Items where Subject is "L Education > L Education (General)"
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Group by: Creators | Item Type
Number of items at this level: 530.
A
Adams, J. (2008) The Pedagogy of the Image Text: Nakazawa, Sebald and Spiegelman recount social traumas. Discourse: Studies in the Cultural Politics of Education, 29 (1). pp. 35-49. ISSN 0159-6306 DOI 10.1080/01596300701801310
Adams, J. (2000) Annex B anxiety? Finding ways out of the ICT labrynth. Journal of Design and Technology Education, 5 (3). pp. 248-253. ISSN 1360-1431
Adams, J. (2008) Art Rules, a book review of, Art Rules: Pierre Bourdieu and the visual arts. International Journal of Art and Design Education, 27 (2). pp. 212-213. ISSN 1476-8062
Adams, J. (2004) The Artist-Teacher in practice. Treason of Images: Teaching Modern Art, Tate Modern, London.
Adams, J. (2003) The Artist-Teacher scheme as Postgraduate Professional Development in Higher Education. International Journal of Art and Design Education, 22 (2). pp. 183-194. ISSN 1476-8062 DOI 10.1111/1468-5949.00353
Adams, J. (2006) Artist-Teachers engage in VLE forums. Open University Institute of Educational Technology Research Seminar, Milton Keynes.
Adams, J. (2006) Book review of 'Histories of art and design education: collected essays' edited by Mervyn Romans. International Journal of Art and Design Education. pp. 241-242. ISSN 1476-8062
Adams, J. (2009) Creativity and the artist learner. Discourse, Power and Resistance Conference, 18-20 March, Manchester Metropolitan University.
Adams, J. (2009) Defacement, dematerialisation and erasure: the artist learner and contemporary art practices. British Educational Research Association Annual Conference, 2-5 September, University of Manchester.
Adams, J. (1999) Of mice and manga: comics and graphic novels in Art Education. International Journal of Art & Design Education, 18 (1). pp. 69-76. ISSN 1476-8062
Adams, J. (2005) Room 13 and the contemporary practice of artist-learners. Studies in art education, 47 (1). pp. 23-33. ISSN 0039-3541
Adams, J. (2004) Social realism and documentary graphic novels. Art history and contextual studies guest lecture series, Bath Spa University.
Adams, J. (2005) Spectral bodies in space? Artist-Teachers explore a virtual learning environment. Extending Classroom Walls, 15th June, Greenwich University.
Adams, J. (2007) Teaching learning and communicating through contemporary art practices. Learning Through Art, Tate St. Ives.
Adams, J. (2008) Teaching through contemporary art. Collaborative Action Research Network Conference, 7th - 9th November, Liverpool.
Adams, J. (2008) Teaching through contemporary art. Conference of the National Artist Teacher Scheme, 25th April, Tate Modern, London.
Adams, J. (2007) Teaching, learning and communicating through contemporary art. Centre for International Research into Creativity and Learning Research Seminar, Roehampton University.
Adams, J. (2006) Troubled places: domestic space in graphic novels. In: Croft, J. and Smyth, G. (eds). Our house: the representation of domestic space in modern culture. Rodopi, Amsterdam, pp. 161-174. ISBN 9042019697
Adams, J. (2000) Working out comics. International Journal of Art and Design Education, 19 (3). pp. 304-312. ISSN 1476-8062
Adams, J. (2001) A critical study of comics. International Journal of Art and Design Education, 20 (2). pp. 133-143. ISSN 1476-8062 DOI 10.1111/1468-5949.00260
Adams, J. (2009) The dilemmas of engendering an active research community for Teacher Educators. Department of Education Research Symposium, Chester University.
Adams, J. (2009) The value of research: the dilemmas of active research communities in Educational Departments. Centre for Learner Identity Studies Symposium, 14th July, Edge Hill University.
Adams, J., Atkinson, D., Charman, H., Dash, P., Herne, S. and Page, T. (2005) Teaching, learning and communicating through contemporary art practices. Technical Report. Tate, London.
Adams, J., Hackett, A. and Okuda, K. (2000) An Anglo-Japanese study of young people and some domestic tasks related to food. Journal of Consumer Studies & Home Economics, 24 (3). pp. 189-197. ISSN 0309-3891
Adams, J., Jessel, J., Atkinson, J., Dash, D., Herne , P. and Roninson, R. (2006) The Future Something Project: final report with recommendations. Project Report. Artswork/Goldsmiths, London.
Adams, J. and Murtagh, L. One school's change approach to before school provision for primary children. Leadership Focus. (In Press)
Ainslie, S., Foster, R., Groves, J., Grime, K., Straker, K. and Woolhouse, C. (2010) 'Making children count': an exploration of the implementation of the Every Child Matters agenda. Education 3-13 International Journal of Primary, Elementary and Early Years Education, 38 (1). pp. 23-38. ISSN 0300-4279 DOI 10.1080/03004270902869501
Armitage, H., Pitt, R. and Jinks, A. (2009) Initial findings from the TUILIP (Trent Universities Interprofessional Learning in Practice) Project. Journal of Interprofessional Care, 23 (1). pp. 101-103. ISSN 1356-1820 DOI 10.1080/13561820802379938
Arthur, J. (2001) Code Switching and Collusion: Classroom interaction in Botswana primary schools. In: Heller, M. and Martin-Jones, M. (eds). Voices of Authority: Education and Linguistic Difference. Ablex Publishing, pp. 57-76. ISBN 1 56750 531 7
Arthur, J. (2003) 'Baro Afkaaga Hooyo!' A Case Study of Somali Literacy Teaching in Liverpool. In: Creese, A. and Martin, P. (eds). Multilingual Classroom Ecologies: Inter-Relationships, Interactions and Ideologies. Multilingual Matters, Clevedon, Avon, pp. 93-106. ISBN 978-1853596957
Ashley, M. (2000) Behaviour Change and Environmental Citizenship: a case for spiritual development? International Journal of Children’s Spirituality, 5 (2). pp. 131-145. ISSN 1364-436X DOI 10.1080/713670914
Ashley, M. (2009) Boys who dare don’t care: unwanted men, the performing arts and perplexing disruptions to the male teacher discourse. British Educational Research Association Annual Conference, 2-5 September, University of Manchester.
Ashley, M. (2006) The Creative Education Project: arts education in the Opportunity Network, an evaluation. Project Report. Bristol City Council.
Ashley, M. (2009) Defending the defended subject: managing the researcher as advocate role in working with young people. British Educational Research Association Annual Conference, 2-5 September, University of Manchester.
Ashley, M. (2009) Does for boys mean not for girls? Dangerous liaisons with single sex education and student/teacher gender identity. London International Conference on Education, 9-12 November, London.
Ashley, M. (1998) Economics, Environment and the Loss of Innocence. In: Holden, C. and Clough, N. (eds). Children as Citizens: Education for Participation. Children in Charge. Jessica Kingsley, London, pp. 171-182. ISBN 9781853025662
Ashley, M. (2006) Finding the Right Kind of Awe and Wonder: The Metaphysical Potential of Religion to Ground an Environmental Ethic. Canadian Journal of Environmental Education, 11 (1). pp. 88-99. ISSN 1205-5352
Ashley, M. (2010) "Real boys" don't sing, but real boys do: the challenge of constructing and communicating acceptable boyhood. THYMOS: Journal of Boyhood Studies, 4 (1). pp. 54-70. ISSN 1931-9045 DOI 10.3149/thy.0401.54
Ashley, M. (2000) Science: an unreliable friend to environmental education? Environmental Education Research, 6 (3). pp. 265-276. ISSN 1350-4622 DOI 10.1080/713664678
Ashley, M. (2005) Singing high, aiming high: Evaluation of the Bristol Voices Youth Music Singing Challenge. Project Report. Youth Music.
Ashley, M. (2002) The Spiritual, the Cultural and the Religious: what can we learn from a study of boy choristers? International Journal of Children’s Spirituality, 7 (3). pp. 257-272. ISSN 1364-436X DOI 10.1080/1364436022000023185
Ashley, M. (2006) Teacher Gender: does it matter? Working with Young Men, 5 (3). pp. 23-26. ISSN 1475-6897
Ashley, M. (2008) Teaching Singing to Boys and Teenagers: The Young Male Voice and the Problem of Masculinity. Edwin Mellen Press, Lewiston, NY. ISBN 9780773449985
Ashley, M. (2005) Tensions between indoctrination and the development of judgement: the case against early closure. Environmental Education Research, 11 (2). pp. 187-197. ISSN 13504622 DOI 10.1080/1350462042000338351
Ashley, M. (2009) Time to confront Willis's lads with a ballet class? A case study of educational orthodoxy and white working-class boys. British Journal of Sociology of Education, 30 (2). pp. 179-191. ISSN 0142-5692 DOI 10.1080/01425690802700263
Ashley, M. (2009) Towards an understanding of vocal identity with boys. Fourth International Conference on Physiology and Acoustics of Singing, 6-11 January, University of Texas, San Antonio.
Ashley, M. (1999) Toys for the Boys, whilst the girls learn science and technology. School Science Review. pp. 29-34. ISSN 0036-6811
Ashley, M. (2006) You sing like a girl? An exploration of 'boyness' through the treble voice. Sex Education Sexuality Society and Learning, 6 (2). pp. 193-205. ISSN 14681811 DOI 10.1080/14681810600578792
Ashley, M. (1992) The validity of sociometric status. Educational Research, 34 (2). pp. 149-154. ISSN 0013-1881
Ashley, M. and Lee, J. (2003) Women Teaching Boys: caring and working in the primary school. Trentham, Stoke-on-Trent. ISBN 9781858562780
Ashley, M. and Nicholson, M. (2007) What makes a pedagogy fit for Key Stage 2? In: Harnett, P (ed). Understanding Primary Education: Developing Professional Attributes. Routledge, London, pp. 54-70. ISBN 9780415399241
Ashley, M., Woods, P. and Woods, G. (2005) Steiner Schools in England. Project Report. DfES, London.
Ashley, M. (2011) The Angel Enigma: Experienced boy singers’ perceptual judgements of changing voices. Music Education Research, 13 (3). pp. 343-354. ISSN 1461-3808 DOI 10.1080/14613808.2011.603046
Ashley, M. (2011) Boyes are apt to change their voices at about fourteene yeerse of age: The Wulstan-Atkins Memorial Lecture. The Three Choirs Festival, 9th - 13th August, Worcester Cathedral.
Atkinson, S. and Whiteley, H. (2003) Inhibition, working memory and cognitive attainment in the early school years. BPS Psychology of Education Annual Conference.
Atkinson, S. and Whiteley, H. (2008) Working memory, reading development and dyslexia. Dyslexia Action, 19 (3).
Atkinson, S. and Whiteley, H. (2003) The role of working memory central executive system in the development of reading. Annual Conference, British Psychological Society.
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Barlow, A. and O'Doherty, M. (2006) Keeping on track without the tramlines - study support for self-directed learners. 3rd Learning Development in Higher Education Network Research Symposium, 4 April, Liverpool Hope University.
Barnes, J. and Shirley, I. (2007) Strangely familiar: cross-curricular and creative thinking in teacher education. Improving Schools, 10 (2). pp. 162-179. ISSN 1365-4802 DOI 10.1177/1365480207078580
Beaumont, C. (2010) Exploring the guidance required for students learning through Problem-based Learning. 3rd International Pedagogical Research in Higher Education Conference, 25-26 October, Liverpool Hope University.
Beaumont, C. and Fox, C. (2003) Learning Programming: Enhancing Quality through Problem-based Learning. 4th Annual Conference of the Subject Centre for Information and Computer Sciences, 26-28 August, Galway, Ireland.
Beaumont, C., Norton, B. and Barret-Baxendale, M. (2006) Enhancing the quality of learning through Blended Problem-based Learning. 7th Annual Conference of the Subject Centre for Information and Computer Sciences, 29-31 August, Trinity College, Dublin.
Beaumont, C. and O'Doherty, M. (2007) Improving feedback to first year undergraduates. Higher Education Academy Conference, 3-5 July, Harrogate.
Beaumont, C., O'Doherty, M. and Shannon, L. (2008) Reconceptualising Assessment. International Pedagogical Research in Higher Education Conference, 16-17 June, Liverpool Hope University.
Beaumont, C., O'Doherty, M. and Shannon, L. (2008) Reconceptualising Assessment Feedback: a key to improving student learning? 7th Learning and Teaching Symposium, 3 December, Edge Hill University.
Beaumont, C., O'Doherty, M. and Shannon, L. (2008) Staff and student perceptions of feedback quality in the context of widening participation. Project Report. Higher Education Academy.
Bostock, J. and Wood, J. (2011) Andragogy vs Pedagogy: Transitions in 14-19 education. CiCe Sixth Annual Research Student Conference, 9-11 June, Dublin City University, Ireland.
Bostock, J. and Wood, J. (2011) Teaching 14-19: A Handbook. McGraw-Hill. ISBN 978-0335241903 (In Press)
Bowers, S. and Jinks, A. (2004) Issues surrounding professional portfolio development for nurses. British Journal of Nursing, 13 (3). pp. 155-159. ISSN 0966-0461
Brown, J., Chapman, T. and Graham, D. (2007) Becoming a new doctor: a learning or survival exercise? Medical Education, 41 (7). pp. 653-660. ISSN 13652923 DOI 10.1111/j.1365-2923.2007.02785.x
Brown, J., De Cossart, L. and Wiltshire, C. (2002) Exploring the views of Senior House Officers on a Basic Surgical Training Scheme. Medical Teacher, 24 (5). pp. 559-561. ISSN 1466187X DOI 10.1080/0142159021000042630
Brown, J. (2003) Work in progress: An investigation of factors influencing teaching and learning in pre-registration year. First Joint Academic Meeting: Conference of Postgraduate Deans and the Workforce Development Confederations, Royal College of Physicians, London.
Brown, J., Chapman, T. and Graham, D. (2004) Factors Influencing Teaching and Learning in The Pre-Registration Year: Semi-Structured Interviews. ASME Annual Scientific Meeting, 1-3 September, University of Liverpool, Liverpool.
Brown, J., Graham, D. and Chapman, T. (2003) Pilot Study Comparing The Views Of Liverpool Medical Graduates From The Traditional Lecture Based Curriculum And The Problem Based Learning (PBL) Curriculum. ASME Annual Scientific Meeting, 8-10 September, Edinburgh, UK.
Brown, J., Ryland, I., Howard, J. and Shaw, N. J. (2007) Views of National Health Service (NHS) Ethics Committee members on how education research should be reviewed. Medical Teacher, 29 (2-3). pp. 225-230. ISSN 0142-159X
Brown, J., Watmough, S., Ryland, I., Garden, A., Graham, D., Taylor, D., Chapman, T. and O'Brien, M. (2004) Assessing the quality of pre-registration medical education in the Mersey Deanery area. Association for the Study of Medical Education Annual Conference, 1-3 September, Liverpool.
Brown, J., Patel, M., Howard, J., Cherry, G. and Shaw, N. J. (2011) Changing clinical practice: significant events that influence trainees' learning. Education for Primary Care., 22 (1). pp. 25-31.
Burgoyne, K., Whiteley, H., Hutchinson, J. and Spooner, A. (2009) The comprehension skills of children learning English as an additional language. British Journal of Educational Psychology, 79 (4). pp. 735-747. ISSN 0007-0998 DOI 10.1348/000709909X422530
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Cain, T. (2008) The characteristics of action research in music education. British Journal of Music Education, 25 (3). pp. 283-313. ISSN 0265-0517 DOI 10.1017/S0265051708008115
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Cain, T. (2010) Music teachers' action research. In: Bremmer, Melissa (ed). Alle registers open: nieuwe ontwikkelingen in onderzoek naar musiekeducatie. Cultuur + Educatie (28). Cultuurnetwerk, Holland, pp. 54-75. ISBN 9789069971315
Cain, T. (2011) Pregled ciklusa akcijskog istraživanja / Overview of the cycle of action research. In: Kovacevic, D. and Ozorlić, R.D. (eds). Akcijsko istraživanje i profesionalni razvoj učitelja i nastavnika / Action Research for the Professional Development of Teachers. Agencija za odgoj i obrazovanje / Education and Teacher Training Agency, Zagreb, Croatia, pp. 27-34. ISBN 978-953-7290-23-8
Canning, S., Beaumont, C. and Moscrop, C. (2010) Evaluating a systematic approach to assessment guidance and feedback in first year undergraduates. 9th CLTR Learning & Teaching Research Conference, 2 June, Edge Hill University.
Canning, S., Beaumont, C. and Moscrop, C. (2010) Feedback as a guidance process: Evaluating a systemic approach to developing self-regulated learning skills in first year undergraduates. EARLI/Northumbria Assessment Conference, 1-3 September, Northumberland.
Chakrabart, B., Ryland, I., Sheard, J., Warburton, C. and Earis, J. (2004) The role of Abrams percutaneous needle biopsy. British Thoracic Society Annual Winter Meeting, 1-3 December, Queen Elizabeth ll Conference Centre, London.
Chamberlain, M., Brown, J., Watmough, S., Griffiths, R., Garden, A., Taylor, D. and Graham, D. (2002) Embedding closer links between undergraduate and postgraduate institutions in evaluating the effectiveness of pre-registration medical training. ASME Annual Scientific Meeting, The University of East Anglia, Norwich.
Chapman, A. (2006) Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13. Teaching History, 123. pp. 6-13. ISSN 0040-0610
Chapman, A. (2011) Beyond 'Bias' , 'Opinion' and 'Perspective': Developing Students' Understandings of Historical Interpretations and Accounts. Lebanese Association for Educational Studies Third Conference on Education, 25-26 March, Beirut, Lebanon.
Chapman, A. (2003) Camels, diamonds and counterfactuals: a model for teaching causal reasoning. Teaching History, 112. pp. 46-53. ISSN 0040-0610
Chapman, A. (2006) Challenging History. Specialist Schools and Academies Trust Conference, Gifted and Talented History, 18 December, Cambridge.
Chapman, A. (2003) Conceptual awareness through categorizing: using ICT to get Year 13 reading. Teaching History, 111. pp. 38-43. ISSN 0040-0610
Chapman, A. (2008) Dental, transcendental, regimental: making Mangal Pandey. Teaching History, 130. pp. 50-51. ISSN 0040-0610
Chapman, A. (2007) Gifted and Talented - History - Causal Reasoning: A Model. [Video]
Chapman, A. (2007) Gifted and Talented - History - Causal Reasoning: WW1. [Video]
Chapman, A. (2011) Historical interpretations. In: Davies, I. (ed). Debates in History Teaching. Routledge, pp. 96-108. ISBN 978-0415571616
Chapman, A. (2011) History 16-19. In: Davies, I. (ed). Debates in History Teaching. Routledge, pp. 46-60. ISBN 978-0415571616
Chapman, A. (2011) Lessons from Auschwitz Project Evaluation. Project Report. University of London.
Chapman, A. (2009) Making claims you can sustain: the importance of historical argument. Teaching History, 135. pp. 58-59. ISSN 0040-0610
Chapman, A. (2010) Reading P.J. Rogers’ The New History 30 years on. International Journal of Historical Learning Teaching and Research, 9 (1). pp. 50-62. ISSN 1472-9466
Chapman, A. (2007) Relics rock: constructing Stonehenge. Teaching History, 126. pp. 20-21. ISSN 0040-0610
Chapman, A. (2009) Supporting High Achievement and Transition to Higher Education Through History Virtual Academies. Project Report. The Higher Education Academy.
Chapman, A. (2011) Twist and shout? Developing sixth form students' thinking about historical interpretation. Teaching History, 142. pp. 24-32. ISSN 0040-0610
Chapman, A. (2009) A guide to the new key stage 3 programme of study: cause and consequence. The Historical Association. 2.4. ISSN 1468-229X
Chapman, A. (2011) 'A history of instructive reversals': (re)interpreting 1857. Teaching History, 142. pp. 22-23. ISSN 0040-0610
Chapman, A. and Facey, J. (2009) Documentaries, causal linking and hyper-linking: using learner collaboration, peer and expert assessment and new media to enhance AS history students' causal reasoning. In: Cooper, H. and Chapman, A. (eds). Constructing History 11-19. Sage Publications. ISBN 978-1847871879
Chapman, A. and Facey, J. (2004) Placing history: territory, story, identity - and historical consciousness. Teaching History, 116. pp. 17-26. ISSN 0040-0610
Chapman, A. and Hibbert, B. (2009) Advancing history post-16: using e-learning, collaboration and assessment to develop AS and A2 students' understanding of the discipline of history. In: Cooper, H. and Chapman, A. (eds). Constructing History 11-19. Sage Publications. ISBN 978-1847871879
Chapman, A. and Woodcock, J. (2006) Mussolini's Missing Marbles: Simulating History at GCSE. Teaching History, 124. pp. 36-41. ISSN 0040-0610
Chapman, T., Ryland, I., Brown, J. and O'Brien, M. (2004) The Post Graduate Medicine Foundation Programme Learning Portfolio: Fulfilling Its Potential? Association for Medical Education in Europe Conference, 30 August - 2 September, Amsterdam.
Charlton, T. (2009) A New Active Sports Partnership – Lancashire Sport. In: Collins, M. (ed). Examining Sports Development. Routledge, pp. 88-104. ISBN 978-0415339902
Charlton, T. (2009) Partnership or Collaboration?: The unravelling of joined-up working. VDM Verlag. ISBN 978-3639178050
Chitty, L., Stojikovic-Mikic, T., Hogg, J., Bricker, L., Shaw, N. J., Walkinshaw, S. and Wallis, C. (2006) Long-term Follow-up of fetal Cystic lung Lesion - a model for other anomalies. British Maternal and Fetal Medicine Society Annual Conference, Cardiff.
Christiansen, A. (2006) Can a peer learning strategy support and enhance the learning of nursing students in clinical practice. Nurse Education Tomorrow Conference, 5-7 September, Durham University, Durham.
Christiansen, A. (2009) Embedding Service Improvement into Pre-Registration Education. Nurse Education Tomorrow Conference, 8-10 September, Fitzwilliam College, University of Cambridge, Cambridge .
Christiansen, A. and Griffuths Evans, C. (2008) Partnership working to support service improvement. Developing Our Future Workforce: Pre-Registration Capability for Improved & Safer Care, 24 January, Crown Plaza, NEC, Birmingham.
Cochrane, M. (2010) Do role models help to widen participation? An investigation into the effect of social background on choice of role model. Widening Participation and Lifelong Learning, 12 (1). pp. 7-17. ISSN 1466-6529
Collinson, C., Dunne, L. and Woolhouse, C. (2011) Re-visioning disability and dyslexia down the camera lens: interpretations of representations on UK university websites and in a UK government guidance paper. Studies in Higher Education, 37 (8). pp. 1-15. ISSN 0307-5079 DOI 10.1080/03075079.2011.555817
Connors, E. and Putwain, D. (2010) The ‘in-betweenies’: Adaption to school transition in early adolescence. British Psychological Society, Education Section Conference, 12–14 November, Milton Keynes.
Connors, E., Putwain, D., Woods, K. and Nicholson, L. (2009) Emotional resilience as a moderator of SAT related anxiety in KS2 primary school pupils. British Psychological Society, Education Section Conference, 3 October – 1 November, UCLAN.
Coppock, V. (2007) It's Good to Talk! A Multi-Dimensional Qualitative Study of the Effectiveness of Emotional Literacy Work in Schools. Children and Society, 21 (6). pp. 405-419. ISSN 09510605
Coppock, V. (2010) Cause for Hope or Despair? Limits to Theory and Policy in Relation to Contemporary Developments in Promoting Mental Health and Well-Being in Schools in the UK and Implications for Children’s Rights. Advances in School Mental Health Promotion, 3 (1). pp. 52-62. ISSN 1754-730X
Coppock, V. (2008) Cause for Hope or Despair? The scope and limitations of children's rights discourses in relation to contemporary developments in promoting children's mental health and well-being in schools. ESRC Seminar Series: the school as a location for the support of mental health, 11 November, University of Aberdeen.
Cox, A. (2011) Teaching the Short Story. Palgrave Macmillan. ISBN 9780230573703 (In Press)
Crawford, K. (2003) Culture Wars: Serbian history Textbooks and the construction of National Identity. International Journal of Historical Learning Teaching and Research, 3 (2). ISSN 1472-9466
Crawford, K. (2003) Re-visiting Hiroshima: The role of US and Japanese History Textbooks in the Construction of National Memory. Asia Pacific Education Review, 4 (1). pp. 108-117. ISSN 1598-1037 DOI 10.1007/BF03025557
Crawford, K. and Foster, R. (2001) Education for citizenship in Romania and the UK: A Comparison. Citizenship, Social and Economics Education, 4 (3). pp. 170-182. ISSN 1478-8047 DOI 10.2304/csee.2000.4.3.170
Crawford, K., Arani, M. and Matoba, M. (2006) Lesson Study: international perspectives on policy and practice. Educational Science Publishing House, Beijing. ISBN 7-5041-3314-0
D
Dainty, C., Greed, P., Ryland, I. and Smith, T. (2006) Consultation skills in future general practitioners - is there a gap to fill? Association of Medical Education in Europe Annual Conference, 14-18 September, Cotone Congressi, Genoa, Italy.
Dainty, C., McLindon , J., Ryland, I., Brown, J. and Graham, D. (2005) Case-based discussion involving the GP: Effects on Foundation training. Association for the Study of Medical Education Annual Conference,, Newcastle.
Dainty, C., Ryland, I., McLindon, J. and Graham, D. (2006) General Practitioners as Facilitators. OTTAWA Medical Education Conference, 20-24 May, New York.
Dean, M., Martinez, L. and Chambers, L. (2010) Trialling e-readers as a green alternative to paper: changing behaviours and maintaining effectiveness. Association of Learning Technology Conference (ALT-C), 6-9 September, Nottingham, UK.
Deaney, R., Chapman, A. and Hennessy, S. Case Study 1: Supporting knowledge co-construction in history. In: Hennessy, S. (ed). Bridging between research and practice: collaborative studies of classroom teaching with technology. Sense Publishers, Rotterdam. (In Press)
Deaney, R., Chapman, A. and Hennessy, S. (2009) A case-study of one teacher's use of an interactive whiteboard system to support knowledge co-construction in the history classroom. Curriculum Journal, 20 (4). pp. 365-387. ISSN 0958-5176 DOI 10.1080/09585170903424898
Diamond, J. and Speeden, S. (2002) Skills for Life and Local Strategic Partnership (Confidential review for the Adult Basic Skills Unit). Technical Report. DfES.
Diamond, J., Speeden, S. and Landrum, D. (2002) Skills for Life in Neighbourhood Renewal. Technical Report. Adult Basic Skills Strategy Unit (DfES).
Dowrick, N., Jackson, V. and Dunn, S. (2009) How Many Paths Can a Child Go Down? Children's progress in Numbers Count. BERA Annual Conference, 2-5 September, University of Manchester.
Duckworth, V. (2007) Freeing the wheels and moving on: the impact of basic skills on the learners' progression. The times they are a changin'. 4th Centre for Research in Lifelong Learning Conference, 22-24 June, University of Stirling.
Duckworth, V. and Khan, R. (2009) Reaching into communities to attract non-traditional and BME trainees into teacher education. Professional Development, 15 (23).
Dunn, S., Jackson, V. and Dowrick, N. (2009) Instructor or Facilitator? Intensive Numeracy Support Teachers' Changing Beliefs about Teaching and Learning. BERA Annual Conference, 2-5 September, University of Manchester.
Dunn, S., Matthews, L. and Dowrick, N. (2010) Numbers Count: Developing a national approach to early intervention. In: Thompson, I. (ed). Issues in Teaching Numeracy in Primary Schools. Open University Press. ISBN 978-0335241538
Dunne, L. (2009) Discourses of Inclusion: a critique. Power and Education, 1 (1). pp. 42-56. ISSN 1757-7438 DOI 10.2304/power.2009.1.1.42
Dunne, L. (2008) Discourses of inclusion: a critique. British Educational Research Association Annual Conference, 3-6 September, Heriot-Watt University.
Dunne, L. (2009) Inclusion. In: Walton, A. and Goddard, G. (eds). Supporting Every Child: A course book for foundation degrees and supporting learning (Teaching Assistants). Learning Matters Ltd, London, pp. 53-65. ISBN 9781844452033
Dunne, L., Goddard, G. and Woolhouse, C. (2008) Mapping the changes: a critical exploration into the career trajectories of teaching assistants who undertake a foundation degree. Journal of Vocational Education & Training, 60 (1). pp. 49-59. ISSN 1363-6820 DOI 10.1080/13636820701828853
Dunne, L., Goddard, G. and Woolhouse, C. (2009) Mapping the changes: a longitudinal study of the career trajectories and experiences of classroom teaching assistants who undertake a Foundation Degree. British Educational Research Association Annual Conference, 2-5 September, University of Manchester.
Dunne, L., Goddard, G. and Woolhouse, C. (2008) Resisting the utilitarian utopia: teaching assistants' experiences of doing a Foundation Degree. Discourse, Power and Resistance Conference, 18-20 March, Manchester Metropolitan University.
Dunne, L., Goddard, G. and Woolhouse, C. (2008) Starting a Foundation degree: Teaching Assistants self-perceptions of their personal and professional identities. Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) Conference, 2-4 July, University of Edinburgh.
Dunne, L., Goddard, G. and Woolhouse, C. (2008) Teaching Assistants Career trajectories and Foundation degrees: the affective costs of work-based lifelong learning'. Widening Participation Conference, 20-21 May, Edge Hill University.
Dunne, L., Goddard, G. and Woolhouse, C. (2008) Teaching assistants' perceptions of their professional role and their experiences of doing a Foundation Degree. Improving Schools, 11 (3). pp. 239-249. ISSN 1365-4802 DOI 10.1177/1365480208098175
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Foster, R. and Straker, K. (2002) UK and Romanian students' perceptions of democracy and political issues: a cross-cultural comparison. Citizenship, Social and Economics Education, 5 (2). pp. 79-93. ISSN 1478-8047 DOI 10.2304/csee.2002.5.2.79
Foster, R. (2006) Because it's my turn! CPD coordinators' perspectives on the management, evaluation and impact of CPD for teachers. British Educational Research Association Annual Conference, 6th - 9th September, University of Warwick.
Foster, R. (2000) Becoming a secondary teacher in France: a trainee perspective on recent developments in initial teacher training. Educational Studies, 26 (1). pp. 5-17. ISSN 0305-5698 DOI 10.1080/03055690097709
Foster, R. (2004) Citizenship Education - a comparative analysis of CPD provision. Children's Identity and Citizenship in Europe Annual Conference. The Experience of Citizenship, May, University of Krakow, Poland.
Foster, R. (2002) Completion and retention: the PGCE and GTP compared. British Educational Research Association Annual Conference, 11th - 13th September, University of Exeter.
Foster, R. (2001) Graduate Teacher Programme: motorway, by-way or bypass? British Educational Research Association Annual Conference, 13th - 15th September, Leeds University.
Foster, R. (2004) How do mentors know what they know? British Educational Research Association Annual Conference, 16th - 18th September, University of Manchester.
Foster, R. (2005) How do teachers know what they know about HE? An investigation into teachers' HE knowledge base and how it is acquired. British Educational Research Association Annual Conference, 15th - 17th September, Universty of Glamorgan.
Foster, R. (2008) Making a difference: school based approaches to the management, evaluation and impact of Postgraduate Professional Development (PPD) for teachers. BERA Annual Conference, Heriot Watt University, Edinburgh.
Foster, R. (2007) Making children count: issues and challenges facing schools in implementing the ECM agenda. British Educational Research Association Annual Conference, 5th - 8th September, Institute of Education, University of London.
Foster, R. (2005) No school left behind? An analysis of the impact of CPD for Citizenship Education in secondary schools in the North-West of England. Children's Identity and Citizenship in Europe Annual Conference. Thematic Network: “Teaching Citizenship”, 19-21 May, Ljubljana, Slovenia.
Foster, R. (1999) School-based Initial Teacher training in England and France: trainee teachers' perspectives compared. Mentoring and Tutoring, 7 (2). pp. 131-143. ISSN 1361-1267 DOI 10.1080/1361126990070204
Foster, R. (2000) The graduate Teacher Programme - just the job? Journal of Inservice Education, 26 (2). pp. 297-309. ISSN 1367-4587 DOI 10.1080/13674580000200116
Foster, R. and Bird, E. (2005) Highly committed and determined to be successful: Graduate Teachers' experiences of employment based training and transition to employment. British Educational Research Association Annual Conference, 15th - 17th September, Universty of Glamorgan.
Foster, R. and Bird, E. (2006) Prepared to teach? Training on the Graduate Teacher Programme. British Educational Research Association Annual Conference, 6th - 9th September, University of Warwick.
Foster, R. and Crawford, K. (2001) Citizenship education in UK and Romania - a cross cultural comparison. Children's Identity and Citizenship in Europe Annual Conference. Learning for a Democratic Europe, Bruges, Belgium.
Foster, R. and Crawford, K. (2000) Education for Citizenship in Romania and the UK: a comparison. Citizenship, Social and Economics Education, 4 (3). pp. 170-182. ISSN 1478-8047 DOI 10.2304/csee.2000.4.3.170
Foster, R., Crawford, K. and Straker, K. (2002) Citizenship education in the UK and Romania: a cross cultural comparison. Technical Report. York Publishing.
Foster, R., Graeffe, L. and Zuzeviciute, V. (2005) Professional In-Service Courses that relate to Citizenship Education and Identity. CiCe Guidelines. CiCe Publications , London.
Foster, R. and Groves, J. (2004) Just because they don't speak English doesn't mean they're thick: factors influencing effective provision for asylum seeker pupils in white monocultural contexts. Centre for Educational Development, Appraisal and Research Conference, University of Warwick.
Foster, R. and Groves, J. (2003) The integration of asylum seeker pupils into white mainstream UK. The International Association for Citizenship Social and Economics Education Conference. Global Challenges: Local Responses, 30th June - 2nd July, Egmond aan Zee, Netherlands.
Foster, R. and Kovalcikova, I. (2007) Approaches to the Education of asylum seeker children in Slovakia and the UK: a cross-cultural comparison. In: Ross, A. (ed). Citizenship Education in Society. CiCe, London, pp. 535-543. ISBN 978-1899764-90-7
Foster, R. and Kovalcikova, I. (2007) Approaches to the Education of asylum seeker children in Slovakia and the UK: a cross-cultural comparison. Children's Identity and Citizenship in Europe Annual Conference. Citizenship Education in Society, 23rd January, Université Paul Valéry, Montpellier, France.
Foster, R. and Kovalcikova, I. (2007) Children at risk: A cross cultural comparison of the education of asylum seeker children in Slovakia and the UK. The Visegrad Conference: Children Identity and Citizenship in the Visegrad context, April, Presov University, Slovak Republic.
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Genz, S. (2012) Teaching Gender and Popular Culture. In: Tolan, Fiona and Ferrebe, Alice (eds). Teaching Gender. Teaching the New English series. Palgrave Macmillan, pp. 122-137. ISBN 9780230252516
Gillies, R., Graham, D., Lamont, G., Hart, D., Ryland, I., O'Brien, M. and Brown, J. (2004) Implementing Modernising Medical careers: the Mersey experience. 11th International Ottawa Conference on Medical Education, 4-8 Juliy, Catalonia Palace of Congress, Barcelona.
Gillies, R., Graham, D., Lamont, G., Hart, D., Ryland, I., O'Brien, M. and Brown, J. (2004) Modernising Medical Careers: the Mersey Way. Association of Medical Education in Europe Annual Conference, 5-8 September, Edinburgh International Conference Centre, Edinburgh.
Gillies, R., Ryland, I., Graham, D., Lamont, G., Hart, D., O'brien, M. and Brown, J. (2004) Laying the Foundations: Modernising Medical Careers in Mersey Deanery. Association for the Study of Medical Education Annual Conference, 1-3 September, Liverpool.
Goddard, G., Dunne, L. and Woolhouse, C. (2008) Lifelong learning; economic, social and cultural change experienced by educational support staff. European Conference Educational Research, 8-12 September, Gothenburg, Sweden.
Graham, D. and Brown, J. (2002) Work in progress: An investigation of factors influencing teaching and learning in pre-registration medical education. ASME Annual Scientific Meeting, The University of East Anglia, Norwich.
Graves, S. (2011) Chameleon or Chimera? The role of the Higher Level Teaching Assistant in a remodlled workforce in English schools. Educational Management Administration & Leadership. ISSN 1741-1432 (In Press)
Graves, S. (2005) Developing a Foundation Degree Consortium: understanding the impact of differing organisational cultures on collaborative relationships. Teaching & Learning Press. pp. 6-8.
Graves, S. (2007) Developing the Reflective Practitioner. Teaching and Learning Conference, 20 May, Liverpool John Moores University.
Graves, S. (2008) Learning to Network: developing opportunities for support staff to participate in learning networks. Universities Association for Lifelong Learning, Cardiff.
Graves, S. (2011) Performance or enactment? The role of the higher level teaching assistant in a remodelled school workforce in England. Management in Education, 25 (1). pp. 15-20. ISSN 0892-0206 DOI 10.1177/0892020610387960
Graves, S. (2006) Research Methodology for investigating Work-based learning. Foundation Degree Forward Research Conference, 15 November, Sheffield Hallam University.
Graves, S. (2005) Time to rethink classroom roles. Learning Support, 3 (3).
Graves, S. (2008) Who's Learning at Work? Widening Participation Conference, 20-21 May, Edge Hill University.
Graves, S. (2006) Working partnerships: developing a Foundation degree consortium at Liverpool John Moores University. Forward. pp. 43-46.
Graves, S. (2009) Working with Other Professionals. In: Walton, A. and Goddard, G. (eds). Supporting Every Child. Learning Matters, pp. 29-41. ISBN 978-1844452033
Graves, S., Bostock, J. and Wilson, R. (2009) Collaboration in Action: Designing an on-line Assessment Strategy for Adult Learners. In: Mackey, T. and Jacobson, T. (eds). Collaborative Information Literacy Assessments. Neal-Schuman. ISBN 978-1555706937
Graves, S., Bostock, J. and Wilson, R. (2008) E-learning made e-asy: students' reflections on using Springboard to develop study skills. SOLSTICE Conference, 5 June, Edge Hill University.
Graves, S., Bostock, J. and Wilson, R. (2008) E-mbedding, E-nhancing, E-valuating - Students' perspectives on the use of a learning to develop study/information literacy skills. 7th European Conference on e-Learning, 6-7 November, Agia Napa, Cyprus.
Graves, S., Bostock, J. and Wilson, R. (2008) From one-size-fits-all to a bespoke approach; evaluating the use of embedding Springboard on a Foundation Degree for part-time. CLTR Conference, 29 November, Edge Hill University.
Graves, S. and Farthing, M. (2009) Building on the Foundation Degree framework for the children's workforce in schools. Forward (17). pp. 34-37.
Graves, S. and Jones, M. (2008) Enabling the journey from experienced practitioner to para-professional: using reflective dialogue in action learning triads. Journal of Further and Higher Education, 32 (4). pp. 309-319. ISSN 0309-877X DOI 10.1080/03098770802392907
Graves, S. and Jones, M. (2008) Evaluating a Peer Mentor Scheme for HLTAs. BERA Annual Conference, 3-5 September, Heriot Watt University, Edinburgh.
Graves, S. and Jones, M. (2006) Using Action Learning to Develop Reflective Practice in Teaching Assistants. BERA Annual Conference, 6-9 September, University of Warwick.
Greenbank, P. (2007) An Examination of the Factors Influencing Student Participation in Collaborative Approaches to Examination Preparation. Education in a Changing Environment International Conference, 12-14 September, Salford, Greater Manchester.
Greenbank, P. (2008) Foundation Degrees - who does them and why? AimHigher Research Network Conference, 1 July, Manchester Metropolitan University.
Greenbank, P. (2010) Foundation Degrees: A Case for Greater Institutional Autonomy? Perspectives, 14 (2). pp. 56-61. ISSN 1360-3108 DOI 10.1080/13603100903451062
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Greenbank, P. (2009) Foundation degree students and their educational decision-making. Education + Training, 51 (4). pp. 259-271. ISSN 0040-0912 DOI 10.1108/00400910910964557
Greenbank, P. (2007) From Foundation Degree to Honours Degree: evaluating the student experience. Higher Education Academy Annual Conference, 2 July, Harrogate, UK.
Greenbank, P. (2007) From foundation to honours degree: the student experience. Education + Training, 49 (2). pp. 91-102. ISSN 0040-0912 DOI 10.1108/00400910710739450
Greenbank, P. (2010) 'I'd rather talk to someone I know than somebody who knows' - the role of networks in undergraduate career decision-making. Society for Research into Higher Education Annual Research Conference, 14-16 December, Newport, Wales.
Greenbank, P. (2011) 'I'd rather talk to someone I know than somebody who knows' - the role of networks in undergraduate career decision-making. Research in Post-Compulsory Education, 16 (1). pp. 31-45. ISSN 1359-6748 DOI 10.1080/13596748.2011.549726
Greenbank, P. (2010) Improving the process of career decision-making amongst undergraduates: an action research approach. 3rd International Pedagogical Research in Higher Education Conference, 25-26 October, Liverpool Hope University.
Greenbank, P. (2007) Introducing widening participation policies in higher education: the influence of institutional culture. Research in Post-Compulsory Education, 12 (2). pp. 209-224. ISSN 1359-6748 DOI 10.1080/13596740701387494
Greenbank, P. (2009) Re-evaluating the role of social capital in the career decision-making behaviour of working-class students. Research in Post-Compulsory Education, 14 (2). pp. 157-170. ISSN 1359-6748 DOI 10.1080/13596740902921463
Greenbank, P. (2010) Student Decision-Making. VDM Verlag. ISBN 978-3639310504
Greenbank, P. (2007) Utilising collaborative forms of educational action research: some reflections. Journal of Further and Higher Education, 31 (2). pp. 97-108. ISSN 0309-877X DOI 10.1080/03098770701267531
Greenbank, P. (2009) Widening participation and social class: implications for HEI policy. NEXUS Journal of Learning & Teaching Research, 1. pp. 77-108.
Greenbank, P. (2008) The academic's role: a response to Karlsson. Teaching in Higher Education, 13 (2). pp. 245-249. ISSN 1356-2517 DOI 10.1080/13562510801923393
Greenbank, P. (2008) An examination of the factors influencing the decision to study for foundation degrees. Technical Report. Aimhigher Research Network.
Greenbank, P. (2008) An investigation of the factors influencing student participation in collaborative approaches to examination preparation. In: O'Doherty, E. (ed). The Forth Education in a Changing Environment. Informing Science. ISBN 978-1932886139
Greenbank, P. (2008) The undergraduate dissertation: 'most likely you go your way and I'll go mine'. BERA Annual Conference, 3-5 September, Heriot Watt University, Edinburgh.
Greenbank, P. and Hepworth, S. (2008) Improving the career decision-making behaviour of working class students - do economic barriers stand in the way? BERA Annual Conference, 3-5 September, Heriot Watt University, Edinburgh.
Greenbank, P. and Hepworth, S. (2008) Improving the career decision-making behaviour of working class students: Do economic barriers stand in the way? Journal of European Industrial Training, 32 (7). pp. 492-509. ISSN 0309-0590 DOI 10.1108/03090590810899801
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Greenbank, P. and Penketh, C. (2008) 'I guess it must be up to me' - student autonomy and reflections on 'writing' the undergraduate dissertation. Society for Research into Higher Education, 9-11 December, Liverpool, UK.
Greenbank, P., Penketh, C., Schofield, M. and Turjansky, A. (2008) The Undergraduate Dissertation: 'most likely you go your way and I'll go mine'. International Journal of Quality and Standards, 2 (6). pp. 139-162. ISSN 1753-9439
Greenbank, P. (2011) Improving the process of career decision making: an action research approach. Education and Training, 53 (4). pp. 252-266. ISSN 0040-0912 DOI 10.1108/00400911111138433
Greenbank, P. (2010) Initiating Change in Career Decision-Making: An Action Research Approach. Project Report. Higher Education Careers Service Unit (HECSU).
Grimshaw, P., Kestell, C., Arjomandi, M., Marques, P., Mackintosh, S. and Jonge, M. (2009) The anatomy of Engineering education: Parallels in teaching the practical aspects of Anatomy and Engineering. 20th Annual Conference for the Australasian Association for Engineering Education, 6-9 December, Adelaide, Australia.
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Hallett, F. (2008) Equality in student support: comparability and variabilty in staff and student perspectives. European Conference for Educational Research, 10th - 12th September, Gothenburg.
Hallett, F. (2005) Every voice matters. British Educational Research Association Conference, 3rd - 5th September, University of Glamorgan.
Hallett, F. (2006) Inclusive services for part-time students: a phenomenographic analysis of variation in student expectation and experience of study support. European Conference for Educational Research, 13th - 16th September, Geneva.
Hallett, F. (2010) Postgraduate researchers' network on educational theory. Red de Investgadores de Postgrado en Teoria de la Education, Seminario Interuniverstario de Teoria de la Education (SITE), 21st-23rd November, Complutense University of Madrid, Spain.
Hallett, F. (2007) Study support in Higher Education: an analysis. Collaborative Action Research Network Conference, 9th - 11th November, Umea, Sweden.
Hallett, F., Foster, R. and Ashley, M. (2009) I'm a grown up, get me into here: on-line research with children and young people. British Education Index.
Hallett, F. and Hallett, G. (2009) Teacher Perceptions of Competence: does English Teacher Education mirror a broader European perspective? European Conference for Educational research, 25th September, European Educational Research Association, Vienna.
Hallett, F. and Hallett, G. (2010) Transforming the Role of the SENCO. Open University Press. ISBN 978-0335242412
Hallett, F. and Hallett, G. (2007) The pedagogy of teaching teachers: an examination of the personal epistomologies of tutors in Higher Education. European Conference for Educational Research, 17th - 18th September, Ghent.
Hallett, F., Hallett, G. and McAteer, M. (2007) Every voice matters: evaluating residential provision at a special school. British Journal Of Special Education, 34 (4). pp. 219-225. ISSN 1467-8578 DOI 10.1111/j.1467-8578.2007.00482.x
Hallett, F. and McAteer, M. (2005) Continuing Professional Development: exploring the impact on teachers' professional pratice and pupil learning. Annual BERA conference, 15th - 18th September, University of Glamorgan, Pontypridd, Wales.
Hallett, F. and McAteer, M. (2006) The power and the glory: consultation on the value of residential provision at a community special school. CARN annual conference: Quality of practitioner research/action research: what's it about, what's it for and what next?, 4th - 6th November, Fontys University of Professional Education, Utrecht, Netherlands.
Hallett, F., Woodroffe, B., Armstrong, D. and Sherratt, C. (2007) Engaging learners in academic discourse: the role of the VLE in helping students to find a voice. SOLSTICE, 11th May, Edge Hill University.
Hetherington, R., O'Doherty, M., Owens, T., Shannon, L. and Beaumont, C. (2007) Raising Standards: A Dialogic Approach to Improving Computing Students Academic Writing. 8th Annual Conference of the Subject Centre for Information and Computer Sciences, 28-30 August, University of Southampton.
Hutchinson, J. and Whiteley, H. (2006) Promoting language and literacy development amongst pre-school children in areas of social-economic disadvantage. BPS Psychology of Education Annual Conference.
Hutchinson, J. and Whiteley, H. (2001) The identification of reading difficulties in emergent bilingual children. European Congress on Learning Disabilities.
Hutchinson, J., Whiteley, H. and Smith, C. (2005) The Role of Cognitive Linguistic Skills in the Identification of Reading Problems in Emergent Bilingual Children. In: Ghesquière, P. and Ruijssenaars, A. (eds). Learning Disabilities. A Challenge to Teaching and Instruction. Leuven University Press, pp. 37-45. ISBN 978-9058674449
Hutchinson, J., Whiteley, H., Smith, C. and Connors, E. (2002) The developmental progression of comprehension-related skills in EAL children. BPS Developmental and Educational Sections Joint Conference.
Hutchinson, J., Whiteley, H., Smith, D. and Connors, E. (2003) Appropriate literacy intervention for all. BPS Psychology of Education Annual Conference.
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Jinks, A., Armitage, H. and Pitt, R. (2009) A qualitative evaluation of an interprofessional learning project. Learning In Health & Social Care, 8 (4). pp. 263-271. ISSN 1473-6853 DOI 10.1111/j.1473-6861.2009.00219.x
Jinks, A. and Green, H. (2004) Clinical and academic perspectives on how to develop and enhance nursing research strategies. Journal of Research in Nursing, 9 (6). pp. 401-410. ISSN 1361-4096 DOI 10.1177/136140960400900605
Jinks, A. and Green, H. (2004) Developing a unified approach when developing a research strategy. RCN International Research Conference, 21-24 March, University of Cambridge.
Jinks, A. and Ning, M. (2010) Support for research. Nursing Standard, 24 (40). p. 61. ISSN 0029-6570
Jinks, A., Ning, M. and Murphy, P. (2008) Findings of a survey examining health teachers’ attitudes to research teaching. RCN Joint Education Forums’ 2nd International Conference and Exhibition, 11-13 June, Glasgow, Scotland.
Jinks, A., Ning, M., Sperrin, P. and Murphy, P. (2008) Findings of a survey examining health teachers’ attitudes to research teaching. Edge Hill University Centre for Learning and Teaching Research 7th Conference, 4 June, Ormskirk, Lancs.
Jinks, A., Tooth, S. and Bowers, S. (2005) The Clinical Education Project. RCN International Research Conference, 8-11 March, Belfast.
Jones, M. and Straker, K. (2006) What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base. Journal of Education for Teaching International Research and Pedagogy, 32 (2). pp. 165-184. ISSN 02607476 DOI 10.1080/02607470600655227
Jones, R. and Thomas, L. (2005) The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda. Journal of Education Policy, 20 (5). pp. 615-630. ISSN 14645106 DOI 10.1080/02680930500222477
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Larkin, D. and Harrison, I. Exploring Student Engagement Through the Use of Diaries. Psychology Teaching Review. ISSN 0965-948X (In Press)
Larkin, D. and Hartley, J. (2008) The academic performance of mature and traditional-entry psychology students at Keele University: A replication study. Psychology Teaching Review, 14 (1). pp. 65-71. ISSN 0965-948X
Lever, R., Smith, C. and Whiteley, H. (2004) Cognitive learning strategies for students FDTL4 project: Supporting students' learning styles. Scholarship of Teaching and Learning (SoTL) Conference.
Lindsey, I. (2010) Governance of lottery sport programmes: national direction of local partnerships in the New Opportunities for PE and Sport programme. Managing Leisure, 15 (3). pp. 198-213. ISSN 1360-6719 DOI 10.1080/13606719.2010.483831
Lindsey, I. (2006) Local Partnerships in the United Kingdom for the New Opportunities for PE and Sport Programme: A Policy Network Analysis. European Sport Management Quarterly, 6 (2). pp. 167-184. ISSN 1618-4742 DOI 10.1080/16184740600955053
Lindsey, I. (2010) Partnership Working and Sports Development. In: Houlihan, B. and Green, M. (eds). Routledge Handbook of Sports Development. Routledge, pp. 517-529. ISBN 978-0415479967
Lindsey, I. and Jeanes, R. (2011) Youth Sport Policy. In: Armour, K. (ed). Sport Pedagogy: An Introduction for Teaching and Coaching. Prentice Hall. ISBN 978-0273732587
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MacFarlane, S., Sim, G. and Horton, M. (2003) Assessing Usability and Fun in Educational Software. In: Eisenberg, M. and Eisenberg, A. (eds). Proceedings of the 2005 Conference on Interaction Design and Children, Boulder, USA. New York: ACM Press, pp. 189-198. ISBN 1-59593-096-5 DOI 10.1145/1109540.1109554
Macleod, F. (2001) Towards inclusion: our shared responsibility for disaffected pupils. British Journal Of Special Education, 28 (4). pp. 191-195. ISSN 1467-8578
Martin, L. (2005) The Bespoke Approach to Developing and Delivering Online Staff Development. In: Genoni, P. and Walton, G. (eds). Continuing Professional Development - Preparing for New Roles in Libraries: a Voyage of Discovery. K.G. Saur, pp. 90-101. ISBN 3598218443
McAteer, M. (2008) Communities of learning: if you build it they will come. CLTR Conference, 4th June, Edge Hill University.
McAteer, M. (2007) Diary, dilemma and dialogue: constructing meaning. CARN annual conference, 9th - 11th November, University of Umea, Umea, Sweden.
McAteer, M. (2009) Education Ethics. Graduate Research Conference, Swansea Metropolitan University.
McAteer, M. (2008) Ethical issues in educational research. CARN annual conference, 7th - 9th November, Liverpool Marriott City Centre Hotel, Liverpool.
McAteer, M. (2009) Jane's story: action research as a form of personalised learning. CARN annual conference: Action research for improvement in schools, communities and organiizational spaces. What is to be done?, 30th October - 1st November, Athens and Psychico college, Athens.
McAteer, M. (2006) Supporting practitioner research: some practical and philosophical problems. Annual BERA conference, 6th - 9th September, University of Warwick, Warwick.
McAteer, M. (2010) Would you like a cup of coffee? Becoming a PhD Supervisor. Centre for Learner Identity Studies Conference: Education and the Politics of Identity, 18th June, Southport.
McAteer, M. and Dewhurst, J. (2010) "Just thinking about stuff". Reflective learning: Jane's story. Reflective Practice, 11 (1). pp. 33-43. ISSN 1462-3943 DOI 10.1080/14623940903519317
McAteer, M. and Hallett, F. (2009) Developing an Education Ethics Forum: a case study in creating a learning community. CARN annual conference: Action research for improvement in schools, communities and organiizational spaces. What is to be done?, 30th October - 1st November, Athens and Psychico college, Athens.
McAteer, M. and Hallett, F. (2009) Evaluating an education ethics research forum. Collaborative Action Research Network Conference, 30th October - 1st November, Athens.
McAteer, M., Hallett, F., Murtagh, L. and Turnbull, G. (2010) Achieving your Masters in Teaching and Learning. Learning Matters, Exeter. ISBN 9781844452149
McAteer, M., Hallett, F. and Sherratt, C. (2008) Education Ethics Symposium. Collaborative Action Research Network Conference, 7th - 9th November, Liverpool.
McAteer, M., Hallett, F., Sherratt, C. and Cochrane, M. (2006) Planes, trains and automobiles: exploring the research journey. CARN annual conference, 10th - 12th November, Nottingham Trent University, Nottingham.
McAteer, M. and Martin, L. (2008) Technologies and learning environments: the mother of invention, or the mother of all problems. Annual SOLSTICE conference , 5th June, Edge Hill University.
McAteer, M. and Wilkinson, M. (2009) Evaluating the efficacy of training staff in adult child interaction in a school for children with ASD. Good Autism Practice, 10 (2). pp. 57-63. ISSN 1466-2973
McAteer, M. and Wilkinson, M. (2008) Evaluating the efficacy of training staff in adult child interaction in a school for children with ASD. Enhancing Practice Conference, 8th-10th October, Veldhoven, Netherlands.
McAteer, M. and Wojnar, M. (2002) Setting everyone up for success. United States Distance Learning Association Journal, 16 (4).
McCulloch, A., Grime, K., Ralley, R. and Sumner, L. (2006) Social inclusion, enculturation, and student debt: a narrative approach. AimHigher North West Conference, 4 July, Manchester.
McCulloch, A. and Thomas, L. Widening Participation to Doctoral Study and Research Degrees: Towards a Research Agenda for an Emergent Policy Issue. Higher Education Research and Development. ISSN 0729-4360 (In Press)
McNeill, H., Brown, J. and Shaw, N. J. (2010) First year specialist trainees' engagement with reflective practice in the e-portfolio. Advances in Health Sciences Education, 15 (4). pp. 547-558. ISSN 1382-4996 DOI 10.1007/s10459-009-9217-8
McPake, J. and Arthur, J. (2006) Scots in Contemporary Social and Educational Context. Language, Culture and Curriculum, 19 (2). pp. 155-170. ISSN 0790-8318 DOI 10.1080/07908310608668760
Merrill, S. (2006) Is the Glass Half Full or Half Empty: Newly Qualified Teachers' Perceptions of their Progress at the Midpoint of their Induction Year. Management in Education, 20 (2). pp. 29-35. ISSN 0892-0206
Merrill, S. and Child, A. (2003) Changing the Professional Development Landscape through Mentoring: School University Partnering in the United Kingdom. In: Kochan, F.K. and Pascarelli, J. (eds). Global Perspectives on Mentoring: Transforming Context, Communities and Cultures. Information Age Publishing Inc, Greenwich, CT, pp. 233-251. ISBN 1 930608 38 1
Moore, A. and Prescott, P. (2010) Sexualising Citizenship?: A Critical Consideration of Contemporary Youth Policy in the UK. 1st Global Conference: Childhood, Oxford.
Murtagh, L. (2007) Implementing a critically quasi-ethnographic approach. The Qualitative Report, 12 (2). pp. 195-213. ISSN 1052-0147
Murtagh, L. The motivational paradox of feedback: teacher and student perceptions. Assessment in Education. ISSN 0969-594x (In Press)
Murtagh, L. and Baker, N. (2008) Feedback to Feed Forward. Assessment in Higher Education Conference, 9th July, University of Cumbria.
Murtagh, L. and Parker, G. (2010) I want my mum! Understanding issues of transition to Higher Education to support students. TEAN conference 2010, 21st May, Glasgow Caledonian University.
Murtagh, L. and Patterson, E. (2009) Research into practice: How is research relevant to me? Primary Research Conference, Edge Hill University.
Murtagh, L. and Webster, M. (2009) Assessment in Wonder Land: "Alice: It would be so nice if something made sense for a change". 5th Annual ESCalate ITE Conference, 15 May, Glyndŵr University, Wrexham.
Murtagh, L. and McAteer, M. (2010) Teaching, Learning and Assessing. In: McAteer, M., Hallett, F., Murtagh, L. and Turnbull, G. (eds). Achieving your Masters in Teaching and Learning. Learning Matters Ltd, Exeter, pp. 29-63. ISBN 9781844452149
Mustafa, B. (2010) Evaluating a System Simulator for Computer Architecture Teaching and Learning Support. ITALICS (Innovation in Teaching and Learning in Information and Computer Sciences), 9 (1). pp. 100-104. ISSN 1473-7507
Mustafa, B. (2009) An Integrated Approach to Effective Computer Architecture Learning by Simulation. E-Activity and Leading Technologies (E-ALT 2009), 22-24 June, Seville, Spain.
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Newall, H. (2009) A View From the Hill, Knowledge Transfer. UNSPECIFIED, Cheshire.
Ning, M., Murphy, P. and Jinks, A. (2010) Research engagement and attitudes to teaching research to healthcare students: a questionnaire study of healthcare educators. Journal of Further and Higher Education, 34 (4). pp. 537-556. ISSN 0309-877X DOI 10.1080/0309877X.2010.512081
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O'Brien, M., Brown, J., Ryland, I., Graham, D., Garden, A., Chapman, T., Watmough, S. and Shaw, N. (2004) Medical Education Research Partnership: an innovative collaboration across traditional boundaries. ASME Annual Scientific Meeting, 8-10 September, Edinburgh, UK.
O'Brien, M., Brown, J., Ryland, I., Graham, D., Garden, A., Chapman, T. and Watmough, S. (2004) Medical Education Research Partnership: an innovative collaboration crossing traditional boundaries. 11th International Ottawa Conference on Medical Education, 4-8 Juliy, Catalonia Palace of Congress, Barcelona.
O'Brien, M., Brown, J., Ryland, I., Graham, D., Garden, A., Chapman, T. and Watmough, S. (2004) Mind the gap: medical research spanning traditional boundaries. Association for the Study of Medical Education Annual Conference, 1-3 September, Liverpool.
O'Brien, M., Brown, J., Ryland, I., Graham, D., Garden, A., Chapman, T., Watmough, S. and Shaw, B. (2004) Mind The Gap: Spanning Traditional Boundaries In Medical Education. ASME Annual Scientific Meeting, 1-3 September, University of Liverpool, Liverpool.
O'Brien, M., Brown, J., Ryland, I., Shaw, N. J., Chapman, T., Gillies, R. and Graham, D. (2006) Exploring the views of Foundation 2 Doctors and their Educational Supervisors during a Foundation Programme Pilot in Mersey Deanery. Association for Medical Education in Europe Conference, 14-18 September, Genoa, Italy.
O'Brien, M., Brown, J., Ryland, I., Shaw, N. J., Chapman, T., Gillies, R. and Graham, D. (2006) Exploring the views of second-year Foundation Programme doctors and their educational supervisors during a deanerywide pilot Foundation Programme. Postgraduate Medical Journal, 82. pp. 813-816. ISSN 0032-5473 DOI 10.1136/pgmj.2006.049676
O'Doherty, M. and Beaumont, C. (2007) Feedback for Widening Participation? Centres for Excellence in Teaching and Learning Research Symposium, 26 June, Liverpool Hope University.
O'Doherty, M., Beaumont, C. and Shannon, L. (2008) Mind the Gap: Assessment practices within the context of UK Widening Participation. Fourth Biennial EARLI/Northumbria Assessment Conference, 27-29 August, Berlin.
O'Gorman, J. (2005) Is there an effective football development policy network in England? A case study of the FA's Charter Standard. The Power of Football Conference, 23 May.
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Page, T., Herne, S., Dash, P., Charman, H., Atkinson, D. and Adams, J. (2006) Teaching now with the living: a dialogue with teachers investigating contemporary art practices. International Journal of Art and Design Education, 25 (2). pp. 146-155. ISSN 1476-8062
Patterson, E. (2009) Analysis of Factors Influencing the Contribution of Talk to Learning During Collaborative Group Work in Science. BERA Annual Conference, 2-5 September, University of Manchester.
Patterson, E. (2007) Developing Talk and Cooperative Learning in the Early Years. BERA Annual Conference , 5-8 September, Institute of Education, University of London.
Patterson, E. (2011) Initial teacher development in science: the impact of constructivist-informed practice on learning. Teacher Development, 15 (1). pp. 69-86. ISSN 1366-4530 DOI 10.1080/13664530.2011.555225
Patterson, E. (2009) The Journey of a Teacher Educator: From Transmission to Construction. Centre for Learner Identity Studies Conference, 14th July, Edge Hill University.
Patterson, E. (2001) Structuring the composition process in scientific writing. International Journal of Science Education, 23 (1). pp. 1-16. ISSN 0950-0693 DOI 10.1080/09500690117425
Penketh, C. and Beaumont, C. (2010) Can Turnitin and the regulatory discourse of plagiarism detection operate as a change artefact for writing development? 9th CLTR Learning & Teaching Research Conference, 2 June, Edge Hill University.
Penketh, C. and Beaumont, C. (2010) Systematic Quality Enhancement: Evaluating the Undergraduate Experience to Improve an Access Course. Flying Start Symposium, 10 June, Liverpool Hope University.
Pereira, E. and Pereira, R. (2009) Multi-agent Framework for Self* systems. E-Activity and Leading Technologies (E-ALT 2009), 22-24 June, Seville, Spain.
Pope, D. and Whiteley, H. (2005) The lost boys? A case-history study of ten very able children with dyslexic characteristics. Educating Able Children, 8 (1). pp. 109-123.
Pope, D., Whiteley, H., Smith, C., Lever, R., Wakelin, D., Dudiak, H. and Dewart, H. (2007) Relationships between ADHD and dyslexia screening scores and academic performance in undergraduate psychology students: Implications for teaching, learning and assessment. Psychology Learning & Teaching, 6 (2). pp. 114-120. ISSN 1475-7257
Pressler, S., McCulloch, A., Grime, K., Ralley, R. and Sumner, L. (2005) Researching the Student Experience. Action on Access Bulletin.
Putwain, D. (2007) Researching academic stress and anxiety in students: some methodological considerations. British Educational Research Journal, 33 (2). pp. 207-219. ISSN 14693518 DOI 10.1080/01411920701208258
Putwain, D. (2007) Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology, 77 (3). pp. 579-594. ISSN 00070998 DOI 10.1348/000709906X161704
Putwain, D. (2009) Assessment and examination stress in Key Stage 4. British Educational Research Journal, 35 (3). pp. 391-411. ISSN 0141-1926 DOI 10.1080/01411920802044404
Putwain, D. (2008) Deconstructing test anxiety. Emotional and Behavioural Difficulties, 13 (2). pp. 141-155. ISSN 1363-2752 DOI 10.1080/13632750802027713
Putwain, D. (2008) Do high stakes examinations moderate the test anxiety-examination performance relationship? Educational Psychology, 28 (2). pp. 109-118. ISSN 0144-3410 DOI 10.1080/01443410701452264
Putwain, D. (2008) Examination stress and test anxiety. The Psychologist, 21 (12). pp. 1026-1029. ISSN 0952-8229
Putwain, D. (2009) Increasingly miserable students with a decreasing sense of mastery: progression from the first to second year of studying undergraduate research methods in Psychology. British Psychological Society, Education Section Conference, 30 October – 1 November, UCLAN.
Putwain, D. (2009) Situated and Contextual Features of Test Anxiety in UK Adolsecent Students. School Psychology International, 30 (1). pp. 56-74. ISSN 0143-0343 DOI 10.1177/0143034308101850
Putwain, D. (2008) Supporting assessment stress in key stage 4 students. Educational Studies, 34 (2). pp. 83-95. ISSN 0305-5698 DOI 10.1080/03055690701811081
Putwain, D. (2008) Test anxiety and GCSE performance: the effect of gender and socio-economic background. Educational Psychology in Practice, 24 (4). pp. 319-334. ISSN 0266-7363 DOI 10.1080/02667360802488765
Putwain, D. and Best, N. (2010) Fear appeals in the primary classroom: effects on test anxiety, state anxiety and test scores. British Psychological Society, Education Section Conference, 12–14 November , Milton Keynes.
Putwain, D. and Deveney, C. (2009) Predicting Examination Performance Using an Expanded Integrated Hierarchical Model of Test Emotions and Achievement Goals. Psychology Teaching Review, 15 (1). pp. 18-31. ISSN 0965-948X
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Putwain, D. and Roberts, C. (2009) The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom. British Journal of Educational Psychology, 74 (9). pp. 643-661. ISSN 0007-0998
Putwain, D., Whiteley, H. and Caddick, L. (2008) Evaluation of a thematic approach to the delivery of the humanities curriculum in Key Stage 3. BERA Annual Conference, 3-6 September.
Putwain, D. (2007) Do different measures of assessment performance bias or exaggerate relationships? BERA Annual Conference , 5-8 September, Institute of Education, University of London.
Putwain, D. (2011) How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained? International Journal of Qualitative Studies in Education, 24 (6). pp. 717-731. ISSN 0951-8398 DOI 10.1080/09518398.2010.529840
Putwain, D. (2005) Researching stress and anxiety in schoolchildren: some methodological considerations. BERA Annual Conference , 14-17 September, The University of Glamorgan.
Putwain, D. (2007) The development of a scale to measure teachers’ use of fear appeals in the classroom. British Psychological Society, Education Section Conference, 9-11 November, Staffordshire University.
Putwain, D. and Best, N. (2011) Fear appeals in the primary classroom: effects on test anxiety and test grade. Learning and Individual Differences, 21 (5). pp. 580-584. ISSN 1041-6080 DOI 10.1016/j.lindif.2011.07.007
Putwain, D. and Roberts, C. (2008) The refinement of a scale to measure teachers’ use of fear appeals in the classroom. Society for Anxiety and Stress Research Annual Conference, 16-18 July, Birkbeck College, The University of London.
Putwain, D. and Symes, W. (2011) Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? Learning and Individual Differences, 21 (2). pp. 227-232. ISSN 1041-6080 DOI 10.1016/j.lindif.2010.11.022
Putwain, D. and Symes, W. (2011) Teachers’ use of fear appeals in the Mathematics classroom: worrying or motivating students? British Journal of Educational Psychology, 81 (3). pp. 456-474. ISSN 0007-0998 DOI 10.1348/2044-8279.002005
Putwain, D., Whiteley, H. and Caddick, L. (2011) Thematic versus subject-based curriculum delivery and achievement goals: findings from a single school study. Educational Research, 53 (4). pp. 387-398. ISSN 0013-1881 DOI 10.1080/00131881.2011.625149
Putwain, D. W., Connors, L., Symes, W. and Douglas-Osborn, E. (2012) Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 25 (3). pp. 349-358. ISSN 1061-5806 DOI 10.1080/10615806.2011.582459
Putwain, D. W., Kearsley, R. and Symes, W. (2012) Do creativity self-beliefs predict literacy achievement and motivation? Learning and Individual Differences, 22 (3). pp. 370-374. ISSN 1041-6080 DOI 10.1016/j.lindif.2011.12.001
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Qualter, P., Gardner, K. and Whiteley, H. (2007) Emotional Intelligence: Review of Research and Educational Implications. Pastoral Care In Education, 25 (1). pp. 11-20. ISSN 0264-3944 DOI 10.1111/j.1468-0122.2007.00395.x
Qualter, P. and Whiteley, H. (2004) Educational policy and emotional development. Distance learning and learning styles: Bridging the gap. BPS Psychology of Education Annual Conference.
Qualter, P. and Whiteley, H. (2005) Educational policy and emotional intelligence in the UK and US. International Association for Cognitive Education and Psychology 10th Annual Conference.
Qualter, P. and Whiteley, H. (2003) Supporting the transition from primary to high school through emotional literacy. BPS Psychology of Education Annual Conference.
Qualter, P., Whiteley, H., Morley, A. and Dudiak, H. (2009) The role of Emotional Intelligence in the decision to persist with academic studies in HE. Research in Post-Compulsory Education, 14 (3). pp. 219-231. ISSN 1359-6748 DOI 10.1080/13596740903139255
Quinton, S., Whiteley, H. and Qualter, P. (2006) Competencies underlying effective independent learning: an emotional intelligence perspective with postgraduate MSc students. International Association for Cognitive Education and Psychology 10th Annual Conference.
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Rawding, C. (2009) New approaches to teaching retailing. Geographical Association Annual Conference, 16-18 April, University of Manchester.
Rawding, C. (2008) New approaches to teaching tourism. Geographical Association Annual Conference, 27th-29th March, University of Surrey, Guildford.
Rawding, C. (2007) Peter Rabbit, Skippy and Burgess KS3-4. Geographical Association Annual Conference, 12th-14th April, University of Derby.
Rawding, C. (2008) Shopping: some options from an expert. Geography Teacher Educators' Conference , 25th - 27th January, Marriott Royal Hotel, Bristol.
Rawding, C. (2009) Teaching place as a process. Teaching Geography, 34 (2). pp. 64-67. ISSN 0305-8018
Rawding, C. (2010) Teaching transport: new approaches. Geographical Association Annual Conference, 8th-10th April, University of Derby.
Rawding, C. (2009) This Changing World: Towards teaching the geographies of consumption. Geography, 94 (2). pp. 126-132. ISSN 0016-7487
Rawding, C. (2007) Understanding place as a process. Theory into practice. Geographical Association, Sheffield. ISBN 9781843771715
Rawding, C. and Williams, L. (2008) Liverpool: Capital of culture. Teaching Geography, 33 (1). ISSN 0305-8018
Rhodes, S. and Jinks, A. (2005) Personal tutors' views of their role with pre-registration nursing students: an exploratory study. Nurse Education Today, 25 (5). pp. 390-397. ISSN 0260-6917 DOI 10.1016/j.nedt.2005.03.008
Rowley, M., Hartley, J. and Larkin, D. (2008) Learning from experience: the expectations and experiences of first year undergraduate psychology students. The fourth biennial Psychology Learning and Teaching Conference, University of Bath.
Rowley, M., Hartley, J. and Larkin, D. (2008) Learning from experience: the expectations and experiences of first-year undergraduate psychology students. Journal of Further and Higher Education, 32 (4). pp. 399-413. ISSN 0309-877X
Rowley, M., Larkin, D. and Hartley, J. (2009) Halfway there! The expectations and experiences of single- and dual-honours psychology students in their second year. Psychology Teaching Review, 15 (2). pp. 38-49. ISSN 0965-948X
Rowley, M., Larkin, D. and Hartley, J. (2008) In their own words: second year university students' views about their psychology course. Third International Conference on the Teaching of Psychology, Saint Petersburg, Russia.
Ryland, I. (2007) Seizure Freedom in Children. In: Trimble, M. (ed). Seizure Freedom: Clinical, Research and Quality of Life Perspectives. Clarius Press Ltd, pp. 102-106. ISBN 978-0954227968
Ryland, I., Bamforth, M., Higgins, J., Brown, J. and Graham, D. (2007) What do trainees want? A review, and experience, of the RITA process. Association of Medical Education in Europe Annual Conference, 25-29 August, Trondheim, Norway.
Ryland, I., Brown, J., Chapman, T. and Graham, D. (2004) The PRHO year: aspects of teaching and learning as viewed by PRHOs from old and new medical curriculum. Association of Medical Education in Europe Annual Conference, 5-8 September, Edinburgh International Conference Centre, Edinburgh.
Ryland, I., Brown, J., O'Brien, M., Lamont, G., Gillies, R., Shaw, N., Graham, D. and Chapman, T. (2005) Foundation Programme Learning Portfolio: Fulfilling its potential. AMEE Medical Education Conference, 30 August - 2 September, RAI Congress Centre, Amsterdam.
Ryland, I., Brown, J., O'Brien, M., Shaw, N., Chapman, T., Gillies, R. and Graham, D. (2005) Foundation Programme Learning portfolio: experiences of its use during the first four month post of the F2 year. Association for the Study of Medical Education Annual Conference,, Newcastle.
Ryland, I., Brown, J., O'Brien, M., Shaw, N., Chapman, T., Gillies, R. and Graham, D. (2005) Foundation Programme Learning portfolio: experiences of its use during the first four month post of the F2 year. Association for Medical Education in Europe Conference, 30 August - 2 September, Amsterdam.
Ryland, I., Brown, J., O'Brien , M., Shaw, N., Chapman, T., Gillies, R. and Graham, D. (2005) Mersey Deanery Foundation Programme Learning Portfolio: experiences of its use during the first four-month post of the F2 year. Association for the Study of Medical Education Annual Conference, Newcastle.
Ryland, I., Gillies, R., Shaw, N. J., Lamont, G., Higgins, J., Dainty, C., Thomson , A. and Graham, D. (2006) Training the Assessors: Cascading assessment training to the workplace. Association of Medical Education in Europe Annual Conference, 14-18 September, Cotone Congressi, Genoa, Italy.
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Sammons, A. and Putwain, D. (2000) Psychology (Revise AS Level in a Week). Letts Educational, London. ISBN 978-1840853698
Schofield, M., Sackville, A. and Davey, J. (2005) Designing for Unique Online Learning Contexts: The Alignment of Purpose, Audience, and Form of Interactivity. In: Alfonso, A. and Figuerido, A. (eds). Managing Learning in Virtual Settings: The Role of Context. Idea Group, P.A. USA, pp. 117-134. ISBN 1-59140-488-6
Schofield, M. (2008) Application, Integration and Discovery: Supporting Curriculum Design through Research Informed Practices. Institutional Research Conference, 25-26 June, Southampton Solent University.
Schofield, M. (2010) the Ass out of Assessment: Getting Rid of the Donkeywork. First Level Assessment & Feedback conference, 16 June, Leeds Metropolitan University.
Schofield, M. (2002) Back to Quill and Parchment. Lessons from the Implementation of WebCT Pilot Project. 4th WebCT User Conference, 22-26 July, Boston, USA.
Schofield, M. (2007) [Conference Strand Leader, Design Sciences]. ICTMA-13, 22-26 June, Indiana University, Bloomington, Indiana.
Schofield, M. (2005) Constructivist Principles and Conditions for Learning. Educational Developments, 4 (4). ISSN 1469-3267
Schofield, M. (2003) Constructivist Principles and Conditions for Learning: Scaffolding Curriculum Design. Educational Developments, 4 (4). pp. 9-15. ISSN 1469-3267
Schofield, M. (2006) Constructivist Principles as Empowering Frameworks for Student and Faculty Learning. 31st Improving University Teaching (IUT) Conference, 3-6 July, Dunedin, New Zealand.
Schofield, M. (2007) Creative Dialogue Space: Curriculum development and review dialogues and assisted articulation of principles to support international collaborations. Annual Improving University Teaching Conference (IUT), University of Jaen, Spain.
Schofield, M. (2004) Enquiry-Based learning: A Vehicle for Driving Professional Development. Enquiry-Based Learning Conference, September, Manchester.
Schofield, M. (2009) Extending Interactions with Text and other Media. 34th Improving University Teaching International Conference, 14-17 July, Simon Fraser University, Vancouver, Canada.
Schofield, M. (2009) Extending Interactions with Text and other Media. Blackboard Africa Users Conference, 15-17 April, University of the Free State, Bloemfontein, South Africa.
Schofield, M. (2010) Extending Interactions with Text and other Media. [Workshop], Leeds Metropolitan University.
Schofield, M. (2006) The First Step to Empowering Learners. CLTR Conference, Edge Hill University.
Schofield, M. (2007) [In collaboration with the Office for Institutional Effectiveness, University of Johannesburg] The Creative Dialogue Space: Curriculum development and review dialogues and assisted articulation of principles to support international collaborations. Learning Conference, 26-29 June, University of Witwatersrand, Johannesburg, South Africa.
Schofield, M. (2005) Interactivity and Online Learning. COMET.
Schofield, M. (2007) Learning through questioning: Assessment and reflection in the Constructivist Classroom. 1st Annual Learning and Teaching Conference, Optimus Education, London.
Schofield, M. (2006) Lets Get Active, Promoting Interactivity in Online Settings. 31st Improving University Teaching (IUT) Conference, 3-6 July, Dunedin, New Zealand.
Schofield, M. (2005) New Academic Teams. In: Levy, P. and Roberts, S. (eds). New Learning Enviroments. Facet Publishing, London. ISBN 978-1856045308
Schofield, M. (2006) Preparing staff for design and delivery of online learning. [Workshop], University of Chester.
Schofield, M. (2005) Promoting Interactivity in E-Learning. 29th Annual Improving University Teaching (IUT) Conference.
Schofield, M. (2010) Risk and Resilience in Higher Education. HELTASA Conference, 23-25 November, University of Limpopo, South Africa.
Schofield, M. (2006) The SOLSTICE Concept and Application - synergising research, evaluation and enhancement for intelligent deployment of technologies to support learning. In: Mendez-Vilas, A., Solano Martin, A. and Mesa Gonzalez, J. (eds). Current Developments in Technology Assisted Education. Formatex, Badajoz, Spain , pp. 666-671. ISBN 978-84-690-2471-X
Schofield, M. (2006) The SOLSTICE Concept and Application – synergising research, evaluation and enhancement for intelligent deployment of technologies to support learning. m-ICTE2006, 22-25 November, Seville, Spain.
Schofield, M. (2009) Strategic Development, the Blackboard VLE and the Evolution of a Higher Education Funding Council for England’s Centre for Excellence in Teaching and Learning (CETL) at Edge Hill University. Blackboard Africa Users Conference, 15-17 April, University of the Free State, Bloemfontein, South Africa.
Schofield, M. (2005) Student induction - from event to entitlement. 29th Annual Improving University Teaching (IUT) Conference.
Schofield, M. (2003) Teaching and learning partnership with learning services: maxims and ‘new academic teamwork. SCONUL Newsletter (29). pp. 75-76. ISSN 1353-0429
Schofield, M. (2007) A UK University’s Conception of Deployment of Technologies to Enhance Learning: Evolution of a Higher Education Funding Council for England’s Centre for Excellence in Teaching and Learning (CETL). International Journal of Learning, 14 (6). pp. 127-132. ISSN 1447-9494
Schofield, M. (2003) WebCT and the Art of Bespoke Tailoring. 2nd Annual WebCT European Users Conference, 13-15 January, London.
Schofield, M. (2005) WebCT and the development of a UK Centre of Excellence. 7th Annual WebCT User Conference.
Schofield, M. (2007) A creative extrapolation from the teaching of writing in schools to a university’s conception of deployment of technologies to enhance learning. Learning Conference, 26-29 June, University of Witwatersrand, Johannesburg, South Africa.
Schofield, M. (2007) A creative extrapolation from the teaching of writing in schools to a university’s conception of deployment of technologies to enhance learning. ICTMA-13, 22-26 June, Indiana University, Bloomington, Indiana.
Schofield, M. (2007) A creative extrapolation from the teaching of writing in schools to a university’s conception of deployment of technologies to enhance learning. Annual Improving University Teaching Conference (IUT), University of Jaen, Spain.
Schofield, M. (2009) A self Evaluation and Review Tool Derived from an International Literature Review of the First Year Experience. 22nd International Conference on the First Year Experience, 20-22 July, Montreal.
Shaw, N. J. (2007) Ethics and evaluating educational programmes [author reply 66]. Medical Teacher, 29 (1). p. 66. ISSN 0142-159X
Shaw, N. J., Ryland, I., Bamforth, M., Kini, M., Higgins, V. and Graham, D. (2009) Equipping consultants as medical educators: A potentially large undertaking. Medical Teacher, 31 (10). pp. 960-961. ISSN 0142-159X
Shaw, N. J., Ryland, I., Brown, J. and O'Brien, M. (2007) Engaging with the foundation year portfolio. Medical Teacher, 29 (5). p. 510. ISSN 0142-159X DOI 10.1080/01421590701288002
Shaw, N. (2005) Motivation and learning styles in neonatal trainees. Association for Medical Education in Europe Conference, 30 August - 2 September, Amsterdam.
Shaw, N., Ryland, I., Howard, J. and Brown, J. (2006) Views of ethics committee members on how education research should be reviewed. Association of Medical Education in Europe Annual Conference, 14-18 September, Cotone Congressi, Genoa, Italy.
Shirley, I. (2009) Composing in the Primary Classroom – Supporting Primary Generalist Trainees. Music-ITE.
Shirley, I. (2008) Learning how to Teach Singing in the Primary School. Music-ITE.
Shirley, I. (2007) Letting the Outside in: Developing Teaching and Learning Beyond the Early Years Classroom. In: Austin, R. (ed). Letting the Outside in: Developing Teaching and Learning Beyond the Early Years Classroom. Trentham Books, pp. 1-12. ISBN 978-1858563916
Shirley, I. (2009) Music ICT Study Guide. [Dataset]
Shirley, I. (2005) Strangely Familiar: Promoting Creativity in Initial Teacher Education. BERA Annual Conference, 14-17 September, The University of Glamorgan.
Shirley, I. (2009) Teaching Creatively. In: Evans, J. and Philpott, C. (eds). A Practical Guide to Teaching Music in the Secondary School. Routledge, pp. 45-53. ISBN 978-0415482585
Shirley, I. (2009) What Kind of Teacher Will You Be? [Video]
Shortt, D. (2009) Born selfish: the problem of e-learning and student altruism. Universities' Council for the Education of Teachers (UCET) conference 'New and continuing perspectives in teacher education', 9-10 November, Hinckley, Leicestershire.
Shortt, D. (2008) The Demon in the Closet: Patrick McCabe and the Outing of Irish Ghosts. NEICN Conference. Re-imagining Ireland, 14-16 November, University of Sunderland.
Shortt, D. (2004) Dermot Bolger and paradigms of Irishness. The International Association for the Study of Irish Literatures Conference, 20th - 23rd July, National University of Ireland, Galway.
Shortt, D. (2007) Dermot Bolger: gender performance and society. In: McGlynn, C. and Murphy, P. (eds). New Voices in Irish Literary Criticism: Ireland in Theory. Edwin Mellen Press Ltd. ISBN 9780773453630
Shortt, D. (2005) Dermot Bolger: gender performance and society. New Voices Conference, June, University of Limerick.
Shortt, D. (2007) Fracture narratives: echoes of Thomas and Eliot in Jon McGregor's 'If nobody speaks of remarkable things'. The Idea of the City, 7 June, University of Northampton.
Shortt, D. (2009) The Impact of e-Learning on Student Identity. Solstice Conference 2009 It's all in the blend?, 4 June, Edge Hill University.
Shortt, D. (2008) Masters and Slaves: Britain's Cultural Selves in Jon McGregor's 'So Many Ways to Begin'. Otherness and the Arts, 8-9 August, University of Aarhus, Denmark.
Shortt, D. (2005) 'Stuck in the trenches' a review of The Canal Bridge by Tom Phelan. The Irish Book Review, 1 (3). pp. 47-48.
Shortt, D. (2008) Teaching Revolution: Teachers and Nationalism in Patrick McCabe's 'The Dead School'. The Teacher: Image, Icon, Identity, 2-4 July, University of Glasgow.
Shortt, D. (2007) What's the différance: to differ or defer? The role of the viva voce in postgraduate education. Graduate Education and the Role of the Intellectual, September, Edge Hill University.
Shortt, D. (2007) Who Put the Ball in the English Net? Postnationalism in Dermot Bolger’s 'In High Germany'. NEICN Fifth Annual Irish Studies Conference, 9th-10th November, The University of Sunderland.
Shortt, D. (2009) Wikipedia or Wikiphobia: Harnessing the Power of the Wiki in ITE. ESCalate ITE conference, 15 May, Glyndwr University, Wrexham.
Shortt, D. (2009) Wikis, identity and the first year student. EDULearn10. International Conference on Education and New Learning Technologies, 5-7 July, Barcelona.
Shortt, D. (2006) An interview with Dermot Bolger. Irish Studies Review, 14 (4). pp. 464-474. ISSN 0967-0882
Shortt, D. (2006) The journey home: an Irish adaptation of Salò. New Voices Conference, 5-7 May, National University of Ireland, Maynooth, County Kildare.
Shortt, D. (2006) The literary theorist's guide to football. University Conference, University of Limerick.
Shortt, D. (2006) The state of the nation: paradigms of Irishness in the work of Dermot Bolger. Fourth Annual Irish Studies Conference. The Word, the Icon and the Ritual - Ireland Rennaisance, Revolution and Regeneration, 10-12 November, University of Sunderland.
Sim, G., MacFarlane, S. and Read, J. (2006) All work and no play: Measuring fun, usability and learning in software for children. Computers & Education, 46 (3). pp. 235-248. ISSN 03601315 DOI 10.1016/j.compedu.2005.11.021
Smith, C. and Whiteley, H. (2004) Accommodating learning styles into the e-learning process: Issues for instructors and learners. 3rd International Conference on Emerging Telecommunications Technologies and Applications.
Smith, C. and Whiteley, H. (2001) Baseline Assessment and Year 7 support: A comparison. BPS Developmental and Educational Sections Joint Conference.
Smith, C. and Whiteley, H. (2002) Baseline assessment of early literacy difficulties as a guide to intervention. International Research and European Policy Conference on Dyslexia, Uppsala.
Smith, C. and Whiteley, H. (2000) Developing literacy thorough the Literacy Hour: a survey of teachers' experiences. Reading, 34 (1). pp. 34-38. ISSN 1741-4369 DOI 10.1111/1467-9345.00131
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Smith, C. and Whiteley, H. (2002) Learners, learning styles and learning media. The New Educational Benefits of ICT in Higher Education Conference.
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Smith, C., Whiteley, H. and Oakley, S. (2001) Baseline assessment and the identification of literacy difficulties. European Congress on Learning Disabilities.
Smith, T., McLindon, J., Ryland, I. and Dainty, C. (2006) First Contact Care skills training. OTTAWA Medical Education Conference, 20-24 May , New York.
Spendlove, D., Barton, A., Hallett, F. and Shortt, D. (2012) Shifting codes: education or regulation? Trainee teachers and the Code of Conduct and Practice in England. European Journal of Teacher Education, iFirst. ISSN 0261-9768 DOI 10.1080/02619768.2012.662638
Straker, K., Crawford, K. and Foster, R. (2003) Citizens of Europe? Perspectives on Citizenship Education in Romania and the UK. Project Report. York Publishing.
Straker, K. and Foster, R. (2009) Every child matters: every challenge met? Journal of Vocational Education & Training, 61 (2). pp. 119-132. ISSN 1363-6820 DOI 10.1080/13636820902933270
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Sumner, L., Ralley, R. and Pressler, S. (2003) The psychology of transition into social institutions: Exploring the relationship between young people’s experiences and well-being in higher education. Proceedings of the British Psychological Society, 11 (2). pp. 233-234. ISSN 1350-472X
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Syson, F. (2008) The Role of Students as Co-producers of their own Education. Edge Hill University Centre for Learning and Teaching Research 7th Conference, 4 June, Ormskirk, Lancs.
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Thomas, L. (2002) Student Retention in Higher Education: The role of institutional habitus. Journal of Education Policy, 17 (4). pp. 423-432. ISSN 14645106 DOI 10.1080/02680930210140257
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Topping, A. and Jack, B. (2009) The final hurdles: how to successfully complete your doctorate. RCN International Research Conference, 24-27 March, Cardiff City Hall, Cardiff.
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Walters, D. and O'Doherty, M. (2008) Developing Reflective Practice through Patchwork Writing. Writing Development in Higher Education Conference, 25-27 June, Edge Hill University.
Walters, D. and O'Doherty, M. (2008) Sustainable feedback through Virtual Patchwork Text. Higher Education Academy Conference, 1-3 July, Harrogate.
Watmough, S., Taylor, D., Garden, A. and Ryland, I. (2006) Educational Supervisors views on the competencies of Pre-registration house officers. British Journal of Hospital Medicine, 67 (2). pp. 92-95. ISSN 00071064
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Whiteley, H. (2000) Early literacy intervention: developing identification techniques for use with 'treatment resisters'. The International Special Education Conference.
Whiteley, H. (2000) Effective literacy intervention for all; Helping non-beneficiaries. BPS Psychology of Education Annual Conference.
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Whiteley, H. (2009) The role of Emotional Intelligence in Personal Tutoring. 3rd International Personal Tutoring and Academic Advising Conference, 21-22 April, Liverpool.
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Whiteley, H. and Qualter, P. (2004) Effective screening and intervention by classroom assistants with year 1 children with literacy difficulties. BDA International Conference.
Whiteley, H. and Qualter, P. (2006) Emotional Intelligence and Retention in HE. Annual Conference, British Psychological Society.
Whiteley, H. and Qualter, P. (2004) Improving student learning through emotional literacy development. 12th Improving Student Learning Symposium, Birmingham.
Whiteley, H. and Qualter, P. (2004) Promoting student retention and progression through emotional literacy development for both students and staff. Psychology Learning and Teaching (PLAT) Conference.
Whiteley, H. and Shannon, D. (2009) Parental and child engagement in learning. 0-7 Partnerships Pilot Conference.
Whiteley, H., Shannon, D. and Hutchinson, J. (2009) Building early foundations for successful educational transitions. BPS Psychology of Education Annual Conference.
Whiteley, H. and Smith, C. (2004) Early Literacy Intervention: Can we predict who will benefit? BDA International Conference.
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Whiteley, H. and Smith, C. (2006) The impact of Sure Start programmes on educational attainment. National Sure Start Conference.
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Whiteley, H., Smith, C., Oakley, S. and Godwin, M. (2001) Understanding children who fail to benefit from literacy intervention in Year 1. BPS Developmental and Educational Sections Joint Conference.
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Williams, G. (2008) Gifted and Talented in PE... or is it Sport? Physical Education Matters, 3 (3). pp. 19-22. ISSN 1751-0988
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Williams, G., Pinder, S., Thompson, A. and Williams, D. (2010) Black's Dictionary of Physical Education and School Sport. A & C Black Publishers. ISBN 978-1408123683
Williams, K. (2008) Educational Priority Areas and the community school. Widening Participation Conference, 20-21 May, Edge Hill University.
Williams, K. and O'Connor, M. (2009) The views of children and parents towards Higher Level Teaching Assistants who teach whole classes. BERA Annual Conference, 2-5 September, University of Manchester.
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