Items where Subject is "L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools"

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Number of items at this level: 88.

A

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.

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..

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 (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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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

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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

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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., 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.

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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

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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.

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 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, 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

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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

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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? Gender Summit 7 Europe 2015, 6-7 th November 2015, 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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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 (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 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

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 (2010) Taking the Perspective of The Other Seriously? The Importance of Historical Argument. EUROCLIO Bulletin, 28. pp. 13-18. ISSN 1871-3386

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.

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

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

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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

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 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, 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

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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

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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

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, 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

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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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Ludke, Karen (2016) Singing and arts activities in support of foreign language learning: An exploratory study. Innovation in Language Learning and Teaching. pp. 1-16. ISSN 1750-1229 DOI https://doi.org/10.1080/17501229.2016.1253700

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

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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 (2014) Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three. The European Journal of Social & Behavioural Sciences EJSBS, 9 (119). pp. 1355-1366. ISSN eISSN: 2301-2218 DOI https://doi.org/10.15405/ejsbs.119

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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, 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

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Putwain, D. (2009) Assessment and examination stress in Key Stage 4. British Educational Research Journal, 35 (3). pp. 391-411. ISSN 0141-1926 DOI https://doi.org/10.1080/01411920802044404

Putwain, D. (2009) Situated and Contextual Features of Test Anxiety in UK Adolsecent Students. School Psychology International, 30 (1). pp. 56-74. ISSN 0143-0343 DOI https://doi.org/10.1177/0143034308101850

Putwain, D. (2008) Supporting assessment stress in key stage 4 students. Educational Studies, 34 (2). pp. 83-95. ISSN 0305-5698 DOI https://doi.org/10.1080/03055690701811081

Putwain, D. (2008) Test anxiety and GCSE performance: the effect of gender and socio-economic background. Educational Psychology in Practice, 24 (4). pp. 319-334. ISSN 0266-7363 DOI https://doi.org/10.1080/02667360802488765

Putwain, D., Whiteley, H. and Caddick, L. (2008) Evaluation of a thematic approach to the delivery of the humanities curriculum in Key Stage 3. BERA Annual Conference, 3-6 September.

Putwain, Dave and Roberts, C. (2009) The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom. British Journal of Educational Psychology, 79 (4). pp. 643-661. ISSN 0007-0998 DOI https://doi.org/10.1348/000709909X426130

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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

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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

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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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Whiteley, H., Putwain, D. and Caddick, L. (2008) Evaluation of a thematic approach to the delivery of the humanities curriculum in Key Stage 3: an EI approach. BPS Psychology of Education Annual Conference.

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Williams, Gareth and Williams, Dean (2013) Whole - school management issues concerning the PE department: ‘a natural division of labour? School Leadership & Management, 33 (5). pp. 515-528. ISSN 1363-2434 DOI https://doi.org/10.1080/13632434.2013.813454

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., 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., 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.

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.

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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.