Items where Division is "School of Education" and Year is 2018

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Number of items: 98.

B

Barber, K-A (2018) 'Using TAPS Focused Assessments as part of our teacher assessment approach.' Primary Science, 151. pp. 17-18. ISSN 0269-2465

Brosinsky, L, Georgis, R, Gokiert, R, Mejia, T and Kirova, A (2018) 'RAISED between cultures: new resources for working with children of immigrant or refugee background.' Childhood Education, 94 (2). pp. 18-27. ISSN 0009-4056

Brown, B.M (2018) 'Losing focus.' In: Griffiths, D, Lowrey, S and Cassar, M, eds. The leader reader: narratives of experiences. Word & Deed Publishing, Ontario, Canada, pp. 352-354. ISBN 9780995978201

Brown, B.M (2018) Virtual classrooms: constructing authentic, real-life experiences through technology. In: ATEE 2018 Winter Conference – Technology and Innovative Learning, 15 - 16 February 2018, Utrecht, Netherlands.

Brown, B.M (2018) The effect of teacher race on student perceptions in low-income schools. PhD thesis, University of Arkansas.

Budd, R, O’Connel, C, Yuan, T and Verver, O (2018) The DTC effect: ESRC Doctoral Training Centres and the UK social science doctoral training landscape. Liverpool Hope University Press, Liverpool. ISBN ​9781898749189

C

Chadderton, C (2018) 'Higher education and counter-terrorism in the state of exception: the case of England.' Jahrbuch für Pädagogik, 2017 (1). pp. 161-176. ISSN 0941-1461

Chadderton, C (2018) Judith Butler, race and education. Palgrave Macmillan, London. ISBN 9783319733647

Chadderton, C (2018) 'School surveillance: primary and secondary schools.' In: Arrigo, B.A, ed. The SAGE encyclopedia of surveillance, security, and privacy. Sage. ISBN 9781483359946

Chadderton, C (2018) 'Towards a research framework for race in education: critical race theory and Judith Butler.' In: Youdell, D, ed. Judith Butler and education. Routledge, Abingdon. ISBN 9781138600409

Crawley, J (2018) Just teach! in FE: a people-centred approach. Sage, London. ISBN 9781526424754

Crawley, J, Thompson, C and Wolstencroft, P (2018) TELLing Stories. Teacher Education in Lifelong Learning (TELL), 1.

Curran, H (2018) Starting the conversation: building relationships between home and school, including how to advocate for your child and what do we do about homework? In: Parents' and Carers' Day: BDA International Conference 2018, 14 April 2018, Telford, UK.

Curran, H (2018) Starting the conversation: building relationships between home and school, including how to advocate for your child and what do we do about homework? In: British Dyslexia Association International Conference, 14 April 2018, Telford, UK.

Curran, H, Moloney, H, Heavey, A and Boddison, A (2018) It's about time: the impact of SENCO workload on the professional and the school. Bath Spa University, Bath. Please click the title to check availability.

D

Durden-Myers, E.J (2018) Physical literacy: a guide for educators. Scholary. ISBN 9781999909208

Durden-Myers, E.J (2018) 'Research in action.' In: Medcalf, R and Mackintosh, C, eds. Researching difference in sport and physical activity. Routledge, Abingdon, pp. 128-147. ISBN 9781138289963

Durden-Myers, E.J, Green, N.R and Whitehead, M.E (2018) 'Implications for promoting physical literacy.' Journal of Teaching in Physical Education, 37 (3). pp. 262-271. ISSN 0273-5024

Durden-Myers, E.J and Whitehead, M.E (2018) 'Operationalizing physical literacy: special issue editorial.' Journal of Teaching in Physical Education, 37 (3). pp. 234-236. ISSN 0273-5024

Durden-Myers, E.J, Whitehead, M.E and Pot, N (2018) 'Physical literacy and human flourishing.' Journal of Teaching in Physical Education, 37 (3). pp. 308-311. ISSN 0273-5024

D’Evelyn, S, Mason-Angelow, V, Merchant, W, Porter, S, Read, S and Trahar, S (2018) Universities need to develop more inclusive practices to attract and to value disabled staff and students. Policy report 32. University of Bristol, Bristol.

E

Earle, S (2018) How to use the TAPS self-evaluation tool. In: ASE Annual Conference, 3 - 6 January 2018, University of Liverpool, UK.

Earle, S (2018) 'Introduction to the TAPS special issue of 'Primary Science'.' Primary Science, 2018. p. 4. ISSN 0269-2465

Earle, S (2018) 'TAPS for pupils.' Primary Science, 151. p. 23. ISSN 0269-2465

Earle, S (2018) 'Use of case study to develop and exemplify of a model of teacher assessment.' In: Finlayson, O.E, McLoughlin, E, Erduran, S and Childs, P, eds. Electronic proceedings of the ESERA 2017 Conference - Research, Practice and Collaboration in Science Education. (co-ed. Jens Dolin), Pt. 11 . Dublin City University, Dublin, Ireland, pp. 1386-1393. ISBN 9781873769843 Please click the title to check availability.

Earle, S, Jones, B, Coakley, R, Fenn, L and Davies, D (2018) The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales. Primary Science Teaching Trust. Please click the title to check availability.

Earle, S, Qureshi, A, Rodger, P and Sampey, C (2018) 'Supporting assessment across the school.' In: Serret, N and Earle, S, eds. ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield, pp. 238-247. ISBN 9780863574573

Emira, M, Brewster, S, Duncan, N and Clifford, A (2018) 'What disability? I am a leader! Understanding leadership in HE from a disability perspective.' Educational Management Administration & Leadership, 46 (3). pp. 457-473. ISSN 1741-1432

G

Georgis, R, Gokiert, R and Kirova, A (2018) 'Researcher reflections on early childhood partnerships with immigrant and refugee communities.' In: Madrid Akpovo, S, Moran, M. J and Brookshire, R, eds. Collaborative cross-cultural research methodologies in early care and education contexts. Routledge, New York, NY, pp. 115-130. ISBN 9781138207912

Grimmer, T (2018) 'Children who are ready for school.' Early Years Educator, 20 (1). pp. 38-44. ISSN 2052-4617

Grimmer, T (2018) 'Observing and extending schemas in practice.' Early Education Journal, 85. pp. 4-5. ISSN 0960 - 281X

Grimmer, T (2018) School readiness and the characteristics of effective learning: the essential guide for early years practitioners. Jessica Kingsley Publishers, London. ISBN 9781785921759

H

Hattingh, L (2018) Children making meaning: entanglements in play. In: 54th UKLA International Conference, 6 - 8 July 2018, Cardiff, Wales.

Hattingh, L (2018) Perspectives on outdoor play - a child's right to explore through space and time. In: 26th International RECE Conference: Inequality in Early Childhood Education and Care, 14 - 18 October 2018, Danish School of Education, Copenhagen, Denmark.

Hay, P (2018) Future Forest: Forest of Imagination 2018 Evaluation report. 5x5x5=creativity. Please click the title to check availability.

Heslop, P, Read, S and Dunwoodie Stirton, F (2018) 'The hospital provision of reasonable adjustments for people with learning disabilities: findings from Freedom of Information requests.' British Journal of Learning Disabilities, 46 (4). pp. 258-267. ISSN 13544187

Hopwood-Stephens, I (2018) Diversity of assessment literacy among in-service primary teachers. In: 9th Teacher Education Advancement Network Conference, 10 - 11 May 2018, Aston University, Birmingham, UK.

Hopwood-Stephens, I (2018) 'The TAPS pyramid: where, who and how?' Primary Science, 2018. pp. 8-9. ISSN 0269-2465

Hopwood-Stephens, I (2018) 'Teachers' attempts to improve assessment practice in primary science are influenced by job role and teaching experience.' Journal of Emergent Science, 15. pp. 57-66. ISSN 2046-4754

Hordern, J (2018) Creative working in the knowledge economy [book review]. British Journal of Educational Studies, 66 (2). pp. 274-276. ISSN 1467-8527

Hordern, J (2018) 'Educational knowledge: traditions of inquiry, specialisation and practice.' Pedagogy, Culture & Society. ISSN 1468-1366

Hordern, J (2018) 'Is powerful educational knowledge possible?' Cambridge Journal of Education. ISSN 0305-764X

Hordern, J (2018) 'Knowledge, practice and work-based learning.' In: McGrath, S, Mulder, M, Papier, J and Suart, R, eds. Handbook of vocational education and training: developments in the changing world of work. Springer, Cham. ISBN 9783319497891

Hordern, J (2018) 'On the making and faking of knowledge value in higher education curricula.' In: Shay, S and Peseta, T.L, eds. Curriculum as contestation. Routledge, Abingdon. ISBN 9780815399674

Hordern, J (2018) 'Recontextualisation and the education-work relation.' In: Allais, S and Shalem, Y, eds. Knowledge, curriculum and preparation for work. Brill/Sense, Leiden, pp. 68-88. ISBN 9789004365407 Please click the title to check availability.

Hordern, J (2018) 'A ‘region’ under siege? Singularisation, regionalisation and genericism in Early Childhood Studies in England.' International Journal of Early Years Education, 27 (2). pp. 118-131. ISSN 0966 9760

Hordern, J and Tatto, M.T (2018) 'Conceptions of teaching and educational knowledge requirements.' Oxford Review of Education. ISSN 0305-4985

Humphreys, K (2018) 'Personal reflections: research into practice.' Patoss Bulletin, 31 (2). pp. 36-41. ISSN 1476-1521

J

L

la Velle, L (2018) Evidence based knowledge for teachers. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.

la Velle, L and Bryant, J.A (2018) Introduction to bioethics, 2nd ed. Wiley Blackwell, Hoboken, NJ. ISBN 9781118719596

la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538. ISSN 0260-7476

la Velle, L and Georgeson, J (2018) Mobile and geographical information technologies for phenological investigation across European schools: innovation and learning. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.

la Velle, L and Ovenden-Hope, T (2018) Knowledge mobilisation for teacher development: trialling the models. In: BERA Annual Conference 2018, 11 - 13 September 2018, Northumbria University, Newcastle, UK.

la Velle, L, Reynolds, K, Leask, M and Younie, S (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.

la Velle, L and Sorensen, N (2018) The DiTE project. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.

la Velle, L, Stenhouse, E and Sutton, C (2018) 'Masterliness: the challenge for professional development.' Journal of Interdisciplinary Studies in Education, 7 (1). pp. 54-66. ISSN 2166-2681 Please click the title to check availability.

la Velle, L, Younie, S and Leask, M (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.

M

Macer, M (2018) 'Impact of ‘transition blind spots’ on Access to Higher Education Diploma students with a military background: why filling gaps in Information, Advice and Guidance matters.' Widening Participation and Lifelong Learning, 20 (4). pp. 169-190. ISSN 1466-6529 Please click the title to check availability.

McCree, M, Cutting, R and Sherwin, D (2018) 'The hare and the tortoise go to forest school: taking the scenic route to academic attainment via emotional wellbeing outdoors.' Early Child Development and Care, 188 (7). pp. 980-996. ISSN 0300-4430

McInnes, K and Elpidoforou, M-E (2018) 'Investigating and learning from toddler play in a children’s museum.' Early Child Development and Care, 188 (3). pp. 399-409. ISSN 0300-4430

McKay, D (2018) 'Is data the whole story? The data-led accountability of teachers.' In: Carden, C, ed. Primary teaching: learning and teaching in primary schools today. Sage, London, pp. 425-442. ISBN 9781526436443

McMahon, K (2018) The learning sciences in primary initial teacher education. In: Third Space: Science of Learning, 17 March 2018, Heslington, UK.

Mifsud, D, Riddell, R and Dewes, I (2018) Modernising school governance: corporate planning and expert handling in state education [book review]. Journal for Critical Education Policy Studies, 16 (2). pp. 211-229. ISSN 1740-2743

Morris, T.H (2018) How to teach without instructing: 29 smart rules for educators [book review]. Adult Education Quarterly, 68 (1). pp. 80-81. ISSN 0741-7136

Morris, T.H (2018) 'Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning.' Journal of Vocational Education & Training, 70 (4). pp. 619-643. ISSN 1363-6820

Mortimore, T (2018) Dyslexia: impact on academic performance and emotions. In: Parents’ and Carers’ Day: International Conference 2018, 14 April 2018, Telford, UK.

O

O’Keeffe, A and Ní Mhocháin, Róisín (2018) 'Introduction.' Corpus Pragmatics, 2 (3). pp. 217-219. ISSN 2509-9507 Please click the title to check availability.

P

Parfitt, A and Mincu, M (2018) Teaching schools delivering the School Direct programme: how the nature of the strategic partners influences provision. In: European Conference on Educational Research (ECER), 4 - 7 September 2018, The Free University of Bozen-Bolzano, Italy.

Parker, R and Levinson, M.P (2018) 'Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape.' British Educational Research Journal, 44 (5). pp. 875-896. ISSN 0141-1926

Pot, N, Whitehead, M.E and Durden-Myers, E.J (2018) 'Physical literacy from philosophy to practice.' Journal of Teaching in Physical Education, 37 (3). pp. 246-251. ISSN 0273-5024

R

Rao, N, Yeh, C.S.-H, Hoesin, A and Kinchin, I (2018) 'Academics’ international teaching journeys: an introduction.' In: Rao, N, Hoesin, A, Yeh, C.S.-H and Kinchin, I, eds. Academics’ international teaching journeys: personal narratives of transitions in Higher Education. Bloomsbury, London. ISBN 9781474289795

Read, S, Heslop, P, Miles, C, Mason-Angelow, V, Turner, S and Hatton, C (2018) Hospitals should consistently provide ‘reasonable adjustments’ for disabled patients. Policy report 28. University of Bristol, Bristol.

Read, S, Heslop, P, Turner, S, Mason-Angelow, V, Tilbury, N, Miles, C and Hatton, C (2018) 'Disabled people's experiences of accessing reasonable adjustments in hospitals: a qualitative study.' BMC Health Services Research, 18 (931). ISSN 1472-6963

Read, S, Heslop, P, Turner, S, Miles, C, Mason-Angelow, V and Hatton, C (2018) Getting things changed - final report: reasonably adjusting hospital services. University of Bristol, Bristol.

Read, S, Williams, V, Heslop, P, Mason-Angelow, V and Miles, C (2018) 'Being a disabled patient: negotiating the social practices of hospitals in England.' Social Inclusion, 6 (2). pp. 74-82. ISSN 2183-2803

Reynolds, K, Whiting, C and la Velle, L (2018) The DiTE project explained. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.

Riddell, R (2018) Democratic optimism and authority in an increasingly depoliticised schools 'system' in England. In: British Educational Research Association Conference, 11 - 13 September 2018, Northumbria University, Newcastle upon Tyne, UK.

Robinson, D.B, Durden-Myers, E.J and Berg, S (2018) 'Physical literacy and flourishing (within) Canadian school communities.' In: Cherkowski, S and Walker, K, eds. Perspectives on flourishing in schools. Lexington Books, Lanham, MD. ISBN 9781498579421

S

Shearer, C, Goss, H.R, Edwards, L.C, Keegan, R.J, Knowles, Z.R, Boddy, L.M, Durden-Myers, E.J and Foweather, L (2018) 'How is physical literacy defined? A contemporary update.' Journal of Teaching in Physical Education, 37 (3). pp. 237-245. ISSN 0273-5024

Simmons, B (2018) The minor gesture [book review]. Disability & Society, 33 (3). pp. 495-497. ISSN 1360-0508

Simmons, B (2018) 'The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences.' In: Twomey, M and Carroll, C, eds. Seen and heard: exploring participation, engagement and voice for children with disabilities. Peter Lang, Oxford, pp. 125-144. ISBN 9781787075160

Sorensen, N (2018) Collaboration & partnership within a school-led system of teacher education. In: Marjon Academy Lecture Series, 12 March 2018, Plymouth Marjon University, UK.

Sorensen, N, Blanden, C, Dutiro, C and Maia, L (2018) Kusanganisa Live.

W

Whitehead, M.E, Durden-Myers, E.J and Pot, N (2018) 'The value of fostering physical literacy.' Journal of Teaching in Physical Education, 37 (3). pp. 252-261. ISSN 0273-5024

Whiting, C, Whitty, G, Menter, I, Black, P, Hordern, J, Parfitt, A, Reynolds, K and Sorensen, N (2018) 'Diversity and complexity: becoming a teacher in England in 2015-16.' Review of Education, 6 (1). pp. 69-96. ISSN 2049-6613

Williams, V, Webb, J, Dowling, S, Read, S, Miles, C, Heslop, P, Gall, M, Tarleton, B, Merchant, W, Mason-Angelow, V, Steel, M, Turney, D, Tilbury, N, D’Evelyn, S, Trahar, S, Porter, S, Sass, B and Denham, A (2018) Getting things changed - final report. University of Bristol, Bristol.

Y

Yeh, C.S.-H (2018) 'Creative learning and learning creativity: scrutinising the nature of creativity and developing strategies to foster creativity in education.' In: O'Siochru, C, ed. Psychology and the study of education: critical perspectives on developing theories. Routledge, Abingdon, pp. 31-47. ISBN 9781138237643

Yeh, C.S.-H (2018) 'Overcoming doubts in an intercultural academic journey.' In: Rao, N, Hoesin, A, Yeh, C.S.-H and Kinchin, I, eds. Academics’ international teaching journeys: personal narratives of transitions in Higher Education. Bloomsbury, London. ISBN 9781474289795

Yuan, T (2018) Beyond equal access: China Scholarship Council and the position of non-DAC donors in higher education provision towards SDG 4. In: BAICE Conference: Comparative Education and Development Alternatives, 12 - 14 September 2018, York, UK.

Yuan, T (2018) Revisiting China's educational promise to Africa: Towards a global convergence of development in post-2015 era? In: 62nd Annual Conference of the Comparative and International Education Society (CIES) - Re-Mapping Global Education: South-North Dialogue, 25 - 29 March 2018, Mexico City, Mexico.

This list was generated from ResearchSPAce on Tue Mar 31 20:04:07 2020 UTC.