Items where Department is "Initial Teacher Education (ITE)" and Year is 2019

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Number of items: 42.

Boyd, Pete (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 (Unpublished)

Boyd, Pete (2019) Editorial: Practitioner Research in Higher Education, 12 (1). Practitioner Research in Higher Education, 12 (1). pp. 1-2.

Copping, Adrian (2019) Making the implicit explicit: exploring curriculum structure and design to facilitate connection-making and deeper learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Davies, Madeleine and Mayhew, Emma (2019) The magic number: evaluating online provision of detailed assessment data to support tutoring. Practitioner Research in Higher Education, 12 (1). pp. 75-81.

Demonacos, Constantinos, Ellis, Steven and Barber, Jill (2019) An evaluation of peer-to-peer feedback using adaptive comparative judgement. Practitioner Research in Higher Education, 12 (1). pp. 50-60.

Ducasse, Ana Maria and Hill, Kathryn (2019) Developing student feedback literacy using educational technology and the reflective feedback conversation. Practitioner Research in Higher Education, 12 (1). pp. 24-37.

Elton-Chalcraft, Sally (2019) Can (and should) Religion and Worldviews encourage young people to challenge Islamophobia, anti-Semitism etc, or is RE morphing into a knowledge rich academic subject to impress Russell Group universities? In: AULRE, May 2019, Birmingham Newman University. (Unpublished)

Elton-Chalcraft, Sally (2019) Christian Teachers navigating a Hindu Nationalist Education system Invited seminar for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College). In: Invited seminar for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College), 9th August 2020, Henry Martin Institute and Calvin Institute Theology. (Unpublished)

Elton-Chalcraft, Sally (2019) Extremism and fundamental British values research. In: BERA special interest group organised conference, May 2019, UCL, London. (Unpublished)

Elton-Chalcraft, Sally (2019) Faith into practice. In: Faith into Practice Invited seminar, 6th August 2019, Bishop’s College Kolkata. (Unpublished)

Elton-Chalcraft, Sally (2019) Religion and sexualities. In: BERA special interest group orgainised conference, June 2019, Birmingham University. (Unpublished)

Elton-Chalcraft, Sally (2019) Supporting deep and strategic learning: student and tutor perspectives. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Elton-Chalcraft, Sally (2019) Teaching about Religion in English faith and Non-Faith schools: Invited keynote for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College). In: Invited Keynote for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College), 9th August 2019, Henry Martin Institute and Calvin Institute Theology. (Unpublished)

Elton-Chalcraft, Sally and Cammack, Paul (2019) Christian values in education: teachers in India narrate the impact of their faith and values on practice. Journal of Beliefs and Values .

Evans, Stephanie (2019) Using the 'brain house' to support trainee teachers with both children and themselves. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Hallett, Fiona, Allan, David and Hallett, Graham (2019) Reconsidering inclusion: Western theory and post-Soviet reality. Disability Studies Quarterly, 39 (2).

Hallett, Graham (2019) Rethinking the role of the SENCo: using the nasen journals to inform, and transform, practice. In: NASEN Live 2019, 12th July 2019, Vox Conference Centre, Birmingham. (Unpublished)

Hallett, Graham, Poyner, Lindsay and Gager, Anne (2019) Developing research across an ITE programme. In: Institute of Education Development Day, 11 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Harvey, Tina (2019) Collaboration with students: listening to the student voice to develop assessment feedback practice. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Hayes, Catherine, Bussey, Sonia and Graham, Yitka (2019) Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine. Higher Education, Skills and Work-Based Learning, 9 (4). pp. 688-694.

Huxtable, Marie (2019) Living Theory research: Making a difference that matters to Educational Learning and Continual Professional Development. In: IPDA International Conference 2019, 29 Nov - 30 Nov 2019, Birmingham. (Unpublished)

Lawson, Dave (2019) Assessing the credibility and validity of the Motivational Strategies for Learning Questionaire (MSLQ) to aid self regulating learning to a cohort of undergraduate students. Practitioner Research in Higher Education, 12 (1). pp. 15-23.

Leslie, Pippa (2019) Mindsets for formative feedback processes in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Norris, Kath (2019) Mentor qualifications and the mentor standards. In: UCET Conference, 5th-6th November 2019, Statford-upon-Avon. (Unpublished)

Norris, Kath (2019) New qualifications for mentors and lead mentors: enhancing support for teacher trainees on school placements. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Simpson, Rachel and Reading, Catherine (2019) Developing as a peer reviewer: enhancing students’ graduate attributes. Practitioner Research in Higher Education, 12 (1). pp. 38-49.

Stuart, Kaz (2019) Findings for Higher Education and work with young people. In: MaCE International Conference 2019, 5th May 2019, University of Southeastern Norway. (Unpublished)

Temple, Sue (2019) Making the most of a census. Primary History, 83 . pp. 44-48.

Temple, Sue (2019) Using your Romans theme to develop Literacy: going beyond the obvious presenter. In: Historical Association Annual Conference, 17th-18th May 2019, Chester. (Unpublished)

Temple, Sue (2019) A significant, not famous person. In: Yorkshire History Forum, 13th November 2019, Leeds Trinity University. (Unpublished)

Temple, Sue and Wilkinson, Alf (2019) Changes within living memory pupil book. Collins Primary History . Collins, London.

Temple, Sue and Wilkinson, Alf (2019) Events beyond living memory pupil book. Collins Primary History . Collins, London.

Temple, Sue and Wilkinson, Alf (2019) Primary history teacher's guide. Collins Primary History . Collins, London.

Temple, Sue and Wilkinson, Alf (2019) Significant individuals. Collins Primary History Series – Key Stage 1 . Collins, London.

Tibke, Jonathan (2019) The case of teachers and neuroscience: how do teachers mediate information about the brain? Doctoral thesis, University of Cumbria (awarding body Lancaster University).

Tidbury, Fiona (2019) A mastery approach: Taking the long view. Mathematics Teaching, 266 . pp. 19-20.

Torres, J.T. and Ferry, Nicole (2019) I am who you say I am: the impact of instructor feedback on pre-service teacher identity. Practitioner Research in Higher Education, 12 (1). pp. 3-14.

Valijärvi, Riitta-Liisa and Tarsoly, Eszter (2019) Translating Google Translate to the language classroom: pitfalls and possibilities. Practitioner Research in Higher Education, 12 (1). pp. 61-74.

Whitehead, Jack (2019) Action research for self-study and living-educational-theories. In: Zuber-Skerritt, Ortrun and Wood, Lesley, (eds.) Action learning and action research: genres and approaches. Emerald Publishing, Bingley, UK, pp. 97-110.

Whitehead, Jack (2019) Connecting curriculum development, creativity and professional learning through Living Theory research. In: IPDA International Conference 2019, 29 Nov - 30 Nov 2019, Birmingham. (Unpublished)

Whitehead, Jack (2019) Creating a living-educational-theory from questions of the kind, ‘how do I improve my practice?’ 30 years on with Living Theory research. Educational Journal of Living Theories, 12 (2). pp. 1-19.

Wilson, David, Hunt, Ashleigh and Mallabon, Elizabeth (2019) Using the CARE (Campus Assessment, Respond, and Evaluation) model at Academic Departmental Level. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

This list was generated on Fri Oct 23 20:12:24 2020 UTC.