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

A

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.

B

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.

C

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 (Unpublished)

D

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.

E

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 (Unpublished)

H

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)

J

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.

K

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.

M

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.

O

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.

P

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.

R

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.

S

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.

T

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.

W

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.