Items where Subject is "LB1501 Primary Education"

Ansell, C and Nicholson, D (2014) 'The national context for the curriculum.' In: Cremin, T and Arthur, J, eds. Learning to teach in the primary school. 3rd ed. Routledge, London, pp. 283-299. ISBN 9780415818193

Barrs, M and Nicholson, D (2001) 'Co-ordinating English.' Language Matters. ISSN 0309-1678

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.

Bennett, V and Hay, P (2007) The role of adults in supporting children's learning. In: BESA Third Annual Conference Alternative Visions of Education, 6 July 2007 - 7 July 2007, Bath Spa University, Bath.

Bennett, V and Henderson, N (2008) 'Young children learning.' In: Ward, S, ed. A student's guide to education studies. 2nd ed. Routledge, Abingdon, pp. 152-161. ISBN 9780415465373

Bennett, V and Henderson, N (2012) 'Young children learning: the importance of play.' In: Ward, S, ed. A student's guide to education studies. 3rd ed. Routledge, Abingdon, pp. 168-177. ISBN 9780415809689

Bennett, V and Smith, H (2013) From teaching assistant to teacher: capitalising on the skills and experience of TAs on an ITT programme. In: TEAN Annual Conference Strengthening Teacher Education, 17 May 2013, Aston University, Birmingham.

Burtonshaw, A and McGrogan, N (2019) 'Challenging able, interested and motivated (AIM) children within and beyond core subjects.' Impact, 7. ISSN 2514-6955

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.

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.

Davies, D, Collier, C, Earle, S, 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, 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, Howe, A and McMahon, K (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16. ISSN 0961-6152

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, 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

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August- 4 September 2015, Helsinki, Finland.

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. ISSN 2046-4754

Dombey, H, Moustafa, M and Nicholson, D (1998) Whole to part phonics: how children learn to read and spell. Centre for Language in Primary Education/Language Matters; Heinemann, London. ISBN 0325001200

Duggan, M (2017) Developing models of CPD to support the delivery of high quality PE teaching in primary schools. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.

Duggan, M (2020) '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. ISSN 0300-4279 Please click the title to check availability.

Earle, S (2014) 'Assessment in England: some FAQs (and answers!).' Primary Science, 133. p. 27. ISSN 0269-2465

Earle, S (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. ISSN 0263-5143

Earle, S (2015) 'Introducing the TAPS pyramid model.' Primary Science, 140. pp. 24-25. ISSN 0269-2465

Earle, S (2018) 'Introduction to the TAPS special issue of 'Primary Science'.' Primary Science, 2018. p. 4. ISSN 0269-2465

Earle, S (2018) 'TAPS for pupils.' Primary Science, 151. p. 23. ISSN 0269-2465

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

Earle, S (2004) 'Using an interactive whiteboard to improve science-specific skills.' Primary Science, 85. pp. 18-20. ISSN 0269-2465

Earle, S (2017) 'The challenge of balancing key principles in teacher assessment.' Journal of Emergent Science, 12 (Winter). pp. 41-47. ISSN 2046-4754 Please click the title to check availability.

Earle, S (2015) 'An exploration of whole-school assessment systems.' Primary Science, 136. pp. 20-22. ISSN 0269-2465

Earle, S (2018) The relationship between formative and summative teacher assessment of primary science in England. PhD thesis, Bath Spa University.

Earle, S, 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, Jones, B, Coakley, R, Fenn, L and Davies, D (2018) The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales. Primary Science Teaching Trust. Please click the title to check availability.

Earle, S, 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 and McCullagh, J (2020) 'Developing understanding of science skills in Northern Ireland through co-teaching between pre- and in-service teachers.' Journal of Emergent Science, 18. pp. 49-55. ISSN 2046-4754 Please click the title to check availability.

Earle, S and McMahon, K (2017) 'Moderation for professional learning.' Primary Science, 149. pp. 28-30. ISSN 0269-2465 Please click the title to check availability.

Earle, S, 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, 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, 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 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

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

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. ISSN 1360 1334

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

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

Hattingh, L (2011) Representations of meaning. In: The United Kingdom Literacy Association (UKLA) 47th International Conference, 15 - 17 July 2011, University of Chester, Chester.

Hopwood-Stephens, I (2018) Diversity of assessment literacy among in-service primary teachers. In: 9th Teacher Education Advancement Network Conference, 10 - 11 May 2018, Aston University, Birmingham, UK.

Hopwood-Stephens, I (2017) Factors influencing whole school change to teachers' assessment practice in primary science. In: Association of Teacher Educators in Europe (ATEE) Conference, 23 - 25 October 2017, Dubrovnik, Croatia.

Hopwood-Stephens, I (2013) Learning on your doorstep: stimulating writing through creative play outdoors for ages 5-9. Routledge, London. ISBN 9780415536820

Hopwood-Stephens, I (2018) 'The TAPS pyramid: where, who and how?' Primary Science, 2018. pp. 8-9. ISSN 0269-2465

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. ISSN 2046-4754

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.

Hutchinson, N and Smith, H (2003) Intervening early: promoting positive behaviour in young children. David Fulton, Abingdon. ISBN 9781843121350

Loughran, E and McGrogan, N (2017) 'Pupils' use of visual mathematical problem solving strategies.' Mathematics Teaching, 256. ISSN 0025-5785

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. ISSN 1034-912X

McGinn, L, Stone, N, Ingham, R and Bengry-Howell, A (2016) 'Parental interpretations of “childhood innocence”: implications for early sexuality education.' Health Education, 116 (6). pp. 580-594. ISSN 0965-4283

McGrogan, N (2014) Creative writing pedagogy: can it be altered to increase the engagement of reluctant writers with the writing process? In: UKLA 50th International Conference, 4-6 July 2014, University of Sussex, UK.

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.

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2015) Creative pedagogies in early years science: thematic planning and sustained scientific dialogues. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

Mifsud, D, Riddell, R and Dewes, I (2018) Modernising school governance: corporate planning and expert handling in state education [book review]. Journal for Critical Education Policy Studies, 16 (2). pp. 211-229. ISSN 1740-2743

Morris, T.H (2020) 'Creativity through self-directed learning: three distinct dimensions of teacher support.' International Journal of Lifelong Education. ISSN 1464-519X Please click the title to check availability.

Morris, T.H (2019) 'Self-directed learning: a fundamental competence in a rapidly changing world.' International Review of Education, 65 (4). pp. 633-653. ISSN 0020-8566

Morris, T.H (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

Newman, E and Foster, V (2005) 'Just a knock back? Identity bruising on the route to becoming a male primary school teacher.' Teachers and Teaching: Theory and Practice, 11 (4). pp. 341-358. ISSN 1354-0602

Newman, E and Foster, V (2003) ''They won't do that; it's not macho enough': overcoming stereotypes when recruiting men into primary teaching.' Education 3-13: International Journal of Primary, Elementary and Early Years Education, 31 (3). pp. 22-27. ISSN 0300-4279

Nicholson, D (2006) 'Putting literature at the heart of the literacy curriculum.' Literacy, 40 (1). pp. 11-21. ISSN 1741-4350

Riddell, R (2018) Democratic optimism and authority in an increasingly depoliticised schools 'system' in England. In: British Educational Research Association Conference, 11 - 13 September 2018, Northumbria University, Newcastle upon Tyne, UK.

Rose, J and Hattingh, L (2014) 'Young children as scientists, designers and technologists: theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, London. ISBN 9780415825580

Slade, C (1990) Logic and very young children. In: Logic (?), 26 July 1990, Research School of Social Sciences, Australian National University, Canberra.

Slade, C (1990) Philosophy and young children. In: Australian National University Open Day Address, 16 September 1990, Australian National University, Canberra.

Slade, C (1994) Pixie. In: Seminar Series (?), 7 May 1994, Laval University, Québec City, Canada.

Slade, C (1992) Reality and very young children. In: Western Early Childhood Conference, 30 July 1992, Campbelltown, NSW.

Slade, C (1990) 'Teaching philosophy to young children.' Education Australia, 10. pp. 15-17.

Slade, C, Marie-France, D, Lafortune, L, Pallascio, R, Splitter, L and de la Garza, T (2005) 'Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years.' Communication Education, 54 (4). pp. 334-354. ISSN 0363-4523

Slade, C, Marie-France, D, Splitter, L, Lafortune, L, Pallascio, R and Mongeau, P (2002) 'Are the philosophical exchanges of pupils aged 10 to 12 relativistic or inter-subjective?' Critical and Creative Thinking : the Australasian Journal of Philosophy for Children, 10 (2). pp. 1-19. ISSN 1325-7730

Slade, C, Marie-France, D, Splitter, L, Lafortune, L, Pallascio, R and Mongeau, P (2004) 'Dialogical critical thinking: elements of definitions emerging in the analysis of transcripts from pupils aged 10 to 12 years.' Australian Journal of Education, 48 (3). pp. 295-313. ISSN 0004-9441

Slade, C, Marie-France, D, de la Garza, T, Lafortune, L, Pallascio, R and Mongeau, P (2002) 'El lugar des relativismo en los intercambios filosoficos de los alumnos.' Perfiles Educativos, 24 (96). pp. 5-32. ISSN 0185-2698

Slade, C, Marie-France, D, de la Garza, T, Lafortune, L, Pallascio, R and Mongeau, P (2003) 'Qué es el pensiamento critico y dialogico?' Perfiles Educativos, 25 (102). pp. 22-40. ISSN 0185-2698

Smith, H (2011) 'The emotional impact of transfer: what can be learned from early years practice.' In: Howe, A and Richards, V, eds. Bridging the transition from primary to secondary school. Routledge, Abingdon. ISBN 9780415575461

Stakelum, M (2010) Assessment practices at primary school: lessons from the past. In: 18th EAS Congress, 26-29 April 2010, Abant Ýzzet Baysal University, Turkey.

Stakelum, M (2007) Music education in UK and Japan: a comparative study on teacher practice in music at primary level. In: 5th International Research in Music Education (RIME) Conference, 10 - 14 April 2007, University of Exeter, Exeter, UK.

Stakelum, M (2008) 'Primary music education: the misrepresentation of the ideals of curricula in research.' Irish Educational Studies, 27 (3). pp. 281-293. ISSN 0332-3315

Stakelum, M (2005) Some observations on research in music education in the primary school. In: 30th Annual ESAI Conference, 10 - 12 March 2005, University College Cork, Ireland.

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 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

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

Vickery, A (2014) Using collaborative problem solving tasks as a starting point to developing mathematical thinking in primary pupils and training teachers. In: A Child's World - Next Steps, International Conference, 25-27 June 2014, Aberystwyth University, Aberystwyth, Wales.

Whitehead, J, Blight, M and Foster, V (1994) 'Working in partnership: the PGCE and the training of primary teachers.' In: McCulloch, Myra and Fidler, Brian, eds. Improving initial teacher training? : new roles for teachers, schools and HE. Longman/British Educational Management and Administration Society, Harlow. ISBN 9780582236851