UN SDGs - Goal 4: Quality Education

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Number of items at this level: 44.

2024

Bannigan, G.M, de Sousa, A.A ORCID: 0000-0003-2379-3894, Scheller, M, Finnegan, D.J and Proulx, M.J (2024) 'Potential factors contributing to observed sex differences in virtual-reality-induced sickness.' Experimental Brain Research, 242 (2). pp. 463-475. ISSN 0014-4819

Dell’Erba, S, Scheller, M, de Sousa, A.A ORCID: 0000-0003-2379-3894 and Proulx, M.J (2024) 'Sociocultural pressures, internalization and body-esteem in congenitally-blind, late-blind and sighted men and women.' Journal of Visual Impairment & Blindness. ISSN 0145-482X (Forthcoming)

Quigley, A, Cocker, G, Earle, S ORCID: 0000-0002-6155-1098, Rogers, B and Moore, M (2024) Evidence into Action, Ep 21: primary science [podcast].

2023

Bourn, D and Hatley, J (2023) 'Civil society organisations and Target 4.7 of the SDGs: towards intersectionality for promoting a more just and sustainable world.' International Journal of Development Education and Global Learning, 15 (2). pp. 103-114. ISSN 1756-5278

Duggan, M (2023) '‘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. ISSN 0260-7476

Dunseath, J (2023) Accelerate [website]. Accelerate.

Dunseath, J (2023) Making immersive technology accessible for art and design teaching. In: Accelerate Multiplier Event, 18 May 2023, UK / Ireland / Poland / Ukraine [online].

Dunseath, J and Squires, K (2023) Chew. In: On Not Knowing: How Artists Teach, 9 - 10 June 2023, Glasgow School of Art, Glasgow, UK.

Earle, S ORCID: 0000-0002-6155-1098 (2023) Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project. Bath Spa University, Bath.

Ellis, B and Earle, S ORCID: 0000-0002-6155-1098 (2023) Explorify: episode 2 [podcast].

Hatley, J (2023) 'The role of social justice theory in education studies.' In: Pulsford, M, Morris, R and Purves, R, eds. Understanding education studies: critical issues and new directions. Routledge, Abingdon, pp. 112-118. ISBN 9781032284682

Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2023) 'Networked learning in a postdigital-biodigital age.' In: Dohn, N.B, Jaldemark, J, Öberg, L-M, Håkansson Lindqvist, M, Ryberg, T and de Laat, M, eds. Sustainable networked learning: individual, sociological and design perspectives. Springer, Cham, pp. 35-48. ISBN 9783031427176

Joyce-Gibbons, A (2023) 'Contingent scaffolding: analysis of teacher utterances and group success in collaborative mathematics tasks using multi-touch tables.' Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279

Turner, J, Bianchi, L and Earle, S ORCID: 0000-0002-6155-1098 (2023) A response to the Ofsted Finding the Optimum report: implications for practice in primary science. Association for Science Education, University of Manchester.

Vyner, T, Ali, C, Beal, M, Black, M, Caton, E and Davis, J (2023) Arts Team: Street Child United Cricket World Cup.

Whiting, C (2023) Educating the new generations: teachers and students. In: 3rd International Conference on Education and Teaching (ICET), 17 - 18 May 2023, London, UK.

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

2022

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

Earle, S ORCID: 0000-0002-6155-1098 (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 ORCID: 0000-0002-6155-1098 and McMahon, K (2022) 'Applying cognitive science principles to primary science.' Impact, 16. pp. 13-16. ISSN 2514-6955

Earle, S ORCID: 0000-0002-6155-1098 and McMahon, K (2022) Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project. Primary Science Teaching Trust, Bristol.

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].

Hatley, J (2022) The role of social justice theory in education studies. In: BESA Conference: Education and Social Justice, 23 - 24 June 2022, Manchester, UK.

Joyce-Gibbons, A and Hobbs, J (2022) Haymay: non-collocated, synchronous collaboration using multi-touch technology to scaffold rich dialogic interaction teachers in different education systems. In: ICET 2022 64th World Assembly, 21 - 23 June, 2022, Bath Spa University, Bath, UK.

McMahon, K (2022) 'Doing retrieval practice better.' SSR in Practice, 103 (385). pp. 30-31. ISSN 2755-256X

McMahon, K (2022) 'Engaging trainee teachers with neuroscience and cognitive psychology.' SSR in Depth, 103 (385). pp. 5-11. ISSN 2755-256X

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.

Strange, S ORCID: 0000-0003-4055-3665 (2022) Blank canvas: art school creativity from punk to new wave. Intellect, Bristol. ISBN 9781789386318

2021

Dunseath, J and Squires, K (2021) As seen. In: Issues in Creative Practice Research: Creativity and Crisis Symposium, 9 February 2021, Bath Spa University, UK [online].

Liu, L, Opara, V ORCID: 0000-0002-5148-3204, Pomorina, I and Walker, A (2021) What do business students value in the emerging virtualisation of learning and teaching that is accelerated by COVID-19? A pilot. In: Developments in Economics Education Conference, 2 - 3 September 2021, online.

2020

Senior, R, Cleaver, E, Queiros, G, King, H and Barnett, K (2020) 'Doctoral apprenticeships and the ‘ladder of opportunity'.' Higher Education, Skills & Work-based Learning, 10 (4). pp. 673-685. ISSN 2042-3896

2019

Hatley, J (2019) Universal values and implications for social justice – a multimodal critical discourse analysis. In: BERA Annual Conference, 9 - 11 September 2019, University of Manchester, UK.

Hatley, J (2019) What can global citizenship education offer to the current mess we’re in? In: BERA Comparative and International Education SIG / University of Worcester Conference: Global Perspectives: Re-imagining Education, 20 -21 June 2019, University of Worcester, UK.

Hatley, J (2019) The position of universal values as a barrier to the effectiveness of UNESCO's global citizenship education. In: Academic Network on Global Education & Learning (ANGEL) Conference, 9 - 10 May 2019, Institute of Education, London, UK.

King, H (2019) 'Continuing professional development – what do award-winning academics do?' Educational Developments, 20 (2). pp. 1-5. ISSN 1469-3267

O'Leary, R, Mudd, S and King, H (2019) 'Reflecting on the Academic Professional Apprenticeship: Lessons learnt at a large higher education institution.' Educational Developments, 20 (4). pp. 19-23. ISSN 1469-3267

2018

Hill, J, Walkington, H and King, H (2018) 'Geographers and the scholarship of teaching and learning.' Journal of Geography in Higher Education, 42 (4). pp. 557-572. ISSN 1466-1845

2016

Hatley, J (2016) Investigating the role of values in global citizenship education. In: Social Justice in Times of Crisis and Hope: Young People, Well-being and the Politics of Education, 6 - 8 July 2016, RMIT University, Barcelona, Spain.

Hatley, J (2016) The role of values in assessment for resilience. In: Annual Conference for Research in Education (ACRE), 12 - 13 July 2016, Edge Hill University, UK.

Hatley, J, Ahmed Shafi, A, Millican, R, Stapleton, S and Middleton, T (2016) Assessment for resilience. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, UK.

2015

Hatley, J (2015) Assessment for resilience - implications for professional practice. In: IPDA International Conference: Professional Learning for Performance, 27 - 28 November 2015, Aston University, UK.

Hatley, J (2015) Global campaign for education: implications for social justice in light of neoliberal influence. In: Doctoral Research Conference, May 2015, University of Bristol, UK.

2013

King, H (2013) 'Disciplinary thinking: resources for discipline-orientated academic development.' Educational Developments, 14 (2). pp. 10-12. ISSN 1469-3267

2012

King, H (2012) 'Student difficulties in learning geoscience.' Planet, 25 (1). pp. 40-47. ISSN 1473-1835

This list was generated from ResearchSPAce on Sat Mar 2 03:02:24 2024 UTC.