Browse by UoA

Duggan, M and la Velle, L (2019) 'Embracing complexity: understanding the experiences of university-based teacher educators in England.' In: Sorensen, N, ed. Diversity in Teacher Education: perspectives on a school-led system. UCL IOE Press, London, pp. 90-111. ISBN 9781782772521

Hordern, J (2019) 'Higher expertise, pedagogic rights and the post-truth society.' Teaching in Higher Education, 24 (3). pp. 288-301.

Koopman, C and Garside, D (2019) 'Transition, action and education: redirecting pragmatist philosophy of education.' Journal of Philosophy of Education, 53 (4). pp. 734-747.

Lewis, A (2019) 'Examining the concept of well-being and early childhood: adopting multi-disciplinary perspectives.' Journal of Early Childhood Research, 17 (4). pp. 294-308.

McMahon, K, Yeh, C.S.-H ORCID: 0000-0002-8717-0568 and Etchells, P.J (2019) 'The impact of a modified initial teacher education on challenging trainees’ understanding of neuromyths.' Mind, Brain and Education, 13 (4). pp. 288-297.

Morris, T.H ORCID: 0000-0002-0100-6434 (2019) 'Adaptivity through self-directed learning to meet the challenges of our ever-changing world.' Adult Learning, 30 (2). pp. 56-66.

Riddell, R (2019) 'System fluidity in English school governance: reflections on the implications for senior leaders of closed hierarchies.' Management in Education, 33 (3). pp. 126-133.

Thomas, H (2019) 'English teaching and imagination: a case for revisiting the value of imagination in teaching writing.' English in Education, 53 (1). pp. 49-60.