Items where Department is "Non-Initial Teacher Education" and Year is 2019

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Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2019) The design and publication of high quality action research into higher education. In: LED Research into Higher Education: Roundtable Seminar, 15 February 2019, University of Cumbria, UK. (Unpublished)

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Cross, Jennifer Riedl ORCID: https://orcid.org/0000-0002-7133-8792 , Vaughn, Colin, Mammadov, Sakhavat, Cross, Tracy, Kim, Mihyeon, O’Reilly, Colm, Spielhagen, Frances, Pereira Da Costa, Maria and Hymer, Barry (2019) A cross-cultural study of the social experience of giftedness. Roeper Review, 41 (4). pp. 224-242.

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Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Sambell, Alistair (2019) Developing autonomy via assessment for learning. In: Bryan, Cordelia and Clegg, Karen, (eds.) Innovative assessment in higher education: a handbook for academic practitioners, 2nd edition. Routledge, Taylor & Francis, London, UK, pp. 173-189.

Stringer, Ernest (Ernie), Dick, Bob and Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2019) Worldwide perspectives on action research in education. In: Mertler, Craig A., (ed.) The Wiley handbook of action research in education. Wiley handbooks in education . Wiley Blackwell, Oxford, UK, pp. 97-113.

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Tibke, Jon (2019) Why the brain matters: a teacher explores neuroscience. SAGE Publications.

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Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (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 ORCID: https://orcid.org/0000-0002-9644-0785 (2019) The underlying importance of context and voice in action research. In: Mertler, Craig A., (ed.) The Wiley handbook of action research in education. Wiley handbooks in education . Wiley Blackwell, Oxford, UK, pp. 207-228.