Titlebook: Neo-Liberalism and Austerity; The Moral Economies Peter Kelly,Jo Pike Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 child

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impact on students’ engagement, and increased their motivation toward learning in in-class gamified activities. The key findings of structured interviews were students wanted more interaction inside the videos. They also claimed that they liked the use of hands-on activities in online synchronous cl

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Annelies Kampimpact on students’ engagement, and increased their motivation toward learning in in-class gamified activities. The key findings of structured interviews were students wanted more interaction inside the videos. They also claimed that they liked the use of hands-on activities in online synchronous cl

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Alan Franceimpact on students’ engagement, and increased their motivation toward learning in in-class gamified activities. The key findings of structured interviews were students wanted more interaction inside the videos. They also claimed that they liked the use of hands-on activities in online synchronous cl

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Barbara Chancellor,Marg Sellersimpact on students’ engagement, and increased their motivation toward learning in in-class gamified activities. The key findings of structured interviews were students wanted more interaction inside the videos. They also claimed that they liked the use of hands-on activities in online synchronous cl

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Jo Pikeis, and the teachers’ perceived knowledge of technology and teacher inquiry is compared to their actual application of these in 18 interventions. In addition, thematic analysis is applied to TI diary entries about teachers’ sense-making and interpretation of the collected data to provide insights in

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6 Young People of the ‘Austere Period’: Mechanisms and Effects of Inequality over Time in Portugalansitions to adulthood, especially school-to-work transitions, operate amid socially stratified dynamics. It is to be noted, in particular, that life courses are both incorporated into and formed by the historical times and places in which they are lived and experienced (Elder et al. 2002, pp. 11–14