth;Barry Down.
Asia-pacific Journal of Teacher Education (2011)
‘When students have power’: student engagement, student voice, and the possibilities for school reform around ‘dropping out’ of school
International Journal of Leadership in Education (2006)
Book review: Teacher Education in Transition: Reforming Professionalism, J. Furlong, L. Barton, S. Miles, C. Whiting, G. Whitty, OUP, 2000
Joan Whitehead;William Taylor;John Smyth.
Reflective Practice in Teacher Education
Australian Journal of Teacher Education (1993)
Una pedagogía crítica de la práctica en el aula
Revista De Educacion (1991)
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