Items where Subject is "370 EDUCATION"

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Dewey Subject Headings (1595)
- 300 SOCIAL SCIENCES (1595)
  - 370 EDUCATION (1595)
    - 370 Education & educational psychology (incl. teacher training & research) (632)
    - 371 Schools & their activities (incl. special education, teaching methods & study skills) (490)
    - 372 Primary education (incl. primary subject content) (200)
    - 373 Secondary education (56)
    - 374 Adult/Further education (26)
    - 375 Curricula (33)
    - 378 Higher education (586)
    - 379 Public policy issues in education (incl. inspection, accreditation) (47)

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Number of items at this level: 434.

A

Ackroyd, Rebekah

(2024) Land: What is it for and how do we decide? A democratic study of children and their families' perspectives. In: University of Cumbria Webinar, 27 March 2024, Online. (Unpublished)

Ackroyd, Rebekah

(2024) Land: what is it for & how do we decide? A democratic study of children & their families’ perspectives. Education and democracy & History of education: BERA Brian Simon Fund research reports. British Educational Research Association (BERA), London, UK.

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Ackroyd, Rebekah

(2023) Promoting tolerance and mutual respect in religious education: recommendations for teacher education for developing critical skills for values education. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Ackroyd, Rebekah

(2020) Tolerance and mutual respect: How do teachers of Religious Education construct the values? In: LED Showcase Conference 2020, 4th December 2020, Online. (Unpublished)

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Ackroyd, Rebekah

(2024) Tolerance and mutual respect: what do they mean and why does it matter? BERA Blog . (Unpublished)

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Ackroyd, Rebekah

, Elton-Chalcraft, Sally

and Kotwal, Imran (2024) Visits, visitors, persona dolls and interfaith dialogue. In: Elton-Chalcraft, Sally, (ed.) Teaching religious and worldviews education creatively, 2nd edition. Learning to Teach in the Primary School Series . Routledge Taylor & Francis, Abingdon, UK, pp. 151-174.

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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Ager, Jennifer (2023) Outdoor learning for powerful experiential development within initial teacher education: where could it be used? In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Ager, Jennifer and Macgregor, Lisa

(2024) Outdoor learning within teacher education: building student teacher confidence by modelling how to use an outdoor classroom. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Ager, Jennifer and Prince, Heather

(2023) Charlotte Mason’s pedagogical approach: embedded outdoor and experiential learning. Charlotte Mason Centenary Series . Charlotte Mason Institute.

Anderson, Neal, Duffy, Anoushka, Loynes, Christopher

, McCabe, Gina, Midhal, Mohammed and O'Brian, Kate (2022) Inclusivity outdoors: findings and action plans from a UK inquiry. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

[thumbnail of IOERC9 Book of Abstracts.pdf]

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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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Ash, Andrew (2023) Mathematical beliefs and knowledge: a case study of a teacher’s communication using representations. Doctoral thesis, University of Cumbria.

[thumbnail of Ash_MathematicalBeliefsAnd.pdf]

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B

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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Barkas, Linda Anne, Scott, Jonathan Matthew, Hadley, Karen

and Dixon-Todd, Yvonne (2021) Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework. Education + Training, 63 (4). pp. 545-561.

[thumbnail of Hadley_Marketing Students.pdf]

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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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Beaty, Liz and Howard, James (2010) Re-conceptualising the boundaries of networked learning: the shifting relationship between learners and teachers. In: Dirckinck-Holmfeld, Lone, Hodgson, Vivien, Jones, Chris, de Laat, Maarten, McConnell, David and Ryberg, Thomas, (eds.) Proceedings of the Seventh International Conference on Networked Learning 2010. Lancaster University, Lancaster, UK, pp. 602-609.

[thumbnail of Beaty_Re-ConceptualisingThe.pdf]

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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.

[thumbnail of Bloxham_ExternalPeerReview.pdf]

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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.

[thumbnail of Bloxham_LetsStopThePretence.pdf]

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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)

[thumbnail of Pete Boyd June 2018 AfL in HE Newman foe slides.pdf]

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Boyd, Pete

(2023) Publishing your educational research: strategies, style, substance. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Boyd, Pete

(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)

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Boyd, Pete

(2022) Teachers developing research-informed practice in the post-truth world. Research in Teacher Education, 12 (1). pp. 47-52.

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Boyd, Pete

(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.

[thumbnail of Teachers' Research Literacy Prologue and Chapter One Pete Boyd.pdf]

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Boyd, Pete

(2024) Video-stimulated teacher recall interviews for powerful professional learning and generation of rich collaborative research data. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Boyd, Pete

, Allan, Simon and Reale, Paolo (2010) Being a Teacher Educator: tensions in the workplace environment of lecturers in teacher education in further education colleges. In: BERA conference, Sept 1-4 2010, University of Warwick. (Unpublished)

[thumbnail of Boyd Allan Reale 2010 teacher educators in FE.pdf]

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Boyd, Pete

, Cammack, Paul

, Chakrabarti, Pinaki, Ibrahim, Farhat, Leslie, Pippa

, Marshall, Marilyn and Tyson, Edward (2018) Teacher mediation of classroom learner response technology. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.

[thumbnail of Boyd_TeacherMediation.pdf]

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Boyd, Pete

and Murtagh, Lisa (2024) Becoming and being a teacher educator: choosing an identity trajectory. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, 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.

[thumbnail of Teacher Educators and Inquiry Boyd & White 2017.pdf]

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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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Brown, Sally and Sambell, Kay

(2023) Rethinking assessment by creating more authentic, learning-oriented tasks to generate student engagement. In: Sánchez-Santamaría, José, (ed.) Formative and shared assessment to promote global university learning. IGI Global, Hershey, PA, US, pp. 150-167.

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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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Butler, Zoe (2020) Implementing the National Early Warning Score 2 into pre-registration nurse education. Nursing Standard, 35 (2).

C

Capewell, Carmel, Huxtable, Marie

, Whitehead, Jack

and Fox, Alison (2022) Developing a Living Educational Theory Research Scholarship Group. In: BERA Conference 2022, 6-8 September 2022, University of Liverpool, UK. (Unpublished)

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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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Carr, Katie and Bindewald, Leander

(2016) "Zero is where the real fun starts": evaluation for value(s) co-production. In: TEESNet Annual Conference 2016: Measuring What’s Valuable or Valuing What’s Measurable? Monitoring and Evaluation in Education for Sustainable Development and Global Citizenship, 21 September 2016, Liverpool Hope University, UK. (Unpublished)

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Carr, Katie and Bindewald, Leander

(2019) Zero is where the real fun starts: evaluation for value(s) co-production. In: Bamber, Philip, (ed.) Teacher education for sustainable development and global citizenship: critical perspectives on values, curriculum and assessment. Critical Global Citizenship Education series . Routledge, Taylor & Francis, Abingdon, UK.

Carver, Mark (2014) Book Review: The University in Dissent. Practitioner Research in Higher Education, 8 (1). pp. 113-114.

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Chalcraft, David, Elton-Chalcraft, Sally

, Ackroyd, Rebekah

and Jones, Helen (2023) Reading Charlotte Mason’s The Saviour of the World in past and present contexts: biblical studies in the classroom. Charlotte Mason Centenary Series . Charlotte Mason Institute.

[thumbnail of Elton-Chalcraft_ReadingCharlotteMasons.pdf]

Chan, Gwendoline Laurissa

and Whitehead, Jack

(2023) Rapid game development using LiveCode in SEN and DHH education. In: Santally, Mohammad Issack, Rajabalee, Yousra and Rajputh, Ravi, (eds.) Implementing rapid e-learning through interactive materials development. IGI Global, Hershey, PA, US, pp. 54-75.

Chater, Mark (2022) Why RE’s radical reform could fail: the politics of epistemology and the economics of producer capture. Journal of Beliefs and Values, 43 (3). pp. 239-256.

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Christie, Colin (2013) Interact! Learning through spontaneous speaking in modern languages. Cumbria Publishing.

Clark, J, Fletcher, E, Loynes, Christopher

, Prince, Heather

and Tiplady, L (2020) 2020 Outdoor Learning Research Hub Survey. Newcastle University, Centre for Learning and Teaching and University of Cumbria. (Unpublished)

[thumbnail of Prince_2020 Research Hubs Survey.pdf]

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Clarke, David A. G. and Mcphie, Jamie

(2020) Tensions, knots, and lines of flight: themes and directions of travel for new materialisms and environmental education. Environmental Education Research, 26 (9-10). pp. 1231-1254.

[thumbnail of McPhie_Tensions knots and lines of flight - new materialisms and environmental education.pdf]

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Clarke, David A.G. and Mcphie, Jamie

(2017) Call for proposals for a special issue: New materialisms and environmental education. Environmental Education Research [online blog] .

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Clarke, David A.G.

and Mcphie, Jamie

(2023) Introduction: Tensions, knots, and lines of flight: themes and directions of travel for new materialisms and environmental education. In: Clarke, David A.G. and Mcphie, Jamie, (eds.) New materialisms and environmental education. Routledge, Abingdon, UK, pp. 1-24.

Close, Paul, Kendrick, Ann

and Outhwaite, Deborah (2018) Developing system leaders: a research engagement approach. Management in Education, 32 (2). pp. 79-84.

[thumbnail of Kendrick_DevelopingSystem.pdf]

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Collins, Di, Foxwell, Victoria, Fry, Adam, Laird, Catriona, Loynes, Christopher

, Meese, Stu, Riley, Dan, SMITH, RICHARD and Tylor, Jon (2020) It's like dancing diamonds: Finding meaning in the stories we tell. Horizons .

[thumbnail of Collins et al.Anecdotes.pdf]

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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)

[thumbnail of Hayes_APlayfulApproach.pdf]

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Constable, Hilary (2000) Book review: Researching education: perspectives and techniques. Educational Research, 42 (2). pp. 227-228.

[thumbnail of Constable_ResearchingEducationPerspectives.pdf]

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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)

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Convery, Ian

, Carroll, Bob and Balogh, Ruth (2014) Flooding and schools: experiences in Hull in 2007. Disasters, 39 (1). pp. 146-165.

[thumbnail of Convery_FloodingAndSchools.pdf]

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Cooper, Hilary

(2023) Charlotte Maria Shaw Mason: her place in the pantheon of educational theorists and her relevance today. Charlotte Mason Centenary Series . Charlotte Mason Institute.

Cooper, Hilary

(2023) Charlotte Mason, history and outdoor education and her relevance today. Education 3-13, 51 (2). pp. 189-199.

[thumbnail of Cooper_CharlotteMasonHistory.pdf]

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Cooper, Hilary

(2021) Isabel Barca: a personal perspective. In: Alves, Luís Alberto Marques, Gago, Marília and Lagarto, Mariana, (eds.) Vinte anos das Jornadas Internacionais de Educação Histórica. CITCEM (Centro de Investigação Transdisciplinar Cultura, Espaço e Memória), Porto, Portugal, pp. 9-15.

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Copping, Adrian

(2023) Engaging with story to engender living ideas: a 21st-century Charlotte Mason critique of teaching and assessing reading in the UK (and beyond?). Charlotte Mason Centenary Series . Charlotte Mason Institute.

Copping, Adrian

(2024) Exploring the influence of Intensive Training And Practice (ITAP) on student teachers’ pedagogical understanding and professional decision-making in practice. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Copping, Adrian

(2021) Exploring the influence of creative thinking on the pedagogy of primary-aged children’s writing. Doctoral thesis, Lancaster University.

[thumbnail of A. Copping PhD thesis final.docx.pdf]

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Copping, Adrian

(2023) Primary English 2023: teaching in between constraints to challenge a pedagogy of adherence. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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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Cotterell, Natalie, Grimwood, Tom

, Snell, Laura

and Wood, Chris (2023) An evaluation of Every Life Matters’ suicide prevention training. (Unpublished)

[thumbnail of (2023, Sept) Evaluation of ELM Suicide Prevention Training_report_FINAL.pdf]

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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D

Dasanayaka, Chamila H., Abeykoon, Chamil

, Ranaweera, R.A.A.S.

and Koswatte, Isuru

(2021) The impact of the performance appraisal process on job satisfaction of the academic staff in higher educational institutions. Education Sciences, 11 (10). e623.

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Delong, Jacqueline and Whitehead, Jack

(2023) You and your living-educational theory: how to conduct a values-based inquiry for human flourishing. Routledge.

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Delong, Jacquline, Mishra, Shivani, Dhungana, Parbati, Vaughn, Michelle and Whitehead, Jack

(2021) Accepting educational responsibility: building living theory cultures of educational inquiry in a UK/global context. In: American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, 8-12 April 2021, Online. (Unpublished)

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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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Dennis, Daniel (2024) Turning mirrors into windows: exploring the purposes of education and schools. In: University of Cumbria's Seminar and Lecture Series, 13 March 2024, University of Cumbria, London, UK. (Unpublished)

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, 23 (9). pp. 824-839.

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Diggory, Olivia and Prince, Heather

(2022) Recognition and reporting of outdoor learning in primary schools in England. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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Dorniak, M., Stuart, Kaz

, Yong, R. and Umeda, M. (2019) Its not my fault: exploring multi-causal factors for educational and societal dropout in Asia and Europe. In: World Educational Research Conference, 6-9 August 2019, Tokyo, Japan. (Unpublished)

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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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Dykes, Nigel

(2022) Entangled in Spanish mountains, learning from unplanned emergent experiences. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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E

Efthymiou, Giannis

(2024) Schooling in a democracy: returning education to the public service [book review]. Journal of Education Policy, 39 (4). pp. 679-680.

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Efthymiou, Giannis S.

(2021) Book review: Research on teaching global issues: pedagogy for global citizenship education, edited by John P. Meyers. International Journal of Development Education and Global Learning, 13 (1). pp. 61-64.

[thumbnail of Efthymiou_BookReviewResearch.pdf]

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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

(2019) British Values bringing us together or tearing us apart? In: Black History Month, 31st October 2019, Carlisle Campus UoC. (Unpublished)

[thumbnail of Elton-Chalcraft_Black History MonthOct 30th SHORT.pdf]

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Elton-Chalcraft, Sally

(2019) Can (and should) Religion and Worldviews encourage young people to challenge Islamophobia, anti-Semitism etc, or is RE morphing into a knowledge rich academic subject to impress Russell Group universities? In: AULRE, May 2019, Birmingham Newman University. (Unpublished)

[thumbnail of Elton-Chalcraft_AULRE RE 9th MaySEC.pdf]

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Elton-Chalcraft, Sally

(2023) Can education be anti-racist? In: University of Cumbria's Seminar and Lecture Series, 6 December 2023, London, UK and online. (Unpublished)

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Elton-Chalcraft, Sally

(2019) Christian Teachers navigating a Hindu Nationalist Education system Invited seminar for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College). In: Invited seminar for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College), 9th August 2020, Henry Martin Institute and Calvin Institute Theology. (Unpublished)

[thumbnail of Elton-Chalcraft_Hyderabad Christian values.pdf]

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Elton-Chalcraft, Sally

(2024) Developing practice: what we teach and why. In: Elton-Chalcraft, Sally, (ed.) Teaching religious and worldviews education creatively, 2nd edition. Learning to Teach in the Primary School Series . Routledge Taylor & Francis, Abingdon, UK, pp. 208-226.

Elton-Chalcraft, Sally

(2019) Extremism and fundamental British values research. In: BERA special interest group organised conference, May 2019, UCL, London. (Unpublished)

[thumbnail of Elton-Chalcraft_semianr FBV.pdf]

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Elton-Chalcraft, Sally

(2019) Faith into practice. In: Faith into Practice Invited seminar, 6th August 2019, Bishop’s College Kolkata. (Unpublished)

[thumbnail of Elton-Chalcraft_Bishop's College Kolkata.pdf]

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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)

[thumbnail of EltonChalcraft_IndiasEducation.pdf]

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Elton-Chalcraft, Sally

(2024) Introduction: Creative RE, the ‘phunometre scale’. In: Elton-Chalcraft, Sally, (ed.) Teaching religious and worldviews education creatively, 2nd edition. Learning to Teach in the Primary School Series . Routledge Taylor & Francis, Abingdon, UK.

Elton-Chalcraft, Sally

(2019) Religion and sexualities. In: BERA special interest group orgainised conference, June 2019, Birmingham University. (Unpublished)

Elton-Chalcraft, Sally

(2023) Social justice in ITE: how do we approach anti terrorism policy and anti racism in ITE? In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Elton-Chalcraft, Sally

(2019) Teaching about Religion in English faith and Non-Faith schools: Invited keynote for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College). In: Invited Keynote for Hyderabad Advance Research on Religion and Culture, a Federated Faculty of ACTC (Andhra Christian Theological College), 9th August 2019, Henry Martin Institute and Calvin Institute Theology. (Unpublished)

[thumbnail of Elton-Chalcraft_Hyderabad ReligionAug.pdf]

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Elton-Chalcraft, Sally

(2023) The use of the bible in the institutional body language of Christian schools in India: mediating Western, Christian or Western-Christian culture in contemporary India? In: Chalcraft, David J. and Angami, Zhodi, (eds.) Encountering diversity in Indian biblical studies: a biblical masala. Routledge, London, UK, pp. 317-358.

Elton-Chalcraft, Sally

, Bradley, Tony, Jogie, Melissa and Conlon, Rachel (2022) Evaluating knowledge exchange: values in action - the Communiversity Project. In: BERA Conference 2022, 6-8 September 2022, University of Liverpool, UK. (Unpublished)

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Elton-Chalcraft, Sally

, Brown, Alexandra and Yates, Jane (2024) Challenging discrimination and prejudice through creative and inclusive RE. In: Elton-Chalcraft, Sally, (ed.) Teaching religious and worldviews education creatively, 2nd edition. Learning to Teach in the Primary School Series . Routledge Taylor & Francis, Abingdon, UK, pp. 36-66.

Elton-Chalcraft, Sally

and Cammack, Paul

(2019) Christian values in education: teachers in India narrate the impact of their faith and values on practice. Journal of Beliefs and Values, 41 (3). pp. 284-304.

[thumbnail of EltonChalcraft_ChristianValuesIn.pdf]

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Elton-Chalcraft, Sally

and Chalcraft, David J. (2022) Decolonising Christian education in India? Navigating the complexities of Hindu nationalism and BJP education policy. In: Matemba, Yonah Hibson and Collet, Bruce A., (eds.) The Bloomsbury handbook of religious education in the Global South. Bloomsbury Handbooks . Bloomsbury Publishing, London, UK, pp. 135-164.

[thumbnail of Elton-Chalcraft_DecolonisingChristianEducation.pdf]

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Elton-Chalcraft, Sally

and Cooper, Hilary

(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

and Hollander, Penny (2024) Creative skills and strategies: the TASC model. In: Elton-Chalcraft, Sally, (ed.) Teaching religious and worldviews education creatively, 2nd edition. Learning to Teach in the Primary School Series . Routledge Taylor & Francis, Abingdon, UK, pp. 86-98.

Elton-Chalcraft, Sally

, Hollander, Penny and Prescott, Georgia

(2024) Spiritual development through creative RE. In: Elton-Chalcraft, Sally, (ed.) Teaching religious and worldviews education creatively, 2nd edition. Learning to Teach in the Primary School Series . Routledge Taylor & Francis, Abingdon, UK, pp. 116-130.

Elton-Chalcraft, Sally

, Jogie, Melissa, O’Connell, Catherine, Bradley, Tony, Conlon, Rachel and Shore, Linda (2022) Communiversity: Values in Action Project 2020–2022.

[thumbnail of Elton-Chalcraft_CommuniversityValuesIn.pdf]

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Elton-Chalcraft, Sally

, Miller, Anne, Ocriciano, Michelle, Marshman, Margaret, Visnovska, Jana and Biggin, Katie (2024) On why ‘subjectification’ matters and how to regain agency in initial teacher education. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Elton-Chalcraft, Sally

, Obiols, Edda Sant, McDonnell, Jane, Pashby, Karen, Alvarez-Hevia, David Menendez, Ackroyd, Rebekah

and Cummins, Esther (2022) Managing disagreement and conflict in education. In: BERA Conference 2022, 6-8 September 2022, University of Liverpool, UK. (Unpublished)

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Elton-Chalcraft, Sally

, 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.

Elton-Chalcraft, Sally

, Van Pelt, Deani, Cooper, Hilary

, Spencer, Stephanie and Cooper, Elaine (2023) Expert panel of Charlotte Mason scholars and practitioners, hosted by Sally Elton-Chalcraft. In: Charlotte Mason Centenary Events 2023, 8 November 2023, Online. (Unpublished)

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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Fenton, Lisa

, Playdon, Zoe

and Prince, Heather

(2020) Bushcraft education as radical pedagogy. Pedagogy, Culture and Society, 30 (5). pp. 715-729.

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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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Frostholm, Peter Hornbæk and Walker, Steve (2021) The indirect approach: the basics, the craft and the ethics. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education. Great debates in higher education . Emerald Publishing, Bingley, UK, pp. 61-75.

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Gates, Brian (2020) Peter Woodward obituary. British Journal of Religious Education, 42 (1). pp. 112-114.

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Gates, Brian (2021) Synoptic vision: some research priorities for RE. Journal of Religious Education, 69 (3). pp. 379-387.

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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Goad, Laura, Prince, Heather

, Holman, Ceri and Norman, Geoff (2023) Cumbria curriculum: place-based learning in Cumbria, report for Cumbria County Council. (Unpublished)

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Godley, Nicola

(2023) Can the use of asynchronous thread work improve learner understanding of the Intended Learning Outcomes and assignment requirements? In: APLG Centre for Excellence in Paramedic Practice meeting, 2 May 2023, Online. (Unpublished)

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Gossman, Peter (2011) My 'best' teacher. Teacher Education Advancement Network Journal (TEAN), 3 (1).

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Grabrovaz, Meaghan

, Goodwin, Victoria

and Grimwood, Tom

(2020) An asset-based approach to widening participation for young people in Cumbria. Health and Society Knowledge Exchange (HASKE).

[thumbnail of (2020, May) An asset-based approach to Widening Participation for young people in Cumbria_public facing report.pdf]

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Grabrovaz, Meaghan

and Grimwood, Tom

(2019) Understanding the rural and coastal contexts in widening participation. Health and Society Knowledge Exchange (HASKE).

[thumbnail of (2019, Aug) Understanding the Rural and Coastal Contexts in Widening Participation_public facing report.pdf]

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Grabrovaz, Meaghan

and Grimwood, Tom

(2018) An evaluation of the effect of bursary and other types of financial support on student outcomes at the University of Cumbria. Health and Social Care Evaluations (HASCE). (Unpublished)

[thumbnail of (2018, Oct) Effect of bursary & financial support on student outcomes at UOC_Final Report.pdf]

Gravesen, David Thore, Stuart, Kaz

and Bunting, Mette (2021) A broader view at marginalisation – and the steps towards change. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education. Great debates in higher education . Emerald Publishing, Bingley, UK, pp. 181-193.

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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Grimwood, Tom

, Goodwin, Victoria

and Grabrovaz, Meaghan

(2020) Voluntary and community organisations in Cumbria: assets for young people’s decision-making? Health and Society Knowledge Exchange (HASKE).

[thumbnail of (2020, Oct) Voluntary & Community Organisations in Cumbria - Assets for Young Peoples Decision Making - public facing report.pdf]

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Grimwood, Tom

and Snell, Laura

(2021) Parental assets and influence on young people's decision-making: engaging 'hard to reach' parents. Health and Society Knowledge Exchange (HASKE). (Unpublished)

[thumbnail of Parental-assets-influence-on-young-peoples-decision-making-_Report.pdf]

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Grimwood, Tom

, Snell, Laura

and Goodwin, Victoria

(2021) The current higher education outreach needs of students in Years 12 and 13. HASKE. (Unpublished)

[thumbnail of (2021, August) Outreach needs of Years 12&13_Report.pdf]

Gutteridge, Daniel (2023) Experiencing the city street, ‘a-New’: a posthuman exploration into the relations of multiplicities that can contribute to restorative engagements unfolding with(in) Birmingham’s New Street. Masters dissertation, University of Cumbria.

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HUI, SUET YING (2021) A Phenomenological Study of Outdoor Experiential Education (OEE) practitioners' and OEE organisations’ ethos in Northern England. Masters dissertation, University of Cumbria.

[thumbnail of Suet Ying Hui Dissertation 2021.pdf]

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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Hallett, Fiona

and Hallett, Graham

(2021) Disciplinary exclusion: wicked problems in wicked settings. Journal of Research in Special Educational Needs (JORSEN), 21 (S1). pp. 8-16.

[thumbnail of Hallett_DisciplinaryExclusionWicked.pdf]

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Hallett, Graham

(2019) Rethinking the role of the SENCo: using the nasen journals to inform, and transform, practice. In: NASEN Live 2019, 12th July 2019, Vox Conference Centre, Birmingham. (Unpublished)

Hallett, Graham

and Hallett, Fiona (2023) Afterword. In: Done, Elizabeth and Knowler, Helen, (eds.) International perspectives on exclusionary pressures in education: how inclusion becomes exclusion. Springer International Publishing, Cham, Switzerland, pp. 363-369.

Hallett, Graham

and Hallett, Fiona (2023) Editorial [BJSE June 2023]. British Journal of Special Education (BJSE), 50 (2). pp. 195-196.

Hallett, Graham

and Hallett, Fiona (2022) Editorial [BJSE September 2022]. British Journal of Special Education (BJSE), 49 (3). pp. 322-326.

Hallett, Graham

and Hallett, Fiona (2023) Editorial [BJSE September 2023]. British Journal of Special Education, 50 (3). pp. 333-334.

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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Hardacre, Charlotte

(2020) Authentic family learning: real life reading and writing in the community. In: LED Showcase Conference 2020, 4th December 2020, Online. (Unpublished)

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Hardacre, Charlotte

(2020) Supportive power: The role of family learning in developing home learning cultures. In: British Early Childhood Educational Research Association (BECERA) Annual Conference, 10th February 2020, Midlands Arts Centre, Birmingham. (Unpublished)

[thumbnail of AFL and Supportive Power. BECERA 2020.pdf]

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Hardacre, Charlotte

and Kinkead-Clark, Zoyah (2019) Authentic family learning: reconceptualising intergenerational education initiatives, in Jamaica and England, through cross-cultural conversation. Journal of Childhood Studies, 44 (5). pp. 85-102.

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Harvey, David (2022) Outdoor learning across the community: the development of progression and ecosystem models to enhance engagement. Doctoral thesis, University of Cumbria.

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Harvey, David (2020) Progression towards what? Autonomy as a goal for outdoor learning. In: LED Showcase Conference 2020, 3rd December 2020, Online. (Unpublished)

[thumbnail of Harvey_Progression towards autonomy_LED_031220.pdf]

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Harvey, Tina

and Scott, Joanne (2022) Reviewing pedagogic feedback practice from the Integrated Foundation Year student perspective. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

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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, Catherine and Corrie, Ian

(2022) Interdisciplinary doctoral education and strategic management in crises: harnessing agency with praxis. In: Wilmot, Ann-Marie and Thompson, Canute Sylvester, (eds.) Handbook of research on activating middle executives’ agency to lead and manage during times of crisis. IGI Global, Hershey, PA, US, pp. 374-399.

[thumbnail of Corrie_InterdisciplinaryDoctoralEducation.pdf]

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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)

[thumbnail of Staff-Student Conference 2017 WCF Applying and Enhancing Learning.pdf]

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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.

[thumbnail of Hayes_BookReviewInformalEducation.pdf]

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Hayes, Tracy

(2021) Crafting in a virtual space: words and pictures. In: Learning and Teaching Fest: Sustaining our Development in Digital Learning, Teaching and Student Support, 7 July 2021, Online. (Unpublished)

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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)

[thumbnail of RSG-IBG HERG Prize winning essay 2016 Developing an academic identity - What’s the time Mrs Wolf.pdf]

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Hayes, Tracy

(2019) Encouraging educational research into nature, outdoor learning and play [blog]. The BERA Blog: Research Matters .

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Hayes, Tracy

(2021) FINDING JOY AND HOPE: Taking time to ask and making time to listen. Horizons .

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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

(2020) ‘I thought… I saw… I heard…’: the ethical and moral tensions of auto/biographically opportunistic research in public spaces. In: Parsons, Julie and Chappell, Anne, (eds.) The Palgrave handbook of auto/biography. Palgrave Macmillan, London, UK, pp. 285-303.

[thumbnail of THayes chapter - Palgrave Handbook of Auto-biography AUTHOR ACCEPTED COPY.pdf]

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Hayes, Tracy

(2020) The Importance of Nature: before, during and after Covid-19. Part of series: The Impact of Covid-19. [Podcast]. [Show/Exhibition] In: UNSPECIFIED. (Unpublished)

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, UK.

[thumbnail of Author Accepted Manuscript THayes - Kindness.pdf]

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Hayes, Tracy

(2021) Learning for/with Nature: The pedagogy and practice of teaching Natural History in England. In: TEAN Conference 2021, 5-6 May 2021, Online. (Unpublished)

[thumbnail of TEAN May 2021 T A Hayes Round Table input.pdf]

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Hayes, Tracy

(2020) Lightning Talk: Shared-story approaches: you tell me yours, and I’ll tell you mine…. In: Lightning Talk - part of LED seminars, 16 December 2020, Carlisle. (Unpublished)

[thumbnail of Playing with words - connecting through story T Hayes Dec 2020.pdf]

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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)

[thumbnail of IPA poster 2017 Playing along.pdf]

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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

(2018) Responsive, responsible research: Lexi’s story. In: BERA Annual Conference 2018, 11-13 September 2018, Northumbria University, Newcastle, 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.

[thumbnail of Lessons learned from a 5 year old - getting to know nature edited version.pdf]

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Hayes, Tracy

(2019) Sharing stories: an interactive, interdisciplinary approach. In: Hayes, Tracy, Edlmann, Theresa and Brown, Laurinda, (eds.) Storytelling: Global Perspectives on Narrative. At the Interface / Probing the Boundaries, 122 . Inter-Disciplinary Press, Leiden, The Netherlands, pp. 260-269.

[thumbnail of ebook Chapter-Tracy Hayes -2016.pdf]

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Hayes, Tracy

(2020) Shifting Perspectives on Nature through Pedagogical Practices [webinar]. In: Shifting Perspectives on Nature through Pedagogical Practices, 28 October 2020, Online. (Unpublished)

[thumbnail of BERA Nolap PPT TA Hayes Oct 2020.pdf]

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Hayes, Tracy

(2021) Story crafting methods: exploring magic and mundane moments and capturing elusive elements. In: Playing with words…. connecting through story, 10 February 2021, Online. (Unpublished)

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Hayes, Tracy

(2021) Telling small stories from the everyday to bring about change. In: Telling small stories from the everyday to bring about change, 21 April 2021, Online. (Unpublished)

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Hayes, Tracy

(2022) Thank you for farming, food and friends: exploring the therapeutic and educational potential of agriculture and horticulture interventions. In: BERA Conference 2022, 6-8 September 2022, University of Liverpool, UK. (Unpublished)

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Hayes, Tracy

(2021) Wandering on the margins: supporting young people to experience nature through the companionship of a responsive adult. In: RGS-IBG 2021, 31 August - 3 September, Online. (Unpublished)

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Hayes, Tracy

(2020) We’re ALL in the Wild: Inclusive, creative ways to support young people to discover local outdoor spaces. Impact .

[thumbnail of article T Hayes 2020 accepted author copy.pdf]

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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

(2021) The practicalities of researching creatively [in press]. In: Benzon, Nadia Von, Holton, Mark, Wilkinson, Catherine and Wilkinson, Samantha, (eds.) Creative Methods for Human Geographers. SAGE Publications, London.

Hayes, Tracy

(2019) A tale tail of PhD surviving and thriving! In: Postgraduate Student Research Conference, 11 July 2019, University of Cumbria, Lancaster, UK. (Unpublished)

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Hayes, Tracy

and Christie, Mark

(2021) Therapeutic Horticulture and Therapeutic Agriculture. In: BERA Annual Conference 2021, 1316 September 2021, Online. (Unpublished)

[thumbnail of Therapeutic Horticulture and Therapeutic Agriculture - Hayes and Christie 15 Sep 2021.pdf]

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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 (2019) Let’s get crafty. Using stories and crafts to creatively engage children, young people and families. In: RGS-IBG 2019 International AGM & conference, Geographies of trouble / geographies of hope, 28th - 30th August 2019, London. (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)

[thumbnail of That’s not MY Gruffalo! RGS-IBG 2015.pdf]

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Hayes, Tracy

, Larmour, Caroline and Larmour, Lauren (2021) Blog - Craft Elicitation: Connecting and finding meaning through craft. BERA Blog .

Hayes, Tracy

and Leather, Mark (2021) More than fun and games: the serious side to outdoor education. In: Pugh, Victoria, (ed.) A curriculum for wellbeing: improving all aspects of wellbeing in curricula & schools. British Educational Research Association (BERA), London, UK, pp. 14-15.

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[thumbnail of BCF article - More than fun and games – the serious side of learning in nature - Hayes and Leather Oct 2020.pdf]

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Hayes, Tracy

, Leather, Mark F and Passy, Rowena (2021) Editorial for BERA Blog Special Issue: Wellbeing and being outdoors (guest editor). Blog post .

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Hayes, Tracy

and Leather, Mark F. (2021) Editorial for special issue: The serious side of nature, outdoor learning and play: international perspectives. Research Intelligence (147).

[thumbnail of T1_HAYES and LEATHER BERA RI Editorial- accepted copy.pdf]

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Hayes, Tracy

and Lessner Listiakova, Ivana (2021) Families on the edge: experiences of location and marginalisation. In: RGSIBG 2021 International Conference, 31 August - 3 September, Online. (Unpublished)

Hayes, Tracy

and Nicol, Robbie (2022) Walking with [please insert here]: how autoethnographic walks enable us to consider the embodied relationship between people, place and planet. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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Hayes, Tracy

, Parsons, Katie and Walker, Catherine (2021) In it together! Intergenerational, creative responses to a climate of uncertainty. In: RGSIBG 2021 International Conference, 31 August - 3 September, Online. (Unpublished)

Hayes, Tracy

and Tremble, Samantha (2022) Noticing magic moments outdoors. Horizons (96).

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Hempsall, Catherine (2022) Is the theory of wild pedagogies precisely the utopian philosophy the anthropocene needs? Canadian Journal of Environmental Education, 25 . pp. 222-236.

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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)

Hordern, Rebecca (2022) Investigating teacher-student relationships from the classroom to outdoor learning spaces: exploring engagement and learning by listening to the voices of the young people. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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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.

[thumbnail of Humberstone, Prince ,Henderson International Handbook Introduction, 1-4.pdf]

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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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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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Huxtable, Marie

(2019) Living Theory research: Making a difference that matters to Educational Learning and Continual Professional Development. In: IPDA International Conference 2019, 29 Nov - 30 Nov 2019, Birmingham. (Unpublished)

Huxtable, Marie and Whitehead, Jack

(2022) Enhancing Research Literacy for Educators: A Living Educational Theory Research Approach. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna, (eds.) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków, pp. 271-295.

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Huxtable, Marie

and Whitehead, Jack

(2020) Enhancing educational influences in learning with a living educational theory approach to pedagogical action research in higher education. Educational action research . pp. 310-327.

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Huxtable, Marie

and Whitehead, Jack

(2023) Living educational theory research in the real world: results of reaching out to people and communities. In: Collaborative Action Research Network (CARN) Conference 2023: Research in the Real World: Reaching Out to People and Communities, 26-28 October 2023, Friends Meeting House, Manchester, UK. (Unpublished)

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Huxtable, Marie

and Whitehead, Jack

(2022) Using technology to spread the systemic educational influences of Living Educational Theory Research with values of human flourishing. In: BERA Conference 2022, 6-8 September 2022, University of Liverpool, UK. (Unpublished)

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Hymer, Barry (2022) Decision time: when science tells us to resist our initial hunch. Chessable Blog . (Unpublished)

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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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Ingle, Steve (2020) What is vocational and technical education? In: Studying Education: An introduction to the study and exploration of education. Learning Matters, London, pp. 217-234.

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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 for International Professional Development Association, 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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Jones, Emma

, Priestley, Michael

, Brewster, Liz

, Wilbraham, Susan

, Hughes, Gareth

and Spanner, Leigh (2020) Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46 (3). pp. 438-450.

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Jones, Helen (2023) ‘Less sitting indoors please’: making room for nature-based learning and outdoor education within a crowded curriculum. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Jukes, Scott, Clarke, David and Mcphie, Jamie

(2022) The wisp of an outline ≈ Storying ontology as environmental inquiry↔education :–). Australian Journal of Environmental Education, 38 (3-4). pp. 328-344.

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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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King, Valerie (2024) Friendship and collaboration. In: Harper, Richard, Rouncefield, Mark and Wulf, Volker, (eds.) A Festschrift: in honor of David W. Randall. University of Siegen, Siegen, Germany, p. 35.

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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.

Ledwith, Margaret (2017) The central role of community development. In: International Conference on Lifelong Learning in Developing Countries: Issues and Perspectives, 17-18 February 2017, University of Kalyani, West Bengal, India. (Unpublished)

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Lemmey, Tania (2022) Inclusive community nature engagement: successes and considerations. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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Lenton, Teresa

(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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Leslie, Pippa

(2021) Collective Mindset: The role of culture, community and metacognition in the development of shared beliefs about intelligence. Doctoral thesis, Lancaster University.

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Leslie, Pippa

(2024) Using ethnographic research approaches to investigate complex social processes within a real-world school context. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Leslie, Pippa

, Cochrane, Janet, Heck, Deborah, Robertson, Ann, Smith, Karyn and Marshman, Margaret (2024) Exploring Biesta’s notion of pointing: teacher educators collaborating to resist the status quo. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Leslie, Pippa

and Seed, Mark (2023) Collective mindset: developing beliefs about intelligence in the dynamic social context of a school. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Leslie, Pippa

and Wright, Phil (2024) How student perceptions of academic ‘ability’ at the beginning of a primary education programme (3-11) informed module design. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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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

(1999) Development Training in the UK. In: Miles, John and Priest, Simon, (eds.) Adventure Programming. Venture Publishing, State College, Pennsylvania, pp. 103-108.

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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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Loynes, Christopher

(2018) Outdoor technologies: ancient and modern. In: EOE 2018 Conference: The Mediation of Experiences by Technology in the Outdoors, 19-23 September 2018, Bohinj, Slovenia. (Unpublished)

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Loynes, Christopher

, Anderson, Neal, McCabe, Gina, Midhal, Mohammed, O'Brien, Kate and Duffy, Anoushka (2021) Inclusivity in the Outdoors. Institute for Outdoor Learning, Warwick Bridge, UK.

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Lucas, Isabel and Chapman, Amanda

(2021) Storyboarding and suggestopedia for curriculum re-design. Journal of Learning Development in Higher Education (22).

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MacDonald, Iain

(2023) Development of a knowledge demonstrating/sharing blog in health-based radiation protection: experiential learning that leverages the web 2.0 experience of learners in a community of practice and influenced by pressures of the Covid-19 pandemic. EDULEARN23 Proceedings . p. 8153.

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Macarthur, Vicky

(2023) The Advanced Clinical Practice Integrated Degree Apprenticeship end point assessment: history, challenges and implementation. International Journal for Advancing Practice, 1 (1). pp. 37-41.

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Macarthur, Vicky

and Clarkson, Melanie (2023) Exploring collaboration in the implementation of a national assessment strategy: perspectives of advanced practice educators. International Journal for Advancing Practice, 1 (3). pp. 111-116.

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Macgregor, Lisa

(2020) Does using the outdoors during a teacher education programme impact future practice? In: LED Showcase Conference 2020, 3rd December 2020, Online. (Unpublished)

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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Mansfield, Lois

(2023) Field notebooks and natural history journals: cornerstones of outdoor learning. Charlotte Mason Centenary Series . Charlotte Mason Institute.

Marcangelo, Caroline and Gibbon, Carolyn (2009) Problem based learning evaluation toolkit. Higher Education Academy Health Sciences and Practice Subject Centre.

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McCann, Shawn and Corrie, Ian

(2023) Engendering perspective transformation: a model for designing programs and facilitating transformative learning. In: 1st Conference of the ESREA Transformative and Emancipatory Adult Education Network, 5-7 July 2023, Hellenic Open University, Patras, Greece. (Unpublished)

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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

(2006) All you need to know about action research. SAGE Publications, London, UK.

McNiff, Jean and Whitehead, Jack

(2011) All you need to know about action research, 2nd edition. SAGE Publications.

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Mcpartlan, David

(2023) Young researchers in schools: a participative action research study into the efficacy of a whole school mental health strategy. Doctoral thesis, University of Cumbria.

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Mcpartlan, David

(2020) A blueprint for schools re-opening post lockdown. Edukit Connect .

Mcphie, Jamie

(2020) Book review: Speculative fabulations in the ruins of colonial topographies: a (messy) review of ‘developing place-responsive pedagogy in outdoor environmental education: a rhizomatic curriculum autobiography’: by Alistair Stewart. Journal of Adventure Education and Outdoor Learning, 21 (2). pp. 195-199.

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Mcphie, Jamie

and Clarke, David A.G.

(2023) Nature matters: diffracting a keystone concept of environmental education research – just for kicks. In: Clarke, David A.G. and Mcphie, Jamie, (eds.) New materialisms and environmental education. Routledge, Abingdon, UK, pp. 268-285.

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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Messenger, Hazel and Boyd, Pete

(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)

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Mills, Kären

(2021) Taking the lead in the preparation of future teachers. Exploring a school-led route of Initial Teacher Education in England through the lens of a selection of primary Headteachers. Doctoral thesis, Lancaster University.

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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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Moore, Hugh

(2020) Organic historical reasoning: an exploration of how non-specialist students can connect, through historical and archaeological artefacts, with the people who made and used them. In: Trskan, Danijela and Bezjak, Spela, (eds.) Archaeological heritage and education: an international perspective on history education. Slovenian National Commission for UNESCO, Ljubljana, Slovenia, pp. 51-68.

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Mukungu, Kate

(2018) Promoting and Assessing Student Led Learning. In: Learning and Teaching Fest 2018, 6th June 2018, University of Cumbria. (Unpublished)

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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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Norris, Kath (2019) Mentor qualifications and the mentor standards. In: UCET Conference, 5th-6th November 2019, Statford-upon-Avon. (Unpublished)

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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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Outhwaite, Deb, Close, Paul and Kendrick, Ann

(2019) Leadership, Preparation and Development (LPD) RIG annual report, May 2019. Management in Education, 33 (4). p. 181.

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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

(2021) Curriculum outdoor practice in local natural spaces and places. In: European Institute of Outdoor Adventure Education and Experiential Learning (EOE) International Seminar, 19-23 October 2022, BSJ Marburg, Germany. (Unpublished)

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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

(2023) Morecambe Bay Curriculum: a new place-based curriculum in North-west England to build a more sustainable future. In: European Institute of Outdoor Adventure Education and Experiential Learning (EOE) International Seminar, 2-7 October 2023, Metsakartano, Rautavarra, Finland. (Unpublished)

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Prince, Heather

(2022) Neophyte outdoor education researchers' experiences during Covid-19 restrictions. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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Prince, Heather

(2022) Neophyte outdoor education researchers’ experiences during Covid-19 restrictions. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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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

(2022) Rewilding children and young people: the role of education and schools. In: Hawkins, Sally, Convery, Ian, Carver, Steve and Beyers, Rene, (eds.) Routledge handbook of rewilding. Taylor and Francis Group, London, UK, pp. 295-303.

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

(2020) The lasting impacts of outdoor adventure residential experiences on young people. Journal of Adventure Education and Outdoor Learning, 21 (3). pp. 261-276.

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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, Jochem, (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 Cory-Wright, Jean (2022) Outdoor education as a deep education for global sustainability and social justice. In: Petry, Karen and de Jong, Johan, (eds.) Education in Sport and Physical Activity: Future Directions and Global Perspectives. Taylor and Francis, Oxford; New York, pp. 49-59.

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Prince, Heather

and Diggory, Olivia (2022) The recognition and reporting of outdoor learning in primary schools in England. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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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 (2020) ASTO (Association of Sail Training Organisations) Theory of Change. In: Association of Sail Training Organisations (ASTO) National Conference, 24 January 2020, Solent University, Southampton, UK. (Unpublished)

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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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Prince, Heather

and Fletcher, Eric (2019) Research matters (sail training research). In: Association of Sail Training Organisations (ASTO) National Conference, 25 January 2019, Solent University, Southampton, UK. (Unpublished)

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Prince, Heather

, Hordern, Rebecca, Towers, Daniel

and Holman, Ceri (2022) Outdoor Learning and Place-based Curriculum Framework. (Unpublished)

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Prince, Heather

and Waite, Sue (2020) Child, place, and others: interactions that support outdoor learning. Journal of Adventure Education and Outdoor Learning . pp. 1-2.

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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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Rawlings Smith, Emma, Elton-Chalcraft, Sally

, Clarke, Matthew, Heimans, Stephen, Robertson, Ann and Ocriciano, Michelle (2024) Academics anonymous: study group methodology as an antidote to performativity. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Richards, Kaye, Fullam, James, Loynes, Christopher

and Allin, Linda (2022) ‘The SixP sustainability framework for outdoor mental health services and interventions’: a qualitative study of stakeholder perspectives of sustainability. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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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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Robson, Ian and Stuart, Kaz

(2021) Learning in and From Participatory Research. In: NIHR ARC NENC Children and Families Symposium, 28th June 2021, Online. (Unpublished)

Roscoe, Jason

(2021) Maximizing trainee Cognitive Behavioral Therapists use of clinical supervision: Can a bespoke workshop help to broaden their horizons? Journal of Applied Psychology and Social Science, 6 (1). pp. 58-89.

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Rothwell, Daniela (2023) From dialogue to engagement to well-being: action research insights into teacher education seminars. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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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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Sambell, Kay

and Brown, Sally (2021) Changing assessment for good: building on the emergency switch to promote future-oriented assessment and feedback designs. In: Baughan, Patrick, (ed.) Assessment and feedback in a post-pandemic era: a time for learning and inclusion. Advance HE, York, UK, pp. 11-21.

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Sambell, Kay

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)

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Sambell, Kay

, 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)

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Sambell, Kay

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)

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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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Seed, Mark (2024) Impact of flipped learning approaches and its use with a group of students participating in Initial Teacher Education programmes. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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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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Shaik-Abdullah, Sarimah, Mat Noor, Mohd Syafiq Aiman and Whitehead, Jack

(2023) Delving into Living Educational Theory (LET) research: a conversation with Jack Whitehead. Malaysian Journal of Action Research, 1 (1). pp. 11-22.

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Shelford, Rebecca (2022) An exploration of the use of storytelling amongst UK educators and its perceived impact on children's nature connectedness. Masters dissertation, University of Cumbria.

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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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Simpson, Jennifer (2024) Learning to unlearn within teacher education: transformative professional learning to challenge and re-frame understandings of a social justice mentality. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Smallwood, Amy

(2023) Primary encounters: towards a conceptual model of place relations in outdoor adventure education. Doctoral thesis, University of Cumbria.

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Smallwood, Amy

(2022) Towards a relational ontology: re-thinking human-nature relations in outdoor adventure education. In: 9th International Outdoor Education Research Conference (IOERC9), 18-22 July 2022, Ambleside, UK. (Unpublished)

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Smith, J. Carroll (2023) Mason for the 21st century? In: University of Cumbria Online Talk, 6 March 2023, Online. (Unpublished)

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Snell, Laura

and Grimwood, Tom

(2019) Current knowledge and learning on the use of technology in healthcare education. (Unpublished)

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Snell, Laura

and Grimwood, Tom

(2024) An evaluation of the South East Paramedic Leadership Project. (Unpublished)

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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

(2019) Educational co-creation through action research on educational inequality. In: Collaborative Action Research Network Conference, 17-19 October 2019, Split, Croatia. (Unpublished)

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Stuart, Kaz

(2020) Leading family centres through Covid-19. Social Publishers Foundation Practitioner Research .

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Stuart, Kaz

(2010) Narratives and stories as action research tools for youth work. Journal of Youth Work, 6 . pp. 20-29.

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Stuart, Kaz

(2022) Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities. Educational Action Research, 30 (3). pp. 342-356.

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Stuart, Kaz

(2020) Tinker, tailor, soldier, sailor: Social Determinants of Wellbeing. In: University of Cumbria Professorial Inaugural Lectures, 27th January 2020, University of Cumbria, Fusehill Street, Carlisle, CA1 2HH. (Unpublished)

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Stuart, Kaz

(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

(2021) Young People's Leisure Time 'Post-Covid' - we need more stuff to do and more places to go. In: Great North Children's Research Network Annual Conference, 4th November 2021, Online. (Unpublished)

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Stuart, Kaz

, Browning, Ruth, Henderson, Emily and Robson, Ian (2021) Youth Participatory Research Resources. University of Cumbria.

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Stuart, Kaz

, Bunting, Mette, Boyd, Pete

, Cammack, Paul

, Frostholm, Peter Hornbæk, Graveson, David Thore, Mikkelsen, Sidse Hølvig, Moshuus, Geir and Walker, Steve (2019) Developing an equalities literacy for practitioners working with children, young people and families through action research. Educational Action Research .

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Stuart, Kaz

, Bunting, Mette, Mikkelsen, Sidse Hølvig and Moshuus, Geir (2021) The context of early school leavers. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education. Great debates in higher education . Emerald Publishing, Bingley, UK, pp. 29-45.

Stuart, Kaz

and Gravesen, David Thore (2021) Equalities literacy framework. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education. Great debates in higher education . Emerald Publishing, Bingley, UK, pp. 47-60.

Stuart, Kaz

and Maynard, Lucy (2015) Non-formal youth development and its impact on young people’s lives: case study – Brathay Trust, UK. Italian Journal of Sociology of Education, 7 (1). pp. 231-262.

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Stuart, Kaz

, Routledge, R., Robson, M., Trennel, E., Stephan, I., Davies, L. and Graham, M. (2021) School based youth participatory health research – what works? Social Publishers Foundation Practitioner Research .

Stuart, Kaz

, Terras, Deborah

and Cowle, Tracy (2021) Educational deprivation in Blackpool in the UK. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education. Great debates in higher education . Emerald Publishing, Bingley, UK, pp. 139-152.

Stuart, Kaz

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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Swinson, Jeremy and Henderson, Georgia (2023) Analysing the attitude and opinions of a ‘difficult’ year group in a secondary school. Pastoral Care in Education, 41 (2). pp. 177-190.

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Tavares de Sousa, Rita, Lopes, Amélia and Boyd, Pete

(2020) Initial teacher education and the relationship with research: student teachers’ perspectives. Studia paedagogica, 25 (2). p. 161.

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Temple, Sue

(2019) Making the most of a census. Primary History, 83 . pp. 44-48.

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Temple, Sue

(2019) Using your Romans theme to develop Literacy: going beyond the obvious presenter. In: Historical Association Annual Conference, 17th-18th May 2019, Chester. (Unpublished)

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Temple, Sue

(2019) A significant, not famous person. In: Yorkshire History Forum, 13th November 2019, Leeds Trinity University. (Unpublished)

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Temple, Sue

and Wilkinson, Alf (2019) Changes within living memory pupil book. Collins Primary History . Collins, London.

Temple, Sue

and Wilkinson, Alf (2019) Events beyond living memory pupil book. Collins Primary History . Collins, London.

Temple, Sue

and Wilkinson, Alf (2019) Primary history teacher's guide. Collins Primary History . Collins, London.

Temple, Sue

and Wilkinson, Alf (2019) Significant individuals. Collins Primary History Series – Key Stage 1 . Collins, London.

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

Towers, Daniel

(2021) At the stone circles: place-based outdoor education in Cumbria. Horizons, 92 . pp. 23-25.

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Towers, Daniel

and Loynes, Christopher

(2017) Finding new ways: developing a time and place responsive approach to outdoor learning. Horizons, 78 . pp. 10-13.

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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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Toyn, Mike

, Seward, Deborah

and Percival, Jacqui (2023) Integrating centre-based and school-based learning through a reflective journal for postgraduate student teachers. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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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Trevino Gonzalez, Maria

(2022) Bringing adventure to your classroom: a handbook sharing action research and activities implemented by teachers from Bolivia, Colombia and Mexico. Masters dissertation, University of Cumbria.

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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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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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WANG, LULU (2021) A preliminary study of rural design based on the perspective of outdoor learning. Masters dissertation, University of Cumbria.

Waite, Sue

and Prince, Heather

(2022) Editorial: Child, place, and others: interactions that support outdoor learning. Journal of Adventure Education and Outdoor Learning, 22 (4). pp. 275-277.

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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, Steve and Bunting, Mette (2021) ‘Done with’ not ‘done to’. Confronting marginalisation by engaging in conversations with young people. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education. Great debates in higher education . Emerald Publishing, Bingley, UK, pp. 153-165.

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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Ward, Richard

and Freeman, Antony (2023) The live virtual placement project. In: The Centre for Excellence in Paramedic Practice Staff Conference, 22-24 August 2023, University of Cumbria, Lancaster, UK. (Unpublished)

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Warner, Diane (2022) Black and minority ethnic student teachers' stories as empirical documents of hidden oppressions: using the personal to turn towards the structural. British Educational Research Journal .

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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, Diane and Elton-Chalcraft, Sally

(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.

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, Debbie and Carr, Katie (2017) Whose SDGs? Some challenging considerations underlying effective teaching and learning. In: TEESNet 10th Annual Conference 2017: Making the Sustainable Development Goals Real: The Role of Teacher Education in Promoting Quality Education for Sustainable Development and Global Citizenship Education in Schools, 14 September 2017, Liverpool Hope University, UK. (Unpublished)

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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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White, Andy, Chapman, Amanda

and Lucas, Isabel (2021) Digital capabilities: from niche to normal. Journal of Learning Development in Higher Education (22).

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Whitehead, Jack

(2019) Book review: Taylor, C., and Luitel, B.C. (eds.) (2019). Research as transformative learning for sustainable futures. Glocal Voices and Visions. Leiden, Netherlands: Brill Sense. Educational Journal of Living Theories, 12 (1). pp. 103-104.

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Whitehead, Jack

(2022) Changing lives and transforming cultures using living educational theory and action research. In: Collaborative Action Research Network (CARN) Conference, 28-30 October 2022, Dublin, Ireland. (Unpublished)

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Whitehead, Jack

(2021) Co-creating knowledge, empowering communities through living educational theory research. In: Action Research Network of the Americas (ARNA) Conference: Co-creating Knowledge and Empowering Communities, 18 June 2021, Online. (Unpublished)

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Whitehead, Jack

(2019) Connecting curriculum development, creativity and professional learning through Living Theory research. In: IPDA International Conference 2019, 29 Nov - 30 Nov 2019, Birmingham. (Unpublished)

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Whitehead, Jack

(2019) Creating a living-educational-theory from questions of the kind, ‘how do I improve my practice?’ 30 years on with Living Theory research. Educational Journal of Living Theories, 12 (2). pp. 1-19.

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Whitehead, Jack

(2022) Critical reflection in educational practice. In: Network for Educational Action Research in Ireland Spring NEARIMeet, 2 April 2022, Online. (Unpublished)

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Whitehead, Jack

(2024) Digital technology during COVID-19 in global living educational theory research. In: Nanwani, Suresh and Loxley, William, (eds.) Social structure adaptation to COVID-19: impact on humanity. Taylor and Francis Group, London, UK, pp. 243-250.

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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

(2023) Interrogating consequential education research in pursuit of truth in living educational theory research: a response to Rich Milner’s 2023 AERA presidential address. In: American Educational Research Association (AERA) Annual Meeting: Interrogating Consequential Education Research in Pursuit of Truth, 4-5 May 2023, [Online]. (Unpublished)

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Whitehead, Jack

(2021) Living educational theory researchers’ contributions to wisdom-inquiry and wisdom inquiry’s contribution to living educational theory research. (Unpublished)

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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

(2021) Nanwani, S. (2022) Organization and education development: reflecting and transforming in a self-discovery journey. London: Routledge [book review]. Educational Journal of Living Theories, 14 (2). pp. 78-82.

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Whitehead, Jack

(2021) New normal: what directions for research in educational technologies? In: CILL Research Day, 11 November 2021, Online. (Unpublished)

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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

(2020) Review of Máirín Glenn's doctoral thesis, 'Working with collaborative projects: my living theory of a holistic educational practice'. Educational Journal of Living Theories, 13 (1). pp. 123-125.

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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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Whitehead, Jack

(2021) Teachers as educational professionals contributing their living-educational-theories to the creation of the future. In: SY.N.THE.SI. The Heuristic Teachers’ Society Conference: An Outlook in the Future: Education in 2030 and the Role of the Teacher as a Professional, 11 September 2021, Online. (Unpublished)

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Whitehead, Jack

(2021) A global perspective on leadership in educational research. In: Global Perspectives: Educational Leadership, 18th June 2021, University of Worcester. (Unpublished)

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Whitehead, Jack

(2021) A review of Maxwell, N. (2021) The world in crisis - and what to do about it: a revolution for thought and action [book review]. Educational Journal of Living Theories, 14 (2). pp. 83-89.

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Whitehead, Jack

, Delong, Jacqueline, Huxtable, Marie

, Campbell, Liz, Griffin, Cathy and Mounter, Joy (2020) Self-Study in Elementary and Secondary Teaching: A Living Theory Approach. In: Kitchen, J. and Berry, A., (eds.) 2nd International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer, The Netherlands, pp. 1253-1290.

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Whitehead, Jack

and Huxtable, Marie

(2022) Developing a living educational theory research approach to community-based educational research. Educational Research for Social Change (ERSC), 11 (2). pp. 1-23.

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Whitehead, Jack

and Huxtable, Marie

(2024) Living Educational Theory Research as an epistemology for practice: the role of values in practitioners’ professional development. Routledge, Taylor & Francis.

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Whitehead, Jack

and Huxtable, Marie

(2024) Researching inherent paradoxes experienced in practice to enhance individuals and communities learning to flourish as they accept their global responsibilities to help others do so too. In: CARN 2024 Online Conference: Talking Locally, Connecting Globally, 29 April - 1 May 2024, Online. (Unpublished)

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Whitehead, Jack

and Huxtable, Marie

(2023) Why a focus on ‘what is educational?’ matters so much in reconstructing education? Irish Educational Studies .

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Whitehead, Jack

and Huxtable, Marie

(2022) A living educational theory research approach to continuing educational, professional development. Kwartalnik Pedagogiczny, 66 (4). pp. 163-186.

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Williams, Sarah

, Kofinas, Alexander and Minett-Smith, Cathy (2018) Developing live projects as part of an assessment regime within a dispersed campus model. Journal of Pedagogic Development, 8 (2). pp. 3-7.

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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, Phil (2023) Changing teachers’ minds on grouping by ‘ability’: control, competence and confidence. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

Wright, Phil (2024) Combining the science and psychology of learning to promote learner agency: starting with self-assessment? In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Wright, Phil (2023) Primary teachers' views about trying to support children’s learning without using ‘ability’ grouping. In: University of Cumbria's Seminar and Lecture Series, 13 December 2023, London, UK / online. (Unpublished)