Items where Division is "School of Education" and Year is 2022

Peters, M.A, Jandrić, P and Hayes, S ORCID: https://orcid.org/0000-0001-8633-0155, eds. (2022) Bioinformational philosophy and postdigital knowledge ecologies. Springer, Cham. ISBN 9783030950057

Bush, T, Fox, E and Levinson, M, eds. (2022) Future perfect | future imperfect. D4D.

Pascall, L, ed. (2022) Learning to teach business in the secondary school: a companion to school experience. Routledge, Abingdon. ISBN 9780367531935

Grimmer, T (2022) Supporting behaviour and emotions in the early years: strategies and ideas for early years educators. Routledge, Abingdon. ISBN 9780367684259

Grimmer, T and Geens, W (2022) Nurturing self-regulation in early childhood: adopting an ethos and approach. Routledge, Abingdon. ISBN 9780367753924

Hay, P (2022) Teaching art creatively. Routledge, Abingdon. ISBN 9781138913967

Bianchi, L and Earle, S ORCID: 0000-0002-6155-1098 (2022) 'Child-focused primary science inquiry: can the right balance be found between creativity, curriculum objectives and assessment requirements?' In: Murcia, K.J, Campbell, C, Joubert, M.M and Wilson, S, eds. Children’s creative inquiry in STEM. Springer, Cham, pp. 97-111. ISBN 9783030947231

Blackmore, K and Hatley, J ORCID: 0000-0003-1232-2050 (2022) 'The distinctive affordances of Close to Practice research: an argument for its deployment within postgraduate initial teacher education.' In: Boyd, P, Szplit, A and Zbróg, Z, eds. Developing teachers’ research literacy: international perspectives. Wydawnictwo Libron, Kraków, pp. 83-112. ISBN 9788366269972

Burnard, P and Sorensen, N (2022) 'Making silence matter: rethinking performance creativity as a catalysing space for sounding oneself in music education.' In: Randles, C and Burnard, P, eds. The Routledge companion to creativities in music education. Routledge, Abingdon, pp. 429-440. ISBN 9781032163628

Bush, T (2022) 'You're pointless!' In: Bush, T, Fox, E and Levinson, M, eds. Future perfect | future imperfect. D4D, pp. 72-79.

Earle, S ORCID: 0000-0002-6155-1098 (2022) 'Principles of assessment.' In: The early career framework handbook. 2nd ed. Sage, London, pp. 127-134. ISBN 9781529791174

Earle, S ORCID: 0000-0002-6155-1098 (2022) 'Transition from primary to secondary.' In: Dillon, J and Watts, M, eds. Debates in science education. 2nd ed. Routledge, Abingdon, pp. 214-226. ISBN 9780367685157

Grimmer, T (2022) 'Urie Bronfenbrenner (1917-2005).' In: Bradbury, A and Swailes, R, eds. Early childhood theories today. Learning Matters, London, pp. 18-31. ISBN 9781529791211

Grimmer, T and Gascoyne, S (2022) 'An exploration of schematic play in autistic children.' In: Arnold, C, ed. Schemas in the early years: exploring beneath the surface through observation and dialogue. Routledge, Abingdon, pp. 112-136. ISBN 9781032123967

Hay, P and París, G (2022) 'Creative activism, experimental pedagogy.' In: Tilley, E, ed. Creative activism research, pedagogy and practice. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 225-242. ISBN 9781527581043

Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Postdigital ecopedagogies of attainment and progress.' In: Jandrić, P and Ford, D.R, eds. Postdigital ecopedagogies: genealogies, contradictions, and possible futures. Springer, Cham, pp. 25-42. ISBN 9783030972615

Hayes, S ORCID: 0000-0001-8633-0155, Pettersen, C and Rowe, J (2022) 'Pandemics, policies and positionality: how COVID-19 makes the case for postdigital policy making in higher education.' In: Smith, M and Traxler, J, eds. Digital learning in higher education. Edward Elgar, Cheltenham, pp. 11-23. ISBN 9781800379398

Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Postdigital critical pedagogy.' In: Abdi, A.A and Misiaszek, G.W, eds. The Palgrave handbook on critical theories of education. Palgrave Macmillan, Cham, pp. 321-336. ISBN 9783030863432

McCree, M (2022) 'The scenic route to academic attainment via emotional wellbeing outdoors.' In: Cutting, R and Passy, R, eds. Contemporary approaches to outdoor learning: animals, the environment and new methods. Palgrave Macmillan, Cham, pp. 117-130. ISBN 9783030850944

McInnes, K (2022) 'Play in UK primary schools.' In: King, P and Newstead, S, eds. Play across childhood: international perspectives on diverse contexts of play. Palgrave Macmillan, Cham, pp. 73-95. ISBN 9783030724603

Pascall, L (2022) 'Designing an effective business curriculum.' In: Pascall, L, ed. Learning to teach business in the secondary school: a companion to school experience. Routledge, Abingdon, pp. 14-32. ISBN 9780367531935

Pascall, L and Whitehouse, S (2022) 'Assessment.' In: Pascall, L, ed. Learning to teach business in the secondary school: a companion to school experience. Routledge, Abingdon, pp. 33-45. ISBN 9780367531935

Peters, M.A, Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Biodigital philosophy, technological convergence, and postdigital knowledge ecologies.' In: Peters, M.A, Jandrić, P and Hayes, S, eds. Bioinformational philosophy and postdigital knowledge ecologies. Springer, Cham, pp. 3-22. ISBN 9783030950057

Peters, M.A, Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Biodigital technologies and the bioeconomy: the global new green deal?' In: Peters, M.A, Jandrić, P and Hayes, S, eds. Bioinformational philosophy and postdigital knowledge ecologies. Springer, Cham, pp. 99-111. ISBN 9783030950057

Peters, M.A, Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Postdigital-biodigital: an emerging configuration.' In: Peters, M.A, Jandrić, P and Hayes, S, eds. Bioinformational philosophy and postdigital knowledge ecologies. Springer, Cham, pp. 205-222. ISBN 9783030950057

Peters, M.A, Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Postscript: revisiting the concept of the edited collection.' In: Peters, M.A, Jandrić, P and Hayes, S, eds. Bioinformational philosophy and postdigital knowledge ecologies. Springer, Cham, pp. 319-330. ISBN 9783030950057

Rekers, A and McCree, M (2022) 'The role of the adult in supporting play.' In: Waters-Davies, J, ed. Introduction to play. Sage, London, pp. 146-156. ISBN 9781529743562

Simmons, B (2022) 'Social embodiment in early childhood education for children with PMLD.' In: Conn, C and Murphy, A, eds. Inclusive pedagogies for early childhood education: respecting and responding to differences in learning. Routledge, Abingdon, pp. 94-110. ISBN 9780367756130

Sorensen, N (2022) 'Developing the improvising teacher: implications for professionalism and the development of expertise.' In: King, H, ed. Developing expertise for teaching in higher education: practical ideas for professional learning & development. Routledge, Abingdon, pp. 218-230. ISBN 9781032057002

Anagnostopoulou, K (2022) 'Editorial.' Innovations in Education and Teaching International, 59 (3). pp. 239-241.

Boddison, A and Curran, H (2022) 'The experience of SENCOs in England during the COVID-19 pandemic: the amplification and exposure of pre-existing strengths and challenges and the prioritisation of mental health and wellbeing in schools.' Journal of Research in Special Educational Needs, 22 (2). pp. 126-136.

Brown, C, MacGregor, S, Flood, J and Malin, J (2022) 'Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England.' Frontiers in Education, 7. e890832.

Duggan, M (2022) 'Instilling positive attitudes to physical activity in childhood - challenges and opportunities for non-specialist PE teachers.' Education 3-13: International Journal of Primary, Elementary and Early Years Education, 50 (1). pp. 129-143.

Durden-Myers, E.J ORCID: 0000-0001-7705-1138, Bartle, G, Whitehead, M.E and Dhillon, K.K (2022) 'Exploring the notion of literacy within physical literacy: a discussion paper.' Frontiers in Sports and Active Living, 4. e853247.

Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Swaithes, L (2022) 'A scoping review exploring whether a free ‘offer’ devalues or widens sport and physical activity participation amongst children and young adults aged 0-25?' Frontiers in Sports and Active Living, 4. e897646.

Earle, S ORCID: 0000-0002-6155-1098 (2022) 'Early Science research summary: use of play and role of the adult.' Journal of Emergent Science, 22. pp. 5-12. Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098 and Bianchi, L (2022) 'What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?' Professional Development in Education, 48 (3). pp. 462-475.

Earle, S ORCID: 0000-0002-6155-1098 and McMahon, K (2022) 'Applying cognitive science principles to primary science.' Impact, 16. pp. 13-16.

Essex, R, Kalocsányiová, E, Rumyantseva, N and Jameson, J (2022) 'Trust amongst refugees in resettlement settings: a systematic scoping review and thematic analysis of the literature.' Journal of International Migration and Integration, 23 (2). pp. 543-568.

Goss, H.R, Shearer, C, Knowles, Z.R, Boddy, L.M, Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Foweather, L (2022) 'Stakeholder perceptions of physical literacy assessment in primary school children.' Physical Education and Sport Pedagogy, 27 (5). pp. 515-530.

Hatley, J ORCID: 0000-0003-1232-2050 and Kington, A (2022) 'The influence of support for early career teachers on their decision to remain in the teaching profession.' Impact, 15.

Hay, P (2022) 'Re‐imagining learning: spaces of possibility.' The International Journal of Art & Design Education, 41 (1). pp. 39-49.

Hay, P (2022) 'School Without Walls.' Education 3-13, 50 (4). pp. 521-535.

Hayes, S ORCID: 0000-0001-8633-0155, Connor, S, Johnson, M and Jopling, M (2022) 'Connecting cross-sector community voices: data, disadvantage, and postdigital inclusion.' Postdigital Science and Education, 4 (2). pp. 237-246.

Jameson, J, Rumyantseva, N, Cai, M, Markowski, M, Essex, R and McNay, I (2022) 'A systematic review and framework for digital leadership research maturity in higher education.' Computers and Education Open, 3. e100115.

Jandrić, P et al (2022) 'Teaching in the age of Covid-19 — the new normal.' Postdigital Science and Education, 4 (3). pp. 877-1015.

Kneen, J, Chapman, S, Foley, J, Kelly, L, Smith, L, Thomas, H and Watson, A (2022) 'Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity.' Literacy, 56 (4). pp. 371-385.

MacKenzie, A, Rose, J, Bhatt, I and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'Postdigital dupery and its epistemic vices.' Postdigital Science and Education, 4 (3). pp. 1016-1031.

Marku, B, Niolaki, G.Z, Terzopoulos, A and Wood, C (2022) 'Eastern European parents' experiences of parenting a child with SEN in England.' Educational Psychology in Practice, 38 (3). pp. 297-316.

McMahon, K (2022) 'Doing retrieval practice better.' SSR in Practice, 103 (385). pp. 30-31.

McMahon, K (2022) 'Engaging trainee teachers with neuroscience and cognitive psychology.' SSR in Depth, 103 (385). pp. 5-11.

Means, A, Jandrić, P, Sojot, A.N, Ford, D.R, Peters, M.A and Hayes, S ORCID: 0000-0001-8633-0155 (2022) 'The postdigital-biodigital revolution.' Postdigital Science and Education, 4. pp. 1032-1051.

Morris, T.H ORCID: 0000-0002-0100-6434 (2022) 'How creativity is oppressed through traditional education.' On the Horizon, 30 (3). pp. 133-140.

Morris, T.H ORCID: 0000-0002-0100-6434, Steinmüller, B and Rohs, M (2022) 'Examining barriers to participation in further and continuing education in Germany: why a regional perspective is (still) important.' International Review of Education, 68. pp. 551-577.

Mountbatten-O'Malley, E (2022) 'Summum bonum: an analysis of the complex conceptual relationship between happiness, meaning, and self-delusion.' International Journal of Existential Positive Psychology, 11 (2).

Niolaki, G.Z, Vousden, J, Terzopoulos, A, Shepherd, D-L, Debney, L and Masterson, J (2022) 'Spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study.' Learning and Instruction, 80. e101635.

Peters, M.A, Jandrić, P, Fuller, S, Means, A.J, Rider, S, Lăzăroiu, G, Hayes, S ORCID: 0000-0001-8633-0155, Misiaszek, G.W, Tesar, M, McLaren, P and Barnett, R (2022) 'Public intellectuals in the age of viral modernity: an EPAT collective writing project.' Educational Philosophy and Theory, 54 (6). pp. 783-798.

Simmons, B, Read, S, Parfitt, A and Bush, T (2022) 'What constitutes 'ethical' research for people with PMLD? A call for reader responses.' PMLD Link, 34.3 (103). pp. 38-40.

Smith, L, Thomas, H, Chapman, S, Foley, J, Kelly, L, Kneen, J and Watson, A (2022) 'The dance and the tune: a storied exploration of the teaching of stories.' Changing English, 29 (1). pp. 40-52.

Spruhan, H, Niolaki, G.Z, Vousden, J, Terzopoulos, A and Masterson, J (2022) 'Spelling performance of 6- and 8-year-old Irish children: is it <analice> or <analyze>?' The Journal of Educational Research, 115 (1). pp. 87-97.

Traxler, J, Connor, S, Hayes, S ORCID: 0000-0001-8633-0155 and Jandrić, P (2022) 'Futures studies, mobilities, and the postdigital condition: contention or complement.' Postdigital Science and Education, 4 (2). pp. 494-518.

Watson, A, Kelly, L, Foley, J, Kneen, J, Chapman, S, Smith, L and Thomas, H (2022) 'Teacher agency in the selection of literary texts.' English in Education, 56 (4). pp. 340-356.

Zhu, Y (2022) 'Displaying intimate friendships: Chinese children’s practices of friendships at school.' Families, Relationships and Societies, 11 (2). pp. 258-273.

Beale, R (2022) Last summer, I gave you my song: singing restrictions for amateur choirs in summer 2021 following scores of hard days. In: Annual Conference of the British Forum for Ethnomusicology, 7 - 10 April 2022, The Open University, Milton Keynes, UK.

Beale, R (2022) Singing praises: choral music from Truro Cathedral. In: British Forum for Ethnomusicology and Royal Musical Association Research Students’ Conference, 6 - 8 January 2022, University of Plymouth, UK.

Bush, T (2022) Here's mud in your eye! In: TEDx Corsham: Crafting our Future, 9 September 2022, The Pound Arts Centre, Corsham, UK.

Earle, S ORCID: 0000-0002-6155-1098 (2022) Supporting teachers with formative assessment in primary science. In: STEM 2022: 7th International STEM in Education Conference, 23 - 26 November 2022, University of Sydney [online].

Geens, W (2022) Self-regulation: making the link. In: Nursery World Conference, 9 November 2022, online.

Hatley, J ORCID: 0000-0003-1232-2050 (2022) What is the evidence for 'what works' for the achievement of SDG4.7 in education? In: Education for Sustainability in a Climate Crisis: International Perspectives, 5 - 6 July 2022, University of Worcester, UK [online].

Hatley, J ORCID: 0000-0003-1232-2050 (2022) The role of social justice theory in education studies. In: BESA Conference: Education and Social Justice, 23 - 24 June 2022, Manchester, UK.

Joyce-Gibbons, A and Hobbs, J (2022) Haymay: non-collocated, synchronous collaboration using multi-touch technology to scaffold rich dialogic interaction teachers in different education systems. In: ICET 2022 64th World Assembly, 21 - 23 June, 2022, Bath Spa University, Bath, UK.

Richardson, P and Whiting, C ORCID: 0000-0002-9963-426X (2022) How does a PGCE English programme challenge students’ preconceptions of writing and how writing is taught in primary classrooms? In: The 57th UKLA International Conference, 1 - 3 July 2022, Birmingham, UK.

Yeh, C.S.-H ORCID: 0000-0002-8717-0568 and Mitchell, B (2022) What’s within teacher resilience interventions that is helpful? In: International Resilience Revolution Conference, 29 - 31 March 2022, Blackpool, UK. Please click the title to check availability.

Karikian, N (2022) Listening strategies and strategy assistance: teacher beliefs and practices in a Syrian ELT context. PhD thesis, Bath Spa University.

Kuhn, H.C (2022) An exploration of the underlying generative mechanisms that shape university students' agency in their educational digital practices. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014650

Paez, Y ORCID: 0000-0003-0778-5181 (2022) Peacebuilding from multiple voices: understanding the potential of education in the transformation of Colombian society. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014762

Parker, R.J (2022) Teacher perceptions of attachment aware approaches in schools - normative or transformative? PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00015141 Please click the title to check availability.

Bourn, D and Hatley, J ORCID: 0000-0003-1232-2050 (2022) Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England. Research for Our Shared World. DERC Research Paper No.22. UCL Institute of Education, London. ISBN 9781999685270

Dobson, G, Curran, H, Perepa, P and Reraki, M (2022) Understanding school workforce experiences regarding access to, and the impact of, special educational needs and/or disability (SEND) continuing professional development (CPD) and expertise. University of Birmingham and Bath Spa University. Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098 and McMahon, K (2022) Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project. Primary Science Teaching Trust, Bristol.

Mason-Angelow, V, McColl, A, Cooney, G and McInnes, K (2022) Evaluation of Live Life Go Further: final report. NDTi, Bath.

McInnes, K (2022) Autism in Schools – interim evaluation report. NDTi, Bath.

McInnes, K, Carrier, J and Bown, H (2022) Premier League Primary Stars: evaluation report. NDTi, Bath.

Rumyantseva, N, Ballardie, R and Alahakone, R (2022) Managerialism and academic professional autonomy - power and resistance in the UK universities: the case of lecture capture policies before and during Covid-related shift to online learning. Society for Research in Higher Education (SRHE), University of Greenwich.

Turner, J, Bianchi, L and Earle, S ORCID: 0000-0002-6155-1098 (2022) A response to the Ofsted Research Review for Science: guidance for primary schools. Association for Science Education, University of Manchester.

Earle, S ORCID: 0000-0002-6155-1098 (2022) Early science: what is it and how do we support it? Early Childhood Hub.

McFadden, J and Niolaki, G.Z (2022) Dyslexia's diagnostic lottery: a call for better parent-school partnerships. BPS West Midlands Newsletter, Jan.

Morris, T.H ORCID: 0000-0002-0100-6434 (2022) Self-directed learning as a tool for lifelong learning: fundamental to meet the demands of our ever-changing world [blog post]. Emerald Publishing.

Paez, Y ORCID: 0000-0003-0778-5181 (2022) Community-based research with vulnerable populations. Ethical, inclusive and sustainable frameworks for knowledge generation [book review]. International Journal of Research & Method in Education, 45 (5). pp. 551-552.

Paez, Y ORCID: 0000-0003-0778-5181 (2022) Culturally responsive pedagogies outside the classroom: rehearsing the capacity to aspire to new worlds in contexts of war [blog post]. NORRAG - Network for international policies and cooperation in education and training.

Simmons, B (2022) Narrowed lives: meaning, moral value and profound intellectual disability [book review]. British Journal of Learning Disabilities, 50 (3). pp. 448-449. Please click the title to check availability.

Vseteckova, J, Markowski, M, Miller, D, Stoner, C, Smith, L, Rumyantseva, N, Miles, J, Leu, A, Berger, F, Jones, K and Kubiak, C (2022) The uses of peer learning with older adults in formal, non-formal and informal learning activities. PROSPERO CRD42022307145.