Items where Division is "Education"

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Race, Richard and Lander, Vini, eds. (2014) Advancing Race and Ethnicity in Education. Palgrave Macmillan, Basingstoke. ISBN 978-1137566614

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Arthur Shoba, Jo and Chimbutane, Feliciano, eds. (2013) Bilingual Education and Language Policy in the Global South. Routledge Critical Studies in Multilingualism. Routledge Taylor and Francis Group, London/New York. ISBN 9780415503068

Anderson, Mark and Gavan, Collette, eds. (2016) Developing Effective Educational Experiences through Learning Analytics. Advances in Educational Marketing, Administration and Leadership. IGI Global. ISBN 9781466699830

Duckworth, V., Gelling, C., Sheridan, B. and Shiel, C., eds. (2010) I teach...: journeys into teaching. Gatehouse Media Limited, Warrington. ISBN 9781842310731

McAteer, Mary, ed. (2012) Improving Primary Mathematics Teaching and Learning. Open University Press, Berkshire. ISBN 9780335246762

Ashley, M., ed. (1999) Improving Teaching and Learning in the Humanities. Falmer, London. ISBN 9780750708012

Duckworth, Vicky and Ade-Ojo, Gordon, eds. (2015) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1. Routledge. ISBN 978-0-415-74124-8

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Duckworth, Vicky and Ade-Ojo, Gordon, eds. (2015) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1. Routledge, London. ISBN 9780415741248

Duckworth, Vicky and Ade-Ojo, Gordon, eds. (2015) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1. Routledge. ISBN 9780415741248

Knowles, Gianna and Lander, Vini, eds. (2012) Thinking Through Ethics and Values in Primary Education. Learning Matters, Exeter. ISBN 978-0857257338

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 https://doi.org/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. (2008) Documentary graphic novels and social realism. Cultural Interactions: Studies in the Relationship between the Arts, 7. Peter Lang, Oxford. ISBN 9783039113620

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. (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 https://doi.org/10.1080/01596300701801310

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 https://doi.org/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. (2001) The photography of Nobuyoshi Araki. Gallery Lecture Series, Ikon Gallery, Birmingham.

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., 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., Worwood, K., Atkinson, D., Dash, P., Herne, S. and Page, T. (2008) Teaching Through Contemporary Art - A report on innovative practices in the classroom. Tate Publishing. ISBN 9781854378125

Adams, Jeff, Cochrane, Matthew and Dunne, Linda (2012) Applying Theory to Educational Research: An Introductory Approach with Case Studies. Wiley-Blackwell, Chichester. ISBN 9780470972366

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Ade-Ojo, Gordon and Duckworth, Vicky (2016) Of cultural dissonance: the UK’s adult literacy policies and the creation of democratic learning spaces. International Journal of Lifelong Education. pp. 1-18. ISSN 0260-1370 DOI https://doi.org/10.1080/02601370.2016.1250232

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 https://doi.org/10.1080/03004270902869501

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Albin-Clark, Jo, Shirley, Ian, webster, Maggie and Woolhouse, Clare (2016) Relationships in early childhood education - beyond the professional into the personal within the teacher-child dyad: relationships ‘that ripple in the pond.’. Early Child Development and Care. pp. 1-14. ISSN 0300-4430 DOI https://doi.org/10.1080/03004430.2016.1220374

Allan, David (2017) Capital Gains? Empowerment and social mobility through maths achievement. IAFOR- The European Conference on Education (ECE) -ECE2017, 30th June 2017-2nd July 2017, The Jurys Inn Brighton Waterfront, Brighton, UK.

Allan, David (2016) Casualties of Education: Pressures, Privileges and Performativity in Compulsory Schooling in England. Lambert Academic Publishing, Saarbrücken, Germany. ISBN 9783659854347

Allan, David (2014) Casualties of education: Disaffected 14–16-year-old girls’ perspectives on school versus an alternative learning environment. BERA Conference 2014, 23rd-25th September, 2014, Institute of Education, London.

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Allan, David (2018) Class, Education, and Mindset. Prism: Casting New Light on Learning, Theory and Practice, 2 (1). pp. 138-143. ISSN 2514-5347

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Allan, David (2015) Conceptualising work learning: Exploring the educational discourse on work-based, work-related, and workplace learning. Work Based Learning e-Journal International, 5 (1). pp. 1-20. ISSN 2044-7868

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Allan, David (2014) Dealing with disaffection: The influence of work-based learning on 14–16-year-old students’ attitudes to school. Empirical Research in Vocational Education and Training, 6 (10). pp. 1-18. ISSN 1877-6345 DOI https://doi.org/10.1186/s40461-014-0010-4

Allan, David (2016) Devaluing the critical space: How the adherence to policy can steer perceptions of impact in educational research. ACRE 2016, 12th-13th July 2016, Edge Hill University.

Allan, David (2016) Don’t take the goat track up the mountain: Developing undergraduates’ historical thinking. SOLSTICE and CLT Conference: A celebration of Learning and Teaching, 9th-10th June 2016, Edge Hill University.

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Allan, David (2018) EDITORIAL: Devaluing the Individual. Prism: Casting New Light on Learning, Theory and Practice., 1 (2). pp. 1-7. ISSN 2514-5347

Allan, David (2014) ‘I like it here because they listen to us.’ The effect of vocal empowerment on disaffected 14–16-year-old girls. Researching Education: Theory, Method and Practice, 6th Annual Education Research Conference, 8th-10th July 2014, Edge Hill University..

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Allan, David (2015) I think, therefore I share: Incorporating Lesson Study to enhance pedagogical knowledge exchange. Educate, 15 (1). pp. 2-5. ISSN 2049-9558

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Allan, David (2015) Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds. International Journal on School Disaffection, 11 (2). pp. 45-65. ISSN 1478-8497

Allan, David (2013) Mediated disaffection and reconfigured subjectivities: an investigation into the use of an alternative learning environment designed to promote re-engagement for 14–16-year-olds. Subjects and Subjectivities, 5th Annual Education Conference, 9th-13th July 2013, Edge Hill University.

Allan, David (2018) Over the Hill and of Little Economic Prospect: The fall of lifelong learning and its impact on social mobility. Ageing, Generational Change and Social Solidarity, 09/07/2018-10/07/2018, SWPS University of Social Sciences and Humanities, Wroclaw, Poland.

Allan, David (2015) Setting them up to fail? Disempowerment and barriers to progression for disaffected 14-16-year-olds. Education, Power and Empowerment: Changing and Challenging Communities. Third European Conference on Education, 01/07/2015-05/07/2015, Brighton.

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Allan, David (2017) Setting them up to fail? Post-16 progression barriers of previously disengaged students. Prism, 1 (1). pp. 21-45. ISSN 2514-5347

Allan, David (2017) Teaching English and Maths in FE: What works for vocational learners? Learning Matters (SAGE), Exeter. ISBN 9781473992795

Allan, David, Boorman, David, O'Doherty, Ella Michelle and Smalley, Paul (2018) Lesson Study. In: Cain, Tim (ed). Becoming a Research-Informed School: Why? What? How? Routledge: London, pp. 159-177. ISBN 9781138308640 (In Press)

Allan, David and Duckworth, Vicky (2016) Parallel worlds in a performative universe: Bridging the gap between hegemonic capital and social experience in the lives of marginalised young women. BERA Annual Conference 2016, 13-15 September, 2016, University of Leeds.

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Allan, David and Duckworth, Vicky (2018) Voices of Disaffection: Disengaged and disruptive youths or agents of change and self-empowerment? British Journal of Special Education, 45 (1). pp. 43-60. ISSN 1467-8578 DOI https://doi.org/10.1111/1467-8578.12201

Allan, David, O'Doherty, Ella Michelle, Smalley, Paul and Boorman, David (2016) Lesson Study and pupil voice: Creating the space for empowerment. World Association of Lesson Studies 2016, 3rd-6th September 2016, University of Exeter.

Alston, Peter, Walsh, David and Westhead, Gary (2015) Uncovering “Threshold Concepts” in Web Development: An Instructor Perspective. ACM Transactions of Computing Education (TOCE) - Special Issue on web Development, 15 (1). 2:1-2:18. ISSN 1946-6226 DOI https://doi.org/10.1145/2700513

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Antón-Méndeza, Inés, Ellis, Elizabeth M, Coventry, William, Byrne, Brian and Van Daal, Victor H.P. (2015) Markers of success: A study of twins' instructed second language acquisition. Learning and Individual Differences, 42. pp. 44-52. ISSN 1041-6080 DOI https://doi.org/10.1016/j.lindif.2015.08.012

Appleby, Y. and Duckworth, Vicky (2009) Sustaining learning over time: it looks more like a yellowbick road than a straightforward path for women experiencing violence. Sustainable Literacies, Research and Practice in Adult Literacy Conference, 25th - 27th June, University of Wales, Newport.

Armostrong, David, Elliott, Julian, Hallett, Fiona and Hallett, Graham (2015) Understanding child and adolescent behaviour. Cambridge University Press, Melbourne. ISBN 9781107439726

Armstrong, David and Hallett, Fiona (2012) Private knowledge, public face: Conceptions of children with SEBD by teachers in the UK - a case study. Educational & Child Psychology, 29 (4). pp. 77-87. ISSN 0267-1611

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. (2004) Language at the margins: the case of somali in Liverpool. Language Problems and Language Planning, 28 (3). pp. 217-240. ISSN 0272 2690 DOI https://doi.org/10.1075/lplp.28.3.01art

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 https://doi.org/10.1080/713670914

Ashley, M. (2008) Boyhood Melancholia and the Vocal Projection of Masculinity. THYMOS: Journal of Boyhood Studies, 2 (1). pp. 26-45. ISSN 1931-9045 DOI https://doi.org/10.3149/thy.0201.26

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. (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. (2009) Education for Freedom: The Goal of Steiner/Waldorf Schools. In: Woods, P. and Woods, G. (eds). Alternative Education for the 21st Century: Philosophies, Approaches, Visions. Palgrave Macmillan, pp. 209-226. ISBN 9780230602762

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. (2009) Is Choral Singing a Cure for Ephebiphobia? Choir in Focus, 12-14 November 2009, Lund, Sweden.

Ashley, M. (2000) Science: an unreliable friend to environmental education? Environmental Education Research, 6 (3). pp. 265-276. ISSN 1350-4622 DOI https://doi.org/10.1080/713664678

Ashley, M. (2000) Secular spirituality and implicit religion: The realisation of human potential? Implicit Religion, 3 (1). pp. 31-49. ISSN 1463 9955

Ashley, M. (2009) Singing and Young People. Singing, wellbeing and health, 9 December, Sidney De Haan Research Centre for Arts and Health, Canterbury Christ Church University.

Ashley, M. (2007) Singing in Chorus: will the boys roar? Music Teacher, 86 (12). pp. 59-64. ISSN 0027-4461

Ashley, M. (2002) Singing, gender and health: perspectives from boys singing in a church choir. Health Education, 102 (4). pp. 180-187. ISSN 0965-4283 DOI https://doi.org/10.1108/09654280210434255

Ashley, M. (2001) Spiritual development: Whose responsibility is it anyway? In: King, U. (ed). Spirituality and Society in the New Millennium. Sussex Academic Press, Brighton, pp. 151-162. ISBN 978-1903900291

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 https://doi.org/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. (2010) Technique or Testosterone? An Empirical Report on Changes in the Longevity of Boy Singers. Journal of Singing, 67. pp. 137-145. ISSN 1086-7732

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 https://doi.org/10.1080/1350462042000338351

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 https://doi.org/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, Martin (2014) 1000 Years and 1000 Boys' Voices: the crisis and radical challenge for choral singing. In: Geisler, Ursula and Johansson, Karin (eds). Choral Singing; histories and practices. Cambridge Scholars Publishing, Cambridge, pp. 124-141. ISBN 978-1-4438-6331-5

Ashley, Martin (2011) The Angel Enigma: Experienced boy singers’ perceptual judgements of changing voices. Music Education Research, 13 (3). pp. 343-354. ISSN 1461-3808 DOI https://doi.org/10.1080/14613808.2011.603046

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Ashley, Martin (2011) Are girls more resilient than boys? Lessons in gender justice from the Boys Keep Singing project. Visiting Professorial Scholarship Seminar, 11th - 24th February 2011, School of Education, University of Queensland, pp. 1-12.

Ashley, Martin (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.

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Ashley, Martin (2013) Broken voices or a broken curriculum? The impact of research on UK school choral practice with boys. British Journal of Music Education. pp. 1-17. ISSN 0265-0517 DOI https://doi.org/10.1017/S0265051713000090

Ashley, Martin (2011) The Canaries in the Cage: Lessons in the role of leadership and pedagogy in conducting from the Widening Young Male Participation in Chorus Project. In: Geisler, Ursula and Johansson, Karin (eds). Choir in Focus 2011. Korcentrum Syd, Lund, pp. 89-103. ISBN 978-91-88316-59-2

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Ashley, Martin (2013) The English Choral Tradition and the Secular Trend in Boys' Pubertal Timing. International Journal of Research in Choral Singing, 4 (2). pp. 4-27. ISSN 1532-5644

Ashwin, Paul, Boud, David, Coate, Kelly, Hallett, Fiona, Keane, Elaine, Krause, Kerri-Lee, Leibowitz, Brenda, MacClaren, Iain, McArthur, Jan, McCune, Velda and Tooher, Michelle (2015) Reflective Teaching in Higher Education. Reflective Teaching (1st). Bloomsbury, London. ISBN 9781441197559

Atkins, L and Duckworth, Vicky (2018) Research Methods for Social Justice and Equity in Education. Bloomsbury Research Methods for Education. Bloomsbury. ISBN 9781350015456 (In Press)

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Atkins, Liz, Warmington, Paul and Duckworth, Vicky (2016) Liz Atkins, Paul Warmington and Vicky Duckworth - Book Symposium on James Avis (2015) Social Justice, Transformation and Knowledge: policy, workplace learning and skills. Abingdon/New York Routledge. Journal for Critical Education Policy Studies, 14 (1). pp. 218-227. ISSN 1740-2743

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Balogh, Ruth, McAteer, Mary and Hanley, Una (2017) Maintaining a Network of Critical Connections over Time and Space: The Case of CARN, the Collaborative Action Research Network. In: Rowell, L, Bruce, C, Shosh, J M and Riel, M (eds). The Palgrave International Handbook of Action. Palgrave Macmillan, pp. 403-418. ISBN 9781137441089 DOI https://doi.org/10.1057/978-1-137-40523-4_25

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 https://doi.org/10.1177/1365480207078580

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Beattie, Liana (2017) Educational leadership: a nirvana or a battlefield? A glance into the UK Higher Education using Bourdieu. International Journal of Leadership in Education. pp. 1-14. ISSN 1360-3124 DOI https://doi.org/10.1080/13603124.2017.1330490

Beaumont, C. (2007) Beyond e-learning: Can intelligent agents really support learners? In: Campbell, A. and Norton, L. (eds). Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice. Learning Matters. ISBN 978-1844451166

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 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.

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Beaumont, C., O'Doherty, M. and Shannon, L. (2011) Reconceptualising assessment feedback: a key to improving student learning? Studies in Higher Education, 36 (6). pp. 1-17. ISSN 0307-5079 DOI https://doi.org/10.1080/03075071003731135

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.

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Beaumont, C., Owens, T., Barrett-Baxendale, M. and Norton, B. (2008) Blended problem-based learning for widening participation: a case study. ITALICS (Innovation in Teaching and Learning in Information and Computer Sciences), 7 (1). ISSN 1473-7507

Beaumont, C., Sackville, A. and Cheng, C. (2003) Identifying Good Practice in the use of PBL to Teach Computing. ITALICS (Innovation in Teaching and Learning in Information and Computer Sciences), 3 (1). pp. 17-37. ISSN 1473-7507

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Beaumont, Chris, Canning, Susan and Moscrop, Claire (2014) Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback. Journal of Further and Higher Education. pp. 1-20. ISSN 0309-877X DOI https://doi.org/10.1080/0309877X.2014.953460

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Beaumont, Chris, Norton, Lin and Tawfik, Hissam (2011) Intelligent tutoring systems: how well can they guide students in problem-based learning scenarios. In: Davies, John, de Graff, Erik and Kolmos, Anette (eds). PBL across the disciplines: Research into best practice. Aarlburg. ISBN 978-87-7112-025-7

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Beaumont, Chris, Savin-Baden, Maggi, Conradi, Emily and Poulton, Terry (2012) Evaluating a Second Life PBL demonstrator project: what can we learn? Interactive Learning Environments. ISSN 1049-4820 DOI https://doi.org/10.1080/10494820.2011.641681

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Beer, Paula, Hallett, Fiona, Hawkins, Claire and Hewitson, Dawn (2017) Cyberbullying levels of impact in a special school setting. The International Journal of Emotional Education, 9 (1). pp. 121-124. ISSN 2073-7629

Bell, D. and Wooff, D. (2011) Supporting trainee teachers to develop and engage in high quality classroom based research. Second TEAN Conference; The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre.

Bell, D. and Wooff, D. (2012) TELing All: The Student Experience. SOLSTICE & CLTR 2012 Enhancing Learning, Teaching and Student Success, 13th - 14th June 2012, Edge Hill University, Ormskirk, Lancashire L39 4QP.

Bell, D., Wooff, D. and Hughes, C. (2011) The Legacy of MTL, (Round Table Session). Second TEAN Conference; The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre.

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Bell, Dawne (2012) Alternative routes to Success. D&T Practice: The Design and Technology Publication for the Profession, 1. pp. 31-35. ISSN 1745-5448

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Bell, Dawne (2015) Design and Technology; Educational fallacy or principal exponent of school-based STEM activity? Annual Conference for Research in Education; Controversies in Education: Problems, Debates, Solutions, 8th and 9th July 2015, Edge Hill University.

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Bell, Dawne (2010) Easing the Transition. D&T Practice: The Design and Technology Publication for the Profession, 6. pp. 40-43. ISSN 1745-5448

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Bell, Dawne (2015) Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study. SOLSTICE eLearning Conference 2015, 4th and 5th June 2015, Edge Hill University.

Bell, Dawne (2012) Perceptions of STEM, within the context of teaching D&T in secondary schools: A phenomenographically inspired study. PATT 26 Conference: Technology Education in the 21st Century, June 26-30, The Royal Institute of Technology (KTH) and The Centre for School Technology Education (CETIS), Linköpings Universitet, Stockholm, Sweden,, 73, pp. 74-80, ISBN 978-91-7519-849-1, ISSN 1650-3686, eISSN: 1650-3740.

Bell, Dawne (2013) Technology Enhanced Learning: Case Study. In: Duckworth, Vicky (ed). How to be a Brilliant FE Teacher: A practical guide to being effective and innovative. Routledge (Taylor Francis Group), pp. 103-105. ISBN 9780415519014

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Bell, Dawne (2016) Virtually STEM: Developing collaborative knowledge communities. SOLSTICE eLearning and Centre for Learning and Teaching (CLT) Conference: A celebration of Learning and Teaching, Thursday 9th and Friday 10th June 2016, Edge Hill University.

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Bell, Dawne (2016) The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study. International Journal of Technology and Design Education, 26 (1). pp. 61-79. ISSN 0957-7572 DOI https://doi.org/10.1007/s10798-015-9300-9

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Bell, Dawne and Carr, Suzie (2011) Life is sweet for student chocolatiers. D&T Practice: The Design and Technology Publication for the Profession, 2. pp. 14-16. ISSN 1745-5448

Bell, Dawne, Hughes, Chris and Owen-Jackson, Gwyneth (2013) The (Continuing) Gender Debate. In: Owen-Jackson, Gwyneth (ed). Debates in Design and Technology Education. Debates in Subject Teaching. Routledge, Oxfordshire, pp. 153-166. ISBN 9780415689052

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Bell, Dawne and Jones, Rob (2013) Exploring Augmented Reality. D&T Practice: The Design and Technology Publication for the Profession, 1. pp. 15-17. ISSN 1745-5448

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Bell, Dawne and Martin, Mike (2015) Empowering the Learner; Ensuring curriculum access for all. SOLSTICE eLearning Conference 2015, 4th and 5th June 2015, Edge Hill University.

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Bell, Dawne, Martin, Mike, Wooff, David and McLain, Matt (2016) Primary Design and Technology: Perceptions and practice. PATT-32 Conference: Technology Education for 21st Century Skills, 23rd - 26th August 2016, Utrecht, the Netherlands.

Bell, Dawne and McLain, Matt (2013) Innovative Approaches to Raising the Profile of Design and Technology. D&T Practice: The Design and Technology Publication for the Profession, 1 (1). pp. 39-41. ISSN ISSN 1745-5448

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Bell, Dawne, Morrison-Love, David, Wooff, David and McLain, Matt (2017) STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design Education, 28 (3). pp. 721-737. ISSN 0957-7572 DOI https://doi.org/10.1007/s10798-017-9414-3

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Bell, Dawne and Pierce, Traci (2011) It's all about Mii! D&T Practice: The Design and Technology Publication for the Profession, 4. pp. 2-5. ISSN 1745-5448

Bell, Dawne and Wooff, D (2011) Raising Boys' Attainment. D&T Practice: The Design and Technology Publication for the Profession (5). pp. 24-26. ISSN 1745-5448

Bell, Dawne and Wooff, D. (2011) Celebrating Design and Technology in the North West. D&T Practice: The Design and Technology Publication for the Profession (1). pp. 14-16. ISSN 1745-5448

Bell, Dawne and Wooff, D. (2010) Facilitating the change: Teaching as a Masters level profession. (Round Table Presentation). First TEAN Conference; The Importance of Education, 21st May 2010, Glasgow Caledonian Univeristy.

Bell, Dawne and Wooff, D. (2013) Increasing student attainment and engagement through the use of technology to enhance learning. SOLSTICE & CLT 2013 Learning & Teaching in Higher Education: Effective Practices, 5th - 6th June 2013, Edge Hill University, Ormskirk, Lancashire L39 4QP, p. 14.

Bell, Dawne and Wooff, D. (2013) QR Codes. In: Ingle, S and Duckworth, V (eds). Enhancing Learning through Technology in Lifelong Learning: Fresh Ideas: Innovative Strategies. Open University Press, Maidenhead, pp. 100-103. ISBN 9780335246403

Bell, Dawne and Wooff, D. (2012) Technology Enhanced Learning: Application, Adaption and Advancement. The Higher Education Academy Social Sciences Conference; Ways of Knowing; Ways of Learning, 15th - 16th July 2012, Liverpool.

Bell, Dawne and Wooff, D. (2013) The implementation of technological enhanced learning: Increasing engagement and improving attainment. In: Clark, R, Andrews, J, Thomas, L and Aggarwal, R (eds). Compendium of effective practice in higher education. Higher Education Academy, York, pp. 164-167. ISBN 9781854494474

Bell, Dawne, Wooff, D. and Hughes, C. (2011) The development, implementation and evaluation of an academic research scaffold to support trainee teachers in classroom based research. PATT 25:CRIPT8 Perspectives on Learning in Design & Technology Education Conference Proceedings. pp. 76-82.

Bell, Dawne and Wooff, David (2012) Catering for All. D&T Practice: The Design and Technology Publication for the Profession (2). pp. 64-67. ISSN 1745-5448

Bell, Dawne and Wooff, David (2012) Increasing Student Engagement and Attainment through the Implementation of Technology Enhanced Learning. D&T Practice: The Design and Technology Publication for the Profession (3). pp. 16-19. ISSN 1745-5448

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Bell, Dawne and Wooff, David (2016) New STEM knowledge; emerging through collaboration. ITEEA 79th Annual Conference, 2nd - 5th March 2016, Washington DC, United States of America.

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Bell, Dawne and Wooff, David (2016) Promoting STEM Careers. D&T Practice: The Design and Technology Publication for the Profession (3). pp. 36-37. ISSN 1745-5448

Bell, Dawne and Wooff, David (2014) Technology Enhanced Learning; A Case Study. In: Bostock, John and Wood, Jane (eds). Supporting Student Transitions 14-19: Approaches to Teaching and Learning. Routledge (Taylor Francis Group). ISBN 978-0415822879

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Bell, Dawne, Wooff, David and Hughes, Christopher (2011) Design and Technology Practitioner Based Research; An Emergent Study. Designing a Better Future, The Design and Technology Association Education and International Research Conference,, 2011, Keele University.

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Bell, Dawne, Wooff, David and Insenga, Michela (2015) STEM: what should be taught in school? GS7 Europe, 6th - 7th November 2015, dbb forum Berlin, Germany.

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Bell, Dawne, Wooff, David, McLain, Matt and Hughes, Christopher (2011) Preliminary Observations of an evolutionary Design and Technology curriculum: A Worrying Trend? Designing a Better Future, The Design and Technology Association Education and International Research Conference,, 2011, Keele University.

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Bell, Dawne, Wooff, David, McLain, Matt and Martin, Mike (2015) Monster Invasion! D&T Practice: The Design and Technology Publication for the Profession, 2015 (3). pp. 42-43. ISSN 1745-5448

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Bell, Dawne, Wooff, David, Mclain, Matt and Morrison, David (2017) Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity. Curriculum Journal. pp. 1-20. ISSN 0958-5176 DOI https://doi.org/10.1080/09585176.2017.1286995

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Bell, Dawne, Wooff, David, Wright, Sarah, McLain, Matt and Martin, Mike (2016) Primary Design and Technology: What do teachers do? Annual Conference for Research in Education (ACRE): Values in Education, 12th and 13th July, 2016., Edge Hill University.

Bloemers, W., Johnstone, D., Rodriques, D. and Wisch, F.H. (2004) European Perspectives on Disabled People. European Social Inclusion, 10. Peter Lang. ISBN 3631509170

Bloxham, S. and Cerevkova, A. (2007) Reflective Learning, Skills Development and Careers Management online - An Evaluation of a 1st Year law module. Journal of Information, Law & Technology (JILT), 1. ISSN 1361-4169

Bloxham, S., Cerevkova, A. and Waddelove, C. (2007) Embedding Personal Development Planning within a WebCT Supported Module - a Collaborative Venture. Practitioner Research in Higher Education, 1 (1). pp. 3-9. ISSN 1755-1382

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Boardman, Karen (2018) Early Years Teachers as leaders of change through reflexivity praxis? Early Child Development and Care. ISSN 0300-4430 DOI https://doi.org/10.1080/03004430.2018.1471473

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Boorman, David (2015) Should primary school children be ‘calculator aware’ or ‘calculator beware’? Teacher Education Advancement Network Journal, 7 (1). pp. 74-86. ISSN 2054-5266

Bostock, John (2011) Conceptualising teacher education in professional training. Centre for Learner Identity Studies (CLIS), July 2011, Edge Hill University.

Bostock, John (2013) Conceptualising teacher education in professional training. Doctoral thesis, Manchester Metropolitan University.

Bostock, John (2019) Cultural Glue: A Case Study. In: Kahn, Peter and Anderson, Lorraine (eds). Developing your teaching:Towards Excellence. Routledge, London. ISBN 9781138591196 (In Press)

Bostock, John (2017) Developing Pedagogical Content Knowledge in Higher Education. HEA National Conference: Teaching in the Spotlight, 04/07/2017-06/07/2017, University of Manchester.

Bostock, John (2018) Engaging students, staff, and employers in developing student employability. In: Diver, Alice (ed). Employable Scholars in Higher Education - Challenges and Choices in Times of Austerity. Springer, London. (In Press)

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Bostock, John (2019) Exploring In-Service Trainee Teacher Expertise and Practice: Developing Pedagogical Content Knowledge. Innovations in Education and Teaching International. pp. 1-13. ISSN 1470-3297 DOI https://doi.org/10.1080/14703297.2018.1562358

Bostock, John (2018) Keynote 2: Assessment, Feedback and Student Engagement. Enhancing Student Success University of Worcester School of Education Staff Development Event, 5th November 2018, University of Worcester.

Bostock, John (2018) Keynote:Transforming the Student Experience Through Assessment. Enhancing Student Success University of Worcester School of Education Staff Development Event, 5th November 2018, University of Worcester.

Bostock, John (2013) Managing Inductions and Transitions. VASP Annual Conference, 11 September 2013, Edge Hill University.

Bostock, John (2012) Principles of formative assessment. Promoting Excellence and Sharing best practice in Teaching and Learning Conference, July 2012, Edge Hill University.

Bostock, John (2019) Supporting student transitions through student peer mentoring: Policy and Practice. SEDA Spring Teaching Learning and Assessment Conference-Collaboration to Support the Student Experience and Progression, 9th - 10th May 2019, Clayton Hotel, Belfast.

Bostock, John (2015) Transactional Distance and Flexible learning. SOLSTICE Conference 2015, 5th June 2015, Edge Hill University.

Bostock, John (2018) Transformational Leadership: encouraging and supporting creativity, collaboration and the pursuit of teaching excellence. University of Bedfordshire EPR Review, 5th December 2018, University of Bedfordshire Centre for Learning Excellence, Luton.

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Bostock, John (2015) Understanding international student adjustment issues: successful support interventions and implications for practice. SEDA Spring Teaching Learning and Assessment Conference 2015 Internationalising the Curriculum: What does this mean? How can we achieve it?, 14th - 15th May 2015, Marriott Albert and Victoria Hotel Manchester.

Bostock, John (2011) An argument against the use of video conferencing as a teaching and learning strategy in language teaching. Centre for Learner Identity Studies (CLIS), July 2011, Edge Hill University.

Bostock, John (2011) A critical examination of the significance of social interaction and of the role of the tutor in on-line learning programmes. Centre for Learner Identity Studies (CLIS), July 2011, Edge Hill University.

Bostock, John (2017) A critical exploration of the positive impact of an Institutional Fellowship on university wide teaching and learning. Developing Teaching Excellence: Supporting and Developing the Work of Groups and Teams. 22nd Annual SEDA Conference., 16/11/2017-17/11/2017, Cardiff St David's Hotel.

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Bostock, John (2018) The positive impact of a University Fellowship on Teaching and Learning. Educational Developments, 19 (2). pp. 14-17. ISSN 1469-3267

Bostock, John and Ball, Judith (2013) Come my friends ‘tis not too late to seek a newer world…. SOLSTICE and CLTR Conference, 5-6 June 2013, Edge Hill University.

Bostock, John, Bewley, Toni, Kirk, Andrew and Leadbetter, Peter (2018) Enhancing your teaching and learning profile through learning and teaching fellowship. Faculty of Health and Social Care Staff Study Day, 2nd November 2018, Edge Hill University, Ormskirk.

Bostock, John and Booth-Martin, Heather (2015) “Further Education Teacher Educators Project (FETEP): the journeys, pathways, qualifications, professional identities and some statistics. The Education and Training Consortium“What’s going on?” Research ‘in’, ‘on’ and ‘with’ the further education and skills sector, 26th June 2015, University of Huddersfied.

Bostock, John, Booth-Martin, Heather and Loo, Sai (2017) Further education teacher educators' narratives of their journeys and professional identities. BERA Annual Conference, 5th-7th September 2017, University of Sussex, Brighton.

Bostock, John and Cook, Keith (2014) Intervention and Support to Improve English Proficiency and Cultural Re-adjustment for International Students. SOLSTICE/CLT Conference, 5th and 6th June 2014, Edge Hill University.

Bostock, John, Devereux, Hazel and Diamond, Liz (2013) Supporting students to build up positive mental health and resilience. SOLSTICE and CLTR Conference, 5-6 June 2013, Edge Hill University.

Bostock, John, Devereux, Hazel and Diamond, Liz (2014) Supporting students to build up positive mental health and resilience. SOLSTICE/CLT Conference, 5th and 6th June 2014, Edge Hill University.

Bostock, John, Forsyth, R., Gossman, P., Moscrop, Claire, Powell, S. and Tidd, J. (2018) Exploring the value of taught programmes for teaching in Higher Education. SEDA 23rd Annual Conference Supporting staff to meet increasing challenges in Higher and Further Education, 15th - 16th November 2018, Macdonald Burlington Hotel, Birmingham.

Bostock, John, Forsyth, Rachel, Gossman, Peter, Moscrop, Claire, Powell, Stephen and Tidd, Jayne (2018) Can we achieve a culture of learning about SoTL in higher education? ISSOTL Toward a Learning Culture - ISSOTL 2018, 24th - 27th October 2018, Bergen, Norway.

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Bostock, John, Irving-Bell, Dawne and Moscrop, Claire (2018) Making Assessment work. SEDA 23rd Annual Conference Supporting staff to meet increasing challenges in Higher and Further Education, 15th - 16th November 2018, Macdonald Burlington Hotel, Birmingham.

Bostock, John and Robson, Linda (2015) Peer-Mentoring(Students as Peer Mentors in Nurse Training). CLT Conference, 6th July 2015, Edge Hill University.

Bostock, John and Taylor, Laura (2014) Using Turnitin as a Formative Assessment Tool to Support Academic Writing. SOLSTICE/CLT Conference, 5th and 6th June 2014, Edge Hill University.

Bostock, John and Wood, Jane (2011) Andragogy vs. Pedagogy: Transitions in 14-19 Education. Student Annual Research Conference, January 2011, Manchester Metropolitan University.

Bostock, John and Wood, Jane (2013) Planning learning for the needs and interests of students during transition to higher education. SOLSTICE and CLTR Conference, 5-6 June 2013, Edge Hill University.

Bostock, John and Wood, Jane (2014) Supporting Student Transitions 14-19: Approaches to Teaching and Learning. Routledge. ISBN 9780415822862

Bostock, John and Wood, Jane (2014) Supporting Student Transitions from Further Education to Higher Education. SOLSTICE/CLT Conference, 5th and 6th June 2014, Edge Hill University.

Bostock, John and Wood, Jane (2012) Teaching 14-19: A Handbook. McGraw-Hill International, Maidenhead. ISBN 9780335241910

Bradshaw, Michael (2007) Hedgehog Theory: How to Read a Romantic Fragment Poem. Literary Compass, 5 (1). pp. 73-89. ISSN 1741-4113 DOI https://doi.org/10.1111/j.1741-4113.2007.00503.x

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 https://doi.org/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 https://doi.org/10.1080/0142159021000042630

Brown, J., Ryland, I., Chapman, T. and Graham, D. (2004) Comparison of aspects of preregistration house officer training from traditional and new medical curricula. British Journal of Hospital Medicine, 65 (12). pp. 745-747. ISSN 0007-1064

Bruce, J.W. and Giblin, P.J. (1984) Curves and Singularities: A Geometrical Introduction to Singularity Theory. Cambridge University Press. ISBN 978-0521429993

Bruce, J.W., Giblin, P.J. and Rippon, P.J. (1990) Microcomputers and Mathematics. Cambridge University Press. ISBN 978-0521312387

Burke, S., Cousins, R. and Ralley, R. (2005) Young people's financial planning: Are we leaving it to the school of hard knocks? AimHigher North West Conference, 5 July, Edge Hill University.

Burnes, B., Cooper, C. and West, P. (2003) Organisational Learning: The New Management Paradigm? Management Decision, 41 (5). pp. 452-464. ISSN 0025-1747 DOI https://doi.org/10.1108/00251740310479304

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Burton, Gail (2016) Unpicking Stitches: the lived experience of students commencing technology enhanced learning. Doctoral thesis, Edge Hill University.

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 https://doi.org/10.1017/S0265051708008115

Cain, Tim (2018) Becoming a research-informed school: Why? What? How? Routledge, London. ISBN 9781138308640

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Cain, Tim (2016) Denial, opposition, rejection or dissent: why do teachers contest research evidence? Research Papers in Education, 32 (5). pp. 611-625. ISSN 0267-1522 DOI https://doi.org/10.1080/02671522.2016.1225807

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Cain, Tim (2011) How trainee music teachers learn about teaching by talking to each other: an action research study. International Journal of Music Education, 29 (2). pp. 141-154. ISSN 0255-7614 DOI https://doi.org/10.1177/0255761410396961

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Cain, Tim (2007) Mentoring trainee music teachers: beyond apprenticeship or reflection. British Journal of Music Education, 24 (3). pp. 281-294. ISSN 0265-0517 DOI https://doi.org/10.1017/S0265051707007589

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Cain, Tim (2009) Mentoring trainee teachers: how can mentors use research? Mentoring & Tutoring: Partnership in Learning, 17 (1). pp. 53-66. ISSN 1361-1267 DOI https://doi.org/10.1080/13611260802233498

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Cain, Tim (2016) Mobilising research knowledge for teaching and teacher education. European Journal of Teacher Education. pp. 1-5. ISSN 0261-9768 DOI https://doi.org/10.1080/02619768.2016.1256086

Cain, Tim (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

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Cain, Tim (2010) Music teachers’ action research and the development of Big K knowledge. International Journal of Music Education, 28 (2). pp. 159-175. ISSN 0255-7614 DOI https://doi.org/10.1177/0255761410362942

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Cain, Tim (2013) ‘Passing it on’: beyond formal or informal pedagogies. Music Education Research, 15 (1). pp. 74-91. ISSN 1461-3808 DOI https://doi.org/10.1080/14613808.2012.752803

Cain, Tim (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

Cain, Tim (2014) Self study, action research and other approaches to teachers’ practitioner research in music education. In: De Baets, Thomas and Buchborn, Thade (eds). The Reflective Music Teacher. European Perspectives on Music Education (3). Helbling Verlag, Innsbruck, pp. 87-99. ISBN 9783850619820

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Cain, Tim (2011) Teachers’ classroom-based action research. International Journal of Research & Method in Education, 34 (1). pp. 3-16. ISSN 1743-727x DOI https://doi.org/10.1080/1743727X.2011.552307

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Cain, Tim (2015) Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use. Journal of Education for Teaching, 41 (5). pp. 478-492. ISSN 0260-7476 DOI https://doi.org/10.1080/02607476.2015.1105536

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Cain, Tim (2004) Theory, technology and the music curriculum. British Journal of Music Education, 21 (2). pp. 215-221. ISSN 0265-0517 DOI https://doi.org/10.1017/S0265051704005650

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Cain, Tim (2012) Too hard, too soft or just about right: paradigms in music teachers’ action research. British Journal of Music Education, 29 (3). pp. 409-425. ISSN 0265-0517 DOI https://doi.org/10.1017/S0265051712000290

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Cain, Tim (2005) What I learned from Alan: a case of change in an initial teacher training course. Music Education Research, 7 (1). pp. 119-124. ISSN 1461-3808 DOI https://doi.org/10.1080/14613800500042174

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Cain, Tim and Allan, David (2017) The invisible impact of educational research. Oxford Review of Education (6). pp. 1-5. ISSN 0305-4985 DOI https://doi.org/10.1080/03054985.2017.1316252

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Cain, Tim and Burnard, P (2012) Teachers and pupils as researchers: methods for researching school music. In: Philpott, C. and Spruce, G. (eds). Debates in Music Teaching. Debates in Subject Teaching. Routledge, London, pp. 223-241. ISBN 0415597617

Cain, Tim and Cursley, Joanna (2017) Teaching Music Differently. Routledge, Abingdon. ISBN 9781138691988

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Cain, Tim and Domaille, Kate (2008) What sort of knowledge is generated by action research? International Journal of Research & Method in Education, 31 (1). pp. 89-94. ISSN 1743-727x DOI https://doi.org/10.1080/17437270801905932

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Cain, Tim and Harris, Richard (2013) Teachers’ action research in a culture of performativity. Educational Action Research, 21 (3). pp. 343-358. ISSN 0965-0792 DOI https://doi.org/10.1080/09650792.2013.815039

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Cain, Tim, Holmes, Melanie, Larrett, Alison and Mattock, Joanna (2007) Literature-informed, one-turn action research: three cases and a commentary. British Educational Research Journal, 33 (1). pp. 91-106. ISSN 0141-1926 DOI https://doi.org/10.1080/01411920601104532

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Cain, Tim and Milovic, Sanja (2010) Action research as a tool of professional development of advisers and teachers in Croatia. European Journal of Teacher Education, 33 (1). pp. 19-30. ISSN 0261-9768 DOI https://doi.org/10.1080/02619760903457768

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.

Carrie, Johnson and Duckworth, Vicky (2018) A tale of Two Adult Educators. In: Benoit, Anne C., Olson, Joann S. and Johnson, Carrie (eds). Leaps of Faith: Stories from working Class Scholars. Adult Learning in Professional, Organizational and Community Settings. Information Age Publishing. ISBN 9781641134620

Chapman, Arthur (2012) Developing an Understanding of Historical Thinking through Online Interaction with Academic Historians: Three Case Studies. International Society for History Didactics Yearbook 2012, 9. ISSN 1025-7861

Chapman, Arthur (2013) Using Discussion Forums to Support Historical Learning. In: Haydn, T (ed). Using New Technologies to Enhance Teaching and Learning in History. Routledge, Abingdon, pp. 58-72. ISBN 9780415688383

Chapman, Arthur (2011) What does it mean to ‘Think Historically’ and what do we know about how to develop children’s historical thinking? Developing Historical Understanding, 22-23 October 2010, UN Buffer Zone, Nicosia, pp. 1-23.

Chapman, Arthur, Elliott, Gillian and Poole, R. (2012) The History Virtual Academy Project: Facilitating inter and intra-sector dialogue and knowledge transfer through online collaboration. Project Report. The Higher Education Academy: History Subject Centre, Warwick.

Charlton, J., Barrow, C. and Hornby-Atkinson, P. (2006) Attempting to predict withdrawal from higher Education using demographic, psychological and educational measures. Research in Post-Compulsory Education, 11 (1). pp. 31-47. ISSN 17475112 DOI https://doi.org/10.1080/13596740500507904

Child, A. and Merrill, S. (2005) Developing the Secondary School Mentor: A Case Study Approach. Exeter: Learning Matters. ISBN 1 84445 026 0

Choueke, R. and West, P. (2002) The MSc in Management Development: A programme or a process? Education + Training, 44 (6). pp. 271-280. ISSN 0040-0912 DOI https://doi.org/10.1108/00400910210441400

Clough, Jill, Boyd, Pete, Bunyan, Paul, Houghton, Steve, Hobson, T, Waters, A and Zaranko, T (2009) Teacher supply in Cumbria: the contribution of teacher education. Project Report. University of Cumbria, Carlisle.

Cochrane, Matthew (2012) Children's University Aspirations and the Effects of Cultural and Social Capital. In: Adams, J., Cochrane, M. and Dunne, L. (eds). Applying Theory to Educational Research: An Introductory Approach with Case Studies. Wiley-Blackwell, Chichester, pp. 95-107. ISBN 9780470972366

Cochrane, Matthew (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

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Cochrane, Matthew (2016) Turn Your Phones On: Using Android Devices to Collect Scientific Data. In: Shelley, M, Kiray, S and Celik, I (eds). Education Research Highlights in Mathematics, Science And Technology 2016. ISRES Publishing, pp. 87-95. ISBN 978-605-66950-0-1

Cochrane, Matthew (2016) Turn your phones on: using Android devices to collect scientific data. International Conference on Education in Mathematics, Science & Technology (ICEMST), 19/5/2016 -22/5/2016, Bodrum, Turkey, pp. 32-35, ISBN 9786056695032.

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Collinson, Craig (2018) ‘Do I have to spell it out?’ Dyslexia, Lexism, and an object of comparison. British Journal of Special Education, 45 (2). pp. 124-140. ISSN 0952-3383 DOI https://doi.org/10.1111/1467-8578.12213

Collinson, Craig (2008) 'Out of “chaos”: the historical origins and ideological construct of Dyslexia and arising ethical implications'. NEXUS Journal of Learning & Teaching Research, 1. pp. 55-76.

Collinson, Craig and Barden, Owen (2016) 'Dyslexics "knowing how" to challenge "lexism". In: Ellis, K and Kent, M (eds). Disability and Social Media Global Perspectives. Routledge, Abingdon, pp. 227-238. ISBN 9781472458452

Collinson, Craig and Penketh, Claire (2011) 'Idle chatter and alienating ‘blah’: rewriting literacy as a site for exclusion'. International Journal of Inclusive Education, 17 (2). pp. 143-155. ISSN 1360-3116 DOI https://doi.org/10.1080/13603116.2011.629686

Collinson, Craig and Penketh, Claire (2010) 'Sit in the corner and don't eat the crayons': postgraduates with dyslexia and the dominate 'lexic' discourse. Disability & Society, 25 (1). pp. 7-19. ISSN 0968-7599 DOI https://doi.org/10.1080/09687590903363274

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Conradi, E., Kavia, S., Burden, D., Rice, A., Woodham, L., Beaumont, C., Savin-Baden, M. and Poulton, T. (2009) Virtual patients in a Virtual World: Training Paramedic students for Practice. Medical Teacher, 31 (8). pp. 713-720. ISSN 0142-159X DOI https://doi.org/10.1080/01421590903134160

Coppock, Vicki (2011) Muslim Children’s Rights in a Cold Climate? Problematising the Recruitment of Schools in the ‘War on Terror’ in the UK. European Educational Research Association Annual Conference: Urban Education, 12-16 September 2011, Free University, Berlin.

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 https://doi.org/10.2304/csee.2000.4.3.170

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, Arthur and Hennessy, S (2014) 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. Professional Learning. Sense Publishers, Rotterdam, pp. 49-56. ISBN 978-94-6209-434-5 DOI https://doi.org/10.1007/978-94-6209-434-5_2

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Diamond, John and Rush, Linda (2012) Intra-organisational collaboration in one UK university: potential for change or missed opportunity. International Journal of Public Sector Management, 25 (4). pp. 287-300. ISSN 0951-3558 DOI https://doi.org/10.1108/09513551211244115

Dooly, M., Foster, R. and Misiejuk, D. (2006) Developing a world view of Citizenship Education in Higher Education courses. CiCe Guidelines. pp. 1-22. ISSN 1741-6353

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Downs, S.J., Boddy, L.M., Knowles, Z.R., Fairclough, Stuart J. and Stratton, G. (2013) Exploring opportunities available and perceived barriers to physical activity engagement in children and young people with Down syndrome. European Journal of Special Needs Education, 28 (3). pp. 270-287. ISSN 0885-6257 DOI https://doi.org/10.1080/08856257.2013.768453

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) The impact of the learners' journey in the context of autobiography, curriculum development and its implementation: applying a holistic and creativr approach to teaching. Learning journeys - voices and identities in adult literacy, numeracy and ESOL. Research and Practice in Adult Literacy Conference, 15th-16th June, Queens University, Belfast.

Duckworth, V. and Appleby, Y. (2006) Adult literacy subject support: basic skills. Professional Development Bulletin (7). pp. 21-27.

Duckworth, V., Dolan, M. and Taylor, K. (2008) Words, images, empowerment and the community. Exploring research trajectories, 20th May, Widening Participation Research Centre, Edge Hill University.

Duckworth, V. and Khan, R. (2009) Reaching into communities to attract non-traditional and BME trainees into teacher education. Professional Development, 15 (23).

Duckworth, V. and Varney, S. (2008) Making your CPD count in the new Quality Framework. Professional Development, 12 (13).

Duckworth, Vicky (2016) Abstract: Dis-entangling Literacy from neoliberal fusion: creating critical spaces for emancipatory learning and justice. ACTA-ACAL Conference 'Exchanging ways of being', 7 - 11th of April 2016, perth, Australia.

Duckworth, Vicky (2017) Belonging Transformative Education in Challenging Times. 'Belonging: Transformative Education in Challenging Times', 6th July 06, Northern College, Wentworth Castle, Stainborough, Barnsley.

Duckworth, Vicky (2015) Case study: Violence in the learning trajectories of Basic Skills Learners and the implication of this in shaping the curriculum. In: Gregson, Margaret, Nixon, Lawrence, Pollard, Andrew and Spedding, Trish (eds). Readings for Reflective Teaching in Further, Adult and Vocational Education. Bloomsbury Publishing, pp. 110-114. ISBN 9781472586490

Duckworth, Vicky (2017) A Collective Voice. Collective Voice - The Chartered College of Teaching, 18th April 2017, The Howard School, Rainham.

Duckworth, Vicky (2016) Creating critical spaces for emancipatory learning and justice. Fine print Victorian Adult Literacy and Basic Skills Council Australia, 39 (2). pp. 3-10. ISSN 0519-3978

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Duckworth, Vicky (2011) Developing a curriculum which opens up spaces for empowerment and dialogue between tutors and for basic skills learners. BERA 2011 Annual Conference, 6th - 8th September, Institute of Education, London.

Duckworth, Vicky (2011) Developing an organisational culture where social justice and collaboration runs alongside widening participation. In: Thomas, Liz and Tight, Malcolm (eds). Institutional Transformation to Engage a Diverse Student Body. International Perspectives on Higher Education Research (6). Emerald Books, Bingley, pp. 311-317. ISBN 9780857249036

Duckworth, Vicky (2016) Enacting Teacher Education Values. In: Crawley, Jim (ed). Post Compulsory Teacher Educators: Connecting Professionals. Critical Education, 1. Critical Publishing. ISBN 9781910391860

Duckworth, Vicky (2016) Enacting teacher education values. In: Crawley, Jim (ed). Post Compulsory Teacher Educators: Connecting Professionals. critical guides for teacher educators. Critical publishing, London. ISBN 9781910391860

Duckworth, Vicky (2017) European Agenda for Adult Learning. European Agenda for Adult Learning, 16th May 2017, Leicester.

Duckworth, Vicky (2006) Extraordinary achievements. Research and Practice in Adult Literacy, 60. pp. 5-6.

Duckworth, Vicky (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, Vicky (2017) Further Education - Education Transforms. Cradle to Grave conference - New Post- Brexit issues, 12th February 2017, TUC Congress House.

Duckworth, Vicky (2016) Further Education: a critical caring space to empower learners, their families, and communities. ASET Annual Conference 2016, 6th - 8th September 2018, University of York, pp. 6-9, ISBN 978-0-9955411-4-6.

Duckworth, Vicky (2008) Getting better student worksheets. Gatehouse Media Limited, Warrington. ISBN 9781842310540

Duckworth, Vicky (2015) How can we do education research in a socially just way? BERA Social Justcie SIG How can we do education research in a socially just way?, 14 September 2015, Queen's University Belfast.

Duckworth, Vicky (2014) How to be a Brilliant FE Teacher A practical guide to being effective and innovative. Routledge, Oxon. ISBN 9780415519021

Duckworth, Vicky (2013) How to be a Brilliant FE Teacher: A practical guide to being effective and innovative. Adult Education. Routledge. ISBN 9780415519014

Duckworth, Vicky (2013) How to be a Brilliant FE Teacher: A practical guide to being effective and innovative. Adult Education. Routledge. ISBN 9780415519014

Duckworth, Vicky (2017) Language, Literacy and Class: Connections and Contradictions. UKLA 53rd International Conference 2017, 30/06/2017-2/07/2017, University of Strathclyde, Glasgow.

Duckworth, Vicky (2014) Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. Routledge Research in Lifelong Learning and Adult Education. Routledge, London. ISBN 9780415828727

Duckworth, Vicky (2013) Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. Routledge Research in Lifelong Learning and Adult Education, 1. Routledge, London. ISBN 9780415828727

Duckworth, Vicky (2013) Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. Routledge Research in Lifelong Learning and Adult Education, 1. Routledge, London. ISBN 9780415828727

Duckworth, Vicky (2010) Mainstreaming equity, opportunity and success in higher education. 3rd annual conference. Mainstreaming equity, opportunity and success in higher education, 14th-15th April, Widening Participation Research Centre, Edge Hill University.

Duckworth, Vicky Motherhood and violence: taking agency and challenging the dominant gaze. MMU Education and Social Research Institute Seminars, 12th Novermber 2014, Manchester Metropolitan University.

Duckworth, Vicky (2016) Plenary address: creating a cycle of care and hope. Youth at promise symposium, 10th of April 2016, Perth, Austrailia.

Duckworth, Vicky (2017) Practitioner Research Exhibition 1: Vicky Duckworth & Rob Smith share the ‘Transformational Further Education’ project. FE & Skills Showcase - Inclusion and Exclusion in Post 14 Education, 6th May 2017, University of Derby.

Duckworth, Vicky (2016) Reimagining Further Education: One-day Conference. Reimagining Further Education, 29th June 2016, Birmingham City University.

Duckworth, Vicky (2017) Sharing transformational approaches to teaching and learning. Project Report. UCU.

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Duckworth, Vicky (2013) Transformational Literacies and Social Justice. Collaboration, literacy and social justice, 16/05/13, Greenwich University Literacy Research and Development Centre.

Duckworth, Vicky (2016) Transformational Literacies, resource design and Learner motivation. DIVERSITY: exchanging ways of being, 7 - 11th of April, perth, Australia.

Duckworth, Vicky (2017) Transforming Lives’ RaPAL Keynote 240617. Global Literacies: UK Literacies in a Global Context, 24th June 2017, The Quaker Meeting House, Liverpool.

Duckworth, Vicky (2017) Transforming The Prince to a Prince of Hope: Emancipatory adult education empowering students and communities. In: Daley, Maire, Orr, Kevin and Petrie, Joel (eds). The Principal: Power and professionalism in FE. Trentham Books. ISBN 978-1858568447

Duckworth, Vicky (2015) Using research to inform your practice. 14th Consortium Annual Conference 2015 (#hudtec15) What's going on?" Research 'on, 'with' and 'from' the further education and skill sector, 26th June 2015, Huddersfield University.

Duckworth, Vicky (2016) Why further and Adult education must offer a critical space to support and empower learners to take agency. UCU's third 'Cradle to Grave' Conference, 6th of February 2016, London.

Duckworth, Vicky (2007) The impact of practitioner research on: self, learners and teachers in training. Research and Pratice in Adult Literacy, 62. pp. 18-21.

Duckworth, Vicky (2016) The power of creative, critical and empathetic imagination to shape transformative opportunities in the teaching of literacy. In: bland, Derek (ed). Imagination for Inclusion Diverse contexts of educational practice. Routledge Research in Education, 1 (1). Routledge, Oxon, pp. 100-116. ISBN 9781138915985

Duckworth, Vicky (2016) The psychological and social elements of adult literacy tuition. The Psychological and social elements of adult literacy tuition. A Celebration of International Literacy Day. From coping to flourishing: Transformative learning in practice and theory, 8/09/2016, Wood Quay venue, Dublin City Council Civic Offices.

Duckworth, Vicky and Ade-Ojo, Gordon (2015) Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan UK. ISBN 978-1-349-55297-9

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Duckworth, Vicky and Ade-Ojo, Gordon (2016) Journey Through Transformation: A Case Study of Two Adult Literacy Learners. Journal of Transformative Education, 14 (4). pp. 1-20. ISSN 1541-3446 DOI https://doi.org/10.1177/1541344616644682

Duckworth, Vicky and Ade-ojo, Gordon (2015) The Consolidation of an Instrumental Value Position: The Moser Committee. In: UNSPECIFIED (ed). Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Pivot, 1 (1). Palgrave Macmillan UK, London, pp. 65-100. ISBN 978-1-349-55297-9

Duckworth, Vicky and Ade-ojo, Gordon (2015) Exploring an Alternative: A Transformative Curriculum Driven by Social Capital. In: UNSPECIFIED (ed). Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Pivot, 1 (1). Palgrave Macmillan UK, London, pp. 101-120. ISBN 978-1-349-55297-9 DOI https://doi.org/10.1057/9781137535115_4

Duckworth, Vicky and Ade-ojo, gordon (2015) Changing Value Positions: A Movement in Transition. In: UNSPECIFIED (ed). Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Pivot, 1 (1). Palgrave Macmillan UK, London, pp. 29-64. ISBN 978-1-349-55297-9 DOI https://doi.org/10.1057/9781137535115

Duckworth, Vicky and Brzeski, Angela (2012) Literacy, learning and identity. Identity, State, Education: Centre for Learner Identity Studies (CLIS) Fourth Annual Conference on ‘Learner Identity’, 11th - 13th July, Edge Hill University, Ormskirk.

Duckworth, Vicky and Cochrane, Matthew (2012) Spoilt for choice, spoilt by choice: Long-term consequences of limitations imposed by social background. Education and Training, 54 (7). pp. 579-591. ISSN 0040-0912 DOI https://doi.org/10.1108/00400911211265620

Duckworth, Vicky and Farrimond, S. (2009) Implementing the 14 - 19 curriculum. In: Walton, A. and Goddard, G. (eds). Supporting every child : a course book for foundation degrees in teaching and supporting learning. Learning Matters Ltd, pp. 132-145. ISBN 9781844452033

Duckworth, Vicky, Flanagan, Karen, McCormack, Karen and Tummons, Jonathan (2012) Understanding Behaviour 14 +. Open University Press, Maidenhead. ISBN 9780335237890

Duckworth, Vicky, Flannagan, Karen, McCormack, Karen and Tummons, Jonathan (2012) Understanding Behaviour 14 +. McGraw-Hill Education, Maidenhead. ISBN 9780335237890

Duckworth, Vicky and Hamilton, Mary (2016) The Significance of Research and Practice in Adult Literacy in the UK. In: Yasukawa, Keiko and Black, Stephen (eds). Beyond Economic Interests Critical Perspectives on Adult Literacy and Numeracy in a Globalised World. International Issues in Adult Education, 1 (18). Sense Publishers, Australia, pp. 167-184. ISBN 9789463004442

Duckworth, Vicky, Hussain, Sabeen, Ingle, Steve and Morley, Terry (2011) Teaching Tomorrow: Creative Approaches by Today’s Trainees. Gatehouse Book, Warrington. ISBN 9781842310809

Duckworth, Vicky, Johnson, C. and McNamara, M. (2010) Sharing stories across the ocean. Adult Education Alliance, Animating change in adult higher education, 1st-4th October, National Association for Developmental Education, Mobile, Alabama.

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Duckworth, Vicky, Lord, Janet, Dunne, Linda, Atkins, Liz and Watmore, Sue (2016) Creating feminized critical spaces and co-caring communities of practice outside patriarchal managerial landscapes. Gender and Education, 28 (7). pp. 903-917. ISSN 0954-0253 DOI https://doi.org/10.1080/09540253.2015.1123228

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Duckworth, Vicky and Maxwell, Bronwen (2013) Extending the mentor role in initial teacher education: Embracing social justice. BERA Conference 2013, 4 - 6 September 2013, Sussex University, UK.

Duckworth, Vicky and Maxwell, Bronwen (2013) Extending the mentor role in initial teacher education: Embracing social justice. BERA Conference 2013, 4 - 6 September 2013, Sussex University, UK.

Duckworth, Vicky and McNamara, Maria (2015) Women and Literacy. BBC Radio 4. Interviewed by Jenni Murray, Women's Hour.

Duckworth, Vicky and McNamara, Marie (2015) Teaching Adults to Read and Write. BBC Radio 4. Interviewed by Jane Garvey, Weekend Women's Hour.

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Duckworth, Vicky and Noble, James (2016) Sustainable models of teacher learning in FE. Reimagining Further Education Conference, 29 June 2016, 9:00-16:30, Birmingham City University, Curzon Building, B4 7BD.

Duckworth, Vicky and Smedley, Robert (2011) I Lead...: Diverse journeys into leadership from across the educational sector. Gatehouse Books, Warrington. ISBN 9781842310816

Duckworth, Vicky and Smith, R (2018) Transformative Learning in English Further Education. In: Borg, C, Mayo, P and Sultana, R (eds). Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer. ISBN 978-3-319-94533-0 (In Press)

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Duckworth, Vicky and Smith, Rob (2018) Adult Literacy: Further Education as a space for resistance. RaPAL, 93. pp. 9-17. ISSN 2054-5355

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Duckworth, Vicky and Smith, Rob (2018) Breaking the Triple Lock: Further education and transformative teaching and learning. Education + Training. pp. 1-16. ISSN 0040-0912 DOI https://doi.org/10.1108/ET-05-2018-0111

Duckworth, Vicky and Smith, Rob (2017) Democratic methodology in community engagement. BERA 2017 Conference, 04/09/2017-07/09/2017, Sussex University, UK.

Duckworth, Vicky and Smith, Rob (2018) Further Educations: Transformative Teaching and Learning for Adults in Times of Austerity. In: Boeren, Ellen and James, Nalita (eds). Being an Adult Learner in Austere Times. Palgrave Macmillan, pp. 151-177. ISBN 978-3-319-97207-7 DOI https://doi.org/10.1007/978-3-319-97208-4

Duckworth, Vicky and Smith, Rob (2017) Further education in England – Transforming lives and communities: Interim Report. Project Report. UCU.

Duckworth, Vicky and Smith, Rob (2017) Reimagining Further Education: Transformation. Reimagining Further Education: Transformation, 21st June 2017, Birmingham City University.

Duckworth, Vicky and Smith, Rob (2017) Research, adult literacy / education and criticality: catalysing hope and dialogic caring. Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research, 21/08/2017-25/08/2017, Copenhagen.

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Duckworth, Vicky and Smith, Rob (2018) Women, adult literacy education and transformative bonds of care. Australian Journal of Adult Learning, 58 (2). pp. 161-186. ISSN 1443-1394

Duckworth, Vicky and Stahl, Garth (2016) Exploring the Nexus of Literacy, Language and Identity: Extending Bourdieu’s conceptual framework for literacy as a social practice. The contemporary relevance of the work of Pierre Bourdieu BSA Bourdieu Study Group’s Inaugural Biennial Conference 2016, 4-6 July, 2016, Bristol University.

Duckworth, Vicky and Taylor, K. (2008) Words are for everyone. Research and Practice in Adult Literacy (RaPAL). Conference edition.

Duckworth, Vicky and Thomas, Liz (2012) Empowering communities: attracting potential trainee teachers from Minority Ethnic (ME) communities. Retention 2012: The Educational Policy Institute's International Conference on Student Success, 4th - 6th March, Orlando, Florida.

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Duckworth, Vicky and Thomas, Liz Widening access to health care professions – enablers that matters - a review of interventions and strategies for the future. NEON Summer Symposium 2016, 9 - 10th of June, Leicester University.

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Duckworth, Vicky, Thomas, Liz and bland, derek (2016) Joining the dots between teacher education and widening participation in higher education. Research in Post-Compulsory Education, 21 (3). pp. 260-277. ISSN 1359-6748 DOI https://doi.org/10.1080/13596748.2016.1195167

Duckworth, Vicky and Tummins, J. (2010) Contemporary issues in lifelong learning. Open University Press. ISBN 978-0335241125

Duckworth, Vicky and White, C. (2009) On the job: car mechanic tutor resources CD-Rom. Gatehouse Media Limited, Warrington. ISBN 9781842310717

Duckworth, Vicky, Wood, J, Dickinson, J and Bostock, J (2010) Successful Teaching Practice in the Lifelong Learning Sector (Achieving QTLS). Learning Matters Ltd, Exeter. ISBN 9781844453504

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Duckworth, Vicky and brzeski, angela (2015) Literacy, learning and identity: challenging the neo-liberal agenda through literacies, everyday practices and empowerment. Research in Post-Compulsory Education, 20 (1). pp. 1-16. ISSN 1359-6748 DOI https://doi.org/10.1080/13596748.2015.993861

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Duckworth, Vicky and maxwell, bronwen (2015) Extending the mentor role in initial teacher education: embracing social justice. International Journal of Mentoring and Coaching in Education, 4 (1). pp. 4-20. ISSN 2046-6854 DOI https://doi.org/10.1108/IJMCE-08-2014-0032

Duckworth, Vicky and tummons, jonathan (2010) Contemporary Issues in Lifelong Learning. Lifelong Learning, 1 (1). Open University Press, Maidenhead. ISBN 9780335241125

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Dunlop, Aline-Wendy, Frame, Kate, Goodier, Judy, Miles, Chris, Renton, Kitty, Small, Moira, Adie, Jillian and Ludke, Karen (2016) Executive Summary - Sustaining the Ambition: The contribution of GTCS-registered teachers as part of the Early Learning and Childcare Workforce in Scotland. Project Report. Educational Institute of Scotland.

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Dunlop, Aline-Wendy, Frame, Kate, Goodier, Judy, Miles, Chris, Renton, Kitty, Small, Moira, Adie, Jillian and Ludke, Karen (2016) ‘Sustaining the Ambition’: The contribution of GTCS-registered teachers as part of the Early Learning and Childcare Workforce in Scotland. Project Report. Educational Institute of Scotland.

Dunn, S, Matthews, Louise and Dowrick, N (2010) Numbers Count: Developing a national approach to early intervention. In: Thompson, Ian (ed). Issues in Teaching Numeracy in Primary Schools. Open University Press. ISBN 978-0335241538

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.

Dunne, L. (2009) Discourses of Inclusion: a critique. Power and Education, 1 (1). pp. 42-56. ISSN 1757-7438 DOI https://doi.org/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 https://doi.org/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 https://doi.org/10.1177/1365480208098175

Dunne, L., Goddard, G. and Woolhouse, C. (2007) The changing career trajectories of teaching assistants. British Education Research Association (BERA) Annual Conference, 5-8 September, University of London.

Dunne, L. and Penketh, C. (2006) Choosing narrative forms of knowledge: the dilemma of methodological choice. Open Postgraduate Research Conference: Quality in Education Research: Contexts and Challenges, University of Leicester.

Dunne, L. and Woolhouse, C. (2009) 'Teacher's use you'. Knowledge, discourse, and the role of the teaching assistant. European Conference Educational Research, 26-30 September, Vienna University.

Dunne, Linda (2012) Poststructuralist theory and the politics of inclusion. In: Adams, Jeff, Cochrane, Matthew and Dunne, Linda (eds). Applying Theory to Educational Research: An introductory approach with case studies. Whiley-Blackwell, Chichester. ISBN 9780470972366

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Dunne, Linda, Hallett, Fiona, Kay, Virginia and Woolhouse, Clare (2017) Spaces of inclusion: Investigating place, positioning and perspective in educational settings through photo-elicitation. International Journal of Inclusive Education, 22 (1). pp. 21-37. ISSN 1360-3116 DOI https://doi.org/10.1080/13603116.2017.1348546

Dunne, Linda, Hallett, Fiona, Kay, Virginia and Woolhouse, Clare (2015) Utilising photo-elicitation in the study of inclusion in English schools. European Conference Educational Research, September, Budapest University.

Dunne, Linda, Hallett, Fiona, Kay, Virginia and Woolhouse, Clare (2015) Workshop on the use of photo-elicitation and inclusive education. British Educational Research Association Annual Conference, September, University of Belfast.

Dunne, Linda, Hallett, Fiona, Kay, Virginia and Woolhouse, Clare (2015) The use of photo-elicitation and inclusive education. British Educational Research Association Annual Conference, September, University of Belfast.

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Dunne, Linda, Kay, Virginia, Boyle, Rachel, Obadan, Felix and Lander, Vini (2018) 'I love a curry': student-teacher discourse around 'race' and ethnicity at a UK university. Journal of Education for Teaching, 44 (2). ISSN 0260-7476

Dunne, Linda and Moore, Alexis (2011) From boy to man: a personal story of ADHD. Emotional & Behavioural Difficulties, 16 (4). pp. 351-364. ISSN 1363-2752 DOI https://doi.org/10.1080/13632752.2011.616339

Dunne, Linda, Pye, Gillian and Williams, Susan Students Academic Mentoring: peer support and undergraduate study. ACRE Faculty of Education Research Conference, July 2015, Edge Hill University.

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Dunne, Linda and Woolhouse, Clare (2011) Re-figuring the Visual Representation of Disability. Equity, Identity & Education: Centre for Learner Identity Studies Symposium, 14th July, Edge Hill University.

Ellis, Nick, Natsume, Miwa, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor, Polyzoe, Nicoletta, Tsipa, Matia-Louisa and Petalas, Michalis (2004) The effects of orthographic the depth of learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39 (4). pp. 438-468. ISSN 0034-0553 DOI https://doi.org/10.1598/RRQ.39.4.5

Ellison, P and Sparks, S A (2011) Can Turnitin™ operate as a formative feedback mechanism to improve writing development for sport and exercise science students? 16th Annual Congress of the European College of Sport Science, 6-9 July 2011, Liverpool, UK.

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Elton-Chalcraft, Sally, Lander, Vini, Revell, Lynn, Warner, Diane and Whitworth, Linda (2016) To promote, or not to promote Fundamental British values? – Teachers' Standards, diversity and teacher education. British Educational Research Journal. pp. 1-20. ISSN 0141-1926 DOI https://doi.org/10.1002/berj.3253

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Farrell, Francis (2016) “Learning to listen”: boys’ gender narratives – implications for theory and practice. Education + Training, 58 (3). pp. 283-297. ISSN 0040-0912 DOI https://doi.org/10.1108/ET-06-2015-0046

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Farrell, Francis (2018) “Walking on egg shells”: Brexit, British values and educational space. Education and Training. ISSN 0040-0912 (In Press)

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Farrell, Francis, Duckworth, Vicky, Reece, Monika and Rigby, Phil (2016) The moral frontiers of English education policy governmentality and ethics within an alternative provision free school. Educational Review. pp. 1-17. ISSN 0013-1911 DOI https://doi.org/10.1080/00131911.2016.1223018

Fischer, Dietlind, van Andel, Lydia, Cain, Tim, Zarkovic-Adlesic, Brigita and van Lakerveld, Jaap (2008) Improving school-based mentoring: a handbook for mentor trainers. Waxmann, Munster. ISBN 978-3-8309-1992-6

Flannagan, Michael, Putwain, Dave and Caltabiona, Marie (2015) The relationship between goal setting and student’ experience of academic test anxiety. International Journal of School and Educational Psychology, 3 (3). pp. 189-201. ISSN 2168-3603 DOI https://doi.org/10.1080/21683603.2015.1060910

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. (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. (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 Professional Development Activities for Citizenship Education Undertaken by Citizenship Co-ordinators in Secondary Schools. In: Ross, A. (ed). Teaching citizenship: proceedings of the seventh Conference of the Children's Identity and Citizenship in Europe Thematic Network. CiCE, pp. 233-240. ISBN 9781853773891

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. (2000) The graduate Teacher Programme - just the job? Journal of Inservice Education, 26 (2). pp. 297-309. ISSN 1367-4587 DOI https://doi.org/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 https://doi.org/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: the Integration of Asylum Seeker Pupils into White Mainstream UK Education. Citizenship, Social and Economics Education, 6 (1). pp. 34-50. ISSN 1478-8047

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.

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 https://doi.org/10.2304/csee.2002.5.2.79

Gandy, Robert and Roe, Brenda (2013) Using care profiles as a catalyst for improving end of Life commissioning, involvement and service delivery. BMJ Supportive & Palliative Care, 3. pp. 11-17. ISSN 2045-435X DOI https://doi.org/10.1136/bmjspcare-3-12-000214

Garrett, Bethan (2017) 'Touching the infinite': Inspiring individuality in a conservatoire environment. In: Cursley, Joanna and Cain, Tim (eds). Teaching Music Differently. Routledge, Abingdon, Oxon, pp. 145-161. ISBN 978-1-138-69197-1 26

Gillett-Swan, Jenna and Coppock, Vicki (2016) The Future of Children's Rights, Educational Research and the UNCRC in a Digital World: possibilities and prospects. In: Gillett-Swan, Jenna and Coppock, Vicki (eds). Children's rights, educational research and the UNCRC: past, present and future. Symposium Books Ltd., Oxford, UK, pp. 141-159. ISBN 9781873927953

Glass, Rodge (2014) 'Nae New Ideas, Nae Worries!' Alasdair Gray, 2008-2012. In: Manfredi, Camille (ed). Alasdair Gray: Ink for Worlds. Palgrave Macmillan, Basingstoke, pp. 204-215. ISBN 978-1-137-40177-9

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.

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. (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. (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. 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 https://doi.org/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.

Graves, Susan (2012) Chameleon or Chimera? The Role of the Higher Level Teaching Assistant (HLTA) in a Remodelled Workforce in English Schools. Educational Management Administration & Leadership, 41 (1). pp. 94-105. ISSN 1741-1432 DOI https://doi.org/10.1177/1741143212462697

Graves, Susan, Bostock, Julie and Wilson, Ruth (2008) E-learning made e-asy: students' reflections on using Springboard to develop study skills. SOLSTICE Conference, 5 June, Edge Hill University.

Graves, Susan, Bostock, Julie and Wilson, Ruth (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.

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Graves, Susan and Williams, Keith (2016) Investigating the role of the HLTA in supporting learning in English schools. Cambridge Journal of Education. pp. 1-13. ISSN 0305-764X DOI https://doi.org/10.1080/0305764X.2016.1157138

Greenbank, P. (2009) Educational decision-making: an examination of the factors influencing the decision of students to study for a foundation degree. Society for Research into Higher Education Annual Conference, 8-10 December, Newport, Wales.

Greenbank, P. (2006) The Evolution of Government Policy on Widening Participation. Higher Education Quarterly, 60 (2). pp. 140-165. ISSN 14682273 DOI https://doi.org/10.1111/j.1468-2273.2006.00314.x

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 https://doi.org/10.1080/13603100903451062

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Greenbank, P. (2008) Foundation Degrees: who does them and why? Project Report. Aimhigher Research Network.

Greenbank, P. (2009) Foundation degree students and their educational decision-making. Education and Training, 51 (4). pp. 259-271. ISSN 0040-0912 DOI https://doi.org/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) Higher Education and the Graduate Labour Market: The 'Class Factor'. Tertiary Education and Management, 13 (4). pp. 365-376. ISSN 1358-3883 DOI https://doi.org/10.1080/13583880701546262

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. (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. (2006) Institutional admissions policies in higher education: A widening participation perspective. International Journal of Educational Management, 20 (4). pp. 249-260. ISSN 0951354X DOI https://doi.org/10.1108/09513540610665379

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 https://doi.org/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 https://doi.org/10.1080/13596740902921463

Greenbank, P. (2003) The Role of Values in Educational Research; the case for Reflexivity. British Educational Research Journal, 29 (6). pp. 771-780. ISSN 14693518 DOI https://doi.org/10.1080/0141192032000137303

Greenbank, P. (2010) Student Decision-Making. VDM Verlag. ISBN 978-3639310504

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 https://doi.org/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. (2009) An examination of the role of values in working-class students' career decision-making. Journal of Further and Higher Education, 33 (1). pp. 33-44. ISSN 0309-877X DOI https://doi.org/10.1080/03098770802638259

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 https://doi.org/10.1108/03090590810899801

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Greenbank, P. and Hepworth, S. (2008) Working Class Students and the Career Decision-Making Process: A Qualitative Study. Project Report. HECSU.

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Greenbank, P., Hepworth, S. and Mercer, J. (2008) Students and term time work: benefit or hindrance? In: UNSPECIFIED (ed). Monograph - University Life Uncovered: Making Sense of the Student Experience. Higher Education Academy: SWAP, pp. 76-86. ISBN 978-0854328901

Greenbank, P., Hepworth, S. and Mercer, J. (2009) Term-time employment and the student experience. Education + Training, 51 (1). pp. 41-55. ISSN 0040-0912 DOI https://doi.org/10.1108/00400910910931823

Greenbank, P. and Penketh, C. (2009) 'I Guess it Must Be Up to Me' - student autonomy and reflections on 'writing' the undergraduate dissertation. 5th Education in a Changing Environment International Conference, 15-16 September, Salford, Greater Manchester.

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, Paul (2011) Action research: the challenge of putting research into practice. Value and Virtue in Practice-Based Research Conference, 1-2 June 2011, York St John University.

Greenbank, Paul (2014) Career decision-making: 'I don't think twice, but it'll be all right'. Research in Post-Compulsory Education, 19 (2). pp. 177-193. ISSN 1359-6748 DOI https://doi.org/10.1080/13596748.2014.897507

Greenbank, Paul (2014) Competing in the Graduate Labour Market: student perspectives on (not) participating in extra-curricular activities. Journal of Teaching and Learning for Graduate Employability, 5 (1). pp. 63-79. ISSN 1838-3815

Greenbank, Paul (2012) Competing in the graduate labour market: student perspectives on (not) developing their personal capital. SOLSTICE & CLTR 2012: Enhancing Learning, Teaching and Student Success, 13-14 June, Edge Hill University.

Greenbank, Paul (2011) Improving the process of career decision making: an action research approach. Education and Training, 53 (4). pp. 252-266. ISSN 0040-0912 DOI https://doi.org/10.1108/00400911111138433

Greenbank, Paul (2010) Initiating Change in Career Decision-Making: An Action Research Approach. Project Report. Higher Education Careers Service Unit (HECSU).

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Greenbank, Paul (2014) Preparing Students for the Graduate Labour Market: from unfreezing to action. 2014 SOLSTICE eLearning & CLT Conference, 5-6 June, Edge Hill University, Ormskirk.

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Greenbank, Paul (2014) Preparing students for the graduate labour market: from ‘unfreezing’ to ‘action’. Research in Post-Compulsory Education Conference 2014, 11-13 July, University of Oxford, Oxford.

Greenbank, Paul (2015) Still focusing on the ‘essential 2:1’: exploring student attitudes to extra-curricular activities. Education + Training, 57 (2). pp. 184-203. ISSN 0040-0912 DOI http://www.emeraldinsight.com/doi/full/10.1108/ET-06-2013-0087

Greenbank, Paul (2004) Widening Participation in Higher Education: an examination of institutional responses. Doctoral thesis, University of Sheffield.

Greenbank, Paul and Hepworth, Sue (2008) Working class students, the career decision-making process and employability. Graduate Market Trends. pp. 3-5.

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Greenough, Christopher (2017) Queering Fieldwork in Religion: Exploring Life Stories with Non-Normative Christians Online. Fieldwork in Religion, 121. pp. 8-26. ISSN 1743–0615 DOI https://doi.org/10.1558/firn.34194

Greenough, Christopher (2018) Undoing Theology: Life Stories from Non-normative Christians. SCM Press, London. ISBN 9780334056218

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Greenough, Christopher (2018) Visual Intimacies: Faith, Sexuality, Photography. Sexuality & Culture, 22 (4). pp. 1516-1526. ISSN 1936-4822 DOI https://doi.org/10.1007/s12119-018-9541-3

Greenough, Kenny (2013) The Use Of Headcams To Investigate Coach Learning Within Elite Coach Education And Practice. Sports Policy Leading to International Sporting Success (SPLISS), Antwerp, Belgium.

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. (2010) The postgraduate student experience of study support: a phenomenographic analysis. Studies in Higher Education, 35 (2). pp. 225-238. ISSN 0307-5079 DOI https://doi.org/10.1080/03075070903134234

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 https://doi.org/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.

Hallett, Fiona (2014) The Dilemma of Methodological Idolatry in Higher Education Research: The Case of Phenomenography. In: Huisman, Jeroen and Tight, Malcolm (eds). Theory and Method in Higher Education Research II. International Perspectives on Higher Education Research, 10. Emerald Group Publishing Limited, pp. 203-225. ISBN 9781783509997 DOI https://doi.org/10.1108/S1479-3628(2014)0000010016

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Hallett, Fiona and Allan, David (2016) Architectures of oppression: Perceptions of individuals with Asperger’s Syndrome in the Republic of Armenia. Journal of Research in Special Educational Needs. pp. 1-9. ISSN 1471-3802 DOI https://doi.org/10.1111/1471-3802.12367

Hallett, Fiona and Allan, David (2015) Uncomfortable spaces: Perceptions of individuals with Asperger’s Syndrome in the Republic of Armenia. Controversies in Education: Problems, Debates, Solutions, Seventh Annual Conference for Research in Education, 8th-9th July 2015, Edge Hill University.

Hallett, Fiona and Chapman, Arthur (2017) The personal epistemologies of tutors in Higher Education. In: Schraw, Gregory, Brownlee, Jo Lunn Brownlee, Olafson, Lori and Vander Veldt Byre, Michelle (eds). Teachers’ personal epistemologies: Evolving Models for Informing Practice. Information, Charlotte, North Carolina, Charlotte, North Carolina, pp. 387-409. ISBN 9781681239491

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Hallett, Fiona and Eryaman, Mustafa Yunus (2014) Beyond Diaspora: The lived Experiences of Academic Mobility for Educational Researchers in the European Higher Education Area. In: Maadad, Nina and Tight, Malcolm (eds). Academic Mobility. International Perspectives on Higher Education Research, 11. Emerald Group Publishing, Bingley: UK, pp. 61-78. ISBN 9781783508532 DOI https://doi.org/10.1108/S1479-362820140000011010

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Hallett, Fiona and Fidalgo, Patricia (2014) Educational Research Capacity Building in the European Union: a critique of the lived experiences of emerging researchers. European Educational Research Journal, 13 (4). pp. 425-433. ISSN 1474-9041 DOI https://doi.org/10.2304/eerj.2014.13.4.425

Hallett, Fiona and Hallett, Graham (2011) English Teacher Education and classroom behaviour: what can be learnt from international perspectives? European conference for Educational Research, 13th-16th September, 2011, Friere University, Berlin.

Hallett, Fiona and Hallett, Graham (2012) Inclusive and Ethical Research. In: Cornwall, John and Graham-Matheson, Lynne (eds). Leading on Inclusion: Dilemmas, Debates and New Perspectives. Routledge, Abingdon, pp. 109-119. ISBN 9780415676212

Hallett, Fiona and Hallett, Graham (2017) Transforming the role of the SENCO. Open University Press, London. ISBN 978-0335263608

Halliday, Jack and Anderson, Mark (2016) Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education. In: Anderson, Mark and Gavan, Collette (eds). Developing Effective Educational Experiences through Learning Analytics. IGI Global, pp. 119-142. ISBN 9781466699830 DOI https://doi.org/10.4018/978-1-4666-9983-0

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Hardy, Graham, Spendlove, David and Shortt, Damien (2015) Changing Expectations, Same Perspective: Pre-service Teachers’ Judgments of Professional Efficacy. Australian Journal of Teacher Education, 40 (2). pp. 146-169. ISSN 1835-517X DOI https://doi.org/10.14221/ajte.2015v40n2.10

Harris, J, Bell, Dawne, Hughes, C, McLain, M, Ross, S and Wooff, David (2016) Cambridge IGCSE Design and Technology Student Book. Harper Collins Publishers. ISBN 9780008124687

Harris, J, Bell, Dawne, Hughes, C, McLain, M, Ross, S and Wooff, David (2016) Cambridge iGCSE Design and Technology Student Book. Harper Collins Publishers. ISBN 9780008124687

Harris, Justin, Irving-Bell, Dawne, Hughes, Chris, McLain, Matt, Ross, Stewart and Wooff, David (2018) Cambridge International Examinations - Cambridge iGCSE Design and Technology Student’s Book: Second Edition. Harper Collins, London. ISBN 978-0-00-829327-7

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Heaslip, Vanessa, Board, Michele, Duckworth, Vicky and Thomas, Liz (2017) Widening Participation in Nurse Education; An Integrative Literature Review. Nurse Education Today, 59C. pp. 66-74. ISSN 0260-6917 DOI https://doi.org/10.1016/j.nedt.2017.08.016

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Heaslip, Vanessa, Board, Michele, Duckworth, Vicky and Thomas, Liz (2017) Widening Particiption in Nurse Education; An Integrative Literature Review. Nurse Education Today. ISSN 0260-6917 DOI https://doi.org/10.1016/j.nedt.2017.08.016

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.

Higton, John, Archer, Rachael, Dalby, Diane, Robinson, Sarah, Birkin, Guy, Stutz, Alex, Smith, Rob and Duckworth, Vicky (2017) Effective practice in the delivery and teaching of English and Mathematics to 16-18 year olds. Project Report. Department for Education.

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Hockings, Christine, Thomas, Liz, Ottaway, Jim and Jones, Rob (2017) Independent Learning – What we do when you’re not there. Teaching in Higher Education. pp. 1-17. ISSN 1356-2517 DOI https://doi.org/10.1080/13562517.2017.1332031

Hornby-Atkinson, P., Barrow, C. and Connors, L. (2003) Models of police probationer career progression: preconceptions of the psychological contract. Human Resource Development International, 6 (1). pp. 43-56. ISSN 13678868 DOI https://doi.org/10.1080/13678860110059401

Hornby-Atkinson, P. and Hopfl, H. (2001) The future of women's career. In: Young, R. and Collins, A. (eds). The Future of Career, Cambridge. Cambridge University Press, pp. 130-143. ISBN 9780521640213

Hoxhallari, Lorenc, Van Daal, Victor and Ellis, Nick (2009) Learning to Read Words in Albanian: A Skill Easily Acquired. Scientific Studies of Reading, 8 (2). pp. 153-166. ISSN 1088-8438 DOI https://doi.org/10.1207/s1532799xssr0802_3

Hughes, C., Bell, Dawne and Wooff, D. (2011) Reducing the practice gap between the design and technology curriculum and the needs of the textile design/manufacturing industry. PATT 25:CRIPT8 Perspectives on Learning in Design & Technology Education Conference Proceedings. pp. 218-224.

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Hughes, C., Bell, Dawne and Wooff, D. (2010) Sustaining the Essence of Design and Technology: The Case for Textile Technology. Design and Technology Association International Conference 2010. pp. 53-60.

Hughes, C. and Wooff, D. (2013) Textiles: Design and Technology or Art? In: Owen-Jackson, G. (ed). Debates in Design and Technology. Debates in Subject Teaching. Routledge, London, pp. 115-124. ISBN 9780415689052

Hughes, Chris, Bell, Dawne and Wooff, David (2011) Underpinning The STEM Agenda Through Technological Textiles? An exploration of design technology teachers’ attitudes. Journal of Design and Technology Education: An International Journal, 16 (1). pp. 53-61. ISSN 1360-1431

Illingworth, Steve (2010) 'From ‘splendid isolation’ to productive alliances: developing meaningful cross-curricular approaches'. Teaching History, 138 (138). pp. 42-46. ISSN 0040-0610

Illingworth, Steve (2000) 'Hearts, minds and souls: exploring values through history'. Teaching History, 100 (100). pp. 20-24. ISSN 0040-0610

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Illingworth, Steve (2018) A fit country for heroes? The experiences of Salford's returning soldiers after 1918. The Historian (138). pp. 26-29. ISSN 0265-1076

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Illingworth, Steve and Manners, Emma (2017) Using sites for insights: how historical locations can help teachers and students with the new history GCSE. Teaching History, 168. pp. 58-66. ISSN 0040-0610

Ingle, Steve and Duckworth, Vicky (2012) Enhancing Learning through Technology in Lifelong Learning: Fresh Ideas: Innovative Strategies. Lifelong Learning, 1 (1). Open Univeristy Press, Maidenhead. ISBN 9780335246403

Ingle, Steve and Duckworth, Vicky (2012) Harnessing Technology to Enhance the Learner Journey – A PCET Teacher Trainee Perspective. 3rd Teacher Education Advancement Network (TEAN) Annual Conference, 18th May, Aston, Birmingham.

Ingle, Steve and Duckworth, Vicky (2013) Teaching & Training Vocational Learners. Lifelong Learning, 1 (1). Learning matters: Sage. ISBN 144627439x

Ingle, Steve and Duckworth, Vicky (2013) Teaching & Training Vocational Learners. Lifelong Learning, 1 (1). Learning Matters: Sage. ISBN 9781446274392

Irving-Bell, Dawne (2019) Book Review. Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Taylor & Francis, Innovations in Education and Teaching International 56 (2) p.1-3. ISSN 1470-3300.

Irving-Bell, Dawne (2017) Book Review: Eileen Adams: Agent of change in art, design and environmental education. Design & Technology Association, Design and Technology Education: An International Journal 22 (1).

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Irving-Bell, Dawne (2018) Disseminating Academic Research. Disseminating Academic Research, 7/06/2018-8/06/2018, Edge Hill University.

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Irving-Bell, Dawne (2018) Induction and Transitions. Induction and Transitions, 5th September 2018, Edge Hill University.

Irving-Bell, Dawne (2019) Review of Ageing and Technology: Perspectives from the Social Sciences. Open University, Milton Keynes.

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Irving-Bell, Dawne, Henshaw, Kevin, Whittle, Andrew, Forrest, Lawrence, Matthews, Barry and McKelvin, Rory (2018) Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning. Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning, 7/06/2018-8/06/2018, Edge Hill University.

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Irving-Bell, Dawne and Wright, Sarah (2018) The Effective use of Social Media to Enhance Personalised Learning and Build Excellent Relationships with Students within Higher Education. 2018 Social Media for Learning in Higher Education Conference, 09/01/2019, Nottingham Trent University. (In Press)

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Irving-Bell, Dawne, Wright, Sarah, Wooff, David and Moscrop, Claire (2019) Using Twitter to develop our profiles as academics, to create genuine communities of practice and meaningful connections with the wider world. 2018 Social Media for Learning in Higher Edication Conference, 09/01/2019, Nottingham Trent University. (In Press)

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Jaundrill-Scott, Karen, Bennett, Geoff, Elliott, Karen and Macauley, Elisa (2007) From the Co-op to Boundary Road. From the Co-op to Boundary Road, 15th January 2007-July 2009, Rainford Gallery St Helens and local schools, Edge Hill University.

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Jaundrill-Scott, Karen, Bennett, Geoff, Macauley, Elisa and Elliott, Karen (2006) Tales of Oak Wood. Local Heritage Initiative.

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Jaundrill-Scott, Karen, Milner, Debbie and Wilson, Gil (2012) 12 Degrees North Triple Bill. North West Autumn Tour 2012, September 1st-November 22nd, North West England.

Johnson, C, Duckworth, Vicky, Apelbaum, C and McNamara, M (2010) A tale of two adult learners: From adult basic education to degree completion. National Association for Developmental Education Digest, 5 (1). pp. 57-67. ISSN 1046-3364

Johnstone, D. (2003) Comparative Social Policies in Europe. Peter Lang. ISBN 3631397860

Johnstone, D. (2003) Ethical and Philosophical Foundations. In: Bloemers, W. (ed). Ethics and Social Justice. Peter Lang, pp. 31-61. ISBN 3631398913

Johnstone, D. (2003) Explorando os Limites da Inclusao Jovens Deficientes e o seu Sentido de Lugar. In: Rodriguez, D. (ed). Perspectivas Sobre a Inclusao. Porto Editoria, pp. 197-208. ISBN 9720345144

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Keating, Paula (2016) An exploratory mixed-methods study of student incivility in higher education classrooms. Doctoral thesis, Edge Hill University.

Kenny, G. and Ashley, M. (2005) Children’s student nurses’ knowledge of spirituality and its implications for educational practice. Journal of Child Health Care. pp. 174-185. ISSN 1367-4935 DOI https://doi.org/10.1177/1367493505054415

Kimura, M., Brain, K., Ganga, D., Hudson, T., Murray, L., Prodgers, L., Smith, K., Straker, K. and Willott, J. (2006) Ethnicity, Education and Employment. Project Report. University of East London Publications.

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Kinsella, Claire, Kaye, Linda and Putwain, Dave (2015) Can arts-based education help re-engage excluded learners?: A case study of an arts-based programme aimed at enhancing educational engagement. In: Brewer, Gayle and Hogarth, Russel (eds). Creative Education, Teaching and Learning: Creativity, Engagement and the Student Experience. Palgrave McMillan, pp. 290-306. ISBN 978113740214

Knight, Charles and Pryke, Sam (2012) Wikipedia and the University, a case study. Teaching in Higher Education, 17 (6). pp. 649-659. ISSN 1356-2517 DOI https://doi.org/10.1080/13562517.2012.666734

Knighting, Katherine, Rowa-Dewar, Neneh, Kearney, Nora and Gibson, Faith (2011) Children’s understanding of cancer and views on health related behaviour: a “draw and write” study. Child: Care, Health and Development, 37 (2). pp. 289-299. ISSN 1365-2214 DOI https://doi.org/10.1111/j.1365-2214.2010.01138.x

Knowles, Gianna and Lander, Vini (2011) Equality, Diversity and Achievement in Education. Sage, London. ISBN 9 781849 206013

Kutuk, Gulsah and Yu, Junlin (2017) The triangle of education – learning, teaching and assessment: Insights from the Psychology of Education Section Annual Conference. The Psychology of Education Review, 42 (1). pp. 50-51. ISSN 2396-8788

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Lander, Vini (2016) Introduction to fundamental British values. Journal of Education for Teaching, 42 (3). pp. 274-279. ISSN 0260-7476 DOI https://doi.org/10.1080/02607476.2016.1184459

Lander, Vini Preparing Teachers to teach in a culturally diverse society. In: Neumann, Ursula and Schneider, Jens (eds). Schule Mit Migrationshintergrund. Waxmann, Munster, pp. 196-209. ISBN 978-3-8309-2466-1

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Lander, Vini (2014) Race Ethnicity and Education Special Issue: Initial Teacher Education: Developments, Dilemmas and Challenges. Race, Ethnicity and Education, 17 (3). pp. 299-470. ISSN 1361-3324 DOI https://doi.org/10.1080/13613324.2013.832917

Lander, Vini (2010) ‘Race' and Ethnicity. In: Gaine, Chris (ed). Equality and Diversity in Social Work Practice. Learning Matters, Exeter, pp. 88-101. ISBN 978-1-84445-593-5

Lander, Vini (2006) ‘Race', Ethnicity and Equality. In: Knowles, Gianna (ed). Supporting Inclusive Practice. Fulton, London, pp. 54-72. ISBN 978-0415578998

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Lander, Vini, Elton-Chalcraft, Sally and Revell, Lynn (2016) Journal of Education for Teaching International research and pedagogy Special Issue Fundamental British Values. Journal of Education for Teaching, 42 (3). pp. 273-368. ISSN ISSN: 0260-7476 (Print), 1360-0540 (Online)

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Lander, Vini and Santoro, Ninetta (2017) Invisible and hypervisible academics: the experiences of Black and minority ethnic teacher educators. Teaching in Higher Education. pp. 1-14. ISSN 1356-2517 DOI https://doi.org/10.1080/13562517.2017.1332029

Lander, Vini and Sheikh Zaheerali, Aneela (2016) One Step Forward, Two Steps Back: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England. In: Schmidt, Clea and Schneider, Jens (eds). Diversifying the Teaching Force in Transnational contexts: Critical Perspectives. Transnational Migration and Education Series. Sense Publishers, The Netherlands, pp. 29-42. ISBN 9789463006613

Larkin, Derek and Huett, Kim (2013) Student Engagement with Learning Technologies. Psychology Teaching Review, 19 (2). pp. 49-58. ISSN 0965-948X

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Loo, Sai and Bostock, John (2015) Further Education Teacher Educators Project (FETEP): the journeys, visions and values of being a teacher educator and the various pathways to becoming a teacher educator. TELL (Teacher Educators in Lifelong Learning) CONFERENCE, 15/06/2015, University of Westminster.

Ludke, Karen M. and Weinmann, Hanna (2012) European Music Portfolio: A Creative Way into Languages TEACHER’S HANDBOOK. Project Report. European Commission.

Macleod, F. (2001) Towards inclusion: our shared responsibility for disaffected pupils. British Journal Of Special Education, 28 (4). pp. 191-195. ISSN 1467-8578

Maher, Anthony (2013) Statements of special educational needs and mainstream secondary physical education in north-west England. British Journal Of Special Education, 40 (3). pp. 130-136. ISSN 1467-8578 DOI https://doi.org/10.1111/1467-8578.12032

Maher, Anthony and Palmer, Clive (2012) Inclusion of pupils with SEN into mainstream physical education: potential research ideas to explore issues of engagement. Journal of Qualitative Research in Sports Studies, 6 (1). pp. 35-48. ISSN 1754-2375

Maketo, Lydia and Balakrishna, Chitra (2015) Is rural Botswana stuck to the “chalkboard only” era while others make strides in mobile learning? Next Generation Mobile Applications, Services and Technologies, 2015 9th International Conference on Date of Conference:, 10-12 September 2015, Cambridge, pp. 382-387, ISBN 978-1-4799-8660-6, DOI https://doi.org/10.1109/NGMAST.2015.39.

Mallows, D., Chester, A. and Duckworth, Vicky (2008) Seeing yourself in print. Reflect, 10. p. 26.

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

Martin, L. (2006) Enabling e-literacy: providing non-technical support for online learners. ITALICS (Innovation in Teaching and Learning in Information and Computer Sciences), 5 (4). pp. 97-108. ISSN 1473-7507

Martin, L. and Williamson, S. (2003) One Size Doesn't Fit All: Models of Integrating Information Literacy into the Higher Education Curriculum. In: Martin, A. and Rader, H. (eds). Information and IT Literacy: Enabling Learning in the 21st Century. Facet, pp. 144-150. ISBN 1856044637

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 https://doi.org/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).

McAteer, Mary (2013) Action Research in Education. Research Methods in Education. SAGE/BERA, London. ISBN 9781446241059

McAteer, Mary (2013) Action Research in Education. Research Methods in Education. Sage (with BERA), London. ISBN 1446241068

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McAteer, Mary (2011) Developing Professional Practice through Action Research: Theory-Generative Approaches in Practitioner Research. In: Adams, J., Cochrane, M. and Dunne, L. (eds). Applying Theory to Educational Research: An Introductory Approach with Case Studies. Wiley Blackwell, Oxford, pp. 189-202. ISBN 978-0-470-97235-9

McAteer, Mary (2012) She couldn’t give change for £20. Towards Creative Action: Transformations and Collaborations in Practice, 23 November 2012, Ashford Kent.

McAteer, Mary (2011) Transforming Primary Mathematics Teaching. CARN Conference 2011 (Collaborative Action Research Network) Bringing a different world into existence Action research as a trigger for innovations, 4th - 6th November 2011, Vienna.

McAteer, Mary (2012) Transforming primary mathematics teaching through professional development. In: McAteer, Mary (ed). Improving Primary Mathematics Teaching and Learning. Open University Press, Berkshire, pp. 229-248. ISBN 9780335246762

McAteer, Mary, Murtagh, Lisa, Hallett, Fiona and Turnbull, Gavin (2010) About the Masters in Teaching and Learning. In: UNSPECIFIED (ed). Achieving your Masters in Teaching and Learning. Teaching Handbooks. Learning Matters, Exeter. ISBN 9781844452149

McAteer, Mary, Murtagh, Lisa, Hallett, Fiona and Turnbull, Gavin (2010) Getting started on your MTL. In: UNSPECIFIED (ed). Achieving your Masters in Teaching and Learning. Teaching Handbooks. Learning Matters, Exeter, pp. 9-28. ISBN 9781844452149

McAteer, Mary, Murtagh, Lisa, Hallett, Fiona and Turnbull, Gavin (2010) Leadership, Management and Working with Others. In: UNSPECIFIED (ed). Achieving your Masters in Teaching and Learning. Teaching Handbooks. Learning Matters, Exeter, pp. 109-138. ISBN 9781844452149

McAteer, Mary, Murtagh, Lisa, Hallett, Fiona and Turnbull, Gavin (2010) The MTL Phase three: the deepening phase. In: UNSPECIFIED (ed). Achieving your Masters in Teaching and Learning. Teaching Handbooks. Learning Matters, Exeter, pp. 139-156. ISBN 9781844452149

McAteer, Mary, Murtagh, Lisa, Hallett, Fiona and Turnbull, Gavin (2010) Subject knowledge, curriculum and curriculum development. In: UNSPECIFIED (ed). Achieving your Masters in Teaching and Learning. Teaching Handbooks. Learning Matters, Exeter, pp. 64-88. ISBN 9781844452149

McAteer, Mary and Nelson, Suzan (2012) Primary mathematics teaching today: Introduction and context. In: McAteer, Mary (ed). Improving Primary Mathematics Teaching and Learning. Open University Press, Berkshire, pp. 5-15. ISBN 9780335246762

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McAteer, Mary and Wood, Lesley (2018) Decolonising knowledge: Enacting the civic role of the university in a community-based project. South African Journal of Education, 38 (4). pp. 1-10. ISSN 0256-0100 DOI https://doi.org/10.15700/saje.v38n4a1662

McCulloch, Alistair and Thomas, Liz (2013) Widening participation to doctoral education and research degrees: a research agenda for an emerging policy issue. Higher Education Research and Development, 32 (2). pp. 214-227. ISSN 0729-4360 DOI https://doi.org/10.1080/07294360.2012.662630

McGeown, Sarah P, Putwain, Dave, Geijer Simpson, E, Boffey, E, Markham, J and Vince, A (2014) Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32. pp. 278-286. ISSN 1041-6080 DOI https://doi.org/10.1016/j.lindif.2014.03.022

McLain, MN, Bell, Dawne, Smth, J and Martin, M (2013) Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three. 4th International Conference of Education and Educational Psychology, 2/10/2013-5/10/2013, Antalya, Turkey, p. 10, ISSN 1986-­‐3020.

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McLain, Matt, Barlex, David, Bell, Dawne and Hardy, Alison (2015) Teacher perspectives on pedagogical modelling and explaining in design & technology: a Q Methodology study. Plurality and Complementarity of Approaches in Design and Technology Education, PATT29. pp. 268-279. ISSN 978-2-85399-994-6.

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McLain, Matt, Bell, Dawne, Smith, Justine and Martin, Mike (2013) A Small Scale Evaluation of the Design and Technology Framework in England. 4th International Conference on Education and Educational Psychology, 2nd October - 5th October 2013, Antalya, Turkey, p. 10, ISSN 1986-3020, DOI https://doi.org/10.15405/iceepsy2013(1986-3020).

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McLain, Matt, Irving-Bell, Dawne, Smith, Justine and Martin, Mike (2013) Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three: A small-­‐scale evaluation of the Design and Technology Framework in England. ICEEPSY The International Conference of Education and Educational Psychology, 2013, Istanbul, Turkey.

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McLain, Matt, Irving-Bell, Dawne, Wooff, David and Morrison-Love, David (2018) Cultural and historical roots for design and technology education: why technology makes us human. Proceedings of the PATT36 International Conference, 18/06/2018-21/06/2018, Athlone Institute of Technology, Co. Westmeath, Ireland, pp. 223-230, ISBN 978-1-5272-2507-7.

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McLain, Matt, McLain, Mel, Tsai, Jess, Mike, Martin, Bell, Dawne and Wooff, David (2017) Traditional tales and imaginary contexts in primary design and technology: a case study. Design and Technology Education: An International Journal, 22 (2). pp. 26-40. ISSN 1360-1431

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McLain, Matt, Pratt, Andrea and Bell, Dawne (2013) Show-How Know-How Part One; Theory and practice for demonstrating in design and technology. D&T Practice: The Design and Technology Publication for the Profession, 3. pp. 36-38. ISSN 1745-5448

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McLain, Matt, Pratt, Andrea and Bell, Dawne (2014) Show-How Know-How Part Two; Theory and practice for demonstrating in design and technology. D&T Practice: The Design and Technology Publication for the Profession, 1. pp. 32-34. ISSN 1745-5448

Moscrop, Claire and Beaumont, Chris (2016) Technology-enhanced Assessment Feedback. In: Carless, David (ed). Scaling up assessment for learning in higher education. The Enabling Power of Assessment. Springer, Singapore, pp. 193-209. ISBN 978-981-10-3043-7 DOI https://doi.org/10.1007/978-981-10-3045-1

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Murphy, Tony and Sage, Daniel (2015) Perceptions of the UK’s Research Excellence Framework 2014: A small survey of academics. Australian Universities' Review, 57 (2). pp. 31-36. ISSN 0818-8068

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Murphy, Tony and Sage, Daniel (2014) Perceptions of the UK’s Research Excellence Framework 2014: a media analysis. Journal of Higher Education Policy and Management, 36 (6). pp. 603-615. ISSN 1360-080X DOI https://doi.org/10.1080/1360080X.2014.957890

Murtagh, L. (2007) Implementing a critically quasi-ethnographic approach. The Qualitative Report, 12 (2). pp. 195-213. ISSN 1052-0147

Murtagh, L. (2010) They give us homework! : Transition to Higher Education - The Case of Initial Teacher Training. Journal of Further and Higher Education, 34 (3). pp. 405-418. ISSN 0309-877X DOI https://doi.org/10.1080/0309877X.2010.484057

Murtagh, L. (2014) The motivational paradox of feedback: teacher and student perceptions. Curriculum Journal, 25 (4). pp. 516-540. ISSN 0958-5176 DOI https://doi.org/10.1080/09585176.2014.944197

Murtagh, L. and Baker, N. (2008) Feedback to Feed Forward. Assessment in Higher Education Conference, 9th July, University of Cumbria.

Murtagh, L. and Baker, N. (2009) Feedback to Feed Forward: student response to tutors’ written comments on assignments. Practitioner Research in Higher Education, 3 (1). pp. 20-28. ISSN 1755-1382

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, Lisa and McAteer, Mary (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 DOI https://doi.org/10.11120/ital.2010.09010100

Newall, Helen (2008) How to Turnitin Frogs into Princes: A plagiarism detection software story of changing the habits of a lifetime. iPED Researching Academic Visions and Realities: Academic Writing; Conceptions of Leadership; Emergent Pedagogies, 8-9 September 2008, Coventry University.

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Nicholson, Laura and Lander, Vini (2017) Beliefs of Teacher Educators regarding their Research Engagement. British Psychological Society Psychology of Education Section Annual Conference 2017, 27/10/2017-28/10/2017, Edinburgh, UK.

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Nicholson, Laura and Putwain, Dave (2015) Facilitating re-engagement in learning: A disengaged student perspective. The Psychology of Education Review, 39 (2). pp. 37-41. ISSN 1463-9807

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Nicholson, Laura and Putwain, Dave (2014) Facilitating re-engagement in learning: A disengaged student perspective. British Psychological Society Psychology of Education Section Annual Conference 2014., 7-9 Nov 2014, Milton Keynes.

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Nicholson, Laura and Putwain, Dave (2016) Student perceptions of teaching practices that can facilitate educational re-engagement. International Conference on Motivation, 24/08/2016- 27/08/2016, Aristotle University of Thessaloniki, Greece.

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Nicholson, Laura and Putwain, Dave (2018) A cross-lagged panel analysis of fear appeal appraisal and student engagement. British Psychological Society Psychology of Education Section Annual Conference, 14/9/2018-15/9/2018, Oxford, UK.

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Nicholson, Laura and Putwain, Dave (2016) The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education, 33 (2). pp. 169-186. ISSN 0267-1522 DOI https://doi.org/10.1080/02671522.2016.1271004

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Nicholson, Laura, Putwain, Dave, Nakhla, Ghada, Porter, Benjamin, Liversidge, Anthony and Reece, Monika (2018) A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement. The Journal of Experimental Education. pp. 1-22. ISSN 1940-0683 DOI https://doi.org/10.1080/00220973.2018.1448745

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Nicholson, Laura, Putwain, David W, Nakhla, Ghada, Reece, Monika, Porter, Benjamin and Liversidge, Anthony (2016) Clusters of fear appeal appraisals and their relations with student engagement and disaffection. British Psychological Society Psychology of Education Section Annual Conference 2016, 28/10/2016-29/10/2016, Birmingham, UK.

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Nicholson, Laura, Rodriguez-Cuadrado, Sara and Woolhouse, Clare (2018) Reframing Peer Mentoring as a Route for Developing an Educational Community of Practice. Mentoring & Tutoring: Partnership in Learning. pp. 1-20. ISSN 1361-1267 DOI https://doi.org/10.1080/13611267.2018.1530163

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.

Obamba, Milton (2013) Transnational knowledge partnerships: new calculus and politics in Africa’s development. Compare: A Journal of Comparative and International Education, 43 (1). pp. 124-145. ISSN 0305-7925 DOI https://doi.org/10.1080/03057925.2013.746576

Page, T., Herne, S., Dash, P., Charman, H., Atkinson, D. and Adams, J. (2009) Teaching Now with the Living: A Dialogue with Teachers Investigating Contemporary Art Practices. In: Herne, S., Cox, S. and Watts, R. (eds). Readings in Primary Art Education. Intellect Books, Bristol, UK, pp. 219-230. ISBN 9781841502427

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. (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 https://doi.org/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.

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Ponari, Marta, Rodriguez-Cuadrado, Sara, Vinson, Dave P., Fox, Neil, Costa, Albert and Vigliocco, Gabriella (2015) Processing Advantage for Emotional Words in Bilingual Speakers. Emotion, 15 (5). pp. 644-652. DOI https://doi.org/10.1037/emo0000061

Pressler, S., McCulloch, A., Grime, K., Ralley, R. and Sumner, L. (2005) Researching the Student Experience. Action on Access Bulletin.

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Putwain, Dave (2013) Conceptualising and measuring academic motivation. Assessment and Development Matters, 5 (2). pp. 26-29. ISSN 2040-4069

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Putwain, Dave, Chamberlain, Suzanne, Daly, Anthony and Saddredini, Shireen (2015) Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85 (3). pp. 247-263. ISSN 0007-0998 DOI https://doi.org/10.1111/bjep.12068

Putwain, Dave, Chamberlain, Suzanne, Daly, Anthony and Sadreddini, Shireen (2014) Reducing test anxiety among school-aged adolescents: a field experiment. Educational Psychology in Practice, 30 (4). pp. 420-440. ISSN 0266-7363 DOI https://doi.org/10.1080/02667363.2014.964392

Putwain, Dave and Daly, Anthony (2013) Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27 (1). pp. 157-162. ISSN 1041-6080 DOI https://doi.org/10.1016/j.lindif.2013.07.010

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Putwain, Dave, Nakhla, Ghada, Liversidge, Anthony, Nicholson, Laura, Porter, Benjamin and Reece, Monika (2017) Teachers’ use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond? Teaching and Teacher Education, 61. pp. 78-83. ISSN 0742-051X DOI https://doi.org/10.1016/j.tate.2016.10.003

Putwain, Dave, Nicholson, Laura, Connors, Elizabeth and Woods, Kevin (2013) Resilient children are less test anxious and perform better in tests at the end of primary schooling. Learning and Individual Differences, 28 (1). pp. 41-46. ISSN 1041-6080 DOI https://doi.org/10.1016/j.lindif.2013.09.010

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Putwain, Dave, Nicholson, Laura, Nakhla, Ghada, Reece, Monika, Porter, Benjamin and Liversidge, Anthony (2016) Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology, 44-45. pp. 21-31. ISSN 0361-476X DOI https://doi.org/10.1016/j.cedpsych.2015.12.001

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Putwain, Dave, Nicholson, Laura, Pekrun, R, Becker, S and Symes, W (2019) Expectancy of Success, Attainment Value, Engagement, and Achievement: A Moderated Mediation Analysis. Learning and Instruction, 60. pp. 117-125. ISSN 0959-4752 DOI https://doi.org/10.1016/j.learninstruc.2018.11.005

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Putwain, Dave, Pekrun, Reinhard, Nicholson, Laura, Symes, Wendy, Becker, Sandra and Marsh, Herbert J (2018) Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal. ISSN 0002-8312 (In Press)

Putwain, Dave and Remedios, Richard (2014) Fear appeals used prior to a high-stakes examination: What makes them threatening? Learning and Individual Differences, 36. pp. 145-151. ISSN 1041-6080 DOI https://doi.org/10.1016/j.lindif.2014.10.018

Putwain, Dave and Remedios, Richard (2014) Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40 (5). pp. 554-570. ISSN 0305-5698 DOI https://doi.org/10.1080/03055698.2014.953914

Putwain, Dave, Sander, Paul and Larkin, Derek (2013) Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83 (4). pp. 633-650. ISSN 0007-0998 DOI https://doi.org/10.1111/j.2044-8279.2012.02084.x

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Putwain, Dave, Symes, Wendy, Nicholson, Laura and Becker, Sandra (2018) Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68. pp. 12-19. ISSN 1041-6080 DOI https://doi.org/10.1016/j.lindif.2018.09.006

Putwain, Dave W, Shah, Jawad and Lewis, Rebecca (2014) Performance-evaluation threat does not adversely affect verbal working memory in high test-anxious persons. Journal of Cognitive Education and Psychology, 13 (1). pp. 120-136. ISSN 1810-7621 DOI https://doi.org/10.1891/1945-8959.13.1.120

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Pye, Gillian, Williams, Susan and Dunne, Linda (2016) Student Academic Mentoring: peer support and undergraduate study. Journal of Learning Development in Higher Education. pp. 1-23. ISSN 1759-667X

Rawding, C. (2008) Changing Land Use in North East Lancashire during the Second World War. North West Geography, 8 (2). pp. 1-13. ISSN 1476-1580

Rawding, C. (2009) High farming on the Wolds. In: Robinson, D. (ed). The Lincolnshire Wolds. Windgather Press, pp. 39-48. ISBN 9781905119264

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. (2010) Reconstructing the rural: contemporary approaches to the British countryside. Geography Teacher Educators' Conference, 29th - 31st January, Cambridge.

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

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Rawding, Charles (2017) The Anthropocene and the global. In: Jones, M and Lambert, D (eds). Debates in geography education. Routledge, Abington, pp. 239-249. ISBN 9781138672581

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Rawding, Charles Carboniferous limestone and the search for relevance. GTE Geography Tutors’ Conference., 27th-29th January 2012, Swansea Metropolitan University.

Rawding, Charles (2013) Challenging Assumptions: The importance of holistic geographies’ Geography. Geography, 98 (3). pp. 157-159. ISSN 0016-7487

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Rawding, Charles (2013) Changing geographies for a changing world? In: Lambert, David and Jones, Mark (eds). Debates in Geography Education. Routledge, London, pp. 282-290. ISBN 978-0-415-68779-9

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Rawding, Charles (2011) Changing geographies of childhood: some implications for geography teaching’. GTE Geography Tutors’ Conference.University of Nottingham, 28th- 30th Jan. 2011, Matlock Bath..

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Rawding, Charles Conceptualising place in a dynamic curriculum. Association of American Geographers Annual Conference,, Feb 24th-28th 2012, New York,.

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Rawding, Charles (2015) Constructing the geography curriculum. In: Butt, G (ed). Masterclass Geography. Bloomsbury, pp. 67-80. ISBN 9781472535719

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Rawding, Charles ‘Greenwashing, Gaia and the absence of holistic geographies’. GTE Geography Tutor’s Conference, 30th January – 1st February, University of Oxford.

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Rawding, Charles Joining up the modules: the importance of holistic geographies. GTE Geography Tutors’ Conference., 25th-27th January 2013, University of Hull.

Rawding, Charles (2015) ‘Marie Antoinette and Heathrow Airport: using mysteries to teach holistic geographies’. Teaching Geography, 40 (1). pp. 32-33. ISSN 0305-8018

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Rawding, Charles (2017) Nature and the legacy of Alexander Von Humboldt. Geography, 102 (2). pp. 95-98. ISSN 0016-7487

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Rawding, Charles (2013) Physical geography in the geography classroom. Available as ‘Physische Geographie im Unterricht’. In: Rolfes, Manfred and Uhlenwinkel, Anke (eds). Metzler Handbuch 2.0 Geographieunterricht. Westermann, Braunschweig, pp. 434-443. ISBN 978-3-14-142802-5

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Rawding, Charles Place: the final frontier. GTE Geography Tutor’s Conference, 24th-26th January 2014, University of Winchester.

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Rawding, Charles (2013) Reading our landscapes: approaches to fieldwork. Available as 'Fedlarbeit: Unsere Landschaft lesen’. In: Rolfes, Manfred and Uhlenwinkel, Anke (eds). Metzler Handbuch 2.0 Geographieunterricht. Westermann, Braunschweig, pp. 63-70. ISBN 978-3-14-142802-5

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Rawding, Charles (2010) ‘Reconstructing the rural: contemporary approaches to the British countryside.’. GTE Geography Tutors’ Conference.University of Cambridge,, 29th- 31st Jan 2010, Madingley Hall..

Rawding, Charles (2012) Teaching urban change using the local area. Teaching Geography, 37 (3). pp. 99-101. ISSN 0305-8018

Rawding, Charles (2016) ‘The challenges of environmental education’. Teaching Geography. pp. 10-12. ISSN 0305-8018

Rawding, Charles (2014) The importance of teaching holistic geographies. Teaching Geography, 39 (1). pp. 10-13. ISSN 0305-8018

Rawding, Charles and Tapsfield, Andrea (2017) Mentoring. In: Jones, Mark (ed). The Handbook of Secondary Geography. Geographical Association, Sheffield, pp. 306-317. ISBN 978-1-84377-377-1

Ridley, James (2017) "One Page Profiles!" - could they support the personal tutor relationship? Nursing education and professional development: the global perspective RCN Education Forum conference and exhibition, 21st-22nd March 2017, Cardiff.

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Roberts, S.J. and Fairclough, Stuart J. (2012) The Influence of Relative Age Effect in the Assessment of High School Students in Physical Education in the United Kingdom. Journal of Teaching in Physical Education, 31 (1). pp. 56-70. ISSN 0273-5024

Roberts, S.J., Fairclough, Stuart J., Ryrie, A. and Sharpe, L. (2012) A computer-based observational analysis of physical education teachers and youth sport coaches pedagogic behaviour. International Journal of Performance Analysis in Sport, 12 (3). pp. 498-506. ISSN 1474-8185

Ross, S, Bell, Dawne, Harris, J, Hughes, C, McLain, M and Wooff, David (2016) Cambridge iGCSE Design and Technology Teacher Guide. Harper Collins Publishers. ISBN 9780008144210

Ross, Stewart, Bell, Dawne, Harris, Justin, Hughes, Chris, Mclain, Matt and Wooff, David (2018) Cambridge International Examinations - Cambridge iGCSE Design and Technology Teacher’s Guide: Second Edition. Harper Collins, London. ISBN 978-0-00-829328-4

Ryland, I., Brown, J., O'Brien, M., Graham, D., Gillies, R., Chapman, T. and Shaw, N J (2006) The Portfolio: How was it for you? Views of F2 doctors from the Mersey Deanery Foundation Pilot. Clinical Medicine, 6 (4). pp. 378-380. ISSN 1470-2118

Sander, Paul, Putwain, Dave and de la Fluente, Jesus (2013) Using Structural Equation Modelling to Understand Predictors of Undergraduate Students’ Academic Performance. In: Huesman, J. and Tight, M. (eds). International Perspectives on Higher Education Research: Theory and Method in Higher Education Research. Emerald, Bingley, pp. 219-241. ISBN 9781781906828 DOI https://doi.org/10.1108/S1479-3628(2013)0000009015

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Sandvik, Jenny Miglis, Van Daal, Victor and Adèr, Herman J (2014) Emergent Literacy: Preschool Teachers’ Beliefs and Practices. Journal of Early Childhood Literacy, 14. pp. 28-52. ISSN 1468-7984 DOI https://doi.org/10.1177/1468798413478026

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Savery, Alice, Cain, Tim, Garner, Jo, Jones, Tracy, Kynaston, Emily, Mould, Kirsten, Nicholson, Laura, Proctor, Sophie, Pugh, Rosanne, Rickard, Emma and Wilson, Deborah (2016) Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff? Education 3-13, 45 (5). pp. 519-531. ISSN 0300-4279 DOI https://doi.org/10.1080/03004279.2016.1140799

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Savin-Baden, Maggi, Tombs, Cathy, Poulton, Terry, Conradi, Emily, Kavia, Sheetal, Burden, David and Beaumont, Chris (2011) An evaluation of implementing problem-based learning scenarios in an immersive virtual world. International Journal of Medical Education, 2. pp. 116-124. ISSN 2042-6372 DOI https://doi.org/10.5116/ijme.4e92.b22f

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. Extending Interactions with Text and other Media, Leeds Metropolitan University.

Schofield, M. (2006) The First Step to Empowering Learners. CLTR Conference, Edge Hill University.

Schofield, M. (2005) Interactivity and Online Learning. COMET.

Schofield, M. (2010) Learning Dialogues in Learning Focused Universities: Alignment of Purpose, Audience and Form. Learning and Teaching Conference, 13 May, University of Northampton.

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. (2005) Promoting Interactivity in E-Learning. 29th Annual Improving University Teaching (IUT) Conference.

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. (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. (2006) Using Literature Reviews to Generate Tools for Research, Self-Evaluation and Review. Diversity/Widening Participation Research Day: Connecting Research and Practice, University of Manchester.

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, San Francisco.

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. 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.

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, Mark (2010) Risk and Resilience in Higher Education. HELTASA Conference, 23-25 November, University of Limpopo, South Africa.

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Schofield, Mark (2016) Towards a Concept of Solution Focussed Teaching: Learning in Communities, About Communities, for the benefit of communities. In: Halsall, Jamie P and Snowden, Michael (eds). The Pedagogy of the Social Sciences Curriculum. Springer, Switzerland, pp. 11-23. ISBN 978-3-319-33868-2

Schofield, Mark and Bostock, John (2014) Linking Assessment with Learner Success. 12th International Conference on Developing Real-Life Learning Experiences: Changing Education Paradigms in ASEAN, May 9th 2014, Faculty of Industrial Education, KMITL, Bangkok, Thailand.

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Sealy, Julie (2017) Parent-Child Psychotherapeutic Interventions with Vulnerable Clients: Are They Within the Scope of Social Work Practitioners in Barbados? Caribbean Journal of Social Work, 12/13. pp. 165-190. ISSN 0799-1215

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Seeley, Janel, McAteer, Mary, Sanchez, Cesar Osorio and Kenfield, Yuliana (2018) Creating a Space for Global Dialogue on Knowledge Democracy: Experiences from the Inaugural Global Assembly for Knowledge Democracy. Educational Action Research. pp. 1-18. ISSN 0965-0792 DOI https://doi.org/10.1080/09650792.2018.1552170

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Sewell, Keira, Cain, Tim, Woodgate‐Jones, Alex and Srokosz, Anne (2009) Bullying and the postgraduate trainee teacher: a comparative study. Journal of Education for Teaching, 35 (1). pp. 3-18. ISSN 0260-7476 DOI https://doi.org/10.1080/02607470802587087

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Shaw, Shereen (2017) The Case of the Arab Woman. British Mensa's: ANDROGYNY, 1 (2).

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Shaw, Shereen (2018) Gender and sexual health post the Egyptian revolution. British Mensa's ANDROGYNY, 2 (3). pp. 14-20.

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. (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]

Shoba, Jo (2001) Perspectives on Educational Language Policy and its Implementation in African Classrooms: A comparative study of Botswana and Tanzania. Compare: A Journal of Comparative and International Education, 31 (3). pp. 347-362. ISSN 0305-7925 DOI https://doi.org/10.1080/03057920120098482

Shoba, Jo (2010) Scottish classroom voices: a case study of teaching and learning Scots. Language and Education, 24 (5). pp. 385-400. ISSN 0950-0782 DOI https://doi.org/10.1080/09500781003695559

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. (2009) 'A River Runs Through It’: Irish History in Contemporary Fiction, Dermot Bolger and Roddy Doyle. In: Lyons, P. and O'Malley-Younger, A. (eds). No Country for Old Men: Fresh Perspectives on Irish Literature. Reimagining Ireland. Peter Lang, Oxford, pp. 123-142. ISBN 9783039118410

Shortt, D. (2008) Secularising the sacred: Dermot Bolger and the problem of Catholic nationalism. In: Maher, E. and Littleton, J. (eds). Contemporary Catholicism in Ireland: A Critical Appraisal. Columba Press, Dublin, pp. 200-219. ISBN 9781856076166

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.

Shortt, Damien (2010) Who put the ball in the English net? The privatisation of Irish postnationalism in Dermot Bolger's In High Germany. In: Gilsena Nordin, I. and Zamorano Llena, C. (eds). Redefinitions of Irish Identity in the Twenty-First Century: A Postnationalist Approach. Cultural identity studies, 12. Peter Lang, Bern, Switzerland, pp. 103-124. ISBN 9783039115587

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Shortt, Damien, Cain, Tim, Knapton, Helena and McKenzie, Jill (2017) How To Be Good: Behaviour Management Policies in 36 Secondary Schools. Journal for Critical Education Policy Studies, 15 (1). pp. 155-180. ISSN 1740-2743

Shortt, Damien, Hallett, Fiona, Spendlove, David, Hardy, Graham and Barton, Amanda (2012) Teaching, morality, and responsibility: A Structuralist analysis of a teachers’ code of conduct. Teaching and Teacher Education, 28 (1). pp. 124-131. ISSN 0742-051X DOI https://doi.org/10.1016/j.tate.2011.09.004

Shortt, Damien, Reynolds, Paul, McAteer, Mary and Hallett, Fiona (2015) To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education. In: Heilbronn, Ruth and Foreman-Peck, Lorraine (eds). Philosophical Perspectives on Teacher Education. Wiley-Blackwell, Oxford, pp. 89-108. ISBN 978-1-118-97766-8

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Shosh, Joseph and McAteer, Mary (2016) The CARN/ARNA Inaugural Study Day Inquiry: What Happens to Action Research After the Master’s Degree? Educational Action Research, 24 (1). pp. 4-20. ISSN 0965-0792 DOI https://doi.org/10.1080/09650792.2015.1132001

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Simmons, Carl (2018) Classroom-Based Research Projects for Computing Teachers: Facilitating Professional Learning. ACM Transactions on Computing Education, 18 (3). ISSN 1946-6226 DOI https://doi.org/10.1145/3171129

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Smalley, Paul (2019) A Critical Policy Analysis of Local Religious Education in England. British Journal of Religious Education. ISSN 0141-6200 DOI https://doi.org/10.1080/01416200.2019.1566114

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Smalley, Paul (2018) Reflections on the progress of developing religiously literate citizens in England. Professional REflection: Theory and practice, 36 (1). pp. 58-63. ISSN 0226-7738

Smith, Heather and Lander, Vini (2012) Collision or Collusion: effects of teacher ethnicity in the teaching of whiteness. Race Ethnicity and Education, 15 (3). pp. 331-351. ISSN ISSN 1470-109X online DOI https://doi.org/10.1080/13613324.2011.585340

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Smith, L., Harvey, S., Savory, L., Fairclough, Stuart J., Kozub, S. and Kerr, C. (2015) Physical activity levels and motivational responses of boys and girls: A comparison of direct instruction and Tactical Games Models of games teaching in physical education. European Physical Education Review, 21 (1). pp. 93-113. ISSN 1356-336X DOI https://doi.org/10.1177/1356336X14555293

Spencer, Paul, Thomas, Judith, Harrop, Susan and Cain, Tim (2017) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education. ISSN 1941-5257 DOI https://doi.org/10.1080/19415257.2017.1299028

Spencer, Paul, Thomas, Judith, Harrop, Susan and Cain, Tim (2017) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education. ISSN 1941-5257 DOI https://doi.org/10.1080/19415257.2017.1299028

Spendlove, David, Barton, Amanda, Hallett, Fiona and Shortt, Damien (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 https://doi.org/10.1080/02619768.2012.662638

Spendlove, David, Shortt, Damien, Hallett, Fiona and Hardy, Graham (2010) As teacher educators, what should our response be to the GTCE Code of Conduct and Practice? British Educational Research Association Annual Conference, 1-4 September, 2010, University of Warwick.

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 https://doi.org/10.1080/13636820902933270

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Su, F. and Beaumont, C. (2010) Evaluating the use of a wiki for collaborative learning. Innovations in Education and Teaching International, 47 (4). pp. 417-431. ISSN 1470-3300 DOI https://doi.org/10.1080/14703297.2010.518428

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Sumner, L., Ralley, R., Grime, K. and McCulloch, A. (2007) The experience of young people in higher education: factors influencing withdrawal. In: Young, D. (ed). The First Year Experience in Continuing Education. Higher Education Academy, pp. 49-54. ISBN 978-1905788415

Sumner, L., Ralley, R., Grime, K. and McCulloch, A. (2007) The experience of young people in higher education: factors influencing withdrawal. UNSPECIFIED. Higher Education Academy, Bristol.

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

Sweet, J., Wilson, J., Pugsley, L. and Schofield, M. (2008) Tools to share good chairside teaching practice: a clinical scenario and appreciative questionnaire. British Dental Journal, 205 (11). pp. 603-606. ISSN 0007-0610

Thomas, Liz (2014) Developing a curriculum for diversity: Raising awareness, increasing understanding and changing practice. In: Cunningham, B (ed). Professional Life in Modern British Higher Education: The death of 'the don'? Institute of Education, London. ISBN 9780854739998

Thomas, Liz (2015) Developing inclusive learning to improve the engagement, belonging, retention and success of students from diverse groups. In: Shah, M, Bennett, A and Southgate, E (eds). Widening Higher Education Participation: A Global Perspective. Elsevier, pp. 135-160. ISBN 9780081002131

Thomas, Liz (2011) Enabling institutional transformation to engage a diverse student body: Necessary conditions and facilitating factors. In: Thomas, Liz and Tight, Malcolm (eds). Institutional transformation to engage a diverse student body. International Perspectives on Higher Education Research, 6. Emerald, Bingley, pp. 279-292. ISBN 9780857249043

Thomas, Liz (2017) Governing Access and Recruitment in Higher Education. In: Teixeira, Pedro Nuno and Shin, Jung Cheol (eds). Encyclopedia of International Higher Education Systems and Institutions. Springer. ISBN 978-94-017-8904-2 (In Press)

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Thomas, Liz (2018) ‘I use my time more wisely…’ The implications for learning and teaching in higher education of more ‘commuter students’. 4th International Conference on Higher Education Advances (HEAd’18) June 20 – 22, 2018 · Valencia (Spain), 20th - 22nd June 2018, Valencia, Spain, DOI DOI: http://dx.doi.org/10.4995/HEAd18.2018.8165.

Thomas, Liz (2013) Learning and Teaching. In: Morgan, Michelle (ed). Supporting student diversity in higher education: a practical guide. Routledge, Abingdon, pp. 211-227. ISBN 9780415818230

Thomas, Liz (2002) Student Retention in Higher Education: The role of institutional habitus. Journal of Education Policy, 17 (4). pp. 423-432. ISSN 14645106 DOI https://doi.org/10.1080/02680930210140257

Thomas, Liz (2012) What works? Facilitating an effective transition into higher education. Widening Participation and Lifelong Learning, 14 (Specia). pp. 4-24. ISSN 1466-6529 DOI https://doi.org/10.5456/WPLL.14.S.4

Thomas, Liz (2006) Widening participation and the increased need for personal tutoring. In: Thomas, L. and Hixenbaugh, P. (eds). Personal tutoring in Higher Education. Trentham books, pp. 21-31. ISBN 978 1 85856 385 5

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Thomas, Liz (2010) An engaging partnership to improve student retention and success in higher education. Pathways to Education Access Conference 2010, 28-29 April 2010, University College Cork, Ireland, pp. 10-16.

Thomas, Liz, Bland, Derek and Duckworth, Vicky (2012) Teachers as advocates for widening participation. Widening Participation and Lifelong Learning, 14 (2). pp. 40-58. ISSN 1466-6529 DOI https://doi.org/10.5456/WPLL.14.2.40

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Thomas, Liz and Duckworth, Vicky (2018) Maintaining the diversity of the professional healthcare workforce through higher education qualification routes. 4th International Conference on Higher Education Advances (HEAd’18) June 20 – 22, 2018 · Valencia (Spain), 20th - 22nd June 2018, Valencia, Spain, DOI https://doi.org/10.4995/HEAd18.2018.8198.

Thomas, Liz and Quinn, J. (2006) First Generation Entry Into Higher Education. Open University Press. ISBN 978-0-335-21791-5

Tidd, J., Gossman, P., Powell, S., Forsyth, R., Bostock, John and Moscrop, Claire (2018) Ideas for learning and teaching: Follow up of graduates from Higher Education teacher education programmes. SEDA 23rd Annual Conference Supporting staff to meet increasing challenges in Higher and Further Education, 15th - 16th November 2018, Birmingham.

Torstensson, Gabriella and Brundrett, M (2009) The Challenges to Primary School Leadership of HIV/AIDS in Botswana: The Inadequacy Of School Effectiveness Models in the Context of the Pandemic. International Studies in Educational Administration, 37 (1). pp. 74-90. ISSN 1324-1702

Torstensson, Gabriella and Brundrett, M (2009) The Impact of HIV/AIDS: Education as a window of hope for the future? In: Kassem, D. and Garratt, D. (eds). Exploring key issues in education. Continuum, London, pp. 144-159. ISBN 9781847060846

Torstensson, Gabriella and Brundrett, M (2011) The impact of HIV/AIDS on primary education in Botswana: educating children as agents of change. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39 (4). pp. 395-413. ISSN 0300-4279 DOI https://doi.org/10.1080/03004271003727549

Tsang, Ethan, Gavan, Collette and Anderson, Mark (2014) The practical application of LEGO® MINDSTORMS® robotics kits: does it enhance undergraduate computing students' engagement in learning the Java programming language? SIGITE '14 Proceedings of the 15th Annual Conference on Information technology education, 15-18 October 2014, Atlanta, Georgia, USA, pp. 121-126, ISBN 978-1-4503-2686-5, DOI https://doi.org/10.1145/2656450.2656454.

Tummons, Jonathan and Duckworth, Vicky (2012) Doing your Research Project in the Lifelong Learning Sector. Open University Press, Maidenhead. ISBN 9780335246144

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Van Daal, Victor (2015) Can educational practice be based on single-subject designs? British Journal of Special Education, 42 (1). pp. 6-10. ISSN 0952-3383 DOI https://doi.org/10.1111/1467-8578.12095

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Van Daal, Victor (2015) Open Dialogue peer review: A response to Elliott. The Psychology of Education Review, 39 (1). pp. 22-25. ISSN 1463-9807

Van Daal, Victor (2011) Reading Research And The Promotion Of Reading Outside The School: A Comprehensive Review Of Empirical Research. 8th ERNAPE Conference, 29/06/2011-1/07/2011, Milan, ISBN 978-88-96026- 74-8.

Van Daal, Victor (2008) Struggling Readers and Multimedia. In: Bus, Adriana G and Neuman, Susan B (eds). Multimedia and Literacy Development. Routledge, pp. 124-134. ISBN 9780415988421

Van Daal, Victor (2008) The advisory process and the empirical cycle. In: Ader, H J and Mellenbergh, G J (eds). Advising on research methods: a consultant's companion. Johannes van Kessel Publishing, pp. 51-61. ISBN 978-9079418022

Van Daal, Victor and Reitsma, Pieter (2000) Computer-assisted learning to read and spell: results from two pilot studies. Journal of Research in Reading, 23. pp. 181-193. ISSN 0141-0423 DOI https://doi.org/10.1111/1467-9817.00113/pdf

Van Daal, Victor and Reitsma, Pieter (1999) Effects of Outpatient Treatment of Dyslexia. British Journal Of Learning Disabilities, 32 (5). pp. 447-456. ISSN 1354-4187

Van Daal, Victor and Reitsma, Pieter (1990) Effects of independent word practice with segmented and whole-word sound feedback in disabled readers. Journal of Research and Reading, 13 (2). pp. 133-148. ISSN 0141-0423 DOI https://doi.org/10.1111/j.1467-9817.1990.tb00330.x

Van Daal, Victor and Reitsma, Pieter (1993) The use of speech feedback by normal and disabled readers in computer-based reading practice. Reading and Writing, 5 (3). pp. 243-259. ISSN 0922-4777

Van Daal, Victor, Reitsma, Pieter and Van Der Leij, Aryan (1994) Processing Units in Word Reading by Disabled Readers. Journal of Experimental Child Psychology, 57 (2). pp. 180-210. ISSN 0022-0965 DOI https://doi.org/10.1006/jecp.1994.1009

Van Daal, Victor and Sandvik, J M (2013) The effects of multimedia on early literacy development of children at risk: A meta-analysis. In: Shamir, A and Korat, O (eds). Technology as a support for literacy achievements for children at risk. Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education. Springer, pp. 73-122. ISBN 9789400751194 DOI https://doi.org/10.1007/978-94-007-5119-4_7

Van Daal, Victor and Van Der Leij, Aryan (1992) Computer-Based Reading and Spelling Practice for Children with Learning Disabilities. Journal of Learning Disabilities, 25 (3). pp. 186-195. ISSN 0022-2194 DOI https://doi.org/10.1177/002221949202500306

Van Daal, Victor and Van der Leij, Aryan (1999) Developmental dyslexia: Related to specific or general deficits? Annals of Dyslexia, 49 (1). pp. 71-104. ISSN 0736-9387 DOI https://doi.org/10.1007/s11881-999-0020-2

Van Daal, Victor and Wass, Malin (2016) First And Second Language Learnability Explained by Orthographic Depth And Orthographic Learning: A 'Natural' Scandinavian Experiment. Scientific Studies of Reading, 21 (1). pp. 46-59. ISSN 1088-8438 DOI https://doi.org/10.1080/10888438.2016.1251437

Van Daal, Victor H P and Sandvik, J M (2011) Reading research and the promotion of reading outside the school: A comprehensive review of empirical research. International Journal about Parents in Education, 5 (2). pp. 110-122. ISSN 1973-3518

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Vathi, Zana, Duci, Veronika and Dhembo, Elona (2016) Homeland (dis)integration: educational experience, children and return migration to Albania. International Migration. DOI https://doi.org/10.1111/imig.12230

Walters, D. and O'Doherty, M. (2008) Sustainable feedback through Virtual Patchwork Text. Higher Education Academy Conference, 1-3 July, Harrogate.

Walters, D. and O'Doherty, Michelle (2008) Developing Reflective Practice through Patchwork Writing. Writing Development in Higher Education Conference, 25-27 June, Edge Hill University.

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 0007-1064

West, P. (2002) Learning to change, changing to learn. In: McGoldrick, J., Stewart, J. and Watson, S. (eds). Understanding Human Resource Development. Routledge Studies in Human Resource Development. Routledge, pp. 182-203. ISBN 978-0-415-22609-7

West, P. and Choueke, R. (2003) The Alchemy of Action Learning. Education + Training, 45 (4). pp. 215-225. ISSN 0040-0912 DOI https://doi.org/10.1108/00400910310478148

Whitfield, A., Hetherington, R., Redmond, P. and Beaumont, C. (2007) Aspirations of University Students in Digital Media Education. International Technology, Education and Development Conference, 7-9 March, Valencia, Spain.

Whitfield, A. and O'Doherty, M. (2008) Write IT Right: Developing Academic Writing within the Discipline of Computing Using Feedforward Feedback. The Higher Education Academy Subject Centre for Information and Computer Science's 9th Annual Conference, 26-28 August, Liverpool Hope University.

Whitfield, A., Parkinson, L., Caldwell, T. and O'Doherty, M. (2008) Developing Academic Writing in Computing: what importance do employers place on high level transferable writing skills? International Conference of Education, Research and Innovation, 17-19 November, Madrid, Spain.

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.

Williams, Keith (2012) Red House 1969–1972: the case for “intermediate” educational institutions. Paedagogica Historica, 48 (4). pp. 635-655. ISSN 0030-9230 DOI https://doi.org/10.1080/00309230.2011.568418

Williams, Keith and O'Connor, Marie (2012) The views of children and parents towards higher level teaching assistants who teach whole classes. Education 3-13, 40 (2). pp. 129-143. ISSN 0300-4279 DOI https://doi.org/10.1080/03004279.2010.489512

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Williams, Keith, Swift, Jennifer, Williams, Hefin and Van Daal, Victor (2017) Raising children’s self-efficacy through parental involvement in homework. Educational Research. ISSN 0013-1881 DOI https://doi.org/10.1080/00131881.2017.1344558

Williams, Keith, Swift, Jennifer, Williams, Hefin and Van Daal, Victor (2017) Raising children’s self-efficacy through parental involvement in homework. Educational Research, 59 (3). pp. 316-334. ISSN 0013-1881 DOI https://doi.org/10.1080/00131881.2017.1344558

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Willis, Gillian and Lander, Vini (2015) Why Do The Mirrors Lie? Race Equality Teaching, 33 (2). pp. 33-42. ISSN 1478-8551 DOI https://doi.org/10.18546/RET.33.2.08

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Wood, Lesley, McAteer, Mary and Whitehead, Jack (2018) How are action researchers contributing to knowledge democracy? A global perspective. Educational Action Research. pp. 1-15. ISSN 0965-0792 DOI https://doi.org/10.1080/09650792.2018.1531044

Woodfield, Ruth and Thomas, Liz (2011) Male students: Engagement with academic and pastoral support services. Project Report. Equality Challenge Unit, London.

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Wooff, D. (2014) Use of Augmented Reality to Enhance the Student Experience. 2014 SOLSTICE eLearning & CLT Conference Learning & Teaching in Higher Education: Effective Practices, 5th - 6th June 2014, Edge Hill University, Ormskirk, Lancashire L39 4QP.

Wooff, D. and Bell, D. (2011) How to Produce a Research Poster for Conference Display. Research Development Unit Conference, June 2011, Edge Hill University, Ormskirk, Lancashire L39 4QP.

Wooff, D. and Bell, D. (2011) Implications for teaching becoming a "Masters" led profession; a phenomenographic study of the attitude of Newly Qualified Teachers (NQTs) towards the Masters in Teaching and Learning (MTL). Second TEAN Conference; The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre.

Wooff, D. and Bell, D. (2012) Technology Enhanced Learning; QR Codes; A Nanoteach Presentation. The Higher Education Academy Social Sciences Conference; Ways of Knowing; Ways of Learning, 15th - 16th July 2012, Liverpool.

Wooff, D., Bell, D. and Hughes, C. (2011) Development of an electronic resource (e-portfolio) used to support trainee teachers in providing outstanding evidence in pursuit of Qualified Teacher Status (QTS). Second TEAN Conference; The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre.

Wooff, D. and Bell, Dawne (2010) How to support trainee teachers to demonstrate that they can provide outstanding evidence in pursuit of Qualified Teacher Status (QTS). First TEAN Conference; The Importance of Education, 21st May 2010, Glasgow Caledonian Univeristy.

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Wooff, D. and Bell, Dawne (2010) A review of how Advanced Biomechanics and Biotechnologies can be successfully used to inspire and motivate students. 7th Annual Postgraduate Researchers in Science Medicine (PRISM) Conference, 23rd September 2010, Lancaster Univeristy.

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Wooff, D., Bell, Dawne and Hughes, C. (2011) Beyond Subject Knowledge: How do trainee teachers in Design and Technology prove that they are `outstanding' in relation to the standards for Qualified Teacher Status (QTS)? The Design and Technology Association Education and International Research Conference, April 2011, Keele University, England.

Wooff, D., Bell, Dawne and Owen-Jackson, G. (2013) Assessment Questions. In: Owen-Jackson, G. (ed). Debates in Design and Technology. Debates in Subject Teaching. Routledge, London, pp. 180-192. ISBN 0415689058

Wooff, D., Hughes, C. and Bell, D. (2011) Does the Science, Technology, Engineering and Mathematics (STEM) agenda need separate curricular input in the realms of undergraduate Initial Teacher Education (ITE)? PATT 25:CRIPT8 Perspectives on Learning in Design & Technology Education Conference Proceedings. pp. 427-433.

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Wooff, David (2015) Bringing the Virtual World to the Real World; Use of Augmented Reality (AR) to Enhance the Learning Experience. 2015 SOLSTICE eLearning Conference Learning and Teaching in Higher Education: Effective Practices, 4th - 5th June 2015, Edge Hill Univeristy.

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Wooff, David (2018) Defining Design and Technology in an Age of Uncertainty: The View of the Expert Practitioner. PRISM, 1 (2). pp. 25-54. ISSN 2514-5347

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Wooff, David (2016) Defining Design and Technology in an age of uncertainty. ITEEA 79th Annual Conference, 2nd - 5th March 2016, Washington DC, United States of America.

Wooff, David (2015) How Do I... Effectively use Technology Enhanced Learning (TEL) in the classroom? National Eduction Show, 19th - 21st March 2015, Birmingham NEC.

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Wooff, David (2015) What Constitutes Effective use of Technology Enhanced Learning (TEL)? 2015 SOLSTICE eLearning Conference Learning and Teaching in Higher Education: Effective Practices, 4th - 5th June 2015, Edge Hill Univeristy.

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Wooff, David and Bell, Dawne (2016) Defining Design and Technology in an Age of Uncertainty: What we know and where are we going? Cross City INSET Day for Secondary Design and Technology Teachers in Liverpool., 21st October 2016, The Academy of St Francis of Assisi, Gardener's Drive, Liverpool, L6 7UR.

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Wooff, David, Bell, Dawne and Hughes, Chris (2011) What do Textiles Teachers Really Think? The Findings of a National Research Pilot Project. The Design and Technology Association Education and International Research Conference, April 2011, Keele University, England.

Wooff, David, Bell, Dawne, McLain, Matt and Martin, Mike (2015) Pupil’s perceptions of design & technology education in England and Wales: emergent findings. Plurality and Complementarity of Approaches in Design and Technology Education, 7th - 10th April 2015, Palais du Pharo, Marseille, France, pp. 457-465, ISBN 9782853999946.

Wooff, David, Insenga, Michela, Wright, Sarah and Bell, Dawne (2016) Supporting the development of a socially just STEM-literate society: Teachers perceptions of practice. British Educational Research Association Annual Conference, 13th -15th September 2016, University of Leeds.

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Wooff, David and McLain, Matt (2015) Educational use of QR Codes. 2015 SOLSTICE eLearning Conference Learning and Teaching in Higher Education: Effective Practices, 4th - 5th June 2015, Edge Hill Univeristy.

Wooff, David and O'Brien, C (2011) Aiming for the Stars. D&T Practice: The Design and Technology Publication for the Profession (3). pp. 7-10. ISSN 1745-5448

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Wooff, David and Rossi, Louis (2016) Using Augmented Reality (AR) to transcend international education systems in order to provide differentiated learning for all. 2016 Solstice Conference, 9th - 10th June 2016, Edge Hill University.

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Woolhouse, C. and Cochrane, M. (2010) Now I think of myself as a Physics Teacher: Negotiating professional development and shifts in self-identity. Reflective Practice, 11 (5). pp. 607-618. ISSN 1462-3943 DOI https://doi.org/10.1080/14623943.2010.516972

Woolhouse, C., Dunne, L. and Goddard, G. (2009) Lifelong learning: teaching assistants' experiences of economic, social and cultural change following completion of a foundation degree. International Journal of Lifelong Education, 28 (6). pp. 763-776. ISSN 0260-1370 DOI https://doi.org/10.1080/02601370903293237

Woolhouse, Clare (2011) Finding Theory through Collaborative Research. In: Adams, J., Cochrane, M. and Dunne, L. (eds). Applying Theory to Educational Research: An Introductory Approach with Case Studies. Wiley Blackwell, pp. 109-122. ISBN 9780470972366

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Woolhouse, Clare (2013) Gendering the discourse of inclusion: the performance of a SENCO identity? Discourse Power Resistance 13: Discourses of Inclusion and Exclusion, 9th - 11th April 2013, University of Greenwich, London.

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Woolhouse, Clare (2012) ‘I think you need to be empathetic and have good interpersonal skills’: The particularities of narrating an inclusion identity. Identity, State, Education: Centre for Learner Identity Studies (CLIS) Fourth Annual Conference on ‘Learner Identity’, 11th - 13th July, Edge Hill University, Ormskirk.

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Woolhouse, Clare (2012) Professional development and identity (re)formation: the particularities of the experiences of teachers training to specialise in the areas of SEN. European Educational Research Association Annual Conference, 18-21 September 2012, Cadiz, Spain.

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Woolhouse, Clare (2018) Research in Special Education (RISE) project. In: UNSPECIFIED (ed). Research Methods for Social Justice and Equity in Education. Bloomsbury Research Methods for Education. Bloomsbury, London. ISBN 9781350015456 (In Press)

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Woolhouse, Clare, Bartle, Paul, Balmer, Denis and Hunt, Elaine (2013) Language learning, cultural capital and teacher identity: teachers negotiating the introduction of French into the primary curriculum. Language Learning Journal, 41 (1). pp. 55-67. ISSN 0957-1736 DOI https://doi.org/10.1080/09571736.2011.635798

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Woolhouse, Clare and Cochrane, Matthew (2015) Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England. European Journal of Teacher Education, 38 (1). pp. 87-101. ISSN 0261-9768 DOI https://doi.org/10.1080/02619768.2014.921154

Woolhouse, Clare and Cochrane, Matthew (2009) Is subject knowledge the be all and end all? Investigating professional development for science teachers. Improving Schools, 12 (2). pp. 160-173. ISSN 1365-4802 DOI https://doi.org/10.1177/1365480209106431

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Woolhouse, Clare, Dunne, Linda, Hallett, Fiona and Kay, Virginia (2017) Perceptions of inclusion. Inclusion Now, 2017 (46). pp. 9-11.

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Wright, Sarah and Irving-Bell, Dawne (2018) Let them loose! 2018 Social Media for Learning in Higher Edication Conference, 09/01/2019, Nottingham Trent University. (In Press)

van der Leij, Aryan and Van Daal, Victor (1999) Automatization Aspects of Dyslexia. Journal of Learning Disabilities. ISSN 0022-2194

von der Embse, Nathaniel, Kligus, Stephen, Segool, Natasha and Putwain, Dave (2013) Identification and Validation of a Brief Test Anxiety Screening Tool. International Journal of School and Educational Psychology, 1 (4). pp. 246-258. ISSN 2168-3603 DOI https://doi.org/10.1080/21683603.2013.826152