Items where Subject is "370 EDUCATION"

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Number of items at this level: 299.

A

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 (Unpublished)
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Aderibigbe, Semiyu Adejare (2011) Exploring collaborative mentoring relationships between teachers and student teachers. Teacher Education Advancement Network Journal (TEAN), 3 (1).
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Aderibigbe, Semiyu Adejare, Colucci-Gray, Laura and Gray, Donald (2014) Mentoring as a collaborative learning journey for teachers and student teachers: a critical constructivist perspective. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 17-27.
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Appleby, Michelle M. (2013) The Nature of Practitioner Research: Critical distance, power and ethics. Practitioner Research in Higher Education, 7 (1). pp. 11-21.
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Badariah, Tunku, Zubairi, Ainol Madziah, Ibrahim, Mohd Burhan, Othman, Joharry, Rahman, Nik Suryani Abd, Rahman, Zainurin Abd, Nordin, Mohamad Sahari, Nor, Zainab Mohd and Ahmad, Tunku (2014) Assessment for learning practices and competency among Malaysian university lecturers: a national study. Practitioner Research in Higher Education, 8 (1). pp. 14-31.
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Barker, Jenny and Gossman, Peter (2013) The learning impact of a virtual learning environment: students’ views. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 19-38.
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Beacham, N. and McIntosh, K. (2012) Student teacher attitudes and beliefs towards using ICT as part of inclusive practice: a 2008-2009 pilot survey. Teacher Education Advancement Network Journal (TEAN), 4 (2).
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Beadle, Hazel (2016) Delivering the future workforce: a highlighting of the need to focus on the relationship between school teachers and technology. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 106-115.
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Bell, Janice (2012) Introducing problem-based learning as a learning strategy for Masters students. Practitioner Research in Higher Education, 6 (1). pp. 3-11.
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Bilton, Richard (2017) Communication, collaboration and control: investigating conversations between parents and teachers in an English secondary school. Doctoral thesis, University of Cumbria (awarded by Lancaster University).
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Bloxham, Susan (2008) Assessment in teacher education: stakeholder conflict and its resolution. Practitioner Research in Higher Education, 2 (1). pp. 13-21.
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Bloxham, Susan, Hudson, Jane, den Outer, Birgit and Price, Margaret (2015) External peer review of assessment: an effective approach to verifying standards? Higher Education Research & Development, 34 (6). pp. 1069-1082.
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Bloxham, Susan, den Outer, Birgit, Hudson, Jane and Price, Margaret (2016) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 41 (3). pp. 466-481.
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Boyd, Pete (2018) Developing research-informed assessment practice in education programmes. In: Faculty of Education Conference: Student Experience, 29 June 2018, Newman University, Birmingham, UK. (Unpublished)
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Boyd, Pete (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.
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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)
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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.
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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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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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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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Chater, Mark (2022) Response to Trevor Cooling and Marius Felderhof. Journal of Beliefs & Values . pp. 1-4.

Chater, Mark (2022) Why RE’s radical reform could fail: The politics of epistemology and the economics of producer capture. Journal of Beliefs & Values . pp. 1-18.

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)
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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. 1-24.
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Close, Paul, Kendrick, Ann and Outhwaite, Deborah (2018) Developing system leaders: a research engagement approach. Management in Education, 32 (2). pp. 79-84.
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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 .
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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)
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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.
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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.
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Copping, Adrian (2012) A case study evaluating the experience of a tutor co-teaching with students on a teacher education placement. Practitioner Research in Higher Education, 6 (2). pp. 69-82.
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Cowan, J. and Cherry, D. (2012) The learner's role in assessing higher level abilities. Practitioner Research in Higher Education, 6 (1). pp. 12-22.
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Crichton, Hazel and Valdera Gil, Francisco (2015) Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers' professional skills. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 14-24.
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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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Demissie, Fufy (2016) Student teachers' perceptions of seminar learning contexts in ITE. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 46-55.
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Dermo, John and Boyne, James (2014) Assessing understanding of complex learning outcomes and real-world skills using an authentic software tool: a study from Biomedical Sciences. Practitioner Research in Higher Education, 8 (1). pp. 101-112.
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Devine, Cathy (2017) Sex, sport and money: voice, choice and distributive justice in England, Scotland and Wales. Sport, Education and Society, 23 (9). pp. 824-839.
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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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E

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).

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)
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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)
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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)
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Elton-Chalcraft, Sally (2019) Extremism and fundamental British values research. In: BERA special interest group organised conference, May 2019, UCL, London. (Unpublished)
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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)
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Elton-Chalcraft, Sally (2018) India’s education system: challenges of policy into practice. In: University of Limerick Education and Professional Studies Winter School, February 2018, Limerick, Republic of Ireland. (Unpublished)
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Elton-Chalcraft, Sally (2019) Religion and sexualities. In: BERA special interest group orgainised conference, June 2019, Birmingham University. (Unpublished)

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)
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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 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.
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Elton-Chalcraft, Sally and Chalcraft, David J. (2021) 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 Publishing, UK. (Submitted to Publisher)
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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, 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, Fourth Edition. SAGE Publications, United Kingdom, pp. 328-347.

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 E. (2020) Bushcraft education as radical pedagogy. Pedagogy, Culture and Society .
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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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Gates, Brian (2019) Peter Woodward obituary. British Journal of Religious Education .
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Gleeson, Margaret (2012) 'Jack of all trades': The ambiguous role of the ESOL teacher in secondary schools. Teacher Education Advancement Network Journal (TEAN), 4 (2).
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Gossman, Peter (2011) My 'best' teacher. Teacher Education Advancement Network Journal (TEAN), 3 (1).
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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).
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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]

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).
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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)
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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.
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Hagan, Martin (2013) Developing teacher competence and professionalism in Northern Ireland: an analysis of ‘Teaching: the reflective profession’ (GTCNI, 2007). Teacher Education Advancement Network Journal (TEAN), 5 (1). pp. 60-69.
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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.

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)

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)
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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)
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Hay, M. and Mathers, L. (2012) Designing assessment for autonomous learning. Practitioner Research in Higher Education, 6 (2). pp. 95-106.
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Hayes, Tracy (2017) Applying and enhancing learning: volunteering with the National Trust. In: Applied Psychology and Working with Children and Families Student Conference 2017, 28 April 2017, University of Cumbria, Carlisle, UK. (Unpublished)
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Hayes, Tracy (2016) Book review: 'Informal education, childhood and youth: geographies, histories, practices'. Children's Geographies, 14 (5). pp. 619-621.
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Hayes, Tracy (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)
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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: The Palgrave MacMillan Handbook of Auto/Biography. Palgrave Macmillan, London.
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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.
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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)
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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)
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Hayes, Tracy (2017) Playful practitioners: playing along with children and young people, in and with nature. In: 20th International Play Association (IPA) Triennial World Conference, 13-16 September 2017, Calgary, Alberta, Canada. (Unpublished)
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Hayes, Tracy (2017) Reluctant readers. In: Learning and Teaching Fest 2017: Student Success: Adding Value through ‘Learning Gain’, 20 June 2017, University of Cumbria, Carlisle, UK. (Unpublished)
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Hayes, Tracy (2017) Research adventures with my bear. In: European Institute for Outdoor Adventure Education and Experiential Learning International Seminar (EOE 2017), 28 June - 2 July 2017, Plymouth Marjon University, UK. (Unpublished)
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Hayes, Tracy (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.
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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.
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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 (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)
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Hayes, Tracy, Larmour, Caroline and Larmour, Lauren (2021) Blog - Craft Elicitation: Connecting and finding meaning through craft. BERA Blog .
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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).
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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, 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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Hayes, Tracy Ann (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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Hepplestone, Stuart and Chikwa, Gladson (2014) Understanding how students process and use feedback to support their learning. Practitioner Research in Higher Education, 8 (1). pp. 41-53.
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Hoelterhoff, Mark and Humphreys, M. (2005) A strengths-based university curriculum for student success and life-long learning. In: Lifelong Learning and Career Development in Knowledge Society, 2005, The Lithuanian Ministry of Health and Sciences and Klaipeda University. (Unpublished)

Hryniewicz, Liz, Griffiths, Vivienne and Thompson, Simon (2014) Living graphs as a methodological tool: representing landmarks in the professional development of teacher educators. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 30-40.
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Humberstone, Barbara, Christie, Beth and Prince, Heather (2016) Editorial update. Journal of Adventure Education and Outdoor Learning, 16 (1). p. 1.
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Humberstone, Barbara, Prince, Heather and Henderson, Karla A. (2015) Introduction [International handbook of outdoor studies]. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International handbook of outdoor studies. Routledge, Oxford, UK & New York, USA, pp. 1-4.
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Humes, Walter (2011) Creativity and wellbeing in education: possibilities, tensions and personal journeys. Teacher Education Advancement Network Journal (TEAN), 2 (1).
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Hurford, Donna and Read, Andrew (2011) Do podcasts and screencasts enable or hinder independent learning? Practitioner Research in Higher Education, 5 (1). pp. 30-38.
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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 (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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Huxtable, Mary 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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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 J., 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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Kazim, Raza, Mahomed, Adam, Moloney, Mark and Morrison, Liz (2014) Developing a ‘dynamic’ and collaborative pedagogy for postgraduate certificate (PGCE) secondary mathematics students. Teacher Education Advancement Network Journal (TEAN), 6 (3). pp. 28-36.
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Kean, Jenny (2012) Show AND tell: using peer assessment and exemplars to help students understand quality in assessment. Practitioner Research in Higher Education, 6 (2). pp. 83-94.
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Kennell, Zoe (2012) The application of somatic practices into the praxis of being a teacher educator: how can I take better care of myself? Teacher Education Advancement Network Journal (TEAN), 4 (1).
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Khalid, Louise (2016) How do beginning teachers develop their knowledge of early-years pedagogy? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 56-6.
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Kneen, J. and Pattison, E. (2012) ‘Qui Docet Discet’ (Those who teach learn) – how peer teaching can help prepare student teachers for the classroom. Teacher Education Advancement Network Journal (TEAN), 4 (2).
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Knight, Rupert (2013) ‘It’s just a wait and see thing at the moment’. Students’ preconceptions about the contribution of theory to classroom practice in learning to teach. Teacher Education Advancement Network Journal (TEAN), 5 (1). pp. 45-59.
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Ledwith, Margaret (2016) Emancipatory action research as a critical living praxis: from dominant narratives to counternarratives. In: Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M., (eds.) The Palgrave international handbook of action research. Palgrave Macmillan, New York, USA, pp. 49-62.

Lenton, Teresa (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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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 (2021) A transdisciplinary approach to adolescent safeguarding education. British Journal of Child Health, 2 (5). pp. 227-234.
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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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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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Marcangelo, Caroline and Gibbon, Carolyn (2009) Problem based learning evaluation toolkit. Higher Education Academy Health Sciences and Practice Subject Centre.
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McCullagh, John F., Bell, Irene and Corscadden, Fergal (2013) How does video analysis support student teachers in the very early stages of their initial teacher education? Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 39-51.
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McGregor, Richard (2006) ‘Something rotten in the state of…’ (on the current state of music education). In: SMART Music Conference, May 2006, Greenwich, UK.

McLain, Matt (2013) The challenges facing Postgraduate Trainees in Initial Teacher Education coming from practical or vocational degrees. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 39-56.
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McNiff, Jean and Whitehead, Jack (2011) All you need to know about action research, 2nd edition. SAGE Publications.
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McPartlan, Dave (2020) A blueprint for schools re-opening post lockdown. Edukit Connect .

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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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, 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 (2015) Formal education in outdoor studies: introduction. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International Handbook of Outdoor Studies. Routledge, Oxford, UK & New York, USA, pp. 79-84.
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Prince, Heather (2016) Outdoor experiences and sustainability. Journal of Adventure Education and Outdoor Learning, 17 (2). pp. 161-171.
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Prince, Heather (2017) Text messaging as a near synchronous method in adventure. In: 6th International Adventure Conference: Climates of Change, Rethinking the Outdoor Experience, 30 January - 2 February 2018, Segovia, Spain. (Unpublished)
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Prince, Heather (2013) Writing for the U.K. Professional Standards in Higher Education: an autobiographical narrative. Practitioner Research in Higher Education, 7 (1). pp. 4-10.
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Prince, Heather (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 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 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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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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Rutter, Tim, Edwards, Ruth and Dean, Phil (2016) Who's that talking in my class?: What does research say about pupil to pupil exploratory talk that leads to learning? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 22-32.
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Ryan-Atkin, Helen (2015) The use of an on-line discussion forum to support collaborative studying practices and argumentation amongst trainee teachers. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 25-37.
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Sales, Rachel (2014) Being-in-the-world-of-marking: New academics’ experiences of assessment & feedback. Practitioner Research in Higher Education, 8 (1). pp. 3-13.
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Sambell, Kay (2010) Enquiry-based learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education, 4 (1). pp. 52-61.
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Scott, C. (2012) Who’s doing all the work? Using a technology-enhanced learning resource to develop student autonomy. Teacher Education Advancement Network Journal (TEAN), 4 (3). pp. 35-48.
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Seward, Deborah and Renwick, Anne (2013) ‘Choosing some teacher cardigans’: Teacher identity in year one of an undergraduate early years teacher education programme. Teacher Education Advancement Network Journal (TEAN), 5 (3). pp. 17-26.
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Simco, Neil and Campbell, Gary (2011) Developing belended learning in higher education - a case study of the University of the Highlands and Islands. Practitioner Research in Higher Education, 5 (1). pp. 3-8.
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Snell, Laura and Grimwood, Tom (2019) Current knowledge and learning on the use of technology in healthcare education. Health and Society Knowledge Exchange (HASKE). (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 (2020) Leading Family Centres through Covid-19. Social Publishers Foundation Practitioner Research .

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 (2021) School Based Youth Participatory Health Research – What Works? Social Publishing Foundation Knowledge Base .
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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 (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 (Karen) (2010) Walking the talk: authentic teaching for social and emotional aspects of learning (SEAL). Teacher Education Advancement Network, 1 (2).
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Stuart, Kaz (Karen), 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 (Karen) 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 (Karen) and Wilcox, Megan (2017) System leadership development in children’s centres in the UK. Sustainability Accounting, Management and Policy Journal, 8 (4). pp. 470-488.
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Summers, D. and Douglas, G. (2011) Engaging remote computing students. Practitioner Research in Higher Education, 5 (1). pp. 16-21.
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Sutrop, Margit (2014) Using the Teachers’ Values Game to facilitate teachers’ reflection on their own values. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 55-63.
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Sutton, Paul (2012) An essay in the political economy of assessment design. Practitioner Research in Higher Education, 6 (1). pp. 23-30.
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Swinson, Jeremy and HENDERSON, GEORGIA (2022) Analysing the attitude and opinions of a ‘difficult’ year group in a secondary school. Pastoral Care in Education . pp. 1-14.

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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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Towers, Daniel (2021) At the Stone Circles: Place-based Outdoor Education in Cumbria. Horizons .
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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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Tracey, S. (2011) Containers, creativity and quilt-making: an exploration of teachers’ conceptualisations of creative spaces for teaching and learning. Teacher Education Advancement Network, 2 (1).
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Tulley-Pitchford, Kay (2012) Mouse click plagiarism: can technology help to fight back? Practitioner Research in Higher Education, 6 (2). pp. 56-68.
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Turner, Sarah and Braine, Margaret (2013) Embedding Therapeutic Training in Teacher Education: building resilience in teachers. Teacher Education Advancement Network, 5 (1). pp. 4-18.
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Turner, Sarah and Braine, Margaret (2016) Embedding wellbeing knowledge and practice into teacher education: building emotional resilience. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 67-82.
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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.
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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, Susan and Davies, Geraldine (2013) Learning at work and university: Midwifery students and sexual health advice. Practitioner Research in Higher Education, 7 (1). pp. 63-77.
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Warner, Diane (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) 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 (2016) Editorial foreword: Educational Journal of Living Theories, 9 (2). Educational Journal of Living Theories, 9 (2). i-vi.
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Whitehead, Jack (2018) Living theory research as a way of life. Brown Dog Books, Bath, UK.
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Whitehead, Jack (2016) Review of Marie Huxtable’s doctoral thesis, ‘How do I evolve living-educational-theory praxis in living-boundaries?’. Educational Journal of Living Theories, 9 (2). pp. 103-106.
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Whitehead, Jack (2016) Review of Sadruddin Bahadur Qutoshi's doctoral thesis, ‘Creating living-educational-theory: a journey towards transformative teacher education in Pakistan. Educational Journal of Living Theories, 9 (2). pp. 107-109.
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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, 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) A living educational theory research approach to continuing educational, professional development. Kwartalnik Pedagogiczny, 66 (4). pp. 163-186.
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Wilson, Ian (2016) Positive PowerPoint: developing good practice through practitioner research. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 94-105.
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Wilson, Viv (2014) Examining teacher education through cultural-historical activity theory. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 20-29.
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Witt, Marcus, Goode, Melanie and Ibett, Christopher (2013) What does it take to make a primary maths teacher? Two trainee teachers’ successful mathematical journeys. Teacher Education Advancement Network Journal (TEAN), 5 (1). pp. 19-32.
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Wosik, Dawid (2014) Measuring the quality of the assessment process: dealing with grading inconsistency. Practitioner Research in Higher Education, 8 (1). pp. 32-40.
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Wright, Victoria (2016) Giving lesson observation feedback. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 116-127.
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Yazbak Abu-Ahmad, Manal and Yahav, Aliza (2014) Humanising ‘the other’. Teacher Education Advancement Network Journal (TEAN), 6 (1). pp. 41-54.
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