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

Serret, N and Earle, S ORCID: https://orcid.org/0000-0002-6155-1098, eds. (2018) ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield. ISBN 9780863574573

Dunseath, J and Wilsher, M, eds. (2016) Artist boss: Anthony Caro's studio assistants and issues of legacy in British sculpture. Wunderkammer Press, Bath. ISBN 9780993551109 Please click the title to check availability.

Gifford, T and Round, G, eds. (1993) Caryl Churchill: Not not not not not enough oxygen and other plays. Longman, London, vii-xxx. ISBN 9780582082977

Booth, A and Hyland, P, eds. (1995) History in higher education: new directions in teaching and learning. John Wiley, Oxford. ISBN 978-0631191360

Whitty, G and Furlong, J, eds. (2017) Knowledge and the study of education: an international exploration. Symposium, Didcot. ISBN 9781873927977

Hyland, P and Booth, A, eds. (2000) The practice of university history teaching. Manchester University Press, Manchester. ISBN 9780719054921

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

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

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

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

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

Mears, R (2001) Assessing sociologists in higher education. Ashgate, Aldershot. ISBN 9780754616450

Riddell, R (2003) Schools for our cities: urban learning in the 21st century. Trentham Books, Stoke-on-Trent. ISBN 9781858562933

Vickery, A (2014) Developing active learning in the primary classroom. Sage, London. ISBN 9781446255469

Ward, S and Eden, C (2009) Key issues in education policy. SAGE Publications, London. ISBN 9781847874665

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

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

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

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

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

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

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

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 (2020) 'Principles of assessment.' In: The early career framework handbook. Sage, London, pp. 111-118. ISBN 9781529724561

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, 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, 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

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

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

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 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

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 Please click the title to check availability.

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

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 (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 (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 (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

Hughes, W (2006) 'Gothic criticism: a survey.' In: Powell, A and Smith, A, eds. Teaching the Gothic. Palgrave, Basingstoke, pp. 10-28. ISBN 9781403949301

Hutchings, M and Mortimore, T (2016) 'Lessons from the Dyslexia and Multilingualism Project.' In: Peer, L and Reid, G, eds. Multilingualism, literacy and dyslexia: breaking down barriers for educators. Routledge, London, pp. 124-137. ISBN 9781138898639

Hyland, P, Brawley, S, Pace, D, Richardson, S, Timmins, G and Mills Kelly, T (2011) 'Embracing failure: a workshop on the failure in SOTL and learning from mistakes.' In: Rust, C, ed. Global theories and local practices : institutional, disciplinary and cultural variations. Improving student learning (18). Oxford Centre for Staff and Learning Development, Oxford, UK. ISBN 9781873576809

Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2023) 'Networked learning in a postdigital-biodigital age.' In: Dohn, N.B, Jaldemark, J, Öberg, L-M, Håkansson Lindqvist, M, Ryberg, T and de Laat, M, eds. Sustainable networked learning: individual, sociological and design perspectives. Springer, Cham, pp. 35-48. ISBN 9783031427176 Please click the title to check availability.

Kampe, T and Batson, G (2020) 'Dancing critical somatics – an emancipatory education for the future?' In: David, A.R, Huxley, M and Whatley, S, eds. Dance fields: staking a claim for dance studies in the twenty-first century. Dance Books, Binsted, pp. 154-184. ISBN 9781852731816 Please click the title to check availability.

Karantonis, P (2015) 'Transcribing vocality: voice at the border of music after modernism.' In: Thomaidis, K and Macpherson, B, eds. Voice studies: critical approaches to process, performance and experience. Routledge, Abingdon, pp. 162-176. ISBN 9781138809345 Please click the title to check availability.

Kerpen, S.D ORCID: 0000-0002-5365-5268 (2024) 'The need for inclusive relationships and sex education (RSE) to respond to ‘risky’ youth online practices: groomed with cisheteronormativity.' In: Bustillos Morales, J.A, ed. Questioning gender politics: contextualising educational disparities in uncertain times. Routledge, Abingdon, pp. 199-214. ISBN 9781032502298 Please click the title to check availability.

Levinson, M.P (2013) 'Integration of Gypsy Roma children in schools: Trojan or pantomime horse?' In: Miskovic, M, ed. Roma education in Europe: practices, policies and politics. Routledge, London, pp. 100-110. ISBN 9780415535984

Levinson, M.P (2004) 'Navigating without fixed points: the perils of open-ended research.' In: Coombes, P.N, Danaher, M and Danaher, P.A, eds. Strategic uncertainties: ethics, politics and risk in contemporary educational research. Post Pressed, Flaxton, pp. 130-142. ISBN 9781876682729

Marvell, A and Simm, D ORCID: 0000-0002-0440-9546 (2022) 'Integrating assessment effectively into international fieldwork: a case study using student-led teaching and learning.' In: Bourke, T, Mills, R and Lane, R, eds. Assessment in geographical education: an international perspective. Springer, Cham, pp. 101-155. ISBN 9783030951382

Mears, R (2001) 'Called to account: the last autonomous profession?' In: Mears, R and Harrison, E, eds. Assessing sociologists in higher education. Ashgate, Aldershot. ISBN 9780754616450

Mears, R and Harrison, E (2014) 'Researching changes in higher education occupations.' In: Gornall, L, Cook, C and Daunton, L, eds. Academic working lives: experience, practice and change. Bloomsbury Publishing PLC, London: New York, pp. 280-287. ISBN 9781441185341

Morris, T.H ORCID: 0000-0002-0100-6434 (2019) 'An analysis of Rolf Arnold's systemic-constructivist perspective on self-directed learning.' In: Rohs, M, Schüßler, I, Müller, H-J and Schiefner-Rohs, M, eds. Pädagogische Perspektiven auf Transformationsprozesse: Reflexionen auf Rolf Arnolds Forschen und Wirken. wbv, Bielefeld, Germany, pp. 301-313. ISBN 9783763958399

Slade, C (1999) 'Reason to buy: teaching reasoning through television.' In: van Eemeren, F.H., Grootendorst, R, Blair, J.A. and Willard, C.A., eds. Proceedings of the fourth international conference of the International Society for the Study of Argumentation. SIC SAT, Amsterdam, pp. 746-750. ISBN 9789074049047

Sorensen, N and la Velle, L (2014) 'Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 73-91. ISBN 9781138813632

Stakelum, M (2010) 'A commentary on assessment practices in music education at primary level in England: are there lessons to learn from the past?' In: Kalyoncu, N, Erice, D and Akyüz, M, eds. Music and music education within the context of socio-cultural changes. Series of Culture Books (5). Müsik Eğitimi Publications, Ankara, pp. 443-450. ISBN 9786056155727

Stakelum, M (2008) 'A piece for music educators and thinking musicians.' In: Flynn, P, ed. Teaching the unteachable: the role of composition in higher education. Orpheus Publications, Waterford Institute of Technology, Waterford, Ireland. ISBN 9780955971709

Stakelum, M and Baker, D (2013) 'The MaPS project: mapping teacher conceptions of musical development.' In: Stakelum, M, ed. Developing the musician: perspectives on practice in contemporary settings. SEMPRE Studies in the Psychology of Music . Ashgate, Aldershot, pp. 135-154. ISBN 9781409450177

Tatto, M.T and Hordern, J (2017) 'The configuration of teacher education as a professional field of practice: a comparative study of mathematics education.' In: Whitty, G and Furlong, J, eds. Knowledge and the study of education: an international exploration. Symposium, Didcot, pp. 255-274. ISBN 9781873927977 Please click the title to check availability.

Thomas, M (2014) 'The development of a non-formal training programme for extra-institutional pre-school child care: the LiMErIC project.' In: The Future of Education: conference proceedings. 4th ed. Libreriauniversitaria.it, Padova, pp. 358-361. ISBN 9788862924993

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

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.

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) ''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.

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 (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16.

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.

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 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).

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 (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 (2015) 'Introducing the TAPS pyramid model.' Primary Science, 140. pp. 24-25.

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 (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.

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

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.

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

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

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.

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.

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 (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 (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 (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.

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.

Hordern, J and Tatto, M.T (2018) 'Conceptions of teaching and educational knowledge requirements.' Oxford Review of Education, 44 (6). pp. 686-701.

Howe, A (2004) 'Science is creative.' Primary Science Review (81). pp. 14-16.

Levinson, M.P (2010) 'Accountability to research participants: unresolved dilemmas and unravelling ethics.' Ethnography and Education, 5 (2). pp. 193-207.

Levinson, M.P (2007) 'Gypsy Traveller children in schools.' Into Teaching, 19. pp. 13-18.

Levinson, M.P (2004) 'Gypsy identity and orientations to space.' Journal of Contemporary Ethnography, 33 (6). pp. 704-734.

Levinson, M.P (2016) ''I don't need pink hair here': should we be seeking to 'reintegrate' youngsters without challenging mainstream school cultures?' International Journal on School Disaffection, 12 (1). pp. 23-43.

Levinson, M.P (2008) 'Issues of empowerment and disempowerment: Gypsy children at home and school.' Citizenship Teaching & Learning, 4 (2). pp. 70-78.

Levinson, M.P (2007) 'Literacy in English Gypsy communities: cultural capital manifested as negative assets.' American Educational Research Journal, 44 (1). pp. 5-39.

Levinson, M.P (2005) 'The role of play in the formation and maintenance of cultural identity: Gypsy children in home and school contexts.' Journal of Contemporary Ethnography, 34 (5). pp. 499-532.

Levinson, M.P and Sparkes, A.C (2006) 'Conflicting value systems: Gypsy females and the home‐school interface.' Research Papers in Education, 21 (1). pp. 79-97.

Levinson, M.P and Sparkes, A.C (2005) 'Gypsy children, space, and the school environment.' International Journal of Qualitative Studies in Education, 18 (6). pp. 751-772.

Levinson, M.P and Sparkes, A.C (2003) 'Gypsy masculinities and the school–home interface: exploring contradictions and tensions.' British Journal of Sociology of Education, 24 (5). pp. 587-603.

Loughran, E and McGrogan, N (2017) 'Pupils' use of visual mathematical problem solving strategies.' Mathematics Teaching, 256.

McCarney, D, Peters, L, Jackson, S, Thomas, M and Kirby, J (2013) 'Does poor handwriting conceal literacy potential in primary school children?' International Journal of Disability, Development and Education, 60 (2). pp. 105-118.

McMahon, K (2021) 'Do we have cognitive (psychology) overload? What could 'the learning sciences' mean for primary science education?' Science Teacher Education, 90. pp. 34-45.

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

McMahon, K and Etchells, P.J (2018) 'Interdisciplinary bridging: a design-based research approach to enhancing the learning sciences in primary initial teaching education.' Impact, 2.

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