Items where Division is "School of Education and Humanities" and Year is 2021

Group by: Creators | Item Type | No Grouping

Number of items: 132.

Brown, C, Flood, J and MacGregor, S, eds. (2021) The research-informed teaching revolution - North America: a handbook for the 21st century teacher. John Catt Educational, Melton. ISBN 9781913622862

Brown, C and Flood, J, eds. (2021) The research-informed teaching revolution - early years. John Catt Educational, Melton. ISBN 9781913622657

Abdul Hadi, R (2021) Students' beliefs about learning English as a foreign language in wartime: the experience of Damascus University from 2017 to 2020. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014376

Aitken, G and Hayes, S

(2021) 'Online postgraduate teaching: re-discovering human agency.' In: Fawns, T, Aitken, G and Jones, D, eds. Online postgraduate education in a postdigital world. Springer, Cham, pp. 139-159. ISBN 9783030776725

Alcock, R

(2021) 'Somalia: experiments in knowing and doing capacity building.' In: Bueger, C, Edmunds, T and McCabe, R, eds. Capacity building for maritime security: the Western Indian Ocean experience. Palgrave Macmillan, Cham, pp. 249-280. ISBN 9783030500634

Arndt, S et al (2021) 'Between the blabbering noise of individuals or the silent dialogue of many: a collective response to ‵Postdigital Science and Education′ (Jandrić et al. 2018).' In: Peters, M.A, Besley, T, Tesar, M, Jackson, L, Jandrić, P, Arndt, S and Sturm, S, eds. The methodology and philosophy of collective writing: an educational philosophy and theory reader volume X. Routledge, Abingdon, pp. 188-219. ISBN 9780367775803

Atkinson, C (2021) '‘They don’t really talk about it 'cos they don’t think it’s right’: heteronormativity and institutional silence in UK primary education.' Gender and Education, 33 (4). pp. 451-467.

Barraclough, E.R (2021) 'Trees, woodlands, and forests in Old Norse-Icelandic culture.' JEGP, Journal of English and Germanic Philology, 120 (3). pp. 281-301. Please click the title to check availability.

Bates, A (2021) Moral emotions and human interdependence in character education: beyond the one-dimensional self. Routledge, Abingdon. ISBN 9780367503314

Bates, A (2021) 'The ‘magic’ of grandmother’s spectacles: how philosophy can help us to see children with new eyes.' SERA Researching Education Bulletin, 11. pp. 11-13.

Bates, A, Choi, T-H and Kim, Y (2021) 'Outsourcing education services in South Korea, England and Hong Kong: a discursive institutionalist analysis.' Compare: A Journal of Comparative and International Education, 51 (2). pp. 259-277.

Bates, A and Slater, B (2021) 'Personal principles for a roadmap to educational recovery in the 'Covid decade'.' FORUM, 63 (3). pp. 37-45. Please click the title to check availability.

Bell, S.L and Bush, T (2021) '‘Never mind the bullocks’: animating the go-along interview through creative nonfiction.' Mobilities, 16 (3). pp. 306-321.

Blaisdell, C, Kustatscher, M, Zhu, Y and Tisdall, E.K.M (2021) 'The emotional relations of children's participation rights in diverse social and spatial contexts: advancing the field.' Emotion, Space and Society, 40. e100816.

Boddison, A, Curran, H and Moloney, H (2021) National SENCO Workforce Survey 2020: time to review 2018-2020. Bath Spa University and nasen, Bath. Please click the title to check availability.

Bovill, H, Harrison, N, Smith, H, Bennett, V and McKenzie, L (2021) 'Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis.' Research Papers in Education, 36 (2). pp. 196-215.

Bremner, N (2021) 'Learner-centredness.' ELT Journal, 75 (2). pp. 213-215.

Bremner, N (2021) 'What is learner-centered education? A quantitative study of English language teachers’ perspectives.' TESL-EJ, 25 (2).

Bremner, N (2021) 'The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it.' Comparative Education, 57 (2). pp. 159-186.

Brown, G.E (2021) Redefining the clerical man: clerical manhood and masculinity in religious polemical works in Reformation England c.1520-1570. PhD thesis, Bath Spa University.

Bullough, L (2021) Middle class parental aspiration and the transmission of advantage in contrasting locales. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014303

Burnard, P, Sorensen, N, Gill, S and Rabinowitch, T-C (2021) 'Identifying new parameters informing the relationship between silence and sound in diverse musical performance practices and perception.' International Journal of Music Science, Technology and Art, 3 (1). pp. 7-17.

Bynoth, R

(2021) Emotions in Europe 1517–1914, Vol. 4, Transformations 1789–1914 [book review]. Emotions: History, Culture, Society, 5 (2). pp. 355-357.

Bynoth, R

(2021) 'A mother educating her daughter remotely through familial correspondence: the letter as a form of female distance education in the eighteenth century.' History, 106 (373). pp. 727-750.

Clarke, Z, Darley, S, Wright, A, Surridge, J, Martindale, A, Simmons, B, Hunnisett, S and Dukas, T (2021) 'Where next for people with cognitive disabilities and electronic assistive technology?' Communication Matters Journal, 35 (3). pp. 32-34. Please click the title to check availability.

Coast, D (2021) 'William Tyndale, Henry VIII and 'The obedience of a Christian man'.' The Historical Journal, 64 (4). pp. 823-843.

Curran, H (2021) 'Developing SENCO resilience: understanding and meeting the challenge of the role.' In: Beaton, M.C, Codina, G.N and Wharton, J.C, eds. Leading on inclusion: the role of the SENCO. Routledge, Abingdon, pp. 171-180. ISBN 9780367420505

Curran, H (2021) 'Discovering ‘what works’.' Early Years Educator, 22 (10). p. 6.

Curran, H (2021) The National SENCO Workload Survey 3 years on: what have we learnt and where do we go from here? In: nasen Live!, 24 September 2021, Vox Conference Centre, Birmingham, UK.

Curran, H and Boddison, A (2021) ''It's the best job in the world, but one of the hardest, loneliest, most misunderstood roles in a school'. Understanding the complexity of the SENCO role post-SEND reform.' Journal of Research in Special Educational Needs, 21 (1). pp. 39-48.

Curran, H, Boddison, A and Moloney, H (2021) National SENCO Workforce Survey 2020. Supporting children and young people with special educational needs and their families during the coronavirus (COVID-19) pandemic: a national survey of SENCOs. Bath Spa University and nasen, Bath. Please click the title to check availability.

Cush, D (2021) Authority in religions/worldviews and RE. In: NASACRE Annual Conference: Authority in RE, 24 May 2021, Nottingham, UK [online].

Cush, D (2021) 'Changing the game in English religious education: 1971 and 2018.' In: Franck, O and Thalén, P, eds. Religious education in a post-secular age: case studies from Europe. Palgrave Macmillan, Cham, pp. 139-156. ISBN 9783030475055

Cush, D (2021) Hindu worldview traditions. In: In Conversation: Online Seminar Series, April 2021, RE:ONLINE [online].

Cush, D (2021) 'Is Buddhism a religion?' In: Harris, E.J, ed. Buddhism in five minutes. Equinox, Sheffield, pp. 6-9. ISBN 9781800500907

Cush, D (2021) One discipline, many methods: disciplinary futures for religion and worldviews (RE). In: BASR Annual Conference, 6 - 7 September 2021, University of Edinburgh, UK [online].

Cush, D (2021) 'One discipline, many methods? Part 1.' RE Today (Professional REflection), 38 (3). pp. 53-58.

Cush, D (2021) 'One discipline, many methods? Part 2.' RE Today (Professional REflection), 39 (1). pp. 62-66.

Cush, D (2021) Religion and worldview(s): a new approach for RE. In: Wessex Sea of Faith Group Meeting, May 2021, Bath, UK [online].

Cush, D (2021) Religion and worldviews: the further adventures of the first recommendation of the Commission on RE in England. In: The Twenty Second Session of the International Seminar on Religious Education and Values, 26 - 30 July 2021, University of Gothenburg, Sweden [online].

Cush, D (2021) 'Should Buddhism be taught in schools?' In: Harris, E.J, ed. Buddhism in five minutes. Equinox, Sheffield, pp. 332-336. ISBN 9781800500907

Cush, D (2021) 'Time for a change? A case study of the work of the Commission on Religious Education in England.' In: Francis, L.J, Lankshear, D.W and Parker, S.G, eds. New directions in religious and values education: international perspectives. Peter Lang, Oxford, pp. 53-72. ISBN 9781789978766

Cush, D (2021) 'The authority of women's 'ordinary' experience: Peggy Morgan and the teaching of Buddhism in schools.' Journal for the Study of Religious Experience, 7 (3). pp. 15-28.

Cush, D and Hayward, M (2021) 'Revolution in RE: the 50th anniversary of Schools Council Working Paper 36: Religious education in secondary schools.' RE Today (Professional REflection), 39 (1). pp. 53-57.

Cush, D and Owen, S (2021) 'A proposal for an epistemologically humble phenomenology: an interview with Denise Cush.' In: Fujiwara, S, Thurfjell, D and Engler, S, eds. Global phenomenologies of religion: an oral history in interviews. Equinox, Sheffield, pp. 221-224. ISBN 9781781799154

Cush, D and Robinson, C (2021) '"Buddhism is not a religion, but Paganism is": the applicability of the concept of ‘religion’ to Dharmic and nature-based traditions, and the implications for religious education.' In: Biesta, G and Hannam, P, eds. Religion and education: the forgotten dimensions of religious education? Brill / Sense, Leiden, pp. 66-84. ISBN 9789004446373

Deegalle, M (2021) 'Appropriations of Rāvaṇa in political activism and reinventing mythic history: Indian cultural and religious ideas influencing contemporary Sri Lanka.' In: Kim, C and Kim, H, eds. Great transition in Indian humanities. Hankuk University of Foreign Studies, Seoul, pp. 39-86. ISBN 9791155561904

Deegalle, M (2021) 'The Pali Tipitaka in the vernacular: the Buddha Jayanti Tripitaka.' The Buddhist, CXXXXI (2-3). pp. 41-49.

Deegalle, M (2021) 'What is the role of preaching in Buddhism?' In: Harris, E.J, ed. Buddhism in five minutes. Equinox, Sheffield, pp. 176-179. ISBN 9781800500907

Digby, R (2021) Young children’s creativity in science enquiry: a diffractive analysis of empirical and theoretical understandings. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014305

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

Durden-Myers, L

, Bartle, G, Whitehead, M.E and Dhillon, K.K (2021) 'Physical literacy and intentionality: embodied beckoning.' Journal of Physical Education, Recreation & Dance, 92 (9). pp. 42-49.

Earle, S

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

Earle, S

(2021) 'Principles and purposes of assessment in the classroom.' Impact, 12. pp. 20-23.

Edwards, A

(2021) 'A vulnerable Russia: militarisation through anxiety in 1990s Russian historical textbooks.' Political Crossroads, 25 (1). pp. 5-24. Please click the title to check availability.

Francis, D and Cush, D (2021) 'Solarity: the story so far.' Sofia, 141. pp. 16-18.

Francis, D and Cush, D (2021) Solidarity - the story so far. In: Sea of Faith Summer Conference: Talking Allowed, 19 - 23 July 2021, Leicester University, UK [online].

Fuller, P (2021) An introduction to engaged Buddhism. Bloomsbury, London. ISBN 9781350129078

Gourlay, L et al (2021) 'Networked learning in 2021: a community definition.' Postdigital Science and Education, 3 (2). pp. 326-369.

Grimmer, T (2021) Developing a loving pedagogy in the early years: how love fits with professional practice. Routledge, Abingdon. ISBN 9780367902667

Hannis, M (2021) 'We'll always have Paris.' In: Böhm, S and Sullivan, S, eds. Negotiating climate change in crisis. Open Book Publishers, Cambridge, pp. 83-96. ISBN 9781800642621

Harvey, S (2021) Moving beyond 'the cheapest kind of understanding': enriching policy responses to BAME mental health inequality. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00014351

Hattingh, L (2021) Time to play, time to think. In: The IX Conference on Childhood Studies, 10 - 12 May 2021, Tampere University, Finland [online].

Hayes, S

(2021) 'Postdigital perspectives on the McPolicy of measuring excellence.' Postdigital Science and Education, 3 (1). pp. 1-6.

Hayes, S

(2021) Postdigital positionality: developing powerful inclusive narratives for learning, teaching, research and policy in higher education. Brill, Leiden. ISBN 9789004430266

Hayes, S

(2021) 'The value of postdigital humans as objects, or subjects, in McDonaldised society.' In: Savin-Baden, M, ed. Postdigital humans. Springer, Cham, pp. 71-87. ISBN 9783030655914

Hayes, S

and Jandrić, P (2021) 'Postdigital artistic positionality and its potentials for cultural education.' In: Ackermann, J and Egger, B, eds. Transdisziplinäre Begegnungen zwischen postdigitaler Kunst und Kultureller Bildung. Springer, VS Wiesbaden, pp. 17-28. ISBN 9783658320782

Hayes, S

and Jandrić, P (2021) 'Resisting the iron cage of ‘the student experience’.' In: Sardoč, M, ed. The impacts of neoliberal discourse and language in education. Routledge, Abingdon, pp. 141-154. ISBN 9780367415471

Hayes, S

, Jopling, M, Hayes, D, Westwood, A, Tuckett, A and Barnett, R (2021) 'Raising regional academic voices (alongside data) in higher education (HE) debate.' Postdigital Science and Education, 3 (1). pp. 242-260.

Hordern, J (2021) Education and expertise [book review]. Journal of Vocational Education & Training, 73 (1). pp. 185-186.

Jandrić, P, Bozkurt, A, McKee, M and Hayes, S

(2021) 'Teaching in the age of Covid-19 - a longitudinal study.' Postdigital Science and Education, 3 (3). pp. 743-770.

Jandrić, P et al (2021) 'Teaching in the age of Covid-19 — 1 year later.' Postdigital Science and Education, 3 (3). pp. 1073-1223.

Jandrić, P and Hayes, S

(2021) 'The blockchain university: disrupting “disruption”?' In: Bonderup Dohn, N, Hansen, J.J, Hansen, S.B, Ryberg, T and de Laat, M, eds. Conceptualizing and innovating education and work with networked learning. Springer, Cham, pp. 159-170.

Jandrić, P, Jaldemark, J, Hurley, Z, Bartram, B, Matthews, A, Jopling, M, Mañero, J, MacKenzie, A, Irwin, J, Rothmüller, N, Green, B, Ralston, S.J, Pyyhtinen, O, Hayes, S

, Wright, J, Peters, M.A and Tesar, M (2021) 'Philosophy of education in a new key: who remembers Greta Thunberg? Education and environment after the coronavirus.' Educational Philosophy and Theory, 53 (14). pp. 1421-1441.

Kuhn, C, Havemann, L, Koseoglu, S and Bozkurt, A (2021) 'Three lenses on lurking: making sense of digital silence.' In: Hoffman, J and Blessinger, P, eds. International perspectives in online instruction. Emerald, Bingley, pp. 83-93. ISBN 9781800436732

Macer, M and Chadderton, C (2021) 'The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student.' Gender and Education, 33 (3). pp. 337-354.

Malik, I.H (2021) Curating lived Islam in the Muslim world: British scholars, sojourners and sleuths. Routledge, Abingdon. ISBN 9780367770730

Marshall, A (2021) '"Halt! Halt!" Oliver Cromwell, Hugh O’Neill and the Siege of Clonmel, April–May 1650.' In: Bennett, M, Gillespie, R and Spurlock, R.S, eds. Cromwell and Ireland: new perspectives. Liverpool University Press, Liverpool, pp. 75-110. ISBN 9781789622379 Please click the title to check availability.

Marshall, A (2021) Intelligence, espionage and the Cromwellian Protectorate. In: Cromwell Museum Autumn Lecture Series, 3 November 2021, Huntingdon, UK [online].

Marshall, A (2021) Les Lumières radicales de la Révolution anglaise: Samuel Hartlib et les réseaux de l’Intelligence (1600–1660) [book review]. The English Historical Review, 136 (581). pp. 1051-1053.

Marshall, A (2021) Oliver Cromwell and the secret arts of government: intelligence and espionage in the early modern state. In: Historical Association: Hampstead & North West London Branch Programme, 15 April 2021, Fellowship House, London [online].

Mason, M, Galloway, D and Joyce-Gibbons, A (2021) 'Catering for diversity in psychosocial and learning needs in a low-income country.' In: Koh, C, ed. Diversifying learner experience: a kaleidoscope of instructional approaches and strategies. Springer, Singapore, pp. 191-206. ISBN 9789811598609

McInnes, K (2021) Remarkably capable, creative children [blog post]. NDTi.

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 (2021) How shall we address the Learning Sciences in ITE? Bath Spa University, Bath.

McMahon, K, Howarth, L, McKay, D, Lee, A, Asprey, E, Arblaster, E and Barber, K-A (2021) The learning sciences in Initial Teacher Education - responding to the Core Content Framework. In: Teacher Education Advancement Network (TEAN) Conference, 6 - 7 May 2021, University of Cumbria, UK [online].

McMahon, K, Lee, A, Etchells, P.J, Howarth, L, Humphreys, K, McKay, D, Arblaster, E, Asprey, E, Barber, K-A and Salter, L (2021) The Learning Sciences and the Core Content Framework for Initial Teacher Training. Bath Spa University, Bath.

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

Mitchell, B (2021) Engaging with actor-network theory as a methodology in medical education research. Routledge, Abingdon. ISBN 9780367332242

Morris, T.H

(2021) 'Meeting educational challenges of pre- and post- COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary.' On the Horizon, 29 (2). pp. 52-61.

Morris, T.H

and König, P.D (2021) 'Self-directed experiential learning to meet ever-changing entrepreneurship demands.' Education + Training, 63 (1). pp. 23-49.

Morris, T.H

and Rohs, M (2021) 'Digitization bolstering self-directed learning for information literate adults – a systematic review.' Computers and Education Open, 2. e100048.

Newland, C (2021) Victorians decoded: art and telegraphy (2017) [REF2021 collection].

Niolaki, G.Z, Terzopoulos, A.R and Masterson, J (2021) 'More than phonics: visual imagery and flashcard interventions for bilingual learners with spelling difficulties.' Patoss Bulletin, 34 (2). pp. 14-25.

Niolaki, G.Z, Vousden, J, Terzopoulos, A, Taylor, L and Masterson, J (2021) 'A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child.' Προσχολική & Σχολική Εκπαίδευση = Preschool and Primary Education, 9 (1). pp. 1-27.

Nita, M (2021) Divination as storytelling: dealing (with) death and extinction [blog post]. Contemporary Religion in Historical Perspective.

Ormesher, C (2021) 'Slow pedagogies.' Mathematics Teaching, 276. pp. 22-24.

Parfitt, A

(2021) 'Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities.' Improving Schools, 24 (3). pp. 245-260.

Parfitt, A

, Read, S

and Bush, T (2021) 'Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?' Pastoral Care in Education, 39 (3). pp. 178-191.

Peters, M.A, Jandrić, P and Hayes, S

(2021) 'Revisiting the concept of the edited collection: bioinformational philosophy and postdigital knowledge ecologies.' Postdigital Science and Education, 3 (2). pp. 283-293.

Pugh, V and Hatley, J

(2021) 'Resilience online.' In: Pugh, V and Hughes, D, eds. Teaching personal, social, health and economic and relationships, (sex) and health education in primary schools: enhancing the whole curriculum. Bloomsbury Academic, London, pp. 169-178. ISBN 9781350129887

Read, S

, Simmons, B, Levinson, M.P and Bush, T (2021) 'A call to action for conducting research with people with profound and multiple learning disabilities.' PMLD Link, 33.3 (100). pp. 6-7.

Reid-Bowen, P (2021) 'Learning to live and die in the Cthulhucene.' In: Nirta, C and Pavoni, A, eds. Monstrous ontologies: politics, ethics, materiality. Vernon Press, Wilmington, DE, pp. 15-30. ISBN 9781622738908

Rumyantseva, N

(2021) Lecture capture policy: manager / academic negotiation exercise. The Case Centre.

Salter-Dvorak, H (2021) ''What is it that’s going on here? And what’s in it for me?' How two L2 graduate students experienced spoken interaction.' DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 37 (3).

Shearer, C, Goss, H.R, Boddy, L.M, Knowles, Z.R., Durden-Myers, L

and Foweather, L (2021) 'Assessments related to the physical, affective and cognitive domains of physical literacy amongst children aged 7–11.9 years: a systematic review.' Sports Medicine - Open, 7. e37.

Simmons, B (2021) 'From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities.' International Journal of Inclusive Education, 25 (6). pp. 657-670.

Simmons, B (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' PMLD Link, 33.3 (100). pp. 36-38.

Simmons, B (2021) 'The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis.' British Journal of Sociology of Education, 42 (5-6). pp. 828-844.

Simon, C.A, James, C and Simon, A (2021) 'The growth of multi-academy trusts in England: emergent structures and the sponsorship of underperforming schools.' Educational Management Administration & Leadership, 49 (1). pp. 112-127.

Smith, V.E (2021) 'Adu Boahen’s books: an intellectual’s legacy and the making of the Adu Boahen Memorial Library and Archive.' Transactions of the Historical Society of Ghana, 20. pp. 133-162.

Sorensen, N (2021) The lived experience of improvisation: in music, learning and life, Simon Rose [book review]. Critical Studies in Improvisation = Études critiques en improvisation, 14 (2-3).

Sorensen, N (2021) Exploring teacher recruitment and retention: contextual challenges from international perspectives [book review]. Journal of Education for Teaching, 47 (2). pp. 300-301.

Sorensen, N (2021) '"Of course we improvise!" What the best teachers do (and why they do it).' In: Robbins Dudeck, T and McClure, C, eds. The applied improvisation mindset: tools for transforming organizations and communities. Methuen Drama, London, pp. 179-203. ISBN 9781350143609

Sorensen, N (2021) 'The craft of teaching musical improvisation improvisationally: towards a theoretical framework.' In: Holdhus, K, Murphy, R and Espeland, M.I, eds. Music education as craft: reframing theories and practices. Springer, Cham, pp. 165-180. ISBN 9783030677039

Strange, S

(2021) The connection between English art school pedagogies in the 1960s and 1970s with punk, post-punk, and new wave music. PhD thesis, Bath Spa University.

Suckle, E (2021) 'DSM-5 and challenges to female autism identification.' Journal of Autism and Developmental Disorders, 51 (2). pp. 754-759.

Tembo, S

(2021) 'Black educators in (white) settings: making racial identity visible in Early Childhood Education and Care in England, UK.' Journal of Early Childhood Research, 19 (1). pp. 70-83.

Tembo, S

(2021) 'Bodies out of place: affective encounters with whiteness.' Emotion, Space and Society, 41. e100839.

Tembo, S

(2021) '‘Hang on, she just used that word like it’s totally easy’: encountering ordinary racial affects in early childhood education and care.' Ethnicities, 21 (5). pp. 875-892.

Tembo, S

(2021) 'More work to do: thinking through equalities with young children in Scotland.' In: Palmer, S, ed. Play is the way: child development, early years and the future of Scottish education. CCWB Press, Paisley, pp. 186-195. ISBN 9781916009424

Thomas, H (2021) 'Drama in English.' In: Watson, A and Newman, R.G, eds. A practical guide to teaching English in the secondary school. 2nd ed. Routledge, Abingdon, pp. 105-115. ISBN 9780367553364

Whitehead, M and Durden-Myers, L

(2021) 'Physical literacy and the primacy of movement.' In: Mitchell, S and Griffin, L, eds. Lifetime contributions in physical education: celebrating the lives and work of Len Almond (1938-2017) and Joy Butler (1957-2019). Scholary, Radstock, pp. 54-71. ISBN 9781999909215

Whiting, C

and McKay, D (2021) Assessment without levels – tracking progress in key stages 1-3. In: BERA Annual Conference, 13 - 16 September 2021, London, UK [online].

Zhu, Y (2021) 'Being student leaders or ‘ordinary’ students: children's emotional experiences of relationships with others in a Chinese school.' Emotion, Space and Society, 40. e100810.

Zhu, Y (2021) '‘Self’ ( ziji ), ‘others’ ( taren ) and ‘collective’ ( jiti ): friendships at school embedded with China's Confucian–collectivist sociocultural values.' Children & Society, 35 (6). pp. 916-929.

la Velle, L (2021) 'Editorial - Discourse and pedagogy: two pillars of teacher education.' Journal of Education for Teaching, 47 (3). pp. 305-308.

la Velle, L (2021) 'Editorial - Initial teacher education programmes: so much to include.' Journal of Education for Teaching, 47 (1). pp. 1-3.

la Velle, L (2021) 'Editorial - Professional knowledge communities of practice: building teacher self-efficacy.' Journal of Education for Teaching, 46 (5). pp. 613-615.

la Velle, L (2021) 'Editorial - Recurring themes in teacher education: pedagogy, practice and policy.' Journal of Education for Teaching, 47 (5). pp. 635-637.

la Velle, L (2021) 'Editorial - Teachers’ learning and knowledge: motivation and self-efficacy.' Journal of Education for Teaching, 47 (4). pp. 471-474.

la Velle, L (2021) 'Editorial - The heroism of teachers: agility and adaptability through professional education.' Journal of Education for Teaching, 47 (2). pp. 143-146.

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