Items where Department is "Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)" and Year is 2017

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Number of items: 15.

B

Bilton, Richard (2017) Communication, collaboration and control: investigating conversations between parents and teachers in an English secondary school. Doctoral thesis, University of Cumbria (awarded by Lancaster University).

Bilton, Richard, Jackson, Alison and Hymer, Barry (2017) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review, 70 (4). pp. 510-526.

Bilton, Richard, Jackson, Alison and Hymer, Barry (2017) Not just communication: parent-teacher conversations in an English high school. School Community Journal, 27 (1). pp. 231-256.

H

Huxtable, Marie and Whitehead, Jack (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.

Hymer, Barry (2017) Four funerals and a wedding (revisited): have we exorcised the demons of psychology in education over the past two decades? Or have they been sanctified? In: Developing research: informed practice in learning, education and development, 23 November 2017, University of Cumbria, Lancaster, UK. (Unpublished)

R

Richards, Colin (2017) Abolishing, not reforming, the grading of schools by Ofsted. New Visions for Education (website) . (Unpublished)

S

Sambell, Kay (2017) Engaging students via assessment and feedback: working together with students. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, Carlisle, UK. (Unpublished)

Sambell, Kay, Brown, Sally and Graham, Linda (2017) Erratum to: Professionalism in practice. In: Sambell, Kay, Brown, Sally and Graham, Linda, (eds.) Professionalism in practice. Palgrave Macmillan, Cham, Switzerland, E1-E2.

Sambell, Kay, Brown, Sally and Graham, Linda (2017) Professionalism in practice: key directions in higher education learning, teaching and assessment. Palgrave Macmillan, Cham, Switzerland.

V

Villarroel, VerĂ³nica, Bloxham, Susan, Bruna, Daniela, Bruna, Carola and Herrera-Seda, Constanza (2017) Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43 (5). pp. 840-854.

W

Whitehead, Jack (2017) Legitimation of post-formalism with living theories. In: Jansen, Hans and Letiche, Hugo, (eds.) Post-formalism, pedagogy lives: as inspired by Joe L. Kincheloe. Peter Lang, Bern, Switzerland, p. 120.

Whitehead, Jack (2017) Practice and theory in action research: living-theories as frameworks for action. In: Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M., (eds.) Palgrave International Handbook of Action Research. Palgrave Macmillan, New York, USA, pp. 387-401.

Whitehead, Jack (2017) The education of global citizens in living theory research with an alternative globalization. In: 50th Anniversary Conference on International Education and Globalisation, 30 June - 2 July 2017, University of Bath, UK. (Unpublished)

Whitehead, Jack (2017) A living theory approach to changing perspectives in contemporary teaching. In: Association for Teacher Education in Europe (ATEE) Conference, 23-25 October 2017, Dobrovnik, Croatia. (Unpublished)

Whitehead, Jack, Delong, Jacqueline and Huxtable, Marie (2017) Participation and democratization of knowledge: living theory research for reconciliation. In: Conference of the Action Research Network of the Americas (ARNA 2017), 12-16 June 2017, Cartagena, Colombia. (Unpublished)

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