Items where Author is "Hardacre, Charlotte"

Anderson, Sophie and Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 (2024) Young people's attitudes toward intimate peer relationships: youth work implications. Social Publishers Foundation Practitioner Research [online] .

Walker, Emma, Corlett, Heather, Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 , Soulsby, Emilia, Frank, Kevin, Ling, Jonathan, Azevedo, Liane and Christie-de Jong, Floor (2023) Feasibility of testing effectiveness of an interactive film to improve wellbeing in young people at school settings in the North of England. Journal of Epidemiology and Community Health, 77 (S1). A99-A100.

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 and Kinkead-Clark, Zoyah (2019) Authentic family learning: reconceptualising intergenerational education initiatives, in Jamaica and England, through cross-cultural conversation. Journal of Childhood Studies, 44 (5). pp. 85-102.

Kinkead-Clark, Zoyah and Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 (2019) Unpacking the mechanisms shaping perceptions of quality in early childhood education research and practice as illuminated by cross-cultural conversations between practitioners from Britain and Jamaica. Journal of Childhood Studies, 44 (4). pp. 6-20.

Kinkead-Clark, Zoyah and Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 (2016) Using cross-cultural conversations to contextualize understandings of play: a multinational study. Early Child Development and Care, 187 (5-6). pp. 935-945.

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 (2020) Authentic family learning: real life reading and writing in the community. In: LED Showcase Conference 2020, 4th December 2020, Online. (Unpublished)

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 (2020) Supportive power: The role of family learning in developing home learning cultures. In: British Early Childhood Educational Research Association (BECERA) Annual Conference, 10th February 2020, Midlands Arts Centre, Birmingham. (Unpublished)

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 and Kinkead-Clark, Zoyah (2019) Framing, Saming and Shaming: Unpacking the mechanisms shaping perceptions of quality in early childhood education research and practice. In: European Early Childhood Education Research Association Annual Conference 2019, 21st - 23rd August 2019, Aristotle University of Thessaloniki, Thessaloniki. (Unpublished)

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 and Stuart, Kaz ORCID: https://orcid.org/0000-0002-7952-5779 (2018) Designing and delivering socially just and authentic research projects. In: 10th Annual Conference for Research in Education: Social Justice in Troubling Times: What does it mean and what’s to be done? Critical issues in socially just research and practice (ACRE 2018), 27 September 2018, Edge Hill University, Ormskirk, UK. (Unpublished)

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 and Stuart, Kaz ORCID: https://orcid.org/0000-0002-7952-5779 (2017) Designing and delivering socially-just and authentic research & evaluation. In: University of Cumbria & Brathay Trust seminar series, 30 December 2017, University of Cumbria, Lancaster, UK. (Unpublished)

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 (2017) Reading and writing in real life: using authentic instruction to support adult literacy. In: Reading and writing in real life, 4 April 2017, Lancaster, UK. (Unpublished)

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 , Stuart, Kaz ORCID: https://orcid.org/0000-0002-7952-5779 , Shay, Marnee and Kinkead-Clark, Zoyah (2021) Socially just, authentic research with families in Jamaica, Australia and the UK: exploring diversity, social change and inequalities. In: Quaid, Sheila, Hugman, Catriona and Wilcock, Angela, (eds.) Negotiating families and personal lives in the 21st century: exploring diversity, social change and inequalities. Taylor and Francis Group, London, UK, pp. 156-172.