Items where Author is "Boyd, Pete"

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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2024) Reasoning within hybrid thematic analysis. Link Journal, 8 (2). pp. 1-14.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Hill, Jennifer (2024) Working with rubrics: codification plus dialogue in developing shared academic standards. In: Reimann, Nicola, Sadler, Ian and Hill, Jennifer, (eds.) Academic standards in higher education: critical perspectives and practical strategies. Routledge, Abingdon, UK, pp. 169-185.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Murtagh, Lisa (2024) Becoming and being a teacher educator: choosing an identity trajectory. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2024) Video-stimulated teacher recall interviews for powerful professional learning and generation of rich collaborative research data. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)
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Proudfoot, Kevin ORCID logo ORCID: https://orcid.org/0000-0001-6497-016X and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2023) The instrumental motivation of teachers: implications of high-stakes accountability for professional learning. British Journal of Educational Studies, 72 (3). pp. 295-320.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2023) Publishing your educational research: strategies, style, substance. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)
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Proudfoot, Kevin ORCID logo ORCID: https://orcid.org/0000-0001-6497-016X and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education .
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Messenger, Hazel and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Authentic assessment: integrating professional and academic standards for coherent assessment in higher education. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Publishing your research into assessment in higher education: strategies, style, substance. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Teachers developing research-informed practice in the post-truth world. Research in Teacher Education, 12 (1). pp. 47-52.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Szplit, Agnieszka ORCID logo ORCID: https://orcid.org/0000-0002-5756-6393 and Zbróg, Zuzanna ORCID logo ORCID: https://orcid.org/0000-0002-4088-626X , eds. (2022) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków.
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Huxtable, Marie and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2022) Enhancing Research Literacy for Educators: A Living Educational Theory Research Approach. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna, (eds.) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków, pp. 271-295.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Teachers' Research Literacy as Research-Informed Professional Judgment. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna, (eds.) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków, pp. 17-43.
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Harness, Susan ORCID logo ORCID: https://orcid.org/0000-0001-8113-3742 and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2021) Academic identities and their deployment within tutorials. International Journal of Educational Research, 108 (101777).
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Murray, Jean and White, Elizabeth (2021) Becoming a Teacher Educator: Guidelines for academic induction (3rd edition). Becoming a Teacher Educator: Guidelines for academic induction .
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Clemente, Claudia (2020) Authentic Assessment in Higher Education: Combining professional and academic standards into a coherent assessment framework. In: International Virtual Meeting: Teaching, Learning and Assessment in Higher Education, November 24 2020, University of Desarollo, Chile (online). (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2020) Mixed-age teaching and mastery approaches to mathematics. Teacher Education Advancement Network Journal (TEAN), 12 (1). pp. 4-15.
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Tavares de Sousa, Rita, Lopes, Amélia and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2020) Initial teacher education and the relationship with research: student teachers’ perspectives. Studia paedagogica, 25 (2). p. 161.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2020) Epilogue: developing research-informed teacher learning. In: Beckett, Lori, (ed.) Research-informed teacher learning: critical perspectives on theory, research and practise. Routledge, London, UK.

Sousa, Rita Tavares de, Lopes, Amélia ORCID logo ORCID: https://orcid.org/0000-0002-5589-5265 and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Research: an insight on how it is valued by Portuguese and English teacher educators. Teaching Education, 30 (4). pp. 393-414.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Pursuing respect, relatedness and powerful learning through dialogic teaching. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Pursuing respect, relatedness and powerful learning through material-dialogic teaching. In: European Educational Research Association (EERA) Annual Conference (ECER 2019), 2-6 September 2019, Hamburg, Germany. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Developing learning and learners through dialogic teaching in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Knowledge and ways of knowing. IMPACT: Journal of the Chartered College of Teaching, 6 . pp. 34-37.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Wilbraham, Susan ORCID logo ORCID: https://orcid.org/0000-0001-8512-0041 (2019) How does our diversity as academics interact with our identities and workplace experiences? In: LED Research into Higher Education: Roundtable Seminar - Academic Identity and Diversity, 3 May 2019, University of Cumbria, UK. (Unpublished)

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Enhancing assessment and feedback in higher education. In: Assessment in MENA (AIM) 2019 Conference: Developing a Culture of Effective Assessment for Continuous Improvement, 7-8 April 2019, Abu Dhabi University, United Arab Emirates. (Unpublished)
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 , Bunting, Mette, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 , Frostholm, Peter Hornbæk, Graveson, David Thore, Mikkelsen, Sidse Hølvig, Moshuus, Geir and Walker, Steve (2019) Developing an equalities literacy for practitioners working with children, young people and families through action research. Educational Action Research .
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Editorial: Practitioner Research in Higher Education, 12 (1). Practitioner Research in Higher Education, 12 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) The design and publication of high quality action research into higher education. In: LED Research into Higher Education: Roundtable Seminar, 15 February 2019, University of Cumbria, UK. (Unpublished)

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 , Chakrabarti, Pinaki, Ibrahim, Farhat, Leslie, Pippa ORCID logo ORCID: https://orcid.org/0000-0003-3513-5995 , Marshall, Marilyn and Tyson, Edward (2018) Teacher mediation of classroom learner response technology. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2018) Mastery mathematics: changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75 . pp. 214-223.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2018) Developing research-informed assessment practice in education programmes. In: Faculty of Education Conference: Student Experience, 29 June 2018, Newman University, Birmingham, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Sambell, Kay ORCID logo ORCID: https://orcid.org/0000-0001-8192-8537 (2018) Editorial: Practitioner Research in Higher Education, 11 (1). Practitioner Research in Higher Education, 11 (1). pp. 1-3.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2018) Teachers framing exploratory learning within a text-book based Singapore maths mastery approach. Teacher Education Advancement Network Journal, 10 (1). pp. 62-73.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2018) ‘Learning teaching’ in school. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publications, London, UK, pp. 359-382.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2017) Changing teachers’ beliefs through the whole-class approach of a mastery maths programme. In: Singapore Maths Leadership conference, 12 October 2017, Manchester, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2017) Developing a mastery approach to maths: lesson structure, classroom strategies and teacher beliefs. (Unpublished)
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McCann, Joseph J., Bates, Elizabeth ORCID logo ORCID: https://orcid.org/0000-0001-8694-8078 and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2017) An exploration of university psychology lecturers' and A-level psychology teachers' perceptions of critical thinking instruction. In: PsyPAG 2017 Annual Conference (Psychology Postgraduate Affairs Group), 26-28 July 2017, Northumbria University, Newcastle, UK. (Unpublished)

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and White, Elizabeth (2017) Teacher educator professional inquiry in an age of accountability. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 123-142.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka, eds. (2017) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2017) Realistic clinical practice: proposing an enquiry-based pedagogy for teacher education. In: Noble-Rogers, James, (ed.) World-class teachers, world-class education. GuildHE, London, UK, pp. 92-107.
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Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2017) Enhancing professionalism in education through inquiry learning: a living theory research approach. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Krakow, Poland, pp. 99-123.
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McCann, Joseph J., Bates, Elizabeth ORCID logo ORCID: https://orcid.org/0000-0001-8694-8078 and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2017) A systematic review of critical thinking in psychology education. In: BPS Student Conference (British Psychological Society), 2017, University of Cumbria, UK. (Unpublished)

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2016) Editorial: Practitioner Research in Higher Education, 10 (2). Practitioner Research in Higher Education, 10 (2). p. 1.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka (2016) Epilogue: student teacher inquiry. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 223-225.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka (2016) Prologue. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 5-10.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2016) Realistic clinical practice: proposing an inquiry-based pedagogy for teacher education. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 11-22.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka, eds. (2016) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2016) Assessment of, for and as, learning: an international perspective. In: Learning Innovation Network (LIN) and Student Led Learning (SLL) Symposium, 27 October 2016, Dublin, Ireland. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Smith, Caroline (2016) The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education, 41 (4). pp. 678-695.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Hymer, Barry and Lockney, Karen ORCID logo ORCID: https://orcid.org/0000-0002-8016-4114 (2015) Learning teaching: becoming an inspirational teacher. Critical Publishing, St Albans, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Szplit, Agnieszka and Zbrog, Zuzanna, eds. (2014) Teacher educators and teachers as learners: international perspectives. Wydawnictwo Libron, Kraków, Poland.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) Learning conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4). pp. 441-456.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Smith, Caroline and Beyaztas, Dilek Ilhan (2014) Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields. International Journal for Academic Development, 20 (1). pp. 18-32.
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Lopes, Amélia, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Andrew, Nicola and Pereira, Fátima (2014) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education, 68 (2). pp. 167-183.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) Editorial: Practitioner Research in Higher Education, 9 (1). Practitioner Research in Higher Education, 9 (1). pp. 1-3.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) 'Learning teaching' in school. In: Cooper, Hilary, (ed.) Professional studies in primary education, 2nd edition. SAGE Publications Ltd, London, pp. 267-288.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Bloxham, Susan (2014) Editorial: Practitioner Research in Higher Education, 8 (1). Practitioner Research in Higher Education, 8 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) Using 'modelling' to improve the coherence of initial teacher education. In: Boyd, Pete, Szplit, Agnieszka and Zbrog, Zuzanna, (eds.) Teacher educators and teachers as learners: international perspectives. Wydawnictwo Libron, Kraków, Poland, pp. 51-73.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Bloxham, Susan (2013) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2). pp. 337-352.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Tibke, Jon (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2). pp. 41-57.
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Bloxham, Susan and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4). pp. 615-634.
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Smith, Caroline and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2012) Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International, 49 (1). pp. 63-72.
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Orr, Susan (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36 (6). pp. 655-670.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Harris, Kim and Murray, Jean (2011) Becoming a teacher educator: guidelines for induction, 2nd edition. Escalate: subject centre of the Higher Education Academy, Bristol, UK.
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Orr, Susan (2010) Accountability in grading: the provenance of standards in a 21st century quality assurance context. In: Society for Research in Higher Education (SRHE) Annual Conference, 14-16 December 2010, Celtic Manor, Newport, Wales.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Allan, Simon and Reale, Paolo (2010) Being a Teacher Educator: tensions in the workplace environment of lecturers in teacher education in further education colleges. In: BERA conference, Sept 1-4 2010, University of Warwick. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15 (2). pp. 155-165.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Harris, Kim (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2). pp. 9-24.
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Orr, Susan and Ashworth, Mary (2009) Mark my words: an analysis of HE lecturers’ essay marking approaches. In: Society for Research into Higher Education (SRHE) Annual Conference, 8-10 December 2009, Celtic Manor, Wales. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Lawley, Liz (2009) Becoming a lecturer in nurse education: the work-place learning of clinical experts as newcomers. Learning in Health and Social Care, 8 (4). pp. 292-300.
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Ashworth, Mary and Orr, Susan (2009) Investigating the mysteries of marking: the implications of staff marking practices for academic development. In: 17th Improving Student Learning Symposium: Improving Student Learning - for the 21st Century Learner, 7-9 September 2009, Imperial College, London. (Unpublished)
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Ashworth, Mary and Orr, Susan (2009) Grading student work: using think aloud to investigate the assessment practices of university lecturers. In: British Educational Research Association (BERA) Annual Conference, 2-5 September 2009, University of Manchester, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Smith, Caroline, Lee, Susan, MacDonald, Iain ORCID logo ORCID: https://orcid.org/0000-0001-6056-1801 , Bunyan, Paul, Peel, Josephine and Powell-James, Ann (2009) Becoming a health profession educator in a university: the experiences of recently-appointed lecturers in nursing, midwifery and the allied health professions. Higher Education Academy Health Sciences and Subject Practice Centre, London, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2009) Editorial: Practitioner Research in Higher Education, 2 (1). Practitioner Research in Higher Education, 2 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Bloxham, Susan (2009) Editorial: Practitioner Research in Higher Education, 3 (1). Practitioner Research in Higher Education, 3 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2009) Peer review of teaching, learning and assessment. In: Gosling, David and O'Connor, Kristine Mason, (eds.) Beyond peer observation of teaching. Staff and Educational Development Association, London, UK, pp. 23-28.

Clough, Jill, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Bunyan, Paul, Houghton, Steve, Hobson, T., Waters, A. and Zaranko, T. (2009) Teacher supply in Cumbria: the contribution of teacher education. University of Cumbria, Carlisle, UK.

Bloxham, Susan and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , eds. (2007) Developing effective assessment in higher education: a practical guide. Open University Press.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Lawley, Liz (2007) Becoming a professional educator: induction of newly appointed lecturers in teacher and nurse education. Educational Developments: The Magazine of the Staff and Educational Development Association Ltd (SEDA), 8 (3). pp. 13-15.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Bloxham, Susan (2007) Editorial: Practitioner Research in Higher Education, 1 (1). Practitioner Research in Higher Education, 1 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Harris, Kim and Murray, Jean (2007) Becoming a teacher educator. ESCalate Newsletter, 8 (Summer). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Harris, Kim and Murray, Jean (2007) Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. n/a . pp. 1-28.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Baker, Lily, Harris, Kim, Kynch, Christabel and McVittie, Emma (2006) Working with multiple identities: supporting the transition from school teacher to teacher educator. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 15-21.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2005) Developing reflective skills: enhancing the use of assessment portfolios in a foundation degree. In: Rust, Chris, (ed.) Improving student learning: diversity and inclusivity. Oxford Centre for Staff & Learning Development, Oxford, UK, pp. 430-441.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2002) Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools. Journal of In-Service Education/Professional Development in Education, 28 (2). pp. 203-218.

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