Items where Subject is "L Education > LB Theory and practice of education"

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Number of items at this level: 110.

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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

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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

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.

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..

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, 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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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

Beaumont, C., O'Doherty, M. and Shannon, L. (2008) Reconceptualising Assessment Feedback: a key to improving student learning? 7th Learning and Teaching Symposium, 3 December, Edge Hill University.

Beaumont, C., 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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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 (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, 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.

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

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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.

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

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

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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 (2016) Research utilisation and the struggle for the teacher’s soul: a narrative review. European Journal of Teacher Education, 39 (5). pp. 616-629. ISSN 0261-9768 DOI https://doi.org/10.1080/02619768.2016.1252912

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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 (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

Chapman, A. (2009) A guide to the new key stage 3 programme of study: cause and consequence. The Historical Association. 2.4. ISSN 1468-229X

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Cope, Ed, Partington, Mark, Cushion, Chris and Harvey, Steve (2016) An investigation of professional top-level youth football coaches’ questioning practice. Qualitative Research in Sport, Exercise and Health, 8 (4). pp. 1-14. ISSN 2159-676X DOI https://doi.org/10.1080/2159676X.2016.1157829

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Cope, Ed, Partington, Mark, Cushion, Chris and Harvey, Steve (2016) An investigation of professional top-level youth football coaches’ questioning practice. Qualitative Research in Sport, Exercise and Health. pp. 1-14. ISSN 2159-676X DOI https://doi.org/10.1080/2159676X.2016.1157829

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Cope, Ed, Partington, Mark, Harvey, Stephen and Cushion, Chris (2014) Exploring the types of questions coaches ask in practice. 4th International Conference on Qualitative Research in Sport & Exercise, 1st-3rd September 2014, Loughborough.

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Cope, Ed, Partington, Mark and Harvey, Steven (2016) A review of the use of a systematic observation method in coaching research between 1997-2016. Journal of Sports Sciences. ISSN 0264-0414 DOI https://doi.org/10.1080/02640414.2016.1252463

Coppock, Vicki Doing Children's Rights-Informed Educational Research. European Educational Research Association Annual Conference: Creativity and Innovation in Educational Research, 9 September 2013, Bahcesehir University, Istanbul, Turkey.

Coppock, Vicki ‘It’s about relationships’: valuing children and young people’s perspectives on ‘emotional wellbeing’. European Educational Research Association Annual Conference: Creativity and Innovation in Educational Research, 13 September 2013, Bahcesehir University, Istanbul, Turkey.

Coppock, Vicki and Gillett-Swan, Jenna The UNCRC and Children's Rights in a 21st Century Digital World: Exploring Opportunities and Tensions for Educational Researchers. European Education Research Association Annual Conference: The Past, Present and Future of Educational Research in Europe, 5 September 2014, University of Porto, Portugal.

Coppock, Vicki, Gillett-Swan, Jenna, I'Anson, John, Reynaert, Didier and Quennerstedt, Ann The UNCRC at 25. Critical Reflections on its Influence and Impact on Educational Research; Past, Present and Future. European Educational Research Association Annual Conference: The Past, Present and Future of Educational Research in Europe, 5 September 2014, University of Porto, Portugal.

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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, 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 (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 (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

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

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

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

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 (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

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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) Exploring the Concepts: Instrumentalism, Philosophy of Education, Ideology and Value Positions. In: UNSPECIFIED (ed). Adult Literacy Policy and Practice From Intrinsic Values to Instrumentalism. Palgrave Pivot, 1 (1). Palgrave Macmillan UK, London, pp. 1-28. ISBN 978-1-137-53510-8 DOI https://doi.org/10.1057/9781137535115

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 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

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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 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.

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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 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

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.

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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

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Gandomkar, Roghayeh and Sandars, John (2018) Clearing the confusion about self-directed learning and self-regulated learning. Medical Teacher. ISSN 0142-159X DOI https://doi.org/10.1080/0142159X.2018.1425382

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. 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. (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

Greenbank, P. (2007) From Foundation Degree to Honours Degree: evaluating the student experience. Higher Education Academy Annual Conference, 2 July, Harrogate, UK.

Greenbank, P. (2006) Widening participation in higher education: an examination of the factors influencing institutional policy. Research in Post-Compulsory Education, 11 (2). pp. 199-215. ISSN 1359-6748 DOI https://doi.org/10.1080/13596740600769123

Greenbank, P. (2006) Widening participation in higher education: researching institutional responses. Widening Participation and Lifelong Learning, 8 (3). pp. 47-51. ISSN 1466-6529

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. 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.

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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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Houghton, Laura, Williams, Emily, Jones, Hollie, Page, Richard and Bostock, John (2017) To align or not to align? Research methods and its relationship with dissertation marks across Sport undergraduate degree programmes within a UK-based HE institution. Journal of Hospitality, Leisure, Sport & Tourism Education, 20. pp. 101-109. ISSN 1473-8376 DOI https://doi.org/10.1016/j.jhlste.2017.04.005

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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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Jinks, A., Ning, M., Sperrin, P. and Murphy, P. (2009) An investigation into health care lecturers attitudes to research teaching: a factor analystic study. International Council of Nurses Congress, 27 June - 4 July, Durban, South Africa.

Jinks, A., Ning, M., Sperrin, P. and Murphy, P. (2009) An investigation into health care lecturers attitudes to research teaching: a factor analystic study. RCN Joint Education Forums’ 2nd International Conference and Exhibition, 11-13 June, Glasgow, Scotland.

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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

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Kinsella, Claire, Putwain, Dave and Kaye, Linda (2016) Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education. Review of Education, 4 (3). pp. 266-289. ISSN 2049-6613 DOI https://doi.org/10.1002/rev3.3063

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Lander, Vini (2014) Initial Teacher Education: The Practice of Whiteness. In: Race, Richard and Lander, Vini (eds). Advancing Race, and Ethnicity in Education. Palgrave Macmillan, Basingstoke, pp. 93-110. ISBN 978-1137566614

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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)

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

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

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, 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

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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, 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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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)

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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, 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.

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

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

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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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

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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