Items where Department is "Initial Teacher Education" and Year is 2022

Article

Ahmed, Kamal ORCID: https://orcid.org/0000-0003-4797-0744 and Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2022) (De)constructing a Dar-ul-Uloom Aalim‘s identity in contemporary Britain: overcoming barriers of access. Religions, 14 (1). p. 11.

Davey, Gareth (2022) Rethinking academic achievement: a reflective practice case study of teaching and learning on a university happiness and wellbeing course. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 111-119.

Gager, Anne and Percival, Jacqui (2022) More than just workload: factors influencing the success and retention of new teachers. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 120-131.

Hallett, Graham ORCID: https://orcid.org/0000-0001-9579-1105 and Hallett, Fiona (2022) Editorial [BJSE September 2022]. British Journal of Special Education (BJSE), 49 (3). pp. 322-326.

Conference or Workshop Item

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Publishing your research into assessment in higher education: strategies, style, substance. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Constable, Hilary (2022) Sustainable feedback and programme evaluation: conversations with professional Masters students. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Evans, Stephanie (2022) Using Cognitive Behavioural Therapies (CBT) approaches with student teachers: preventative approaches for supporting young people post covid. In: 52nd European Association for Behavioural and Cognitive Therapies Conference (EABCT 2022), 7-10 September 2022, Barcelona, Spain. (Unpublished)

Messenger, Hazel and Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Authentic assessment: integrating professional and academic standards for coherent assessment in higher education. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Brown, Sally (2022) Pragmatic post-Covid assessment processes and practices. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Adamson, Liz (2022) Using student expertise in co-creating resources to foster feedback literacy. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Graham, Linda (2022) Keep calm and carry on! Harnessing the power of inner feedback to help first years develop new knowledge in pandemic times. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

Book

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 , Szplit, Agnieszka ORCID: https://orcid.org/0000-0002-5756-6393 and Zbróg, Zuzanna ORCID: https://orcid.org/0000-0002-4088-626X , eds. (2022) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków.

Cooper, Hilary ORCID: https://orcid.org/0000-0001-7468-9910 and Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 , eds. (2022) Professional studies in primary education, fourth edition. SAGE Publishing.

Book Section

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Teachers' Research Literacy as Research-Informed Professional Judgment. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna, (eds.) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków, pp. 17-43.

Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 and Cooper, Hilary ORCID: https://orcid.org/0000-0001-7468-9910 (2022) Conclusion: Moving Forward. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional Studies in Primary Education, Fourth Edition. SAGE Publications, United Kingdom, p. 517.

Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 , Revett, Lynn and Lander, Vini (2022) British values and policy: your responsibility, to promote or not to promote? In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, 4th edition. SAGE Publications, London, UK, pp. 328-347.

Sheehan, Helen ORCID: https://orcid.org/0000-0002-3767-3730 and Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2022) Helping beginning religious education teachers plan effective and creative lessons. In: Sheehan, Helen, (ed.) Mentoring religious education teachers in the secondary school: a practical guide. Mentoring trainee and early career teachers . Taylor and Francis Group, Abingdon, UK, pp. 141-158.

Warner, Diane and Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2022) Teaching for Race Culture and Ethnicity Awareness and Understanding. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional Studies in Primary Education, Fourth Edition. SAGE Publications, United Kingdom, pp. 306-327.

Report

Ager, Jennifer (2022) Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers. Connecting Classrooms through Global Learning (CCGL) Programme: Practitioner Research Fund Papers Volume 10. Development Education Research Centre (DERC), Institute of Education, University College London (UCL).

Thesis/Dissertation

Wood, Tim (2022) The efficacy of the use of a weekly review sheet in meetings between student teachers on school placement and their school-based mentors. Masters dissertation, University of Cumbria.