Number of items at this level: 88.
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
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
C
D
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,
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.
E
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,
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,
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
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
G
H
Hattingh, L
(2011)
Representations of meaning.
In: The United Kingdom Literacy Association (UKLA) 47th International Conference, 15 - 17 July 2011, University of Chester, Chester.
L
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.
ISSN 1034-912X
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.
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
R
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,
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
V
W
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