Items where Department is "Non-Initial Teacher Education (Non-ITE)" and Year is 2018

Ahmed, Kamal ORCID: https://orcid.org/0000-0003-4797-0744 (2018) Teaching critical thinking and writing in higher education: an action research project. Teacher Education Advancement Network Journal, 10 (1). pp. 74-84.

Atherton, Pete (2018) More than just a quiz: how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39.

Bilton, Richard, Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 and Hymer, Barry (2018) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review, 70 (4). pp. 510-526.

Boyd, Pete 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.

Brennan, Victoria, Mallaburn, Andrea and Seton, Linda (2018) Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography. Teacher Education Advancement Network Journal, 10 (2). pp. 3-14.

Close, Paul, Kendrick, Ann ORCID: https://orcid.org/0000-0001-8354-1635 and Outhwaite, Deborah (2018) Developing system leaders: a research engagement approach. Management in Education, 32 (2). pp. 79-84.

Constable, Hilary (2018) Universities, supporting schools and practitioner research. Research in Education, 101 (1). pp. 39-62.

Copping, Adrian ORCID: https://orcid.org/0000-0003-0257-297X (2018) “Yes we can!” embedding creative approaches into non-fiction teaching. In: UK Literary Association (UKLA) National Conference: Enriching the English Curriculum Through Creativity, 10 March 2018, Chancellors Hotel, Manchester, UK. (Unpublished)

Davies, Geraint and Hughes, Sioned (2018) Why I chose to become a teacher and why I might choose not to become one: a survey of student teachers’ perceptions of teaching as a career. Teacher Education Advancement Network Journal, 10 (1). pp. 10-19.

Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Fundamental British values: a politicisation of teaching? In: LED Research Centre: Extremism & Radicalisation: Research Policy & Practice Conference: The Role of Education(s) in Tackling Extremism and Radicalisation, 17 May 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine, Alcorn, Lisa and Graham, Yitka (2018) Considering autistic spectrum disorders in the context of clinical nurse prescribing. Nurse Prescribing, 16 (11). pp. 534-540.

Hayes, Catherine, Alcorn, Lisa and Graham, Yitka (2018) Raising awareness of autistic spectrum disorders for healthcare assistants. British Journal of Healthcare Assistants, 12 (11). pp. 550-555.

Hayes, Catherine, Fox, Ann, Scott-Thomas, Jeanette and Graham, Yitka (2018) The relevance of tacit knowledge to healthcare assistant practice. British Journal of Healthcare Assistants, 12 (2). pp. 84-90.

Hindmarsh, Sarah (2018) Learning from a study visit to Norway: observations to implications for practice as teacher educators. Teacher Education Advancement Network Journal, 10 (2). pp. 40-49.

Hurst, Ruth (2018) "Hints and tips: setting up and managing a new online course" or "Delivering an online course at L7 which utilises the tools of Blackboard". In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 19 April 2018, University of Cumbria, Carlisle, UK. (Unpublished)

Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack (2018) Living co-operative values in educational contexts. In: Co-operative Education and Research Conference 2018: Skills for Co-operators in the 21st Century - Learning to Do, Learning to Be, 1-2 May 2018, Manchester, UK. (Unpublished)

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 (2018) Editorial: Teacher Education Advancement Network Journal, 10 (1). Teacher Education Advancement Network Journal, 10 (1). pp. 1-2.

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 and Burch, James (2018) New directions for teacher education: investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45 (1). pp. 138-150.

King, Hazel (2018) Minute by minute: building student-teacher relationships in initial teacher education. Teacher Education Advancement Network Journal, 10 (2). pp. 50-64.

Kulenovic, Edina (2018) How can student peer assessment be used to improve the quality of student learning? Teacher Education Advancement Network Journal, 10 (1). pp. 35-49.

McCullagh, John F. and Doherty, Andrea (2018) Digital makeover: what do pre-service teachers learn from microteaching primary science and how does an online video analysis tool enhance learning? Teacher Education Advancement Network Journal, 10 (2). pp. 15-28.

Murtagh, Lisa and Birchinall, Elizabeth (2018) Developing communities of practice in school-university partnerships. Teacher Education Advancement Network Journal, 10 (1). pp. 85-95.

Outhwaite, Deb, Close, Paul and Kendrick, Ann ORCID: https://orcid.org/0000-0001-8354-1635 (2018) Editorial: special issue on leadership, preparation and development. Management in Education, 32 (2). pp. 63-65.

Purves, Ross and Pulsford, Mark (2018) ‘I came out feeling scared and pressured, and just like a number': undergraduate Education Studies students' perceptions of postgraduate Initial Teacher Education (ITE) routes and selection processes for 2016-17. Teacher Education Advancement Network Journal, 10 (1). pp. 50-61.

Revell, Lynn, Bryan, Hazel and Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Counter terrorism law and education: student teachers’ induction into UK Prevent duty through the lens of Bauman’s liquid modernity. In: Trimmer, Karen, Dixon, Roselyn and Findlay, Yvonne S., (eds.) The Palgrave handbook of education law for schools. Palgrave Macmillan, London, UK, pp. 553-565.

Richards, Colin (2018) Primary teaching: a personal perspective. In: Cremin, Teresa and Burnett, Cathy, (eds.) Learning to teach in the primary school, 4th edition. Learning to Teach in the Primary School Series . Routledge, Taylor & Francis, London, UK.

Smith, John E. (2018) Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading. Teacher Education Advancement Network Journal, 10 (2). pp. 65-79.

Steadman, Sarah (2018) Defining practice: exploring the meaning of practice in the process of learning to teach. Teacher Education Advancement Network Journal, 10 (1). pp. 3-9.

Temple, Sue ORCID: https://orcid.org/0000-0002-0494-6704 and Forrest, Bev (2018) An evaluation of the Quality Mark for History for primary schools in the UK. Education 3-13, 46 (6). pp. 661-670.

Tynan, Rick and Jones, Robert Bryn (2018) Assessing trainee secondary teachers on school placement: subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 (1). pp. 20-34.

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2018) Book review: Being self-study researchers in a digital world. Educational Action Research, 26 (2). pp. 349-350.

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2018) How am I integrating the personal and political in improving professional practice and generating educational knowledge with collaborative/cooperative action research? CARN Bulletin, 20 . pp. 11-16.

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2018) Living theory research as a way of life. Brown Dog Books, Bath, UK.

Whitehead, Jack (2018) The legacies of the living theories of practitioners for social transformation. In: 10th Action Learning and Action Research and 14th Participative Action Research World Congress: The Action Learning and Action Research Legacy for Transforming Social Change: Individuals, Professionals, Communities Developments, Organizational Advancement, 17-20 June 2018, Norwich University, Vermont, USA. (Unpublished)

Wood, Lesley, McAteer, Mary and Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2018) How are action researchers contributing to knowledge democracy? A global perspective. Educational Action Research, 27 (1). pp. 7-21.