Items where Subject is "LB Theory and practice of education"

Anderson, R (2014) 'Humanities at work: student placement modules.' Royal Historical Society Newsletter, 13. pp. 8-9.

Andrews, G (2015) Making business graduate employability work. In: MBACADEMY 2015: 1st Annual International Business Conference of the Management and Business Academy, 3 -5 July 2015, Brunel University.

Ansell, C and Foster, V (2014) 'Talking and learning through language and literacy.' In: Vickery, A, ed. Developing active learning in the primary classroom. Sage, London, pp. 194-214. ISBN 9781446255469

Bennett, V (2013) The voice of experience: resilience and success on the foundation degree for teaching assistant. In: 9th Annual BESA Conference, Education, Past, Present and Future, 28 June 2013, Swansea Metropolitan, University of Wales, Swansea.

Bianchi, J (2009) 'Intercultural trans-disciplinary arts practice: a model of educational research for development.' In: Tirussew, T, ed. Proceedings of the 1st International Conference on Educational Research for Development. College of Education, Addis Ababa University, Addis Ababa, Ethiopia. ISBN 9789994484409

Bignold, W, Bamber, P, Guilherme, A, Rao, N, Su, F and Yuan, T (2013) Teaching the disciplines in Education Studies. The Higher Education Academy, York.

Bishop, D and Hordern, J (2017) Degree apprenticeships: higher technical or technical higher (education)? Gatsby Charitable Foundation.

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

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.

Boehnert, J ORCID: 0000-0002-8990-0325, Dewberry, E and Wilson, G (2023) 'If you’re not in an existential crisis as a designer in Sustainable Design, you’re not doing it right!' BranD Magazine, 68. pp. 16-17. Please click the title to check availability.

Brown, B.M (2016) Evaluating the Arkansas Teacher Corps: student and administrator perspective. University of Arkansas, Fayetteville.

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

Brown, B.M, Boyd, A, Burks, S and Vasile, A (2014) The effectiveness of alternatively certified teachers from rigorous programs on math and literacy achievement: a systematic review. In: 41st Annual Meeting of the Arkansas Political Science Association (ArkPSA), 28 February - 1 March 2014, American Heritage Center, Searcy, AR, USA.

Brown, B.M and Crouch, M (2013) Arkansas achievement data review. In: Arkansas Rural Education Association Fall Conference, November 2013, Embassy Suites, Hot Springs, AR, USA.

Brown, B.M, Crouch, M, Boyd, A.M, Deck, C and Bowen, D.H (2014) An experimental analysis of teacher risk preferences, ambiguity preferences, over-confidence, and competitiveness. In: The Association for Education Finance and Policy 39th Annual Conference: New Players in Education Finance and Policy, 13 - 15 March 2014, Marriott Rivercenter, San Antonio, TX, USA.

Brown, B.M and Ritter, G (2013) Student achievement and NSLA funding. In: Arkansas Association of Educational Administrators Fall Conference, 24 - 25 October 2013, Double Tree Hotel, Little Rock, AR, USA.

Brown, B.M and Ritter, G (2013) Traditional teacher pipeline: who are we missing? In: Northwest Evaluation Association Fusion Summer Conference, 26 - 28 June 2013, Portland, OR, USA.

Brown, B.M, Ritter, G, Crouch, M and Boyd, A.M (2014) Finding quality: does one’s path to certification matter? In: The Association for Education Finance and Policy 39th Annual Conference: New Players in Education Finance and Policy, 13 - 15 March 2014, Marriott Rivercenter, San Antonio, TX, USA.

Chaffey, N (2009) Teaching plant anatomy [book review]. Annals of Botany, 104 (1). viii-ix.

Coles, A and Hay, P (2013) Exploring creative practice in maths and creativity. In: Tackling Underachievement Through Ceativity in Primary Mathematics, 27th November 2013, Bath Royal Literary and Scientific Institution.

Collier, C and Digby, R (2014) 'Developing thinking and learning skills in science.' In: Vickery, A, ed. Developing active learning in the primary classroom. Sage, London, pp. 154-173. ISBN 9781446255469

Crawford, I and Wang, Z (2019) 'Social mobility via elite placements: working class graduates in elite accounting and banking firms.' Accounting Education. doi: 10.1080/09639284.2019.1661857

Crawley, J (2014) How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context? PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00005029

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

Crawley, J (2014) ''Learning Through Life': where now for lifelong learning? Recommendation 7: broaden and strengthen the capacity of the lifelong learning workforce.' Adults Learning, 26 (1). pp. 22-23.

Crawley, J (2018) '‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’.' Research in Post-Compulsory Education, 23 (1). pp. 23-34.

Crawley, J (2016) Post-compulsory teacher educators: connecting professionals. Critical Publishing, St Albans. ISBN 9781910391860

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

Curran, H (2017) Being a SENCo post SEND reform: what do effective SENCos do? In: Research SEND Conference, 18 November 2017, Sheffield University, UK.

Curran, H (2015) SEND reforms 2014 and the narrative of the SENCO: early impact on children and young people with SEND, the SENCO and the school. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Curran, H, Mortimore, T and Riddell, R (2017) 'Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months.' British Journal of Special Education, 44 (1). pp. 46-64.

Cush, D and Robinson, C (2016) 'Brian Bocking and the defence of study of religions as an academic discipline in universities and schools.' Journal of the Irish Society for the Academic Study of Religions, 3. pp. 27-41.

Davies, D, Collier, C, Earle, S ORCID: 0000-0002-6155-1098, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project.

Davies, D, Collier, C, Earle, S ORCID: 0000-0002-6155-1098, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: teachers' summary. Please click the title to check availability.

Davies, D, Collier, C, Earle, S ORCID: 0000-0002-6155-1098, Howe, A and McMahon, K (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16.

Davies, D, Collier, C, Howe, A and McMahon, K (2011) Primary science enquiry assessment using real-time e-portfolios: the e-scape project. In: Association for Science Education Annual Conference, 5 - 10 January 2011, University of Reading.

Davies, D, Fasciato, M, Rogers, M and Howe, A (2004) How do trainee primary teachers understand creativity? In: First International Innovation Education (InnoEd) Conference, 16 - 18 June 2004, University of Leeds.

Davies, D, Fasciato, M, Rogers, M and Howe, A (2005) 'Supporting trainee primary teachers' understanding of teaching for creativity.' In: Benson, C, ed. Proceedings of fifth international primary design and technology conference: excellence through enjoyment. Centre for Research in Primary Technology at Birmingham City University, Birmingham, UK, pp. 29-33.

Davies, D and Howe, A (2003) 'Citizenship in early years science and technology education.' In: Piew Loo, S, ed. Increasing the relevance of science and technology education for all in the 21st century: proceedings of ICASE 2003 World Conference on Science and Technology Education, Penang, 7-10 April 2003. Seameo Recsam, Pulau Pinang, pp. 657-664.

Davies, D and Howe, A (2003) 'Unlocking creativity through technology education: the Young Designers on Location project.' In: Piew Loo, S, ed. Increasing the relevance of science and technology education for all in the 21st century: proceedings of ICASE 2003 World Conference on Science and Technology Education, Penang, 7-10 April 2003. Seameo Recsam, Pulau Pinang.

Davies, D and Howe, A (2007) 'What does it mean to be creative?' In: Moyles, J, ed. Early years foundations: meeting the challenge. Open University Press, Maidenhead, pp. 224-237.

Davies, D, Howe, A and McMahon, K (2004) 'Trainee primary teachers and creativity in the curriculum.' In: Burton, N, ed. Creativity beyond compliance: ATSE annual conference proceedings. Association for Science Education, Hatfield, UK. ISBN 9780863574023

Digby, R (2017) 'To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?' Journal of Emergent Science, 12 (Winter). pp. 7-15.

Downes, G and Brown, S (2012) 'Information technology and learning in the global knowledge economy.' In: Ward, S, ed. A student's guide to education studies. 3rd Ed. Routledge, Abingdon. ISBN 9780415809672

Downes, G and Haywood, S (2008) 'ICT, computer games and learning.' In: Ward, S, ed. A student's guide to education studies. 2nd ed. Routledge, Abingdon. ISBN 9780415465373

Duggan, M (2021) 'Against the odds': insights from Black, Asian and minority ethnic teachers. In: BERA Annual Conference, 13 - 16 September 2021, [online].

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.

Dunseath, J and Squires, K (2023) Chew. In: On Not Knowing: How Artists Teach, 9 - 10 June 2023, Glasgow School of Art, Glasgow, UK.

Dunseath, J and Wilsher, M (2016) 'Artist boss.' In: Dunseath, J and Wilsher, M, eds. Artist boss: Anthony Caro's studio assistants and issues of legacy in British sculpture. Wunderkammer Press, Bath, pp. 19-27. ISBN 9780993551109

Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Mackintosh, C (2024) 'The structural and micropolitical realities of physical literacy professional development in the United Kingdom: navigating professional vulnerability.' Sport, Education and Society, 29 (3). pp. 326-341.

Earl, C (2016) 'Doing pedagogy publicly: asserting the right to the city to rethink the university.' Open Library of Humanities, 2 (2).

Earl, C (2014) 'Making hope possible: an exploration of moving popular pedagogy forward in neoliberal times from the streets to the university.' Journal for Critical Education Policy Studies, 12 (3).

Earl, C (2018) Spaces of political pedagogy: Occupy! and other radical experiments in adult learning. Routledge, New York. ISBN 9781138633216

Earl, C (2015) An exploration of popular education from Occupy! London to the university: making hope possible in the face of neoliberal enclosure? PhD thesis, Manchester Metropolitan University.

Earle, S ORCID: 0000-0002-6155-1098 (2024) 'Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.' European Journal of Teacher Education. doi: 10.1080/02619768.2024.2385047 Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098 (2024) 'Consideration of the impact of a professional learning program to support the teaching and assessment of practical primary science in England.' In: Sardag, M, Kaya, G and Sogut, M, eds. Proceedings book series-I of the ESERA 2023 conference: connecting science education with cultural heritage. Nobel Bilimsel Eserler, Cappadocia, Turkey, pp. 456-463. ISBN 9786253939090

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

Earle, S ORCID: 0000-0002-6155-1098 (2014) 'Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 32 (2). pp. 216-228.

Earle, S ORCID: 0000-0002-6155-1098 (2021) 'Formative decision-making in response to primary science classroom assessment: what to do next?' Frontiers in Education. 5:584200.

Earle, S ORCID: 0000-0002-6155-1098 (2023) Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project. Bath Spa University, Bath.

Earle, S ORCID: 0000-0002-6155-1098 (2015) 'Introducing the TAPS pyramid model.' Primary Science, 140. pp. 24-25.

Earle, S ORCID: 0000-0002-6155-1098 (2020) 'Principles of assessment.' In: The early career framework handbook. Sage, London, pp. 111-118. ISBN 9781529724561

Earle, S ORCID: 0000-0002-6155-1098 (2023) Stoke exemplification for primary science (SEPS) pupil work collections. Bath Spa University.

Earle, S ORCID: 0000-0002-6155-1098 (2016) Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development. STEM Learning elibrary.

Earle, S ORCID: 0000-0002-6155-1098 (2024) 'Thinking and working scientifically: science inquiry in action.' In: Skamp, K and Preston, C, eds. Teaching primary science constructively. 8th ed. Cengage, Southbank, Australia, pp. 172-210. ISBN 9780170472814

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

Earle, S ORCID: 0000-0002-6155-1098 (2004) 'Using an interactive whiteboard to improve science-specific skills.' Primary Science, 85. pp. 18-20.

Earle, S ORCID: 0000-0002-6155-1098 (2020) We need formative assessment now more than ever [blog post]. Research Hub - The Chartered College of Teaching.

Earle, S ORCID: 0000-0002-6155-1098 (2017) 'The challenge of balancing key principles in teacher assessment.' Journal of Emergent Science, 12 (Winter). pp. 41-47. Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098 and Davies, D (2014) 'Assessment without levels.' Education in Science, 258. pp. 30-31.

Earle, S ORCID: 0000-0002-6155-1098, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.

Earle, S ORCID: 0000-0002-6155-1098, Lievesley, T and Dunne, M (2014) 'Planning for assessment for learning.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. 2nd ed. Sage, London, pp. 213-235. ISBN 9781446295090

Earle, S ORCID: 0000-0002-6155-1098, McMahon, K, Collier, C, Howe, A and Davies, D (2016) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool. Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098, McMahon, K, Collier, C, Howe, A and Davies, D (2017) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]. Primary Science Teaching Trust, Bristol.

Earle, S ORCID: 0000-0002-6155-1098, 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

Earle, S ORCID: 0000-0002-6155-1098 and Serret, N (2014) 'Learning science through talk.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. 2nd ed. Sage, London, pp. 175-193. ISBN 9781446295090

Eden, C (2012) 'Child poverty and educational attainment.' In: Ward, S, ed. A student's guide to education studies. 3rd ed. Routledge, London. ISBN 9780415809689

Eden, C (2004) 'Gender and educational achievement.' In: Ward, S, ed. Education studies: a student's guide. Routledge, London, pp. 123-133. ISBN 9780415321198

Eden, C (2012) 'Gender, educational achievement and the labour market.' In: Ward, S, ed. A student's guide to education studies. 3rd ed. Routledge, London. ISBN 9780415809689

Eliot, J, Hood, C, Reed, L. R and Foster, V (1997) 'Gossip, cake and wine: methodological challenges for feminist and dialogic research in cross-cultural settings.' In: Koroleva, I, ed. Invitation to dialogue: beyond gender (in)equality. Institute of Philosophy and Sociology, Latvian Academy of Sciences, Riga. ISBN 9984624005

Ellis, B and Earle, S ORCID: 0000-0002-6155-1098 (2023) Explorify: episode 2 [podcast].

Elsayyad, H.M (2014) The relationship between working memory and reading comprehension in L1 Arabic and L2 English for Arabic speaking children. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00005175

English, L (2015) 'Using students in 'real time' projects.' Writing in Education, 65. pp. 36-38.

Fawcett, M and Hay, P (2009) '5x5x5 = creativity in the early years.' In: Herne, S, Cox, S and Watts, R, eds. Readings in primary art education. Readings in art & design education series . Intellect, Bristol, pp. 231-247. ISBN 9781841502427

Finegan, P, Rose, J and Parker, R (2014) An introduction to attachment and the implications for learning and behaviour. In: National Virtual School Headteachers' Conference, 21 March 2014, Lady Margaret Hall, Oxford, UK.

Foster, V (1995) ''You don't have to be female to succeed on this course, but it helps': male experiences on the PGCE primary course at the University of the West of England, Bristol.' The Redland Papers, 3.

Furlong, J and Whitty, G (2017) 'Knowledge traditions in the study of education.' In: Whitty, G and Furlong, J, eds. Knowledge and the study of education: an international exploration. Symposium, Didcot, pp. 13-60. ISBN 9781873927977

Furlonger, C and Haywood, S (2004) Teaching the national ICT strategy at key stage 3: a practical guide. David Fulton, London. ISBN 1843120291

Garside, D (2014) Critical thinking as a hopeful transition. In: International Conference on Philosophy for Children (ICPC), 17 - 20 October 2014, Graz, Austria.

Garside, D (2013) Edifying judgement : using Rorty to redescribe judgement in the context of 'Philosophy for Children'. PhD thesis, University of Bath.

Garside, D (2014) Educational research in transition? 'Transitionalism' in educational research. In: European Educational Research Association (ECER) Annual Conference, 1 - 5 September 2014, Porto, Portugal.

Gifford, T (2003) 'Teaching environmental values through creative writing with school children.' In: Crimmel, H, ed. Teaching in the field: working with students in the outdoor classroom. University of Utah Press, Salt Lake City, UT, pp. 137-151. ISBN 9780874807622

Gifford, T (1999) 'Teaching post-pastoral poetry of landscape in the mountains.' In: Turner, J, Broderick, D and Hartley, P, eds. Creative Writing Conference 1999: proceedings. Sheffield Hallam University, Sheffield, pp. 145-152.

Gifford, T (1987) 'Teaching red shift for coursework assessment.' In: Lee, V.J, ed. English literature in schools. Open University Press, Milton Keynes, pp. 425-432. ISBN 9780335152452

Gifford, T (1986) 'Working with poetry.' In: Blatchford, R, ed. The English teacher's handbook. Hutchinson, London, pp. 168-193. ISBN 9780091612306

Gifford, T (2001) 'Writer/teacher.' Writing in Education, 22. pp. 23-25.

Gifford, T and Brown, J (1987) 'Creative responses in the sixth form.' In: Lee, V.J, ed. English literature in schools. Open University Press, Milton Keynes, pp. 370-381. ISBN 9780335152452

Gifford, T and Brown, J (1983) 'Creative responses in the sixth form.' In: Harrison, B.T, ed. English studies 11-18: an arts based approach. Hodder and Stoughton, London, pp. 139-153. ISBN 9780340331576

Grimmer, T (2017) Observing and developing schematic behaviour in young children: a professional’s guide for supporting children’s learning, play and development. Jessica Kingsley Publishers, London. ISBN 9781785921797

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

Hatley, J ORCID: 0000-0003-1232-2050 (2015) Assessment for resilience - implications for professional practice. In: IPDA International Conference: Professional Learning for Performance, 27 - 28 November 2015, Aston University, UK.

Hatley, J ORCID: 0000-0003-1232-2050 (2015) Global campaign for education: implications for social justice in light of neoliberal influence. In: Doctoral Research Conference, May 2015, University of Bristol, UK.

Hatley, J ORCID: 0000-0003-1232-2050 (2023) How can values within global citizenship education achieve greater social justice? In: Academic Network for Global Education & Learning (ANGEL) Conference: Global Education & Learning for a Just, Peaceful and Sustainable World, 19 - 20 June 2023, UNESCO HQ, Paris, France.

Hatley, J ORCID: 0000-0003-1232-2050 (2016) Investigating the role of values in global citizenship education. In: Social Justice in Times of Crisis and Hope: Young People, Well-being and the Politics of Education, 6 - 8 July 2016, RMIT University, Barcelona, Spain.

Hatley, J ORCID: 0000-0003-1232-2050 (2019) Universal values and implications for social justice – a multimodal critical discourse analysis. In: BERA Annual Conference, 9 - 11 September 2019, University of Manchester, UK.

Hatley, J ORCID: 0000-0003-1232-2050 (2019) What can global citizenship education offer to the current mess we’re in? In: BERA Comparative and International Education SIG / University of Worcester Conference: Global Perspectives: Re-imagining Education, 20 -21 June 2019, University of Worcester, UK.

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 (2019) The position of universal values as a barrier to the effectiveness of UNESCO's global citizenship education. In: Academic Network on Global Education & Learning (ANGEL) Conference, 9 - 10 May 2019, Institute of Education, London, UK.

Hatley, J ORCID: 0000-0003-1232-2050 (2023) 'The role of social justice theory in education studies.' In: Pulsford, M, Morris, R and Purves, R, eds. Understanding education studies: critical issues and new directions. Routledge, Abingdon, pp. 112-118. ISBN 9781032284682

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.

Hatley, J ORCID: 0000-0003-1232-2050 (2016) The role of values in assessment for resilience. In: Annual Conference for Research in Education (ACRE), 12 - 13 July 2016, Edge Hill University, UK.

Hatley, J ORCID: 0000-0003-1232-2050, Ahmed Shafi, A, Millican, R, Stapleton, S and Middleton, T (2016) Assessment for resilience. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, UK.

Hatt, A, Menter, I, Riley, S and Foster, V (1994) 'Teaching students, learning reading.' Reading, 28 (3). pp. 45-49.

Hay, P (2005) 5x5x5 = creativity. In: How old do you have to be to be an artist, 30th June 2005, Tate Modern.

Hayes, S ORCID: 0000-0001-8633-0155 (2023) 'Postdigital positionality.' In: Jandrić, P, ed. Encyclopedia of postdigital science and education. Springer, Cham. ISBN 9783031354694 doi: 10.1007/978-3-031-35469-4_35-1

Hayes, S ORCID: 0000-0001-8633-0155, Jopling, M, Connor, S, Johnson, M and Riordan, S (2024) '‘Making you aware of your own breathing’: human data interaction, disadvantage and skills in the community.' Postdigital Science and Education. doi: 10.1007/s42438-023-00446-0 Please click the title to check availability.

Hesmondhalgh, T and Crawley, J (2017) Outstanding Teaching Learning and Assessment 2: south west - final project report. Education and Training Foundation, London. Please click the title to check availability.

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.

Hopwood-Stephens, I (2019) What's happening in primary schools where schoolwide changes to teacher practice are possible? In: School of Education Doctoral Conference 2019 - Diversity, Equity and Innovation: Educational Research for the Future, 3-4 June 2019, University of Bristol, Bristol, UK.

Hordern, J (2017) 'Bernstein's sociology of knowledge and education(al) studies.' In: Whitty, G and Furlong, J, eds. Knowledge and the study of education: an international exploration. Symposium, Didcot, pp. 191-210. ISBN 9781873927977 Please click the title to check availability.

Hordern, J (2016) 'Differentiating knowledge, differentiating (occupational) practice.' Journal of Vocational Education & Training, 68 (4). pp. 453-469.

Hordern, J (2018) 'Educational knowledge: traditions of inquiry, specialisation and practice.' Pedagogy, Culture & Society. doi: 10.1080/14681366.2018.1428221

Hordern, J (2019) 'Exercise and intervention: on the sociology of powerful knowledge.' London Review of Education, 17 (1). pp. 26-37.

Hordern, J (2017) 'Grammaticality and educational research.' British Journal of Educational Studies, 65 (2). pp. 201-217.

Hordern, J (2015) 'Higher apprenticeships and the shaping of vocational knowledge.' Research in Post-Compulsory Education, 20 (1). pp. 17-34.

Hordern, J (2015) 'Higher apprenticeships in England: professional and vocational formation.' International Journal of Training Research, 13 (3). pp. 174-193.

Hordern, J (2012) 'Institutional strategies in response to higher skills policy in England.' Higher Education Management and Policy, 24 (1). pp. 125-143.

Hordern, J (2018) 'Is powerful educational knowledge possible?' Cambridge Journal of Education. doi: 10.1080/0305764X.2018.1427218

Hordern, J (2019) 'Knowledge, evidence and the configuration of educational practice.' Education Sciences, 9 (2).

Hordern, J (2014) Knowledge, expertise and the professions [book review]. International Studies in Sociology of Education, 24 (3). pp. 324-327.

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 (2016) 'Knowledge, practice, and the shaping of early childhood professionalism.' European Early Childhood Education Research Journal, 24 (4). pp. 508-520.

Hordern, J (2016) 'On the making and faking of knowledge value in higher education curricula.' Teaching in Higher Education, 21 (4). pp. 367-380.

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 (2017) 'Recontextualisation and professionalising regions.' In: Barrett, B, Hoadley, U and Morgan, J, eds. Knowledge, curriculum and equity: social realist perspectives. Routledge, Abingdon, pp. 148-164. ISBN 9781138083530

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

Hordern, J (2016) 'Regions and their relations: sustaining authoritative professional knowledge.' Journal of Education and Work, 29 (4). pp. 427-449.

Hordern, J (2013) 'Skills governance and the workforce development programme.' Journal of Higher Education Policy and Management, 35 (1). pp. 54-65.

Hordern, J (2015) 'Teaching, teacher formation, and specialised professional practice.' European Journal of Teacher Education, 38 (4). pp. 431-444.

Hordern, J (2017) 'Technical degrees and higher vocational education.' Research in Post-Compulsory Education, 22 (1). pp. 87-106.

Hordern, J (2017) 'Vocational knowledge: regions and recontextualisation capability.' In: Pilz, M, ed. Vocational education and training in times of economic crisis: lessons from around the world. Springer, Cham, pp. 425-438. ISBN 9783319478548

Hordern, J (2014) 'The logic and implications of school-based teacher formation.' British Journal of Educational Studies, 62 (3). pp. 231-248.

Hordern, J (2013) 'A productive system of early years professional development.' Early Years, 33 (2). pp. 106-118.

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