Items where Subject is "LB1501 Primary Education"

Library of Congress Subject Areas (115)
- L Education (115)
  - LB Theory and practice of education (115)
    - LB1501 Primary Education (115)

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Number of items at this level: 114.

A

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

B

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

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.

Blackmore, K and Hatley, J

(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

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

C

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.

D

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.

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.

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 (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

(2020) Operationalising physical literacy within physical education teaching practice through professional development. PhD thesis, University of Bedfordshire.

Durden-Myers, E.J

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.

E

Earle, S

(2014) 'Assessment in England: some FAQs (and answers!).' Primary Science, 133. p. 27.

Earle, S

(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

(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

(2022) 'Early Science research summary: use of play and role of the adult.' Journal of Emergent Science, 22. pp. 5-12. Please click the title to check availability.

Earle, S

(2022) Early science: what is it and how do we support it? Early Childhood Hub.

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.

Earle, S

(2021) 'Formative decision-making in response to primary science classroom assessment: what to do next?' Frontiers in Education. 5:584200.

Earle, S

(2023) Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project. Bath Spa University, Bath.

Earle, S

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

Earle, S

(2018) 'Introduction to the TAPS special issue of 'Primary Science'.' Primary Science, 2018. p. 4.

Earle, S

(2022) 'Principles of assessment.' In: The early career framework handbook. 2nd ed. Sage, London, pp. 127-134. ISBN 9781529791174

Earle, S

(2023) Stoke exemplification for primary science (SEPS) pupil work collections. Bath Spa University.

Earle, S

(2022) Supporting teachers with formative assessment in primary science. In: STEM 2022: 7th International STEM in Education Conference, 23 - 26 November 2022, University of Sydney [online].

Earle, S

(2018) 'TAPS for pupils.' Primary Science, 151. p. 23.

Earle, S

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

Earle, S

(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

(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

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

Earle, S

(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

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

Earle, S

(2018) The relationship between formative and summative teacher assessment of primary science in England. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00011554

Earle, S

and Bianchi, L (2022) 'What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?' Professional Development in Education, 48 (3). pp. 462-475.

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. Please click the title to check availability.

Earle, S

and McMahon, K (2022) 'Applying cognitive science principles to primary science.' Impact, 16. pp. 13-16.

Earle, S

and McMahon, K (2022) Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project. Primary Science Teaching Trust, Bristol.

Earle, S

and McMahon, K (2017) 'Moderation for professional learning.' Primary Science, 149. pp. 28-30. 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

Ellis, B and Earle, S

(2023) Explorify: episode 2 [podcast].

F

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.

G

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

H

Hatley, J

(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].

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 (2019) How is dissemination for action achieved amongst in-service primary school teachers? In: BERA Annual Conference, 9 - 11 September 2019, University of Manchester, UK.

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.

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.

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

L

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

M

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.

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.

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 (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 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.

McMahon, K, Lee, A and McKay, D (2021) The Learning Sciences and Primary School Science. Bath Spa University, Bath.

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.

Morris, T.H

(2020) 'Creativity through self-directed learning: three distinct dimensions of teacher support.' International Journal of Lifelong Education, 39 (2). pp. 168-178.

Morris, T.H

(2019) 'Self-directed learning: a fundamental competence in a rapidly changing world.' International Review of Education, 65 (4). pp. 633-653.

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

N

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.

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.

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

Q

Quigley, A, Cocker, G, Earle, S

, Rogers, B and Moore, M (2024) Evidence into Action, Ep 21: primary science [podcast].

R

Richardson, P and Whiting, C

(2022) How does a PGCE English programme challenge students’ preconceptions of writing and how writing is taught in primary classrooms? In: The 57th UKLA International Conference, 1 - 3 July 2022, Birmingham, UK.

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

S

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.

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.

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.

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.

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.

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.

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

T

Turner, J, Bianchi, L and Earle, S

(2023) A response to the Ofsted Finding the Optimum report: implications for practice in primary science. Association for Science Education, University of Manchester.

Turner, J, Bianchi, L and Earle, S

(2022) A response to the Ofsted Research Review for Science: guidance for primary schools. Association for Science Education, University of Manchester.

V

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.

W

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

Whiting, C

and Richardson, P (2023) 'English.' In: Majid, N, ed. Essential subject knowledge for primary teaching. Learning Matters, London, pp. 75-96. ISBN 978-1-5296-1193-9

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