Items where Division is "School of Education and Humanities" and Year is 2024

Group by: Creators | Item Type | No Grouping

Number of items: 64.

Book

McMahon, K, Howe, A, Collier, C, Earle, S

, Davies, D, McKay, D, Barber, K-A and Howarth, L (2024) Science 5-11: a guide for teachers. 4th ed. Routledge, Abingdon. ISBN 9781032377704

Mountbatten-O'Malley, E (2024) Human flourishing: a conceptual analysis. Bloomsbury, London. ISBN 9781350418882

Whiting, C

and Richardson, P (2024) Promoting good progress in primary schools. Learning Matters, London. ISBN 9781529672442

Book Chapter or Section

Bhatti, G, Levinson, M and Simmons, B (2024) 'Doubly-disadvantaged or even hidden away: the situation of migrant and refugee children with special educational needs and disabilities.' In: Hammarén, N, Ivemark, B and Stretmo, L, eds. Migrant youth, schooling and identity: perspectives and experiences from Northern Europe. Springer, Cham, pp. 127-141. ISBN 9783031633447

Crawley, J (2024) 'The invisible educators.' In: Hopkins, N and Thompson, C, eds. Reflections on identity. Springer, Cham, pp. 95-108. ISBN 9783031467936

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

Hay, P (2024) 'Forest of Imagination: reimagining familiar spaces through creativity and nature awareness.' In: Moula, Z and Walshe, N, eds. Arts in nature with children and young people: a guide towards health equality, wellbeing, and sustainability. Routledge, Abingdon, pp. 108-115. ISBN 9781032412795

Mitchell, B and Yeh, C.S.-H

(2024) 'A sociomaterial approach to teacher resilience.' In: Conn, C, Mitchell, B and Hutt, M, eds. Working with uncertainty for educational change: orientations for professional practice. Routledge, Abingdon, pp. 37-55. ISBN 9781032688732

Mountbatten-O'Malley, E (2024) 'Taking the normativity of concepts seriously in conceptual engineering.' In: Gatley, J and Norefalk, C, eds. Conceptual engineering in education: philosophical analysis for educational problems. Brill, Paderborn, pp. 70-97. ISBN 9783957433039

Article

Blackmore, K and Hatley, J

(2024) 'Close to practice research as a means of rethinking elements of student–teacher's classroom practice.' The Curriculum Journal, 35 (4). pp. 586-604.

Bush, T (2024) 'Nothing about us without us - engaging our deaf and disabled communities for transformational inclusion.' The Clerk, March. pp. 16-17.

Carrington, M and Sims, M (2024) 'How can counselling training courses better prepare their trainee therapists to work with LGBTQ+ clients?' Counselling and Psychotherapy Research, 24 (2). pp. 513-523.

Duggan, M (2024) '‘Against the odds’: a study into the nature of protective factors that support and facilitate a sample of individuals from Black, Asian and minority ethnic backgrounds into the teaching profession.' Journal of Education for Teaching, 50 (2). pp. 280-294.

Durden-Myers, L

(2024) 'Editorial - Advancing physical literacy research in children.' Children, 11 (6). e702.

Durden-Myers, L

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.

Grimmer, T (2024) 'Is there a place for love in an early childhood setting?' Early Years, 44 (3-4). pp. 525-538.

Hattingh, L (2024) 'Time to play, time to think: meaningful moments in the forest.' European Early Childhood Education Research Journal, 32 (1). pp. 22-33.

Hay, P (2024) 'Creative pedagogies: School Without Walls and Forest of Imagination.' International Journal of Art & Design Education, 43 (3). pp. 396-414.

Hayes, S

, Jandrić, P and Green, B.J (2024) 'Towards a postdigital social contract for higher education in the age of artificial intelligence.' Postdigital Science and Education, 6. pp. 467-485.

Hayes, S

, 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, 6. pp. 627-642.

Hodge, S, Brandi, U, Hoggan-Kloubert, T, Milana, M and Morris, T.H

(2024) 'Editorial - In times of trouble, what is the role of lifelong education and educators?' International Journal of Lifelong Education, 43 (2-3). pp. 87-92.

Hoggan-Kloubert, T, Brandi, U, Hodge, S, Milana, M and Morris, T.H

(2024) 'Editorial - Social movements and lifelong learning – learning for change or learning for democracy?' International Journal of Lifelong Education, 43 (5). pp. 467-472.

Jepson, R, Sims, M and Ravalier, J (2024) 'A rapid review of designing a code of practice for the music industry and mental health.' Music & Science, 7.

Kuhn, C, Warui, M and Kimani, D (2024) 'Kitambaa: a convivial future-oriented framework for Kinangop’s learning hub.' Education Sciences, 14 (5). e465.

Lederman, J.S et al (2024) 'Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry.' International Journal of Science Education, 46 (7). pp. 715-731.

Marchuk, O, Melnychuk, L, Paguta, T, Pocheniuk, Y, Bates, A, Paez, Y

and Parfitt, A

(2024) 'Peace education in a time of war: the Museum of Peace in Rivne, Ukraine as a space of memory making and hope.' Journal of Peace Education, 21 (1). pp. 16-33.

Morris, T.H

(2024) 'Four dimensions of self-directed learning: a fundamental meta-competence in a changing world.' Adult Education Quarterly, 74 (3). pp. 236-254.

Morris, T.H

, Brandi, U, Hodge, S, Hoggan-Kloubert, T and Milana, M (2024) 'Editorial - Social justice through lifelong education: the balancing of self-directed learning outcomes towards ourselves and others.' International Journal of Lifelong Education, 43 (6). pp. 573-578.

Morris, T.H

and Pannone, S.J (2024) 'Homeschooling in a digital age: how digital technologies can help children foster a love for (self-directed) lifelong learning.' International Review of Education, 70. pp. 29-50.

Mountbatten-O'Malley, E (2024) 'Lost in wonder: a response to Schinkel’s ‘deep' wonder in education.' Journal of Philosophy of Education, 58 (4). pp. 477-494.

Niolaki, G.Z, Papadimitriou, V, Terzopoulos, A.R and Masterson, J (2024) 'Greek-spelling predictors; an investigation of literacy- and cognitive-related factors.' Journal of Cognitive Psychology, 36 (3). pp. 378-393.

Niolaki, G.Z, Terzopoulos, A, Hawkins, W, Hamilton, L, Goff, I, Penketh, C and the Gloucestershire Dyslexia Association (2024) 'Increasing awareness of dyslexia; a knowledge exchange project linking schools, the Gloucestershire Dyslexia Association (GDA), and Bath Spa University.' Patoss Bulletin, 37 (1).

Normile, G (2024) 'Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment.' Early Years, 44 (3-4). pp. 934-948.

Paez, Y

(2024) 'Future-oriented pedagogies: a response to the challenges of today’s conflicts, the case of Colombia.' NORRAG Special Issue, 10. pp. 156-159.

Parfitt, A

and Read, S

(2024) 'Walking-creating for fostering teachers’ education in peripheral coastal communities.' Journal of Education for Teaching, 50 (2). pp. 329-340.

Ritzer, G, Ryan, J.M, Hayes, S

, Elliot, M and Jandrić, P (2024) 'McDonaldization and artificial intelligence.' Postdigital Science and Education, 6. pp. 1320-1333.

Simmons, B, Churchill, B and Crouch, K (2024) 'Creating a resource that captures the social histories and lived experiences of the PMLD community: which stories should be collected and shared, and how?' PMLD Link, 36 (3). p. 42.

Simmons, B and Read, S

(2024) 'What does it mean to be a ‘person’ with profound and multiple learning disabilities? Interviews with family members and allies.' PMLD Link, 36 (2). pp. 2-4.

Tembo, S

(2024) 'Attuning to processes of affective sociomaterialisation: exploring subjectivity and identity in outdoor early childhood provision in Scotland, UK.' Children's Geographies, 22 (5). pp. 682-699.

Tembo, S

and Bateson, S (2024) 'Liminal relationalities: on collaborative writing with/in and against race in the study of early childhood.' International Journal of Qualitative Studies in Education, 37 (2). pp. 530-544.

Tembo, S

and Bateson, S (2024) 'Skin deep: a review of early childhood policy affordances for anti-racist practice in England and Scotland.' Journal of Early Childhood Research, 22 (4). pp. 527-539.

Tembo, S

, Dujczynski, M and Sakr, M (2024) '"Maybe that makes a difference actually": attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK.' Journal of Early Childhood Research, 23 (1). pp. 31-45.

Van Nuland, S, Dinitsa-Schmidt, S, Assunção Flores, M, Hordatt Gentles, C, la Velle, L and Ruttenberg-Rozen, R (2024) 'Changes in teacher education provision: comparative experiences internationally.' Journal of Education for Teaching, 50 (2). pp. 341-366.

Yeo, R, Keogh, M, Geen, E, Eriksen, S.H, Crow, L, Bush, T, Jodoin, S and Bell, S.L (2024) 'Beyond the single story of climate vulnerability.' International Journal of Disability and Social Justice, 4 (2). pp. 48-70.

la Velle, L (2024) 'Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?' Journal of Education for Teaching, 50 (5). pp. 946-957.

Conference or Workshop Item

Bush, T (2024) Transformational inclusion: engaging our Deaf and Disabled communities for transformational inclusion. In: NCCPE Engage Conference, 1 - 2 May 2024, Bristol, UK.

Crouch, K (2024) Children’s awareness of sound-symbolism and the inclusivity of current phonics teaching within English schools. In: iMean7: Language and Inclusion, 19 - 21 June 2024, University of the West of England, Bristol, UK.

Crouch, K (2024) “There are no wrong answers.” Empowering children to be diverse thinkers, explorers, and experts of their own worlds. In: EECERA Annual Conference, 3 - 6 September 2024, Brighton, UK.

Crouch, K, Piasecki, A and Kirjavanien, M (2024) “… [k] looks like a robot.” How can adults sustain children’s diverse approaches to cognitive processing when encountering new linguistic experiences? In: EECERA Annual Conference, 3 - 6 September 2024, Brighton, UK.

Hatley, J

(2024) Integrating SDG4.7 into Initial Teacher Education - opportunities and challenges. In: TEESNet ’24: Education for Repair & Realising Alternative Futures, 3 December 2024, Liverpool Hope University, Liverpool, UK.

McMahon, K

(2024) Bridging research and practice across the globe: from informing research to informing practice. In: International Mind Brain and Education Conference (IMBES), 10 - 12 July 2024, Leuven, Belgium.

McMahon, K

, Barber, K-A, Bates, A and Earle, S

(2024) Richer retrieval: developing strategies for retrieval practice to consolidate and elaborate knowledge in primary science. In: International Mind Brain and Education Conference, 10 - 12 July 2024, Leuven, Belgium.

Thesis

McGrogan, N (2024) Teachers as researchers: understanding the lived experience of engagement in research through collaborative close-to-practice enquiry. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00016291

Thomas, H (2024) "Is there a curriculum voice to reclaim?": exploring the curriculum-teacher space in secondary English literature education in England. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00016338

Commissioned Report

Crouch, K, Read, S

and Howard, A (2024) Activism and protest research report. We Are The People and Wellcome Trust, Bath.

Howard, A, Crouch, K and Read, S

(2024) We are everywhere. Bath Spa University, Bath.