Items where Subject is "300 SOCIAL SCIENCES > 370 EDUCATION"

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Number of items at this level: 173.

A

Aderibigbe, Semiyu Adejare (2011) Exploring collaborative mentoring relationships between teachers and student teachers. Teacher Education Advancement Network Journal (TEAN), 3 (1).
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Aderibigbe, Semiyu Adejare, Colucci-Gray, Laura and Gray, Donald (2014) Mentoring as a collaborative learning journey for teachers and student teachers: a critical constructivist perspective. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 17-27.
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Appleby, Michelle M. (2013) The Nature of Practitioner Research: Critical distance, power and ethics. Practitioner Research in Higher Education, 7 (1). pp. 11-21.
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Badariah, Tunku, Zubairi, Ainol Madziah, Ibrahim, Mohd Burhan, Othman, Joharry, Rahman, Nik Suryani Abd, Rahman, Zainurin Abd, Nordin, Mohamad Sahari, Nor, Zainab Mohd and Ahmad, Tunku (2014) Assessment for learning practices and competency among Malaysian university lecturers: a national study. Practitioner Research in Higher Education, 8 (1). pp. 14-31.
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Barker, Jenny and Gossman, Peter (2013) The learning impact of a virtual learning environment: students’ views. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 19-38.
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Beacham, N. and McIntosh, K. (2012) Student teacher attitudes and beliefs towards using ICT as part of inclusive practice: a 2008-2009 pilot survey. Teacher Education Advancement Network Journal (TEAN), 4 (2).
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Beadle, Hazel (2016) Delivering the future workforce: a highlighting of the need to focus on the relationship between school teachers and technology. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 106-115.
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Bell, Janice (2012) Introducing problem-based learning as a learning strategy for Masters students. Practitioner Research in Higher Education, 6 (1). pp. 3-11.
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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).
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Bloxham, Susan (2008) Assessment in teacher education: stakeholder conflict and its resolution. Practitioner Research in Higher Education, 2 (1). pp. 13-21.
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Bloxham, Susan, Hudson, Jane, den Outer, Birgit and Price, Margaret (2015) External peer review of assessment: an effective approach to verifying standards? Higher Education Research & Development, 34 (6). pp. 1069-1082.
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Bloxham, Susan, den Outer, Birgit, Hudson, Jane and Price, Margaret (2016) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 41 (3). pp. 466-481.
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Boyd, Pete (2018) Developing research-informed assessment practice in education programmes. In: Faculty of Education Conference: Student Experience, 29 June 2018, Newman University, Birmingham, UK. (Unpublished)
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Boyd, Pete and Tibke, Jon (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2). pp. 41-57.
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Boyd, Pete and White, Elizabeth (2017) Teacher educator professional inquiry in an age of accountability. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 123-142.
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Boylan, Brigitte, Foley, Mike and McTernan, Nigel (2011) An investigation of how Initial Teacher Education supports the development of primary trainees' understanding and teaching of Philosophy for Children and concept cartoons. Teacher Education Advancement Network Journal (TEAN), 2 (1).
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Burch, James and Jackson, Alison (2013) Developing partnership through Third Space activity. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 57-68.
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Burns, Caroline and Foo, Martin (2012) Evaluating a Formative Feedback Intervention for International Students. Practitioner Research in Higher Education, 6 (1). pp. 40-49.
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Burns, Caroline and Foo, Martin (2014) What are our international students telling us? Further explorations of a formative feedback intervention, to support academic literacy. Practitioner Research in Higher Education, 8 (1). pp. 74-88.
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Carpenter, Chris (2016) 'Evidence based teaching' (EBT) in the Carter Review on Initial Teacher Education (2015): rhetorical device or something more? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 4-13.
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Carver, Mark (2014) Book Review: The University in Dissent. Practitioner Research in Higher Education, 8 (1). pp. 113-114.
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Chalmers, Charlotte, MacCallum, Janis, Mowat, Elaine and Fulton, Norma (2014) Audio feedback: richer language but no measurable impact on student performance. Practitioner Research in Higher Education, 8 (1). pp. 64-73.
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Close, Paul, Kendrick, Ann and Outhwaite, Deborah (2018) Developing system leaders: a research engagement approach. Management in Education, 32 (2). pp. 79-84.

Collins, Di and Hayes, Tracy (2017) A playful approach: want to go on a Boggart hunt? In: 16th European Institute for Outdoor Adventure Education and Experiential Learning International Seminar (EOE 2017): Atmospheres and Narratives, 28 June - 2 July 2017, Plymouth Marjon University, UK. (Unpublished)
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Copping, Adrian (2012) A case study evaluating the experience of a tutor co-teaching with students on a teacher education placement. Practitioner Research in Higher Education, 6 (2). pp. 69-82.
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Cowan, J. and Cherry, D. (2012) The learner's role in assessing higher level abilities. Practitioner Research in Higher Education, 6 (1). pp. 12-22.
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Crichton, Hazel and Valdera Gil, Francisco (2015) Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers' professional skills. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 14-24.
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Demissie, Fufy (2016) Student teachers' perceptions of seminar learning contexts in ITE. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 46-55.
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Dermo, John and Boyne, James (2014) Assessing understanding of complex learning outcomes and real-world skills using an authentic software tool: a study from Biomedical Sciences. Practitioner Research in Higher Education, 8 (1). pp. 101-112.
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Devine, Cathy (2017) Sex, sport and money: voice, choice and distributive justice in England, Scotland and Wales. Sport, Education and Society .
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Douglas, Alaster Scott (2015) A new research agenda for teacher education: the value of a partnership approach to classroom-based research. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 3-13.
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Duke, Christopher (2013) Reflecting on Masters dissertations. Practitioner Research in Higher Education, 7 (1). pp. 34-48.
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Elliahoo, R. (2011) Dilemmas in measuring the impact of subject-specific mentoring on mentees' learners in the lifelong learning sector. Practitioner Research in Higher Education, 5 (1). pp. 39-47.
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Elton-Chalcraft, Sally (2018) India’s education system: challenges of policy into practice. In: University of Limerick Education and Professional Studies Winter School, February 2018, Limerick, Republic of Ireland. (Unpublished)
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Engstrand, Sue M. and Hall, Suzanne (2011) The use of stramlined lecture recordings: patterns of use, student experience and effects on learning outcomes. Practitioner Research in Higher Education, 5 (1). pp. 9-15.
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Exley, Sue and Ovenden-Hope, Tanya (2013) Preparing a pathway of professional development for teacher educators in the lifelong learning sector. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 4-18.
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Ferguson, Anne (2014) The development of the M.A. (Hons) in Primary Education with Teaching Qualification. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 38-45.
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Fowler, Martin (2013) Scotland the brave: a graphic history of Scotland 1514-2014. [Show/Exhibition] In: Scotland the brave: a graphic history of Scotland 1514-2014, 15 July 2013, The Scottish Storytelling Centre, Edinburgh, UK.

Fowler, Martin (2013) Scotland the brave: a graphic history of Scotland 1514-2014. [Show/Exhibition] In: Scotland the brave: a graphic history of Scotland 1514-2014, 2013, The Town Hall Gallery, Langholm.

Fowler, Martin (2015) Scotland the brave: a graphic history of Scotland 1514-2014. [Show/Exhibition] In: Scotland the brave: a graphic history of Scotland 1514-2014, June 2015, Scottish Parliament, Edinburgh, UK.
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Freeman, Patrick and Toyn, Mike (2012) Making the link - analysing the effectiveness of a module on the role of ICT in developing pupil creativity. Teacher Education Advancement Network Journal (TEAN), 4 (1).
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Gleeson, Margaret (2012) 'Jack of all trades': The ambiguous role of the ESOL teacher in secondary schools. Teacher Education Advancement Network Journal (TEAN), 4 (2).
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Gossman, Peter (2011) My 'best' teacher. Teacher Education Advancement Network Journal (TEAN), 3 (1).
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Green, Kerie and Longman, David (2012) Polling learning: modelling the use of technology in classroom questioning. Teacher Education Advancement Network Journal (TEAN), 4 (3). pp. 16-34.
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Griffiths, Vivienne (2014) Reflections of a Researcher Teacher. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 46-56.
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Hagan, Martin (2013) Developing teacher competence and professionalism in Northern Ireland: an analysis of ‘Teaching: the reflective profession’ (GTCNI, 2007). Teacher Education Advancement Network Journal (TEAN), 5 (1). pp. 60-69.
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Hamilton, Tom (2014) The Role of a Professional Regulatory Body in Achieving the Priorities of Teacher Education. Teacher Education Advancement Network Journal (TEAN), 6 (2). pp. 48-56.
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Hamilton, Tom (2016) Teachers as enquiring professionals and career-long professional learning in Scotland. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 14-21.
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Hay, M. and Mathers, L. (2012) Designing assessment for autonomous learning. Practitioner Research in Higher Education, 6 (2). pp. 95-106.
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Hayes, Tracy (2017) Applying and enhancing learning: volunteering with the National Trust. In: Applied Psychology and Working with Children and Families Student Conference 2017, 28 April 2017, University of Cumbria, Carlisle, UK. (Unpublished)
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Hayes, Tracy (2016) Book review: 'Informal education, childhood and youth: geographies, histories, practices'. Children's Geographies, 14 (5). pp. 619-621.
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Hayes, Tracy (2015) Developing an academic identity: what’s the time Mrs Wolf? In: RGS-IBG Annual International Conference 2015: Geographies of the Anthropocene, 2-4 September 2015, Exeter, UK. (Unpublished)
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Hayes, Tracy (2017) First-hand experience of nature: dancing on the palm of a hand. In: 20th IPA Triennial World Conference: Unleashing the Power of Play, 13-16 August 2017, Calgary, Alberta, Canada. (Unpublished)
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Hayes, Tracy (2017) Kindness: caring for self, others and nature - who cares and why? In: Horton, John and Pyer, Michelle, (eds.) Children, young people and care. Routledge Spaces of Childhood and Youth Series . Routledge, London.
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Hayes, Tracy (2017) Playful practitioners: playing along with children and young people, in and with nature. In: 20th International Play Association (IPA) Triennial World Conference, 13-16 September 2017, Calgary, Alberta, Canada. (Unpublished)
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Hayes, Tracy (2017) Reluctant readers. In: Learning and Teaching Fest 2017: Student Success: Adding Value through ‘Learning Gain’, 20 June 2017, University of Cumbria, Carlisle, UK. (Unpublished)
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Hayes, Tracy (2017) Research adventures with my bear. In: European Institute for Outdoor Adventure Education and Experiential Learning International Seminar (EOE 2017), 28 June - 2 July 2017, Plymouth Marjon University, UK. (Unpublished)
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Hayes, Tracy (2013) Seeing a world through their eyes. Learning from a 5 1/2 year old, a rabbit and a boat ride with Aunty. Horizons, 63 . pp. 36-39.
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Hayes, Tracy (2016) Sharing stories: an interactive, interdisciplinary approach. In: tbc, tbc, (ed.) tbc. Inter-Disciplinary Press, tbc.
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Hayes, Tracy (2012) The accidental youth worker. In: Outdoor Learning as a means of promoting healthy and sustainable lifestyles and social inclusion for young people, 26-30 October 2012, Derwent Hill, Cumbria, UK.
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Hayes, Tracy (2014) The challenges of social inclusion in outdoor education: can tortoise and hare learn together? In: Being there: Slow, fast, traditional, wild, urban, natural… 2013 Adventure Conference, 21-23 May 2013, Sabhal Mòr Ostaig, Isle of Skye, UK.
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Hayes, Tracy and Larmour, Caroline (2017) Family learning in prisons: doing time, making time, for family time. In: Applied Psychology and Working with Children and Families Student Conference 2017, 28 April 2017, University of Cumbria, Carlisle, UK. (Unpublished)
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Hayes, Tracy and Larmour, Caroline (2015) That’s not MY Gruffalo! In: Royal Geographical Society (RGS) with Institute of British Geographers (IBG) Annual International Conference: Children and Nature in the Anthropocene, 2-4 September 2015, University of Exeter, UK. (Unpublished)
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Hepplestone, Stuart and Chikwa, Gladson (2014) Understanding how students process and use feedback to support their learning. Practitioner Research in Higher Education, 8 (1). pp. 41-53.
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Hoelterhoff, Mark and Humphreys, M. (2005) A strengths-based university curriculum for student success and life-long learning. In: Lifelong Learning and Career Development in Knowledge Society, 2005, The Lithuanian Ministry of Health and Sciences and Klaipeda University. (Unpublished)

Hryniewicz, Liz, Griffiths, Vivienne and Thompson, Simon (2014) Living graphs as a methodological tool: representing landmarks in the professional development of teacher educators. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 30-40.
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Humberstone, Barbara, Christie, Beth and Prince, Heather (2016) Editorial update. Journal of Adventure Education and Outdoor Learning, 16 (1). p. 1.
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Humberstone, Barbara, Prince, Heather and Henderson, Karla A. (2015) Introduction [International handbook of outdoor studies]. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International handbook of outdoor studies. Routledge, Oxford, UK & New York, USA, pp. 1-4.
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Humes, Walter (2011) Creativity and wellbeing in education: possibilities, tensions and personal journeys. Teacher Education Advancement Network Journal (TEAN), 2 (1).
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Hurford, Donna and Read, Andrew (2011) Do podcasts and screencasts enable or hinder independent learning? Practitioner Research in Higher Education, 5 (1). pp. 30-38.
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Hurley, Andrew and Cammack, Paul (2014) Get a backbone … Come on!’ The place of emotional intelligence in pre-placement preparation and support for trainee teachers. Teacher Education Advancement Network Journal (TEAN), 6 (2). pp. 13-24.
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Hussain Ahmed, Deeba and Jackson, Elizabeth (2014) Implementing a social networking platform as an educational tool in a UK secondary school: a case study. Teacher Education Advancement Network Journal (TEAN), 6 (2). pp. 36-47.
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Hutchison, Sonia (2016) Book review: Frankl, V. E. (1984) Man’s search for meaning, revised and updated. New York: Washington Square Press. Educational Journal of Living Theories, 9 (2). pp. 99-102.
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Hymer, Barry (2012) Igniting passion in children, teachers and leaders. In: North of England Education Conference, 4-6 January 2012, Royal Armouries, Leeds, UK. (Unpublished)

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Jackson, Alison and Burch, James (2015) School Direct, a policy for Initial Teacher Training in England: plotting a principled pedagogical path through a changing landscape. Professional Development in Education, 42 (4). pp. 511-526.
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Jackson, Elizabeth (2013) Choosing a Methodology: Philosophical Underpinning. Practitioner Research in Higher Education, 7 (1). pp. 49-62.
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James, Carolyne (2016) Early intervention: the impact on future student participation and engagement in classroom environments. Practitioner Research in Higher Education, 10 (2). pp. 12-24.
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Kazim, Raza, Mahomed, Adam, Moloney, Mark and Morrison, Liz (2014) Developing a ‘dynamic’ and collaborative pedagogy for postgraduate certificate (PGCE) secondary mathematics students. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 28-36.
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Kean, Jenny (2012) Show AND tell: using peer assessment and exemplars to help students understand quality in assessment. Practitioner Research in Higher Education, 6 (2). pp. 83-94.
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Kennell, Zoe (2012) The application of somatic practices into the praxis of being a teacher educator: how can I take better care of myself? Teacher Education Advancement Network Journal (TEAN), 4 (1).
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Khalid, Louise (2016) How do beginning teachers develop their knowledge of early-years pedagogy? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 56-6.
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Kneen, J. and Pattison, E. (2012) ‘Qui Docet Discet’ (Those who teach learn) – how peer teaching can help prepare student teachers for the classroom. Teacher Education Advancement Network Journal (TEAN), 4 (2).
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Knight, Rupert (2013) ‘It’s just a wait and see thing at the moment’. Students’ preconceptions about the contribution of theory to classroom practice in learning to teach. Teacher Education Advancement Network Journal (TEAN), 5 (1). pp. 45-59.
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Ledwith, Margaret (2016) Emancipatory action research as a critical living praxis: from dominant narratives to counternarratives. In: Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M., (eds.) The Palgrave international handbook of action research. Palgrave Macmillan, New York, USA, pp. 49-62.

Lenton, Teresa Ellen (2016) The influence of representations on English students’ perceptions of the place of Antarctica. Doctoral thesis, University of Cumbria (awarded by Lancaster University).
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Lewis, G. and Forsythe, S. (2012) Which qualities did aspiring teachers value in their ‘best’ mathematics teachers? Teacher Education Advancement Network Journal (TEAN), 4 (3). pp. 49-61.
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Lilly, Jaki, Richter, Uwe M. and Riuvera-Macias, Berenice (2010) Using feedback to promote learning: student and tutor perspectives. Practitioner Research in Higher Education, 4 (1). pp. 30-40.
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Littler, Nadine, Mullen, Margaret, Beckett, Helen, Freshney, Alice and Pinder, Lynn (2016) Benchmarking school nursing practice: the North West Regional Benchmarking Group. British Journal of School Nursing, 11 (3). pp. 131-134.
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Lloyd, Claire and Trangmar, R. (2012) Investigating the implications of Hattie’s (2012) synthesis of meta-analyses for teaching higher education in further education. Teacher Education Network Journal, 4 (3). pp. 62-78.
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Lockney, Karen and Proudfoot, Kevin (2013) Writing the Unseen Poem: can the writing of poetry help to support pupils' engagement in the reading of poetry? English in Education, 47 (2). pp. 147-162.

Long, Philip (2014) Staff and students’ conceptions of good written feedback: Implications for Practice. Practitioner Research in Higher Education, 8 (1). pp. 54-63.
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Longman, David and Green, Kerie (2013) Technology-supported literacy and numeracy enhancement workshops for trainee teachers. Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 27-38.
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Loynes, Christopher (2015) Book reviews: Two views of experiential education. Journal of Adventure Education and Outdoor Learning, 15 (3). pp. 261-263.
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Loynes, Christopher (2018) Consider your trace: the shift from education ‘in’ to education ‘for’ the environment. In: Becker, Peter, Humberstone, Barbara, Loynes, Christopher and Schirp, Jochem, (eds.) The changing world of outdoor learning in Europe. Routledge Research in Education . Routledge, London, UK, pp. 71-84.
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Loynes, Christopher (2013) Globalization, the market and outdoor adventure. In: Pike, Elizabeth, C.J. and Beames, Simon, (eds.) Outdoor adventure and social theory. Routledge Taylor & Francis, Abingdon, UK, pp. 135-146.
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Loynes, Christopher (2015) Learning without walls: the many faces of outdoor education. In: Education Innovation First International Conference: The role of non-formal education, including outdoor education, in education and development, 6-7 November 2015, Szczecin, Poland.
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Loynes, Christopher (2016) Leave more trace. In: Nature Connections 2nd Interdisciplinary Conference: Getting Connected to Nature, 15 June 2016, University of Derby, UK. (Unpublished)
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Mannion, Greg and Lynch, Jonathan (2015) The primacy of place in education in outdoor settings. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) Routledge international handbook of outdoor studies. Routledge International Handbooks . Routledge Taylor & Francis Group, London, UK, pp. 85-94.
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Marcangelo, Caroline and Gibbon, Carolyn (2009) Problem based learning evaluation toolkit. Higher Education Academy Health Sciences and Practice Subject Centre.
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McCullagh, John F., Bell, Irene and Corscadden, Fergal (2013) How does video analysis support student teachers in the very early stages of their initial teacher education? Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 39-51.
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McGregor, Richard (2006) ‘Something rotten in the state of…’ (on the current state of music education). In: SMART Music Conference, May 2006, Greenwich, UK.

McLain, Matt (2013) The challenges facing Postgraduate Trainees in Initial Teacher Education coming from practical or vocational degrees. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 39-56.
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McNiff, Jean and Whitehead, Jack (2011) All you need to know about action research, 2nd edition. SAGE Publications.
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Mcphie, Jamie and Clarke, David A.G. (2015) A walk in the park: considering practice for outdoor environmental education through an immanent take on the material turn. Journal of Environmental Education, 46 (4). pp. 230-250.
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Menzies, Loic and Jordan-Daus, Kerry (2012) The importance of schools and HEIs in Initial Teacher Training: how collaboration between Canterbury Christ Church University and its partnership of schools changed trainees’ understandings of diversity. Teacher Education Advancement Network, 4 (2).
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Minott, Mark A. (2015) Reflective teaching and disruptive behaviour in regular high school classrooms in London, Engand. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 62-73.
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Misra, Sarah and Webster, Maggie (2015) Can trainees' perceptions of the delivery of the foundation subjects and R.E. in primary teacher education be enhanced by using a Three-Lens model of delivery? Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 38-50.
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Mogra, Imran (2012) Role play in teacher education: is there still a place for it? Teacher Education Network Journal, 4 (3). pp. 4-15.
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Murray, Ann (2011) Professional development as a cornerstone of a new University: the contribution of the MA in Professional Development to the UH story. Practitioner Research in Higher Education, 5 (1). pp. 22-29.
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Murtagh, Lisa (2012) Enhancing preparation for higher education. Practitioner Research in Higher Education, 6 (1). pp. 31-39.
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Norton, Lin S., Norton, Bill and Sadler, Ian (2012) Assessment, marking and feedback: understanding the lecturers’ perspective. Practitioner Research in Higher Education, 6 (2). pp. 3-24.
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Patrick, Fiona and McPhee, Alastair (2014) Evaluating the use of problem-based learning in a new initial teacher education degree. Teacher Education Advancement Network Journal (TEAN), 6 (2). pp. 3-12.
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Peck, Frank (2018) Education and the economy. In Cumbria Magazine, 2018 (Feb). p. 27.
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Peck, Frank (2017) The place of public services. In Cumbria Magazine, 2017 (Aug). p. 25.
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Peelo, Moira (2013) Support for PhD students: The impact of institutional dynamics on the pedagogy of learning development. Practitioner Research in Higher Education, 7 (1). pp. 22-33.
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Philpott, Carey (2014) Using narrative research as a method in teacher education; a sociocultural approach. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 12-19.
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Philpott, Carey, Scott, Helen and Mercier, Carrie (2014) Initial teacher education in schools: a guide for practitioners. Sage.

Philpott, Chris (2014) A pedagogy for initial teacher education in England. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 4-16.
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Poultney, Val (2016) 'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 83-93.
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Prince, Heather (2015) Constructs and theoretical concepts: introduction. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International Handbook of Outdoor Studies. Routledge, Oxford, UK & New York, USA, pp. 7-9.
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Prince, Heather (2015) Formal education in outdoor studies: introduction. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International Handbook of Outdoor Studies. Routledge, Oxford, UK & New York, USA, pp. 79-84.
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Prince, Heather (2016) Outdoor experiences and sustainability. Journal of Adventure Education and Outdoor Learning, 17 (2). pp. 161-171.
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Prince, Heather (2017) Text messaging as a near synchronous method in adventure. In: 6th International Adventure Conference: Climates of Change, Rethinking the Outdoor Experience, 30 January - 2 February 2018, Segovia, Spain. (Unpublished)
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Prince, Heather (2013) Writing for the U.K. Professional Standards in Higher Education: an autobiographical narrative. Practitioner Research in Higher Education, 7 (1). pp. 4-10.
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Prince, Heather, Christie, Beth, Humberstone, Barbara and Pedersen Gurholt, Kirsti (2018) Adventure education and outdoor learning: examining journal trends since 2000. In: Becker, Peter, Humberstone, Barbara, Loynes, Christopher and Schirp, Joachem, (eds.) The changing world of outdoor learning in Europe. Routledge Research in Education . Routledge, Oxford, UK, pp. 144-159.
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Prince, Heather and Exeter, David (2015) Formal curricular initiatives and evaluation in the UK. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International Handbook of Outdoor Studies. Routledge, Oxford, UK & New York, USA, pp. 141-150.
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Prince, Heather and Fletcher, Eric (2018) Putting research into practice; or putting practice into research in sail training. In: Association of Sail Training Organisations (ASTO) Conference, 26 January 2018, Southampton Solent University, UK. (Unpublished)
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Pugh, Eamonn (2009) How does a focus on emotional intelligence during mentorship help student teachers to become more effective performers in the classroom? In: Graduate School Research Fest, 2009, University of Cumbria. (Unpublished)

Purnell, L. (2011) 'I must be finished: I've reached the word count': engaging students with assessment criteria. Teacher Education Advancement Network Journal (TEAN), 3 (1).
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Richardson, Gemma (2013) M Level primary mathematics CPD: a culture clash or catalyst? Teacher Advancement Network Journal, 5 (1). pp. 33-44.
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Rutter, Tim, Edwards, Ruth and Dean, Phil (2016) Who's that talking in my class?: What does research say about pupil to pupil exploratory talk that leads to learning? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 22-32.
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Ryan-Atkin, Helen (2015) The use of an on-line discussion forum to support collaborative studying practices and argumentation amongst trainee teachers. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 25-37.
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Sales, Rachel (2014) Being-in-the-world-of-marking: New academics’ experiences of assessment & feedback. Practitioner Research in Higher Education, 8 (1). pp. 3-13.
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Sambell, Kay (2010) Enquiry-based learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education, 4 (1). pp. 52-61.
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Scott, C. (2012) Who’s doing all the work? Using a technology-enhanced learning resource to develop student autonomy. Teacher Education Advancement Network Journal (TEAN), 4 (3). pp. 35-48.
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Seward, Deborah and Renwick, Anne (2013) ‘Choosing some teacher cardigans’: Teacher identity in year one of an undergraduate early years teacher education programme. Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 17-26.
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Simco, Neil and Campbell, Gary (2011) Developing belended learning in higher education - a case study of the University of the Highlands and Islands. Practitioner Research in Higher Education, 5 (1). pp. 3-8.
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Starkey, Louise and Rawlins, Peter (2012) Student teacher learning during practicum experience. Teacher Education Advancement Network Journal (TEAN), 4 (1).
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Stuart, Kaz (Karen) (2010) Walking the talk: authentic teaching for social and emotional aspects of learning (SEAL). Teacher Education Advancement Network, 1 (2).
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Stuart, Kaz (Karen) and Wilcox, Megan (2017) System leadership development in children’s centres in the UK. Sustainability Accounting, Management and Policy Journal, 8 (4). pp. 470-488.
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Summers, D. and Douglas, G. (2011) Engaging remote computing students. Practitioner Research in Higher Education, 5 (1). pp. 16-21.
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Sutrop, Margit (2014) Using the Teachers’ Values Game to facilitate teachers’ reflection on their own values. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 55-63.
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Sutton, Paul (2012) An essay in the political economy of assessment design. Practitioner Research in Higher Education, 6 (1). pp. 23-30.
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T

Thanaraj, Ann (2012) Student engagement with e-portfolios: purpose, benefits and problems. Practitioner Research in Higher Education, 6 (2). pp. 25-40.
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Thanaraj, Ann (2017) “The proficient lawyer”: identifying students’ perspectives on learning gained from working in a virtual law clinic. US-China Law Review, 14 (3). pp. 137-167.
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Thomae, Manuela and Griffiths, Vivienne (2013) Early professional development and languages teaching in primary schools: Case studies of teachers trained on an employment based route. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 69-85.
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Thomas, Lorraine (2013) An analysis of PGCE models: Key stakeholder perceptions from the secondary phase. Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 4-16.
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Towers, Daniel and Loynes, Christopher (2017) Finding new ways: developing a time and place responsive approach to outdoor learning. Horizons .
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Toyn, Mike (2008) Capturing creativity using digital video. Practitioner Research in Higher Education, 2 (1). pp. 29-35.
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Tracey, S. (2011) Containers, creativity and quilt-making: an exploration of teachers’ conceptualisations of creative spaces for teaching and learning. Teacher Education Advancement Network, 2 (1).
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Tulley-Pitchford, Kay (2012) Mouse click plagiarism: can technology help to fight back? Practitioner Research in Higher Education, 6 (2). pp. 56-68.
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Turner, Sarah and Braine, Margaret (2013) Embedding Therapeutic Training in Teacher Education: building resilience in teachers. Teacher Education Advancement Network, 5 (1). pp. 4-18.
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Turner, Sarah and Braine, Margaret (2016) Embedding wellbeing knowledge and practice into teacher education: building emotional resilience. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 67-82.
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V

Vincent, Karen and Roden, Judith (2014) Comparative experiences of two teacher educators: a self-study. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 4-11.
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W

Walbank, Nancy (2012) What makes a school Catholic? British Journal of Religious Education, 34 (2). pp. 169-181.
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Walker, Gary (2015) Institutional habitus and educational outcomes of Looked After Children: lessons for teachers. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 51-61.
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Walker, Susan and Davies, Geraldine (2013) Learning at work and university: Midwifery students and sexual health advice. Practitioner Research in Higher Education, 7 (1). pp. 63-77.
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Warner, Diane (2011) Shakespeare and racial diversity for primary children: exploring ways to develop student teacher confidence. Teacher Education Advancement Network Journal (TEAN), 2 (1).
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Warner, Lionel (2010) Overseas trained teachers: part of a problem or part of a solution? Teacher Education Advancement Network Journal (TEAN), 1 (2).
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Warner, Lionel and Qayoom, Abdul (2013) The Mentoring of Overseas Trained Teachers. Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 52-60.
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Watson, Jan S. (2014) Assessing creative process and product in higher education. Practitioner Research in Higher Education, 8 (1). pp. 89-100.
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Weaver, Margaret (2013) Academic libraries and the student journey: guest editorial. New Review of Academic Librarianship, 19 (2). pp. 99-100.
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Whelan, A. and Brown, J. (2011) Does the seen examination promote or constrain student learning? Practitioner Research in Higher Education, 5 (1). pp. 48-54.
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Whitehead, Jack (2016) Editorial foreword: Educational Journal of Living Theories, 9 (2). Educational Journal of Living Theories, 9 (2). i-vi.
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Whitehead, Jack (2018) Living theory research as a way of life. Brown Dog Books, Bath, UK.
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Whitehead, Jack (2016) Review of Marie Huxtable’s doctoral thesis, ‘How do I evolve living-educational-theory praxis in living-boundaries?’. Educational Journal of Living Theories, 9 (2). pp. 103-106.
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Whitehead, Jack (2016) Review of Sadruddin Bahadur Qutoshi's doctoral thesis, ‘Creating living-educational-theory: a journey towards transformative teacher education in Pakistan. Educational Journal of Living Theories, 9 (2). pp. 107-109.
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Wilson, Ian (2016) Positive PowerPoint: developing good practice through practitioner research. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 94-105.
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Wilson, Viv (2014) Examining teacher education through cultural-historical activity theory. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 20-29.
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Witt, Marcus, Goode, Melanie and Ibett, Christopher (2013) What does it take to make a primary maths teacher? Two trainee teachers’ successful mathematical journeys. Teacher Education Advancement Network Journal (TEAN), 5 (1). pp. 19-32.
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Wosik, Dawid (2014) Measuring the quality of the assessment process: dealing with grading inconsistency. Practitioner Research in Higher Education, 8 (1). pp. 32-40.
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Wright, Victoria (2016) Giving lesson observation feedback. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 116-127.
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Y

Yazbak Abu-Ahmad, Manal and Yahav, Aliza (2014) Humanising ‘the other’. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 41-54.
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This list was generated on Fri Sep 21 12:13:45 2018 UTC.