Items where Subject is "379 Public policy issues in education (incl. inspection, accreditation)"

Dewey Subject Headings (5641)
- 300 SOCIAL SCIENCES (3042)
  - 370 EDUCATION (1653)
    - 379 Public policy issues in education (incl. inspection, accreditation) (48)

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Number of items at this level: 48.

B

Bloxham, Susan (2018) Improving assessment in a comprehensive and sustainable way: infrastructure, strategy and staff learning. In: Teaching and Learning Annual Conference: Rethinking Assessment and Feedback, 16 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

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Bloxham, Susan, Hughes, Clair and Adie, Lenore (2016) What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education, 41 (4). pp. 638-653.

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Bloxham, Susan and Price, Margaret (2014) External examiners' understanding and use of academic standards. Quality Assurance Agency for Higher Education (QAA) / Higher Education Academy (HEA).

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Bloxham, Susan and Price, Margaret (2015) External examining: fit for purpose? Studies in Higher Education, 40 (2). pp. 195-211.

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Bloxham, Susan, Rust, Chris and Reimann, Nicola (2019) Degree standards project: calibration synthesis report. (Unpublished)

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Bloxham, Susan and West, Amanda (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29 (6). pp. 721-723.

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Boyd, Pete

(2016) Assessment of, for and as, learning: an international perspective. In: Learning Innovation Network (LIN) and Student Led Learning (SLL) Symposium, 27 October 2016, Dublin, Ireland. (Unpublished)

[thumbnail of Assessment for Learning keynote Pete Boyd Dublin LIN SLL Nov 2016.pdf]

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Boyd, Pete

(2019) Knowledge and ways of knowing. IMPACT: Journal of the Chartered College of Teaching, 6 . pp. 34-37.

[thumbnail of IMPACT chartered college of teaching Knowledge and Ways of Knowing Pete Boyd 2019.pdf]

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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

, 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

and Clemente, Claudia (2020) Authentic Assessment in Higher Education: Combining professional and academic standards into a coherent assessment framework. In: International Virtual Meeting: Teaching, Learning and Assessment in Higher Education, November 24 2020, University of Desarollo, Chile (online). (Unpublished)

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Boyle, Fiona

and Ritchie, Dan (2023) Caring about complaints: perceptions of complaints procedures considered through the lens of ethic of care. In: Strevens, Caroline and Jones, Emma, (eds.) Wellbeing and the legal academy. SpringerBriefs in education . Springer, Cham, Switzerland, pp. 119-139.

D

Doughty, Stephen and Loynes, Christopher

(1993) The training of development trainers: proposed standards. A project to develop a competency framework and pilot a qualification structure for development trainers. Centre for Continuing Education, Training and Development, Charlotte Mason College, Ambleside, UK.

[thumbnail of Loynes 1993 Development training competency framework.pdf]

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E

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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F

Fox, Kathryn

and Smith, Patrick (2014) Getting selection processes right. In: Philpott, Carey, Scott, Helen and Mercier, Carrie, (eds.) Initial teacher education in schools: a guide for practitioners. SAGE Publications, London, UK, pp. 5-22.

G

Garner, Michelle (2019) Reflections on being regulated: the value of preparing for inspection on enhancing the staff and student experience. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Gates, Brian (1988) The Education Reform Act: how mixed a blessing for RE? Journal of Beliefs and Values, 9 (2). pp. 1-7.

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H

Hallett, Graham

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

Hayes, Catherine (2018) Beauty and the beast: process and output in the TEF and the REF. In: Teaching and Learning Annual Conference, 16 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hudson, Jane, Bloxham, Susan, den Outer, Birgit and Price, Margaret (2017) Conceptual acrobatics: talking about assessment standards in the transparency era. Studies in Higher Education, 42 (7). pp. 1309-1323.

[thumbnail of Bloxham_ConceptualAcrobatics.pdf]

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J

Jackson, Alison

and Eady, Sandra (2012) Teaching as a Masters profession in England: the need for continued debate. Professional Development in Education, 38 (1). pp. 149-152.

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Jackson, Alison

and Eady, Sandra (2010) Teaching as a Masters profession: the need for continued debate. In: British Educational Research Association Annual Conference, 1-4 September 2010, University of Warwick, UK. (Unpublished)

[thumbnail of Jackson_TeachingAsAMasters.pdf]

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Jasinskaa, Lidia, Marquis, Christopher

and Williams, Phillipa (2022) The nuclear medicine technologist will see you now. Nuclear Medicine Communications, 43 (5). pp. 577-623.

[thumbnail of Marquis_TheNuclearMedicine.pdf]

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L

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.

[thumbnail of EDI - INclusivity in the OUTdoors FULL REPORT V1 sml.pdf]

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M

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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P

Prince, Heather

(2019) Teachers' perception of the value of outdoor learning in a period of curriculum and governance reform. In: Outdoor Learning Symposium, 11 April 2019, Learning, Education and Development (LED) Research Centre, University of Cumbria, Ambleside, UK. (Unpublished)

[thumbnail of Heather LED OL Symposium 2019.pdf]

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Proudfoot, Kevin (2018) How does neoliberal performance management affect teachers’ perceived motivations to ‘improve’? Doctoral thesis, University of Cumbria (awarding body Lancaster University).

[thumbnail of Kevin Proudfoot Final PhD Thesis Repository and Binding Version.pdf]

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Proudfoot, Kevin

and Boyd, Pete

(2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education .

[thumbnail of Proudfoot & Boyd 2022 Teachers constitutive motivations for professional learning.pdf]

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R

Revell, Lynn, Bryan, Hazel and Elton-Chalcraft, Sally

(2018) Counter terrorism law and education: student teachers’ induction into UK Prevent duty through the lens of Bauman’s liquid modernity. In: Trimmer, Karen, Dixon, Roselyn and Findlay, Yvonne S., (eds.) The Palgrave handbook of education law for schools. Palgrave Macmillan, London, UK, pp. 553-565.

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Richards, Colin (2017) Abolishing, not reforming, the grading of schools by Ofsted. New Visions for Education (website) . (Unpublished)

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Richards, Colin (2010) The English primary curriculum and its assessment: a critique of three recent reports. Education 3-13, 38 (4). pp. 389-394.

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Richards, Colin (2015) Ofsted must routinely inspect outstanding schools too. The Conversation [website] . (Unpublished)

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Richards, Colin (2020) Viewpoint: Thoughts on whole school inspection post-Covid. London Review of Education, 18 (3). pp. 511-518.

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Ryder, Sandy and Greenwood, Anthony

(2015) Understanding the quality of the student experience in blended learning environments: focussing on student engagement as a learner need. In: Quality in Blended Learning, 27-29 August 2015, Malaga, Spain. (Unpublished)

[thumbnail of Greenwood_Understandingthequalityofthestudent experience.pdf]

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Ryder, Sandy, Greenwood, Anthony

and Mazohl, Peter (2015) Evaluating blended learning: the missing dimension. In: Inspire: sharing great practice in social science teaching and learning, 3-4 December 2015, Manchester, UK. (Unpublished)

[thumbnail of Greenwood_EvaluatingBlended.pdf]

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S

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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Sloane, Charles

and Miller, Paul K.

(2017) Informing radiography curriculum development: the views of UK radiology service managers concerning the ‘fitness for purpose’ of recent diagnostic radiography graduates. Radiography, 23 (S1). S16-S22.

[thumbnail of Sloane & Miller (2017) - Informing radiography curriculum development - Radiography - PPD.pdf]

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Strike, Peter (2014) Important research is being left behind: here’s how a change to the funding system could help. The Conversation [website] . (Unpublished)

[thumbnail of Strike_ImportantResearch.pdf]

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Stuart, Kaz

(2017) VUCA contexts in children’s centres demands systems leadership. Children's Centre Leader . pp. 10-14.

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T

Taylor-Beswick, Amanda

(2022) Digitalizing social work education: preparing students to engage with twenty-first century practice need. Social Work Education .

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Temple, Sue

and Forrest, Bev (2018) An evaluation of the Quality Mark for History for primary schools in the UK. Education 3-13, 46 (6). pp. 661-670.

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Thanaraj, Ann (2016) Making a transition: the development of academics’ role and identity in online teaching. Practitioner Research in Higher Education, 10 (2). pp. 40-53.

[thumbnail of Thanaraj_MakingATransition.pdf]

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Thanaraj, Ann (2014) Using virtual clinics to develop and experience professional responsibility and clinical legal skills. In: International Legal Ethics Conference VI: Legal Ethics at a time of Regulatory Change, 10-12 July 2014, City University London, England. (Unpublished)

Thanaraj, Ann and Sales, Michael (2015) Lawyering in a digital age: a practice report on the design of a virtual law clinic at Cumbria. International Journal of Clinical Legal Education, 22 (3). pp. 334-361.

[thumbnail of Thanaraj_LawyeringInADigitalAge.pdf]

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Thanaraj, Ann and Williams, Steve (2014) Embedding technology enhanced learning at universities: a collaboration between University of Cumbria and Newcastle University. Journal of Learning Development in Higher Education, 2014 (Sp. ed).

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Thanaraj, Ann and Williams, Steve (2016) Supporting the adoption of technology enhanced learning by academics at universities. Journal of Teaching and Learning with Technology, 5 (1). pp. 59-86.