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Jump to: D | H | K | L | M | R | T
Number of items: 8.

D

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

H

Hordern, J (2019) 'Higher expertise, pedagogic rights and the post-truth society.' Teaching in Higher Education, 24 (3). pp. 288-301. ISSN 1356-2517

K

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. ISSN 0309-8249

L

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. ISSN 1476-718X

M

McMahon, K, Yeh, C.S.-H 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. ISSN 1751-2271

R

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. ISSN 0892-0206

T

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. ISSN 0425-0494

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