Items where Subject is "370 Education & educational psychology (incl. teacher training & research)"

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Number of items at this level: 585.

A

Ackroyd, Rebekah ORCID logo ORCID: https://orcid.org/0009-0003-7557-9985 (2023) A pedagogical bricolage for values education: how do teachers of Religious Education (RE) promote mutual respect and tolerance with pupils aged 11-14? In: BERA Conference 2023 (British Educational Research Association), 12-14 September 2023, Aston University, Birmingham, UK. (Unpublished)
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Acomb, Jonathan C. (2017) What are students’ opinions of ‘Flipped learning’ in secondary science? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 9-18.
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Adams, Tamsin (2017) To what extent are 5 children in a primary school in Kent with Autism Spectrum Disorder able to accurately recognise and regulate emotions? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 52-60.
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Ager, Jennifer (2018) Transcending CIDIO (Can I Do It Outside?): an (auto) ethnographic case study of designing a progressive primary school curriculum that embraces outdoor learning as a pedagogical approach. Masters dissertation, University of Cumbria.
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Ahmed, Kamal ORCID logo ORCID: https://orcid.org/0000-0003-4797-0744 (2018) Teaching critical thinking and writing in higher education: an action research project. Teacher Education Advancement Network Journal, 10 (1). pp. 74-84.
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Ahmed, Maarya (2018) A critical reflection on the role of success criteria in peer assessment to facilitate pupil learning and performance. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 20-29.
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Allen, Michael, Briten, Elizabeth, Kulwinder, Maude, Sossick, Matthew, Valentine, Mari Jo and Ooms, Ann (2017) Catching them early: identifying potential early-career leavers. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 110-123.
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Allin, Linda, Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 and Humberstone, Barbara ORCID logo ORCID: https://orcid.org/0000-0002-8732-7211 (2019) Publishing and disseminating outdoor studies research. In: Humberstone, Barbara and Prince, Heather, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francis, Oxford, UK.
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Allison, Sarah, Griffiths, Glyn and Hedges, Carrie (2019) Cumbria Innovations Platform: student research opportunities. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Anderson, Jill ORCID logo ORCID: https://orcid.org/0000-0002-2834-3254 and Sapey, Bob (2012) Curriculum guide: mental health and distress. College of Social Work.
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Andrews, Martin, Brown, Rachael and Mesher, Lynne (2018) Engaging students with assessment and feedback: improving assessment for learning with students as partners. Practitioner Research in Higher Education, 11 (1). pp. 32-46.
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Armstrong, David, Elliott, Julian, Hallett, Fiona and Hallett, Graham ORCID logo ORCID: https://orcid.org/0000-0001-9579-1105 (2015) Understanding child and adolescent behaviour in the classroom: research and practice for teachers. Cambridge University Press, Cambridge, UK.

Ash, Andrew (2023) Mathematical beliefs and knowledge: a case study of a teacher’s communication using representations. Doctoral thesis, University of Cumbria.
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Ashbridge, Jan ORCID logo ORCID: https://orcid.org/0000-0001-8015-0698 (2009) Book review: Inside role play in early childhood education: researching young children’s perspectives, by Sue Rogers and Julie Evans. Education 3-13, 37 (2). p. 193.
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Ashbridge, Jan ORCID logo ORCID: https://orcid.org/0000-0001-8015-0698 and Josephidou, Joanne (2018) Classroom organisation and the learning environment. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, 3rd edition. SAGE Publications, London, UK, pp. 121-141.

Ashbridge, Jan ORCID logo ORCID: https://orcid.org/0000-0001-8015-0698 and Josephidou, Joanne (2018) The role of the teacher and other adults. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional Studies in Primary Education, third edition. SAGE Publications, London, UK.

Ashworth, Letty, Maynard, Lucy and Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 (2015) Ethical considerations in outdoor studies research. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) Routledge international handbook of outdoor studies. Routledge international handbooks . Routledge, Taylor & Francis, Abingdon, UK, pp. 198-206.
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Asquith, Simon (2002) Assessing the Standards. In: Simco, Neil and Wilson, Tatiana, (eds.) Primary initial teacher training and education : revised standards, bright future? Teaching Handbooks . Learning Matters, Exeter, pp. 70-81.

Atherton, Pete (2018) More than just a quiz: how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39.
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Aubrey, Claire ORCID logo ORCID: https://orcid.org/0000-0003-4922-0912 and Laskey, Philippa ORCID logo ORCID: https://orcid.org/0000-0001-8040-4766 (2022) The lived experience of autistic tutors at a higher education institution: reflections and recommendations for student support. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)
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Aubrey, Claire ORCID logo ORCID: https://orcid.org/0000-0003-4922-0912 , Morris, Karen ORCID logo ORCID: https://orcid.org/0000-0001-9272-4994 and Drude, Finn (2022) Project and research placements within a simulation team at a higher education institution: reflections and recommendations. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)
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Aubrey, Claire ORCID logo ORCID: https://orcid.org/0000-0003-4922-0912 , Morris, Karen ORCID logo ORCID: https://orcid.org/0000-0001-9272-4994 and Drude, Finn (2022) Using simulated placements to promote inclusive practices: a higher education institution faculty’s experience of delivery. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)
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Aubrey, Claire ORCID logo ORCID: https://orcid.org/0000-0003-4922-0912 , Morris, Karen ORCID logo ORCID: https://orcid.org/0000-0001-9272-4994 and Drude, Finn (2022) The experience of design and delivery of simulated activity in the field of health at a higher education institution: reflections and recommendations. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)
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Augustus, Jo ORCID logo ORCID: https://orcid.org/0000-0003-0518-7866 (2021) The impact of the COVID-19 pandemic on women working in higher education. Frontiers in Education, 6 (648365).
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Augustus, Jo ORCID logo ORCID: https://orcid.org/0000-0003-0518-7866 (2017) The impact of the personal academic tutor role. In: University of Worcester Learning and Teaching Conference: Beyond Boundaries, 15-16 June 2017, Worcester, UK. (Unpublished)

Augustus, Jo ORCID logo ORCID: https://orcid.org/0000-0003-0518-7866 , Williams, Briony and Goodall, Dawn (2019) Using transactional analysis to examine the role of personal academic tutor and its impact on wellbeing? In: University of Worcester Learning and Teaching Conference: Learning in Partnership, 12-13 June 2019, Worcester, UK. (Unpublished)

Austen, Liz and Malone, Cathy (2018) What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1). pp. 47-58.
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Ball, Damien (2018) An investigation into the impact/influence age has on the early specialisation of children in sport. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 91-103.
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Balogh, Ruth and Ledwith, Margaret (2018) Bringing it all back home: exploring the potential for creating critical reflective spaces in your workplace. In: Collaborative Action Research Network (CARN) International Conference: Voicing and Valuing, Daring and Doing, 25-27 October 2018, Friends Meeting House, Manchester, UK. (Unpublished)
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Barber, Jill (2018) Five go marking an exam question: the use of Adaptive Comparative Judgement to manage subjective bias. Practitioner Research in Higher Education, 11 (1). pp. 94-100.
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Barry, Timothy and Abt, Grant ORCID logo ORCID: https://orcid.org/0000-0002-4079-9270 (2007) A strategy for using podcasts for teaching and learning in the biosciences. (Unpublished)
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Batty, Nicola and Metcalfe, Jayne ORCID logo ORCID: https://orcid.org/0000-0002-5273-7202 (2018) Safeguarding. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional Studies in Primary Education, third edition. SAGE Publications, London, UK.

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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Beadle, Hazel (2017) A procession of change: argument for the use of the processual approach in examining school based organisational change. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 14-21.
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Beaty, Liz, Cousin, Glynis and Hodgson, Vivien (2010) Revisiting the E-quality in Networked Learning Manifesto. In: 7th International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark.
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Beckman, Jack (2023) Realising a pedagogy Charlotte Mason: timeless truths, teaching and learning designed as an introduction to Charlotte Mason’s (1842-1923) essential ideas and practices. In: Charlotte Mason Centenary Events 2023, 19 June 2023, Online. (Unpublished)

Beyaztas, Dilek Ilhan and Hymer, Barry (2016) An analysis of Turkish students' perception of intelligence from primary school to university. Gifted Education International, 34 (1). pp. 19-35.
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Bilton, Richard, Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 and Hymer, Barry (2018) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review, 70 (4). pp. 510-526.
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Bilton, Richard, Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 and Hymer, Barry (2017) Not just communication: parent-teacher conversations in an English high school. School Community Journal, 27 (1). pp. 231-256.
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Bloor, Anna (2017) A critical analysis of to what extent financial aid, volunteer tourism and English language teaching is based in neo-colonial ideology and what effect this has on developing countries. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 4-10.
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Bloxham, Sefton, Cerevkova, Andrea and Waddelove, Christine (2007) Embedding personal development planning within a WebCT supported module: a collaborative venture. Practitioner Research in Higher Education, 1 (1). pp. 3-9.
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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 (2007) The busy teacher educator’s guide to assessment. (Unpublished)
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Bloxham, Susan and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4). pp. 615-634.
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Ashworth, Mary and Orr, Susan (2009) Grading student work: using think aloud to investigate the assessment practices of university lecturers. In: British Educational Research Association (BERA) Annual Conference, 2-5 September 2009, University of Manchester, UK. (Unpublished)
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Ashworth, Mary and Orr, Susan (2009) Investigating the mysteries of marking: the implications of staff marking practices for academic development. In: 17th Improving Student Learning Symposium: Improving Student Learning - for the 21st Century Learner, 7-9 September 2009, Imperial College, London. (Unpublished)
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Bloxham, Susan, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Orr, Susan and Ashworth, Mary (2009) Mark my words: an analysis of HE lecturers’ essay marking approaches. In: Society for Research into Higher Education (SRHE) Annual Conference, 8-10 December 2009, Celtic Manor, Wales. (Unpublished)
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Bloxham, Susan and Chapman, Amanda ORCID logo ORCID: https://orcid.org/0000-0001-9867-3040 (2004) Improving student achievement in a multidisciplinary context. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 181-188.
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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 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, Rust, Chris and Reimann, Nicola (2019) Degree standards project: calibration synthesis report. (Unpublished)
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Bloxham, Susan and West, Amanda (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12 (1). pp. 77-89.
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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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Boorman, David (2015) Should primary school children be ‘calculator aware’ or ‘calculator beware’? Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 74-86.
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Bovill, Helen (2017) Teaching assistants’ conditions of employment and workload: reliance upon goodwill and ad hoc systems of preparation time. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 24-34.
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Bowman, Pamela (2018) A curriculum enhancement proposal for Cache Level 1 Caring for Children Certificate. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 3-12.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15 (2). pp. 155-165.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (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)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Developing learning and learners through dialogic teaching in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Editorial: Practitioner Research in Higher Education, 12 (1). Practitioner Research in Higher Education, 12 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2009) Editorial: Practitioner Research in Higher Education, 2 (1). Practitioner Research in Higher Education, 2 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2020) Epilogue: developing research-informed teacher learning. In: Beckett, Lori, (ed.) Research-informed teacher learning: critical perspectives on theory, research and practise. Routledge, London, UK.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) Learning conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4). pp. 441-456.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) 'Learning teaching' in school. In: Cooper, Hilary, (ed.) Professional studies in primary education, 2nd edition. SAGE Publications Ltd, London, pp. 267-288.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2018) ‘Learning teaching’ in school. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publications, London, UK, pp. 359-382.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2020) Mixed-age teaching and mastery approaches to mathematics. Teacher Education Advancement Network Journal (TEAN), 12 (1). pp. 4-15.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2009) Peer review of teaching, learning and assessment. In: Gosling, David and O'Connor, Kristine Mason, (eds.) Beyond peer observation of teaching. Staff and Educational Development Association, London, UK, pp. 23-28.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Pursuing respect, relatedness and powerful learning through dialogic teaching. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Pursuing respect, relatedness and powerful learning through material-dialogic teaching. In: European Educational Research Association (EERA) Annual Conference (ECER 2019), 2-6 September 2019, Hamburg, Germany. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2017) Realistic clinical practice: proposing an enquiry-based pedagogy for teacher education. In: Noble-Rogers, James, (ed.) World-class teachers, world-class education. GuildHE, London, UK, pp. 92-107.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2016) Realistic clinical practice: proposing an inquiry-based pedagogy for teacher education. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 11-22.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2002) Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools. Journal of In-Service Education/Professional Development in Education, 28 (2). pp. 203-218.

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (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 ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2014) Using 'modelling' to improve the coherence of initial teacher education. In: Boyd, Pete, Szplit, Agnieszka and Zbrog, Zuzanna, (eds.) Teacher educators and teachers as learners: international perspectives. Wydawnictwo Libron, Kraków, Poland, pp. 51-73.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) The design and publication of high quality action research into higher education. In: LED Research into Higher Education: Roundtable Seminar, 15 February 2019, University of Cumbria, UK. (Unpublished)

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , 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 ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2017) Changing teachers’ beliefs through the whole-class approach of a mastery maths programme. In: Singapore Maths Leadership conference, 12 October 2017, Manchester, UK. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2017) Developing a mastery approach to maths: lesson structure, classroom strategies and teacher beliefs. (Unpublished)
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Ash, Andy (2018) Mastery mathematics: changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75 . pp. 214-223.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Baker, Lily, Harris, Kim, Kynch, Christabel and McVittie, Emma (2006) Working with multiple identities: supporting the transition from school teacher to teacher educator. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 15-21.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Bloxham, Susan (2007) Editorial: Practitioner Research in Higher Education, 1 (1). Practitioner Research in Higher Education, 1 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Bloxham, Susan (2014) Editorial: Practitioner Research in Higher Education, 8 (1). Practitioner Research in Higher Education, 8 (1). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 , Chakrabarti, Pinaki, Ibrahim, Farhat, Leslie, Pippa ORCID logo ORCID: https://orcid.org/0000-0003-3513-5995 , 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 ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 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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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Harris, Kim and Murray, Jean (2007) Becoming a teacher educator. ESCalate Newsletter, 8 (Summer). pp. 1-2.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Harris, Kim and Murray, Jean (2011) Becoming a teacher educator: guidelines for induction, 2nd edition. Escalate: subject centre of the Higher Education Academy, Bristol, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Harris, Kim and Murray, Jean (2007) Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. n/a . pp. 1-28.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Hymer, Barry and Lockney, Karen ORCID logo ORCID: https://orcid.org/0000-0002-8016-4114 (2015) Learning teaching: becoming an inspirational teacher. Critical Publishing, St Albans, UK.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Lawley, Liz (2007) Becoming a professional educator: induction of newly appointed lecturers in teacher and nurse education. Educational Developments: The Magazine of the Staff and Educational Development Association Ltd (SEDA), 8 (3). pp. 13-15.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Murray, Jean and White, Elizabeth (2021) Becoming a Teacher Educator: Guidelines for academic induction (3rd edition). Becoming a Teacher Educator: Guidelines for academic induction .
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Sambell, Kay ORCID logo ORCID: https://orcid.org/0000-0001-8192-8537 (2018) Editorial: Practitioner Research in Higher Education, 11 (1). Practitioner Research in Higher Education, 11 (1). pp. 1-3.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Smith, Caroline and Beyaztas, Dilek Ilhan (2014) Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields. International Journal for Academic Development, 20 (1). pp. 18-32.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka (2016) Epilogue: student teacher inquiry. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 223-225.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka (2016) Prologue. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 5-10.
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Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and White, Elizabeth (2017) Teacher educator professional inquiry in an age of accountability. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 123-142.
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Boyle, Angie ORCID logo ORCID: https://orcid.org/0000-0002-1117-0676 and Elliot, Jonathan (2018) EbE involvement in student assessment. In: University of Cumbria Learning & Teaching Fest 2018: Learning through Assessment, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Boyle, Fiona ORCID logo ORCID: https://orcid.org/0000-0001-6364-5197 , Buchanan, Fiona, Ritchie, Dan and Gamage, Kelum ORCID logo ORCID: https://orcid.org/0000-0002-4832-3373 (2024) Exploring staff–student partnership in curriculum design. Education Sciences, 14 (1). p. 61.
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Boyle, Fiona ORCID logo ORCID: https://orcid.org/0000-0001-6364-5197 and Cook, Elizabeth J. (2023) Developmental evaluation of teaching quality: evidencing practice. Journal of University Teaching and Learning Practice, 20 (1). p. 11.
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Boyne, Martha and Beadle, Hazel (2017) Journal club: a mechanism for bringing evidenced based practice into school? Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 14-23.
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Brennan, Victoria, Mallaburn, Andrea and Seton, Linda (2018) Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography. Teacher Education Advancement Network Journal, 10 (2). pp. 3-14.
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Briggs, Caroline (2019) Increase your confidence and skills in creating accessible learning materials. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Brown, Sarah and Cox, Diane ORCID logo ORCID: https://orcid.org/0000-0003-2691-6423 (1999) Supporting pupils with chronic fatigue syndrome. Educational Psychology in Practice, 15 (3). pp. 183-189.
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Brownsword, Sarah (2019) Preparing primary trainee teachers to teach children from Black, Asian and other minority ethnic (BAME) backgrounds or groups: participation, experiences and perceptions of trainee teachers. Teacher Education Advancement Network Journal, 11 (2). pp. 39-44.
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Byrd, Jo (2017) Challenges to implementing a new technology in teacher education, phase one: ‘meaningful’ digital reflections. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 76-85.
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Byrne, Vincent (2017) A critical evaluation of my own developing philosophy and practice in relation to the rationale which justifies the inclusion of English in the school curriculum. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 11-16.
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Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 (2016) Guide for the evaluation of school leaders. Erasmus+.
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Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 (2017) Judging the quality of teaching: local and European perspectives on the evaluation of teaching. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, 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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Carver, Mark (2016) What is the purpose of feedback on reassessment essays? A language tutor’s perspective on students’ approaches to resubmission of failed assignments. (Unpublished)
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Chalcraft, David, Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , Ackroyd, Rebekah ORCID logo ORCID: https://orcid.org/0009-0003-7557-9985 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.
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Chan, Gwendoline Laurissa, Santally, Mohammad Issack and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2019) Portrait of a deaf Mauritian student: how I propose to use educational games to ease up struggles faced in French elementary classes. In: 9th Pan-Commonwealth Forum on Open Learning (PCF9), 9-12 September 2019, Murrayfield Stadium, Edinburgh, UK.
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Charters, Andrea, Hill, Davina L. ORCID logo ORCID: https://orcid.org/0000-0001-9085-6192 , Donnelly, Sandie and Taylor, Julie ORCID logo ORCID: https://orcid.org/0000-0003-4113-3857 (2019) Tools and spanners of Academic Life: what you need and where to find it. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Chater, Mark (2022) Response to Trevor Cooling and Marius Felderhof. Journal of Beliefs and Values, 43 (3). pp. 275-278.
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Chesney, Sarah and Benson, Jeremy (2012) ‘Anything other than silence’: using a personal learning system for continuing professional development. Innovations in Education and Teaching International, 49 (1). pp. 73-82.

Christie, Colin (2016) Speaking spontaneously in the modern foreign languages classroom: tools for supporting successful target language conversation. Language Learning Journal, 44 (1). pp. 74-89.

Clark, Wendy and Adamson, Jackie (2009) Assessment of an ePortfolio: developing a taxonomy to guide the grading and feedback for personal development planning. Practitioner Research in Higher Education, 3 (1). pp. 43-51.
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Clarke, David A.G. ORCID logo ORCID: https://orcid.org/0000-0002-4330-0818 and Mcphie, Jamie ORCID logo ORCID: https://orcid.org/0000-0001-5290-1685 (2016) From places to paths: learning for sustainability, teacher education and a philosophy of becoming. Environmental Education Research, 22 (7). pp. 1002-1024.
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Clarke, Emma and Visser, John (2017) How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour? Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 66-79.
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Cleary, Ann, Delahunt, Brid, Fox, Claire, Maguire, Moira, O'Connor, Lorna and Ward, Jamie (2018) Promoting student engagement with academic literacy feedback: an institute wide initiative. Practitioner Research in Higher Education, 11 (1). pp. 101-109.
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Close, Paul and Kendrick, Ann ORCID logo ORCID: https://orcid.org/0000-0001-8354-1635 (2018) Developing Specialist Leaders of Education: a research engagement approach. Professional Development in Education, 45 (2). pp. 291-306.
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Close, Paul and Kendrick, Ann ORCID logo ORCID: https://orcid.org/0000-0001-8354-1635 (2016) The use of consultancy research in the development of Specialist Leaders of Education. In: British Educational Leadership, Management and Administration Society (BELMAS) conference, 8-10 July 2016, Carden Park, Cheshire, UK. (Unpublished)
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Clough, Jill, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Bunyan, Paul, Houghton, Steve, Hobson, T., Waters, A. and Zaranko, T. (2009) Teacher supply in Cumbria: the contribution of teacher education. University of Cumbria, Carlisle, UK.

Cobb, Wendy, Haisman-Smith, Nick and Jordan-Daus, Kerry (2017) Empowering positive partnerships: a review of the processes, benefits and challenges of a university and charity social and emotional learning partnership. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 64-75.
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Coker, Helen (2017) Developing understanding of student-teacher agency: implications for programme development. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 51-63.
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Compton, Ashley, Crawley, Jim, Curtis, Fiona, Douglas, Alaster Scott, Eaude, Tony, Jackson, Alison, Philpott, Chris, Plater, Mark, Powell, David, Sewell, Adele and Vincent, Karen (2019) What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11 (2). pp. 3-11.
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Conner, Lara (2017) Understanding dyslexia: competing theories, expanding definitions and ongoing controversy. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 11-18.
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Constable, Hilary (2018) Universities, supporting schools and practitioner research. Research in Education, 101 (1). pp. 39-62.

Convery, Conor (2018) An investigation into the impact of gender on early specialisation in sport. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 78-90.
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Convery, Ian ORCID logo ORCID: https://orcid.org/0000-0003-2527-5660 and Cox, Diane ORCID logo ORCID: https://orcid.org/0000-0003-2691-6423 (2012) A review of research ethics in internet-based research. Practitioner Research in Higher Education, 6 (1). pp. 50-57.
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Coombs, Steven, Potts, Mark and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2014) International educational development and learning through sustainable partnerships: living global citizenship. Palgrave Macmillan, London, UK.

Cooper, Hilary ORCID logo ORCID: https://orcid.org/0000-0001-7468-9910 (2023) Charlotte Mason, history and outdoor education and her relevance today. Education 3-13, 51 (2). pp. 189-199.
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Cooper, Hilary ORCID logo ORCID: https://orcid.org/0000-0001-7468-9910 (2023) Charlotte Mason’s philosophy on outdoor education and history applied to contemporary contexts. In: Charlotte Mason Centenary Events 2023, 19 June 2023, Online. (Unpublished)

Cooper, Hilary ORCID logo ORCID: https://orcid.org/0000-0001-7468-9910 (2018) Moving forward. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 457-470.
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Cooper, Hilary ORCID logo ORCID: https://orcid.org/0000-0001-7468-9910 (2018) Philosophy of education and theories of learning. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 44-65.
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Cooper, Hilary ORCID logo ORCID: https://orcid.org/0000-0001-7468-9910 (2018) What is creativity in history? Education 3-13, 46 (6). pp. 636-647.
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Cooper, Hilary ORCID logo ORCID: https://orcid.org/0000-0001-7468-9910 and Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Introduction to the third edition. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 1-14.
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2008) Book review: Improving learning through consulting pupils. Education 3-13, 36 (4). pp. 403-405.
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2009) Book review: Literacy instruction for English language learners pre-K–2, by Diane M. Barone and Shelley Hong Xu. Education 3-13, 37 (2). pp. 194-195.
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2015) Curriculum approaches. In: Hansen, Alice, (ed.) Primary professional studies, 3rd edition. Transforming Primary QTS Series . Learning Matters, London, UK, pp. 27-47.

Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2016) Exploring connections between creative thinking and higher attaining writing. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 46 (3). pp. 307-316.
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2017) Going through the mirror: enactment, reflection and community of practice. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2007) “Just tell us what we need to know”: examining conceptions of learning and teaching. Practitioner Research in Higher Education, 1 (1). pp. 20-24.
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2019) Making the implicit explicit: exploring curriculum structure and design to facilitate connection-making and deeper learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2018) “Yes we can!” embedding creative approaches into non-fiction teaching. In: UK Literary Association (UKLA) National Conference: Enriching the English Curriculum Through Creativity, 10 March 2018, Chancellors Hotel, Manchester, UK. (Unpublished)
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (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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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X and Eady, Sandra (2006) Creativity outside convention: how saturation placement can develop 21st century holistic teachers. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 36-39.
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Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X and Howlett, Dennis (2008) Intervention, innovation and creativity in the classroom: using findings to improve practice. In: Elton-Chalcraft, Sally, Hansen, Alice and Twiselton, Samantha, (eds.) Doing classroom research: a step-by-step guide for student teachers. Open University Press, Maidenhead, UK, pp. 99-112.

Corrie, Ian ORCID logo ORCID: https://orcid.org/0000-0002-3488-9691 , Lawson, Ron and Robinson, Peter (2019) Transformative learning in practice: a student’s perspective. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Cortes Cruz, Carolina (2018) Mind, body, heart, spirit and action towards responsible environmental behaviour change: OpEPA case study in Columbia. Masters dissertation, University of Cumbria.
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Costello-Judge, Christina and Foster, Margaret (2017) Post graduate student early years teachers’ perceptions of HE teaching and learning strategies which may be effective in terms of developing best professional practice in early years contexts. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Cottam, Martina (2017) A student feedback form that adds real value. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 97-109.
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Cox, Diane ORCID logo ORCID: https://orcid.org/0000-0003-2691-6423 (2017) University of Cumbria and me: a ten year research journey. In: University of Cumbria Research & Innovation Conference: Achievement, Impact and Potential, 7 July 2017, Lancaster, UK. (Unpublished)
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Creates, Chiara (2017) Can asking individual readers in Key Stage 2 higher order Bloom’s questions improve their progress in reading when applied by Teaching Assistants? The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 17-24.
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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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Cumbria, University of (2010) Report to SCORE: Science teacher education, special focus on biology. (Unpublished)
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Cutler, Chloe-Rose, Mallaburn, Andrea, Putwain, David W. and Daly, Angela (2019) Teachers’ theories of intelligence and instruction in English secondary education. Teacher Education Advancement Network Journal, 11 (2). pp. 59-70.
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Dadds, Marion (2008) Empathetic validity in practitioner research. Educational Action Research, 16 (2). pp. 279-290.
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Davey, Gareth (2022) Rethinking academic achievement: a reflective practice case study of teaching and learning on a university happiness and wellbeing course. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 111-119.
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Davies, Geraint and Hughes, Sioned (2018) Why I chose to become a teacher and why I might choose not to become one: a survey of student teachers’ perceptions of teaching as a career. Teacher Education Advancement Network Journal, 10 (1). pp. 10-19.
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Davies, Madeleine and Mayhew, Emma (2019) The magic number: evaluating online provision of detailed assessment data to support tutoring. Practitioner Research in Higher Education, 12 (1). pp. 75-81.
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Day, Harley, Fowles, Georgia, McElhone, Gerard and Ewin, Robert (2019) How innovation contributes to a prison culture of rehabilitation: the student experience. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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De Witt, Julie, Sloane, Charles ORCID logo ORCID: https://orcid.org/0000-0001-5343-7626 , Marland, Amanda, Miller, Paul K. ORCID logo ORCID: https://orcid.org/0000-0002-5611-1354 and Hoelterhoff, Mark (2020) Managing the initial transition from student to professional radiographer: Making induction and preceptorship count. In: United Kingdom Imaging and Oncology Congress 2020: Pathways and Communication, 1-3 June 2020, ACC, Liverpool.
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Dean, Michael and Levis, Annie (2016) Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy, 102 (4). pp. 365-370.
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Deane, Joanne (2017) Can teaching about disruptive technologies such as artificial intelligence change pupils’ perceptions of the value of design and technology? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 19-29.
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Delong, Jacqueline, Griffin, Cathy, Campbell, Elizabeth and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2013) The significance of living-theory action research in a culture of inquiry transforms learning in elementary, high school and post-graduate settings. Educational Journal of Living Theories, 6 (2). pp. 78-96.
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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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Demonacos, Constantinos, Ellis, Steven and Barber, Jill (2019) An evaluation of peer-to-peer feedback using adaptive comparative judgement. Practitioner Research in Higher Education, 12 (1). pp. 50-60.
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Dennis, Daniel (2023) Pathways into teaching. In: British Bangladeshi Teachers Association UK (BBTA) Educational Seminar: Excellence in Teaching and Leadership, 11 November 2023, London Enterprise Academy, UK. (Unpublished)
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Dickinson, Hannah and Bell, Janice ORCID logo ORCID: https://orcid.org/0000-0001-9032-6562 (2014) Emotional intelligence and developing professional competency: a student perspective. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.
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Diebelius, Jade (2017) How can I develop an ‘Expandable Intelligence’ using Lucas and Claxton’s ‘Expansive Talking Framework’ in maths? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 105-117.
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Ditchburn, Jae-Llane ORCID logo ORCID: https://orcid.org/0000-0002-7499-6790 (2020) Students can experience flow from problem-based learning in conservation genetics. International Journal for Innovation Education and Research, 8 (11). pp. 521-535.
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Dixon, Jane (2009) The use and development of ‘Teachers’ TV’ to support initial teacher training and in-service teachers’ continuing professional development. In: Jackson, Alison, (ed.) Innovation and development in initial teacher education: conference proceedings. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 142-145.
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Doughty, Stephen and Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (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.
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Douglas, Alaster Scott (2019) Learning to teach: a focus on the personal rather than the technical aspects of teacher education. Teacher Education Advancement Network Journal, 11 (1). pp. 71-83.
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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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Ducasse, Ana Maria and Hill, Kathryn (2019) Developing student feedback literacy using educational technology and the reflective feedback conversation. Practitioner Research in Higher Education, 12 (1). pp. 24-37.
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Duncalf, Debbie, Lloyd, Di, Pratt, Andrea and Horsfall, Peter (2017) Teacher perspectives of cultivating learning through practitioner enquiry to transform practice. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 113-123.
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Efthymiou, Giannis S. ORCID logo ORCID: https://orcid.org/0000-0002-4358-2130 (2021) Book review: Policy and practice: a development education review, fifteenth anniversary special edition. International Journal of Development Education and Global Learning, 13 (2). pp. 150-152.
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Efthymiou, Giannis S. ORCID logo ORCID: https://orcid.org/0000-0002-4358-2130 (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.
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Elliott, Liz (2009) Book review: Learning through play – a work based approach for the early years. Education 3-13, 37 (2). pp. 195-196.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Compliance or challenge: how can teacher educators nurture independent, inspirational and successful teachers? In: 9th TEAN Conference: The Ambition of Teacher Education, 10-11 May 2018, Birmingham, UK. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2022) Does the Prevent Policy assign Muslims as a suspect community? What teachers can do. In: Moral Development and Moral Education in Global Transition: Celebrating 50 Years of the Journal of Moral Education, 19-23 July 2022, Manchester, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2015) Education in the UK and faith in schools. In: Assam Theological College event, August 2015, Jorhat, India. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2017) ‘Fundamental British Values’: a politicization of teaching? In: Warwick Centre for Education Studies Seminar Series, 1 November 2017, University of Warwick, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2014) 'I don’t think lectures are ever going to change a closed mind’: student teachers’ learning journeys and teaching for diversity. In: ECER 2014: The Past, Present and Future of Educational Research in Europe, 1-5 September 2014, University of Porto, Portugal. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2020) If promoting British values is a politicization of the curriculum what should schools and teacher educators do? In: CERES seminar series 2019-2020, 11 March 2020, Centre for Educational Research (CERES), Liverpool John Moores University, UK. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2023) Is the education sector treating Muslims right? Can religion and worldviews pedagogy challenge 'Muslims as a suspect community' mindset? In: BERA Conference 2023 (British Educational Research Association), 12-14 September 2023, Aston University, Birmingham, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2002) I’m not being racist but ...anti-racism and critical multiculturalism. RE Today, 2002 (Spring). pp. 6-7.

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2023) Pathways to teaching and passion for middle and senior management. In: British Bangladeshi Teachers Association UK (BBTA) Educational Seminar: Excellence in Teaching and Leadership, 11 November 2023, London Enterprise Academy, UK. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (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 ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2020) Student teachers’ diverse knowledge and experiences of religion – implications for culturally responsive teaching. Journal of Higher Education Theory and Practice, 20 (6). pp. 35-54.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2015) Studying at MA level; Cambridge Primary Review Trust. In: Teachers as Researchers Cumbria Conference 2015, 21 October 2015, Stoneybeck Inn, Penrith, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2019) Supporting deep and strategic learning: student and tutor perspectives. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2017) To promote or not to promote fundamental British values. In: University of Limerick Winter Conference, January 2017, University of Limerick, Ireland. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2015) Tying ourselves in knots, fundamental British values in education: an investigation into teachers' and student teachers' perceptions of 'values' - implications for NQTs. In: Edge Hill University Lectures, 16 October 2015, Edge Hill University, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2023) Walking a tight rope: anti terrorism policy, anti racism and RE- implications for ITE? In: Association of University Lecturers in Religious Education (AULRE), 18-19 May 2023, Birmingham, UK. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2011) ‘We are like dictionaries, Miss, you can look things up in us’: evaluating child-centred research methods. Education 3-13, 39 (2). pp. 187-202.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 and Barker, Jane (2014) Equality, diversity and inclusion: embedding diversity into school life - your responsibility as a student teacher. In: University of Cumbria Student Teacher Workshop, 2 April 2014, University of Cumbria, Lancaster, UK. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 and Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 (2017) Reflecting on values: Christian values and ‘institutional body language’ in Indian schools: implications for the British teacher educator. In: 8th Teacher Education Advancement Network Annual Conference: Thinking Deeply About Teacher Education (TEAN 2017), 11-12 May 2017, Birmingham, UK. (Unpublished)
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , Hansen, Alice and Twiselton, Samantha (2008) Doing classroom research: a step by step guide for student teachers. Open University Press, Maidenhead, UK.

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , Kendrick, Ann ORCID logo ORCID: https://orcid.org/0000-0001-8354-1635 and Chapman, Alison (2018) Gender, race, faith and economics: factors impacting on aspirant school leaders. Management in Education, 32 (4). pp. 176-184.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , Kendrick, Ann ORCID logo ORCID: https://orcid.org/0000-0001-8354-1635 , Thompson, Linda and Chapman, Alison (2016) Leadership is about excellent coaching not telling people what to do: issues in preparing future school leaders. In: British Educational Research Association (BERA) Conference 2016, 13-15 September 2016, Leeds, UK. (Unpublished)

Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , Lander, Vini, Revell, Lynn, Warner, Diane and Whitworth, Linda (2017) To promote, or not to promote fundamental British values? Teachers' standards, diversity and teacher education. British Educational Research Journal, 43 (1). pp. 29-48.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 and Mills, Kären ORCID logo ORCID: https://orcid.org/0000-0002-3061-2046 (2013) Measuring challenge, fun and sterility on a ‘phunometre’ scale: evaluating creative teaching and learning with children and their student teachers in the primary school. Education 3-13, 43 (5). pp. 482-497.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , Revell, Lynn and Lander, Vini (2018) Fundamental British values: your responsibility, to promote or not to promote? In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 339-356.
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Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 , 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.

English, Lesley ORCID logo ORCID: https://orcid.org/0000-0001-7111-8661 (2018) Supporting the transition of autistic students into university life: reflections on a specialist peer mentoring scheme. Good Autism Practice (GAP), 19 (1). pp. 63-67.
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Ensoll, Richard ORCID logo ORCID: https://orcid.org/0000-0002-2715-4507 and Towers, Daniel ORCID logo ORCID: https://orcid.org/0000-0003-4775-2931 (2017) Why you should think about canoe sailing: upwind canoe sailing as a journey tool. In: Institute for Outdoor Learning (IOL) North West Practitioners Gathering 2017, 15 September 2017, Low Wray, Ambleside, UK. (Unpublished)
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Evans, Stephanie (2017) Mental health in children: awareness raising with beginning teachers. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Evans, Stephanie (2022) Using Cognitive Behavioural Therapies (CBT) approaches with student teachers: preventative approaches for supporting young people post covid. In: 52nd European Association for Behavioural and Cognitive Therapies Conference (EABCT 2022), 7-10 September 2022, Barcelona, Spain. (Unpublished)
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Evans, Stephanie (2019) Using the 'brain house' to support trainee teachers with both children and themselves. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Ewens, Tony and Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 (2019) Reflective primary teaching: meeting the teachers’ standards throughout your professional career, 2nd edition. Critical Publishing, St Albans, UK.

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Fernandes, Lisa (2019) Is Initial Teacher Education (ITE) based on the capabilities approach likely to foster inclusion for autistic learners in the further education sector? Teacher Education Advancement Network Journal, 11 (1). pp. 46-56.
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Fisher, Sandie, Wilson, Susie and Tate, Susie (2019) Interdisciplinary & collaborative learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Fletcher, Eric and Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 (2017) Steering a course towards eudaimonia: the effects of sail training on well-being and character. Journal of Adventure Education and Outdoor Learning, 17 (3). pp. 179-190.
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Fox, Emma (2017) Can mindfulness interventions promote or maintain the well-being of my year eight class in the context of whole school closure? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 136-144.
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Fox, Kathryn ORCID logo ORCID: https://orcid.org/0000-0002-7125-242X , Hurst, Ruth and Appleton, Nigel (2011) Developing subject knowledge in initial teacher education. In: TEAN Subject Knowledge Seminar, 14 January 2011, University of Cumbria, Lancaster, UK. (Unpublished)
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Fox, Kathryn ORCID logo ORCID: https://orcid.org/0000-0002-7125-242X 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.

Fraser, James ORCID logo ORCID: https://orcid.org/0000-0001-7299-3273 and Hough, Hannah L. (2008) Information skills for classroom research. In: Elton-Chalcraft, Sally, Hansen, Alice and Twiselton, Samantha, (eds.) Doing classroom research: a step-by-step guide for student teachers. Open University Press, Maidenhead, England, pp. 38-54.
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French, Amanda and Hobbs, Dinah (2017) ‘So how well did it really go’? Working with primary school pupils as project evaluators: a case study. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 56-65.
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Gaciu, Nicoleta, Dalzell, Luke, Davis, Jonathan, Diamond, Allyson and Howard, Sian (2017) Trainee teachers’ reflections on approaches to enhance their subject knowledge in physics and mathematics. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 36-44.
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Gager, Anne and Percival, Jacqui (2022) More than just workload: factors influencing the success and retention of new teachers. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 120-131.
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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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Garner, W., Norton, Lin S., Asquith, Simon, Beaumont, A. and Caldecott, S. (2002) The distance learning task as a pedagogical context for learning technologies: are students' and tutors' perceptions similar? In: Rust, Chris, (ed.) Improving student learning using learning technology: Proceedings of the 9th Improving Student Learning Symposium, 2001. Oxford Centre for Staff & Learning Development, Oxford.

Gibson, Fiona (2017) The potential for thinking skills and personal capabilities to enhance pupil project/topic work. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 25-28.
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Ginty, Andrew (2007) Problem based learning. Higher Education Academy, Bristol.
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Gomersall, Suzanne (2019) Exploring the perceptions held by primary teacher trainees regarding the value of peer mentoring. Teacher Education Advancement Network Journal, 11 (2). pp. 12-22.
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Gostling, Emma (2018) An examination of some of the additional struggles a trainee teacher with disabilities must overcome. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 13-21.
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Gowlett, Harry (2017) How can tinkering activities support the teaching of iterative design at key stage three in design and technology? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 30-41.
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Green, Stacey (2017) A critical reflection on how information communication technology can facilitate high quality teaching and learning for dyslexic children and their spelling. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 61-69.
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Griffiths, Jo (2019) Initial teacher education without a bursary: what is the cost for student teachers? Teacher Education Advancement Network Journal, 11 (1). pp. 84-94.
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HORDERN, REBECCA (2020) Can teacher-student relationships through outdoor learning enhance student engagement? In: LED Showcase Conference 2020, 3rd December 2020, Online. (Unpublished)

Hallam, Issy (2017) Promoting social cohesion during blended learning in a Foundation Degree. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 113-123.
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Hallett, Fiona, Hallett, Graham ORCID logo ORCID: https://orcid.org/0000-0001-9579-1105 and McAteer, Mary (2007) Every voice matters: evaluating residential provision at a special school. British Journal of Special Education, 34 (4). pp. 219-225.

Hallett, Graham ORCID logo ORCID: https://orcid.org/0000-0001-9579-1105 (2018) Who is valued and what is of value? Prism: Casting New Light on Learning, Theory and Practice, 1 (2). pp. 83-88.
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Hallett, Graham ORCID logo ORCID: https://orcid.org/0000-0001-9579-1105 and Hallett, Fiona (2017) Leading learning: the role of the SENCo. In: Hallett, Graham and Hallett, Fiona, (eds.) Transforming the role of the SENCO: achieving the National Award For SEN Coordination, 2nd edition. UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare series . Open University Press [McGraw-Hill Education], London, UK, pp. 40-55.
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Hallett, Graham ORCID logo ORCID: https://orcid.org/0000-0001-9579-1105 , Poyner, Lindsay and Gager, Anne (2019) Developing research across an ITE programme. In: Institute of Education Development Day, 11 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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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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Harvey, David, Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 , Morgan, Alun and Passy, Rowena (2021) Schools emerging from lockdown: maximising opportunities for outdoor learning in primary schools. ASPE Bulletin, 29 . pp. 1-3.
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Harvey, Tina ORCID logo ORCID: https://orcid.org/0000-0003-2250-3197 (2019) Collaboration with students: listening to the student voice to develop assessment feedback practice. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Harvey, Tina ORCID logo ORCID: https://orcid.org/0000-0003-2250-3197 (2019) What went wrong? Students’ and lecturer reflection on why face-to-face feedback was ineffective. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)
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Hawxwell, Louise (2019) You only need a potato peeler and tarpaulin: perceptions of outdoor learning from primary education trainees. Teacher Education Advancement Network Journal, 11 (1). pp. 106-115.
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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)

Hayes, Catherine (2019) Building pedagogic practice: using Lego Serious Play in postgraduate nurse education. In: Nerantzi, Christina, (ed.) Christina Nerantzi compilation: stories of Lego Serious Play. TBC, TBC, [in press].

Hayes, Catherine (2018) Pragmatic reflexivity: the art of applied epistemic cognition. In: Doctoral Professorial Master Class, 17 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Wall of scholarship: beyond disciplinarity in international teaching excellence: the impact of transformative learning in action. In: Impact of Teaching Excellence ANTF (Association of National Teaching Fellows) and HEA (Higher Education Academy) Excellence Awards Symposium, 20-21 March 2018, The Studio, Manchester, UK. (Unpublished)
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Hayes, Catherine, Bussey, Sonia and Graham, Yitka (2019) Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine. Higher Education, Skills and Work-Based Learning, 9 (4). pp. 688-694.
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Hayes, Catherine, Fulton, John, Irons, Alastair and Capper, Stephen (2018) Partnership in professional doctoral reflexivity: action research as a driver in the co-construction of knowledge. In: 7th Annual Change Agent Network (CAN) Conference: Championing Student-Staff Partnership in an Age of Change, 19-20 April 2018, University of Winchester, UK. (Unpublished)

Hayes, Catherine and Graham, Yitka (2018) Evaluating interactivity design in the context of technology enhanced learning: an overarching case study methodology integrating anecdote circles and surveys as methods of inquiry for nursing curricula. In: RCN Education Forum National Conference and Exhibition: Partners in Practice: Nurses Working Together Through Change, 20-21 March 2018, Newcastle Civic Centre, Newcastle upon Tyne, UK. (Unpublished)
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Hayes, Catherine, Smith, Peter and Fulton, John (2018) Ways of knowing for professional doctorate education: reconnecting and reframing perspectives in ontology and epistemology. In: British Education Research Association (BERA) Annual Conference 2018, 11-13 September 2018, Northumbria University, Newcastle, UK. (Unpublished)

Hayes, Donna (2017) An analysis and evaluation of a maths curriculum leading to a proposal for an innovation to this curriculum. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 79-89.
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Hayes, Tracy ORCID logo ORCID: https://orcid.org/0000-0002-6330-6520 (2019) Developing an academic identity: what’s the time Mrs Wolf? In: Fenby-Hulse, Kieran, Heywood, Emma and Walker, Kate, (eds.) Research impact and the early career researcher: lived experiences, new perspectives. Routledge, Taylor & Francis, Abingdon, UK.

Hayes, Tracy ORCID logo ORCID: https://orcid.org/0000-0002-6330-6520 (2017) Thesis in a box: creatively presenting transdisciplinary research. In: Doctoral Colloquium, 13 July 2017, Lancaster, UK. (Unpublished)
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Hayes, Tracy ORCID logo ORCID: https://orcid.org/0000-0002-6330-6520 (2019) A handbag?! A practitioner’s story of teaching research ethics to undergraduate students. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Hayes, Tracy ORCID logo ORCID: https://orcid.org/0000-0002-6330-6520 and Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 (2019) Shared-story approaches in outdoor studies: the HEAR (Hermeneutics, Auto/Ethnography and Action Research) ‘listening’ methodological model. In: Humberstone, Barbara and Prince, Heather, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francis, Oxford, UK.
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Headington, Rita (2018) Students’ informal peer feedback networks. Practitioner Research in Higher Education, 11 (1). pp. 4-14.
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Hedges, Carrie, Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 and Waite, Sue (2019) Research hubs: the theory-practice nexus. In: Prince, Heather and Humberstone, Barbara, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francs, London, UK.
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Heinonen, Paavo (2015) Modern portable technology in environmental education as part of formal curriculum teaching. Masters dissertation, University of Cumbria.
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Hewitt, Sarah, Buxton, Sarah and Thomas, Ani (2017) A new way of learning: how can an understanding of self-efficacy and emotional resilience be used to develop successful teaching and learning strategies for students in Initial Teacher Education. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 22-35.
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Hewlett, Sean (2007) Everywhere and nowhere: an investigation into the loci of facilitative influence on the learning experience of primary children at an outdoor centre. Masters dissertation, University of Cumbria.
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Higgins, Livia (2017) The machine society: the current situation for arts in education and the wider society. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 29-33.
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Hindmarsh, Sarah (2018) Learning from a study visit to Norway: observations to implications for practice as teacher educators. Teacher Education Advancement Network Journal, 10 (2). pp. 40-49.
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Hofer, Claire (2015) The introduction of the Singapore bar model in Year 1 problem solving: a personal reflection. The STeP Journal: Student Teacher Perspectives, 2 (2). pp. 107-117.
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Holgate, Emma and Moses-Allison, Linda (2019) Enhancing skills@cumbria support using webinars. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Hopley, Tania (2018) Action research using problem-based learning to increase participation in discussion forums on Blackboard. In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 13 March 2018, University of Cumbria, Carlisle, UK. (Unpublished)

Hough, Christine Victoria (2009) Every Child/Youth Matters, a government programme for welfare reform; the research findings of a pilot study conducted for a PhD research project that is focused on: exploring the impact of the Every Child/Youth Matters programmes on professional practice across the agencies of education, social services, health and youth justice. In: Jackson, Alison, (ed.) Innovation and development in initial teacher education: conference proceedings. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 160-169.
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Howard, Katie (2017) A critical study of motivation and social constructivism in the modern foreign languages classroom. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 34-41.
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Hughes, Sioned and Davies, Geraint (2019) Childhood poverty in Wales and its implications for schools: a survey of trainee teachers’ perceptions. Teacher Education Advancement Network Journal, 11 (1). pp. 25-36.
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Hunt, Tim and Jordan, Sally (2016) I wish I could believe you: the frustrating unreliability of some assessment research. Practitioner Research in Higher Education, 10 (1). pp. 13-21.
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Hurford, Grace and Meer, Nicky (2007) High velocity: a capacity building approach to learning. Practitioner Research in Higher Education, 1 (1). pp. 60-62.
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Hurley, Andrew and Cammack, Paul ORCID logo ORCID: https://orcid.org/0000-0002-5915-5563 (2014) Get a backbone … come on!’ The place of emotional intelligence in pre-placement preparation and support for trainee teachers. Teacher Education Advancement Network Journal (TEAN), 6 (2). pp. 13-24.
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Hurst, Ruth (2018) "Hints and tips: setting up and managing a new online course" or "Delivering an online course at L7 which utilises the tools of Blackboard". In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 19 April 2018, University of Cumbria, Carlisle, UK. (Unpublished)

Hutton, Cara and Gash, David (2017) The other side of the classroom. Physics World, 30 (3). pp. 60-61.
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Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 (2022) Can educational psychology develop to meet the challenges, choices and changes of a 21st century world? Horizons of Psychology / Psihološka obzorja, 31 . pp. 453-461.
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Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 (2016) Integrating personal, political, and professional educational practice that gives meaning and purpose to my life and work. Educational Journal of Living Theories, 9 (2). pp. 1-23.
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Huxtable, Marie and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (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 ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2016) How do we improve our contribution to the professional development of educational practitioners by enacting a self-study methodology? In: Garbett, Dawn and Ovens, Alan, (eds.) Enacting self-study as methodology for professional inquiry. Self-Study of Teacher Education Practices (S-STEP), Washington, DC, US, pp. 45-52.
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Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack (2018) Living co-operative values in educational contexts. In: Co-operative Education and Research Conference 2018: Skills for Co-operators in the 21st Century - Learning to Do, Learning to Be, 1-2 May 2018, Manchester, UK. (Unpublished)
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Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (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 ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2023) Researching scholarship of teaching and learning in diverse cultural contexts with Living Educational Theory Research. In: ISSOTL23 Conference: Context Matters, 8-11 November 2023, Railway Museum, Utrecht, The Netherlands. (Unpublished)
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Hymer, Barry (2009) Beyond compare? Thoughts towards an inclusional, fluid, and non-normative understanding of giftedness. In: Balchin, Tom, Hymer, Barry and Matthews, Dona J., (eds.) The Routledge international companion to gifted education. Routledge, Abingdon, UK, pp. 299-307.

Hymer, Barry (2014) Constructing and deconstructing giftedness: a reflective conversation between Tim Dracup, architect of England’s National Gifted and Talented Education Programme from 1996 to 2009, and Barry Hymer, Professor of Psychology in Education, University of Cumbria, UK. Gifted Education International, 30 (1). pp. 5-23.

Hymer, Barry (2017) Four funerals and a wedding (revisited): have we exorcised the demons of psychology in education over the past two decades? Or have they been sanctified? In: Developing research: informed practice in learning, education and development, 23 November 2017, University of Cumbria, Lancaster, UK. (Unpublished)
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Hymer, Barry (2011) An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education? In: Reconceptualising Gifted & Talented: Re-imagine, Retrench, or Reject?, June 2011, Oxford Brookes University, UK. (Unpublished)

Hymer, Barry and Gershon, Mike (2014) Growth mindset pocketbook. Teachers' Pocketbooks.

Hymer, Barry, Watkins, Chris, Dawson, Elizabeth and Buxton, Ruth (2015) Embedded voices: building a non-learning culture within a learning enrichment programme. Gifted Education International, 31 (1). pp. 5-24.
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Ibrahim, Bilsen (2016) Praise, power and pupil-teacher relationships. The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 42-50.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2018) Editorial: Teacher Education Advancement Network Journal, 10 (1). Teacher Education Advancement Network Journal, 10 (1). pp. 1-2.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2019) Editorial: Teacher Education Advancement Network Journal, 11 (1). Teacher Education Advancement Network Journal, 11 (1). pp. 1-3.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2019) Editorial: Teacher Education Advancement Network Journal, 11 (2). Teacher Education Advancement Network Journal, 11 (2). pp. 1-2.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2016) Editorial: Teacher Education Advancement Network Journal, 8 (1). Teacher Education Advancement Network Journal (TEAN), 8 (1).
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2017) Editorial: Teacher Education Advancement Network Journal, 9 (1). Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 1-3.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2017) Editorial: Teacher Education Advancement Network Journal, 9 (2). Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 1-2.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 (2007) The development of questioning as an enrichment to the professionalism of beginning teachers. In: British Educational Research Association Annual Conference, 5-8 September 2007, University of London. (Unpublished)
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 and Ashworth, Mary (2013) Embedding a university teacher education programme in a school: an evaluation of a school and university partnership. (Unpublished)
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 and Burch, James (2018) New directions for teacher education: investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45 (1). pp. 138-150.
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Jackson, Alison ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 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 ORCID logo ORCID: https://orcid.org/0000-0003-2631-4430 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)
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Jackson, Elizabeth (2009) Justifying a phenomenographic approach to investigating primary student teachers’ perceptions of mathematics. In: Research FEST 2009, July 2009, University of Cumbria. (Unpublished)
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Jackson, Elizabeth (2008) Mathematics anxiety in student teachers. Practitioner Research in Higher Education, 2 (1). pp. 36-42.
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James, Carolyne ORCID logo ORCID: https://orcid.org/0000-0003-0784-3433 (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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Jordan, Sally (2009) Assessment for learning: pushing the boundaries of computer-based assessment. Practitioner Research in Higher Education, 3 (1). pp. 11-19.
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Kelly, Lucy (2019) Private writing, public selves. Teacher Education Advancement Network Journal, 11 (2). pp. 82-89.
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Kelsey, Jan and Taylor, Paul (2005) A Sense of Place. [Artefact] (Unpublished)

Kendrick, Ann ORCID logo ORCID: https://orcid.org/0000-0001-8354-1635 , Close, Paul and Outhwaite, Deb (2017) What are system leaders in England learning about school-to-school support in a ‘self-improving’ system’? In: British Educational Leadership, Management and Administration Society (BELMAS) conference, 7-9 July 2017, Stratford-upon-Avon, UK. (Unpublished)
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Kenward, Linda ORCID logo ORCID: https://orcid.org/0000-0002-4319-6651 (2015) Traumatised patients: helping nursing students acknowledge and understand the long-term effects of healthcare acquired trauma. In: NET Conference, 8-10 September 2015, Churchill College, Cambridge, UK. (Unpublished)
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Kew, Kayleigh M., Carr, Robin, Donovan, Tim ORCID logo ORCID: https://orcid.org/0000-0003-4112-861X and Gordon, Morris (2017) Asthma education for school staff (Review). Cochrane Database of Systematic Reviews, 2017 (4). Art. No.: CD012255.
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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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Kilburn, Verna and Mills, Kären ORCID logo ORCID: https://orcid.org/0000-0002-3061-2046 (2011) Inclusion and special educational needs. In: Cooper, Hilary, (ed.) Professional studies in primary education. SAGE Publications, London, UK, pp. 108-122.

Kilburn, Verna and Mills, Kären ORCID logo ORCID: https://orcid.org/0000-0002-3061-2046 (2018) Play for children with special educational needs. In: Brock, Avril, Jarvis, Pam and Olusoga, Yinka, (eds.) Perspectives on play: learning for life, 3rd edition. Routledge, Taylor & Francis, Abingdon, UK, pp. 250-271.
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King, Hazel (2018) Minute by minute: building student-teacher relationships in initial teacher education. Teacher Education Advancement Network Journal, 10 (2). pp. 50-64.
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King-Hill, Sophie (2015) Critical analysis of Maslow’s hierarchy of need. The STeP Journal (Student Teacher Perspectives), 2 (4). pp. 54-57.
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King-Hill, Sophie (2016) A critical discussion upon the relationship between the psychoanalytical perspective of developmental psychology and its adaptation to educating teenage mothers. Teacher Education Advancement Network Journal, 8 (1). pp. 33-45.
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Kinkead-Clark, Zoyah and Hardacre, Charlotte ORCID logo ORCID: https://orcid.org/0000-0002-3155-4132 (2019) Unpacking the mechanisms shaping perceptions of quality in early childhood education research and practice as illuminated by cross-cultural conversations between practitioners from Britain and Jamaica. Journal of Childhood Studies, 44 (4). pp. 6-20.
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Knight, Ben (2017) The evolving codification of teachers’ work: policy, politics and the consequences of pursuing quality control in Initial Teacher Education. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 4-13.
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Kulenovic, Edina (2018) How can student peer assessment be used to improve the quality of student learning? Teacher Education Advancement Network Journal, 10 (1). pp. 35-49.
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Kurtz, Rachel (2016) Why have attempts to promote equality of opportunity in schools in the UK and/or other countries failed? The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 4-10.
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Laidlaw, Moira and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (1995) An educational epistemology of practice. In: 1995 AERA Annual Meeting (American Educational Research Association), 18-22 April 1995, San Francisco, CA, USA. (Unpublished)
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Lamb, Joseph (2017) How do teachers reflect on their practice? A study into how feedback influences teachers’ reflective practice. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 94-104.
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Lander, Vini, Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 and Revell, Lynn (2017) “Honestly, I think it’s a horrendous knee-jerk reaction”: politeness, superiority, assimilation and criticality: student teachers’ views on fundamental British values. The BERA Blog: Research Matters . (Unpublished)
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Lander, Vini ORCID logo ORCID: https://orcid.org/0000-0002-6570-1065 , Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 and Revell, Lynn (2016) Introduction to fundamental British values. Journal of Education for Teaching, 42 (3). pp. 274-279.
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Larmour, Caroline (2019) From theory to practice: working with community partners to create real life learning experiences. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Lawrence, Clare (2019) “I can be a role model for autistic pupils”: investigating the voice of the autistic teacher. Teacher Education Advancement Network Journal, 11 (2). pp. 50-58.
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Lawrence, Clare (2019) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45.
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Lawson, Dave (2019) Assessing the credibility and validity of the Motivational Strategies for Learning Questionaire (MSLQ) to aid self regulating learning to a cohort of undergraduate students. Practitioner Research in Higher Education, 12 (1). pp. 15-23.
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Lawson, Martyn (2007) Vicarious learning: the role of teachers’ TV in modelling classroom practice. Practitioner Research in Higher Education, 1 (1). pp. 33-36.
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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 (2018) Paulo Freire and the politics of disposability: creating critical dissent dialogue. In: Melling, Alethea and Pilkington, Ruth, (eds.) Paulo Freire and transformative education: changing lives and transforming communities. Palgrave Macmillan, London, UK, pp. 29-42.

Lenton, Teresa ORCID logo ORCID: https://orcid.org/0000-0002-1192-4327 (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 ORCID logo ORCID: https://orcid.org/0000-0003-3513-5995 (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 ORCID logo ORCID: https://orcid.org/0000-0003-3513-5995 (2019) Mindsets for formative feedback processes in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Lockney, Karen ORCID logo ORCID: https://orcid.org/0000-0002-8016-4114 (2018) Poetry, place and identity. In: Stevens, David and Lockney, Karen, (eds.) Students, places and identities in English and the arts: creative spaces in education. National Association for the Teaching of English (NATE) . Routledge, Taylor & Francis, Abingdon, UK.

Lockney, Karen ORCID logo ORCID: https://orcid.org/0000-0002-8016-4114 (2012) A place for poetry: Teaching presents from my Aunts in Pakistan. English in Education, 46 (3). p. 197.
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Lockney, Karen ORCID logo ORCID: https://orcid.org/0000-0002-8016-4114 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.

Logan, Elaine (2009) Self and peer assessment in action. Practitioner Research in Higher Education, 3 (1). pp. 29-35.
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Lopes, Amélia, Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 , Andrew, Nicola and Pereira, Fátima (2014) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education, 68 (2). pp. 167-183.

Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (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 ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2018) Leave more trace. Journal of Outdoor Recreation, Education, and Leadership, 10 (3). pp. 179-186.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2010) Oceanic learning. In: Becker, Peter and Schirp, Jochem, (eds.) Water - space for experiences: youth and outdoor education in Europe. BSJ / EOE Network, Marburg, Germany, pp. 75-82.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (1998) Outdoor education is dead; long live outdoor education. In: First Conference of The Outdoor Recreation Council of Australia: Becoming a Leading Outdoor Organisation, July 1998, Sydney, Australia. (Unpublished)
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (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 ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2017) Theorising outdoor education: purpose and practice. In: Jeffs, Tony and Ord, Jon, (eds.) Rethinking outdoor, experiential and informal education: beyond the confines. Routledge, London, UK, pp. 25-39.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2018) What would a post humanist, post growth outdoor education practice look like? Japan Outdoor Education Journal, 21 (2). pp. 45-47.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2022) Wild adventure: a restorying. In: Convery, Ian, Hawkins, Sally, Carver, Steve and Beyer, Rene, (eds.) Routledge handbook of rewilding. Routledge, Abingdon, UK.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2015) The impact of residential experiences on pupils’ health and learning: ‘next’ practices. In: Lessons Near and Far International Conference, 3 July 2015, University of East London, UK. (Unpublished)
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2020) The legacy of maps: breaking the link between maps and navigation in order to experience place. Journal of Outdoor and Environmental Education, 23 . pp. 137-151.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2000) The values of life and living. In: Barnes, Peter, (ed.) Values and outdoor learning: a collection of papers reflecting some contemporary thinking. Association for Outdoor Learning, Penrith, UK.
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 , Fenton, Lisa ORCID logo ORCID: https://orcid.org/0000-0002-3384-0546 and Towers, Daniel ORCID logo ORCID: https://orcid.org/0000-0003-4775-2931 (2019) Wild pedagogies: its potential for changing perceptions and experiences of nature. In: Nature Connections 2019, 2 July 2019, University of Derby, UK. (Unpublished)
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Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 and Priest, Simon (1998) Outdoor management development: theory and practice. Adventure Education, Penrith, UK.

Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 and Towers, Daniel ORCID logo ORCID: https://orcid.org/0000-0003-4775-2931 (2018) Finding new ways: developing a co-constructed approach to excursions in higher education. Journal of Experiential Education, 41 (4). pp. 369-381.
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Lynch, Jonathan ORCID logo ORCID: https://orcid.org/0000-0002-4765-6504 (2010) Outdoor learning and learning cycles: moving forward. Horizons, 51 . pp. 4-7.
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Lynch, Jonathan ORCID logo ORCID: https://orcid.org/0000-0002-4765-6504 and Mannion, Greg (2016) Enacting a place-responsive research methodology: walking interviews with educators. Journal of Adventure Education and Outdoor Learning, 16 (4). pp. 330-345.
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Lynn, Katie (2017) What influences children’s choice of musical instrument? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 42-51.
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Magas, Mark ORCID logo ORCID: https://orcid.org/0000-0003-3017-7547 (2009) What challenges and issues does language present for science learning in multicultural settings? (Unpublished)

Majer, Vanessa (2019) Writing strategies designed for students with dyslexia are effective for all. Teacher Education Advancement Network Journal, 11 (2). pp. 23-38.
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Mansfield, Lois ORCID logo ORCID: https://orcid.org/0000-0002-0707-2467 (2019) Scientific investigations in outdoor environments. In: Prince, Heather and Humberstone, Barbara, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francs, London, UK.

Martins, Phil (2017) A critical reflection on how sensory stories facilitate high quality teaching and learning for children with profound and multiple learning disabilities (PMLD). The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 70-80.
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McCullagh, John F. and Doherty, Andrea (2018) Digital makeover: what do pre-service teachers learn from microteaching primary science and how does an online video analysis tool enhance learning? Teacher Education Advancement Network Journal, 10 (2). pp. 15-28.
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McGhie, Linda ORCID logo ORCID: https://orcid.org/0000-0002-8529-2190 (2009) Book review: A handbook for learning support assistants: teachers and assistants working together, by Glenys Fox. Education 3-13, 37 (2). p. 192.
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McGregor, Richard ORCID logo ORCID: https://orcid.org/0000-0001-6685-2589 (2011) "Is this a dagger I see before me?': the power of agency in the discussion and delivery of subject knowledge. In: TEAN Subject Knowledge Seminar, 14 January 2011, University of Cumbria, Lancaster, UK. (Unpublished)
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McGuinness, Oliver (2017) An analysis of the significance of analogies and metaphors in education, linking to experiences in the science classroom. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 4-8.
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McMahon, Samantha and Percival, Julie ORCID logo ORCID: https://orcid.org/0000-0002-2683-7322 (2013) Supervision and reflective practice. In: Reid, James and Burton, Steven, (eds.) Safeguarding and protecting children in the early years. Routledge, Taylor & Francis, London, UK, pp. 180-193.

McSorley, Orla (2017) Providing parents with support on fractions through use of a Podcast. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 56-78.
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Mcphie, Jamie ORCID logo ORCID: https://orcid.org/0000-0001-5290-1685 and Clarke, David A.G. ORCID logo ORCID: https://orcid.org/0000-0002-4330-0818 (2018) Nature matters: diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research, 26 (9-10). pp. 1509-1526.
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Mcphie, Jamie ORCID logo ORCID: https://orcid.org/0000-0001-5290-1685 and Clarke, David A.G. (2019) Post-qualitative inquiry in outdoor studies: a radical (non-)methodology. In: Prince, Heather and Humberstone, Barbara, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francs, London, UK, pp. 186-195.
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Mealor, Richard (2012) A five minute interaction made me realise how much I have learnt. Nursing Standard, 26 (29). p. 26.
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Mecinska, Lula (2019) Using LEGO Serious Play for complex concepts in social science and beyond. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Meer, Dan and Mace, Denise (2019) How can LinkedIn learning help students. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Memon, Fouzia and Jonker, Leon ORCID logo ORCID: https://orcid.org/0000-0001-5867-4663 (2018) Educational level and family planning among Pakistani women: a prospective explorative knowledge, attitude and practice study. Middle East Fertility Society Journal, 23 (4). pp. 464-467.
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Mercier, Carrie (2015) Book review: Textbook Gods: genre, text and teaching religious studies. British Journal of Religious Education, 37 (3). pp. 326-328.

Metcalfe, Jayne ORCID logo ORCID: https://orcid.org/0000-0002-5273-7202 , Simpson, Debbie, Todd, Ian and Toyn, Mike ORCID logo ORCID: https://orcid.org/0000-0003-1544-2955 (2013) Thinking through new literacies for primary and early years. Thinking Through Education . SAGE Publications, London, UK.

Meyler, Conor (2018) An investigation into the correlation between parent’s influence in their child’s early specialisation in sport. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 64-77.
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Miller, Paul K. ORCID logo ORCID: https://orcid.org/0000-0002-5611-1354 and Cronin, Colum (2013) Rethinking the factuality of “contextual” factors in an ethnomethodological mode: Towards a reflexive understanding of action-context dynamism in the theorisation of coaching. Sports Coaching Review, 1 (2). pp. 106-123.
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Miller, Paul K. ORCID logo ORCID: https://orcid.org/0000-0002-5611-1354 , Relph, Nicola ORCID logo ORCID: https://orcid.org/0000-0003-3323-3444 , Grimwood, Tom ORCID logo ORCID: https://orcid.org/0000-0001-8099-6191 and Crooks, Elaine (2016) Evaluating the upskilling impacts of management and leadership training initiatives in the healthcare domain: Quantitative findings from a regional NHS programme. Cumbria Partnership Journal of Research, Practice and Learning, 5 (1). pp. 27-32.
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Miller, Paul K. ORCID logo ORCID: https://orcid.org/0000-0002-5611-1354 , van der Zee, Sophie and Elliott, David ORCID logo ORCID: https://orcid.org/0000-0003-4790-2354 (2021) Pain, culture and pedagogy: a preliminary investigation of attitudes towards “reasonable” pain tolerance in the grassroots reproduction of a culture of risk. Psychological Reports, 125 (2). pp. 1086-1102.
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Mills, Kären ORCID logo ORCID: https://orcid.org/0000-0002-3061-2046 (2017) Partners in ITE: schools taking the lead in the preparation of future teachers. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Mills, Kären ORCID logo ORCID: https://orcid.org/0000-0002-3061-2046 and Kilburn, Verna (2014) Personal and social development. In: Cooper, Hilary, (ed.) Professional studies in primary education, 2nd edition. SAGE Publications, London, UK, pp. 208-227.
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Mills, Nicky (2017) Youth work and schools: exploring non-formal learning in a formal school environment. Masters dissertation, University of Cumbria.
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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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Minott, Mark A. (2019) A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute. Teacher Education Advancement Network Journal, 11 (1). pp. 95-105.
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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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Mitten, Denise, Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 , Justin, Ihirangi Heke and Hirohide, Nagayoshi (2018) For the future of the outdoor education. Japan Outdoor Education Journal, 21 (2). pp. 33-4744.
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Moore, Hugh ORCID logo ORCID: https://orcid.org/0000-0003-2215-4206 (2019) Organic historical reasoning: redefining the concept of 'historical empathy'. Doctoral thesis, University of Cumbria (awarding body Lancaster University).
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Moore, Hugh ORCID logo ORCID: https://orcid.org/0000-0003-2215-4206 (2016) Using artefacts and written sources creatively. In: Cooper, Hilary, (ed.) Teaching history creatively, 2nd edition. Learning to Teach in the Primary School series . Routledge, London, UK, pp. 71-86.

Moore, Hugh ORCID logo ORCID: https://orcid.org/0000-0003-2215-4206 , Angus, Rachel, Brady, Caitlin, Bates, Caitlin and Murgatroyd, Caron (2016) Creative approaches to time and chronology. In: Cooper, Hilary, (ed.) Teaching history creatively, 2nd edition. Learning to Teach in the Primary School series . Routledge, London, UK, pp. 105-119.

Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2019) Brain freeze in a heatwave. Creatiivity in the world of primary education .
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2017) Creativity - nature or nurture? Creativity in the primary classroom [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2017) Creativity - should we encourage it? Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2019) Creativity - the biology of learning - a veggie tale. Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2019) Creativity - the biology of learning - repeat after me [blog post]. Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2018) Creativity - the biology of learning - the happy wanderer [blog post]. Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2018) Creativity - the biology of learning - walking upright [blog post]. Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2017) Creativity - what is it? Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2018) Creativity – the biology of learning – walking through the basics [blog post]. Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane ORCID logo ORCID: https://orcid.org/0000-0002-0748-0217 (2019) Neuroscience and learning – a time to forget [blog post]. Making memories [blog] .
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Morris, Karen ORCID logo ORCID: https://orcid.org/0000-0001-9272-4994 (2020) Writing a research proposal workshop. In: Mental health Occupational Therapy Interventions & Outcomes Research Network (MOTION) and Vona du Toit Model of Creative Ability (VdTMCA) Foundation joint research day, 4th November 2020, Online. (Unpublished)
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Morrison, Jade (2016) University satisfaction, peer communication, and appearance appraisal as predictors of global self-esteem in university students. Journal of Applied Psychology and Social Science, 2 (2). pp. 95-133.
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Moses, Paula (2023) What are the perceptions of pupils, parents, and their teachers in English primary schools of the role of the English primary curriculum in achieving ‘success in life’? In: BERA Conference 2023 (British Educational Research Association), 12-14 September 2023, Aston University, Birmingham, UK. (Unpublished)
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Mounter, Joy, Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2019) Using Thinking Actively in a Social Context and Spirals in Living Theory research in explanations of educational influences in a global social movement. Gifted Education International, 35 (2). pp. 91-109.
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Murtagh, Lisa and Baker, Nadine (2009) Feedback to feed forward: student response to tutors’ written comments on assignments. Practitioner Research in Higher Education, 3 (1). pp. 20-28.
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Murtagh, Lisa and Birchinall, Elizabeth (2018) Developing communities of practice in school-university partnerships. Teacher Education Advancement Network Journal, 10 (1). pp. 85-95.
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Mycroft, Lesley (2017) Teachers’ voice problems: exploring a possible solution. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 35-50.
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Nicholson, Dawn Theresa (2018) Enhancing student engagement through online portfolio assessment. Practitioner Research in Higher Education, 11 (1). pp. 15-31.
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Nixon, Jon, Buckley, Alison ORCID logo ORCID: https://orcid.org/0000-0002-2526-7022 , Cheng, Andy, Dymoke, Sue, Spiro, Jane and Vincent, Jonathan (2016) The ‘questionableness’ of things: opening up the conversation. In: McNiff, Jean, (ed.) Values and virtues in higher education research: critical perspectives. Routledge, Taylor & Francis, London, pp. 110-125.
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Norris, Kath (2019) New qualifications for mentors and lead mentors: enhancing support for teacher trainees on school placements. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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O'Kane, Cristin (2017) An investigation into whether there exists a relationship between a child’s drop-out levels from physical activity and their academic achievement. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 145-164.
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O'Keeffe, Muireann, Gormley, Clare and Ferguson, Pip (2018) Moving the focus from grades to feedback: a case study of pass/fail marking. Practitioner Research in Higher Education, 11 (1). pp. 70-79.
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Osola, Ann (2019) Teaching project management: a practitioner's story. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Outhwaite, Deb, Close, Paul and Kendrick, Ann ORCID logo ORCID: https://orcid.org/0000-0001-8354-1635 (2018) Editorial: special issue on leadership, preparation and development. Management in Education, 32 (2). pp. 63-65.
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Ozuem, Wilson ORCID logo ORCID: https://orcid.org/0000-0002-0337-1419 and Lancaster, Geoff (2019) Knowledge acquisition through positive educator/scholar cooperation. Wales Journal of Learning and Teaching in Higher Education, 1 (2). pp. 133-139.
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Ozuem, Wilson ORCID logo ORCID: https://orcid.org/0000-0002-0337-1419 and Lancaster, Geoff (2018) Knowledge acquisition through positive educator/scholar cooperation. In: Wales NEXUS Conference 2018, 2-4 May 2018, Dylan Thomas Centre, Swansea, UK. (Unpublished)
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O’Riordan, Zoe (2012) Living in the ‘real world’: the experiences and support of school-leavers with social, emotional and behavioural difficulties. In: Visser, John, (ed.) Transforming troubled lives: key issues in policy, practice and provision. Routledge, London, pp. 69-82.

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Parmar, Deeba, Chapman, Amanda ORCID logo ORCID: https://orcid.org/0000-0001-9867-3040 and Trotter, Elaine (2006) Learning through research: the first year experience from the mature students’ perspective. In: Inaugural European First Year Experience conference, 26-28 April 2006, University of Teesside, UK. (Unpublished)
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Pearson, John (2018) Engaging practical students through audio feedback. Practitioner Research in Higher Education, 11 (1). pp. 87-94.
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Percival, Julie ORCID logo ORCID: https://orcid.org/0000-0002-2683-7322 (2013) Safeguarding within the Early Years Foundation Stage. In: Reid, James and Burton, Steven, (eds.) Safeguarding and protecting children in the early years. Routledge, Taylor & Francis, London, UK, pp. 95-114.

Plater, Mark (2007) Student assignment feedback. Practitioner Research in Higher Education, 1 (1). pp. 46-50.
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Pollard, Hugh M. (1964) Book review: Homer Lane: a biography by W. David Wills. British Journal of Educational Studies, 13 (1). p. 106.
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Pollard, Hugh M. (1956) Pioneers of popular education: 1760-1850. John Murray, London, UK.

Pollard, Hugh M. (1957) The educational significance of Oberlin: the founder of the first nursery school. Educational Review, 10 (1). pp. 5-17.
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Poole, Robert ORCID logo ORCID: https://orcid.org/0000-0001-9613-6401 (2003) James Butterworth and the autodidact tradition. In: Window on a Changing World: Edwin Butterworth and the Early Nineteenth Century Provincial Press, 14 June 2003, Manchester Centre for Regional History, Manchester, UK. (Unpublished)

Poppitt, Nicola J. and Iqbal, Yasser (2009) Formative feedback in a Business School: understanding the student perspective. Practitioner Research in Higher Education, 3 (1). pp. 3-10.
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Potter, Ray and Roberts, Deborah (2007) Desktop video conferencing. Higher Education Academy, Bristol.
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Potter, Ray and Roberts, Deborah (2006) Desktop video conferencing in higher education: the potential and the reality. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 40-43.
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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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Power, Eleanor and Waring-Thomas, Paul (2019) Using an arts-based approach to develop critical reflection in initial teaching trainees. Teacher Education Advancement Network Journal, 11 (1). pp. 57-70.
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Prescott, Georgia ORCID logo ORCID: https://orcid.org/0000-0002-5127-7136 (2016) Challenging assumptions and making progress. In: Anderson, Babs, (ed.) Philosophy for children: theories and praxis in teacher education. Routledge, Taylor & Francis, Abingdon, UK, pp. 122-130.

Prescott, Georgia ORCID logo ORCID: https://orcid.org/0000-0002-5127-7136 (2010) Feeding others, feeding oneself: reflections upon a Westhill seminar. REsource, 33 (1).
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Prescott, Georgia ORCID logo ORCID: https://orcid.org/0000-0002-5127-7136 (2012) Spirituality in the classroom: interactivity and imagination. RE Today, 29 (1). pp. 46-48.
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Priestley, Michael (2017) ‘…two decades of neoliberal policy have generated a cupboard-full of troubles’ (Ryan, 2012, p. 23). The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 42-49.
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Priestley, Michael ORCID logo ORCID: https://orcid.org/0000-0002-7071-7336 , Hall, Angela, Wilbraham, Susan ORCID logo ORCID: https://orcid.org/0000-0001-8512-0041 , Mistry, Virendra ORCID logo ORCID: https://orcid.org/0000-0002-4830-3022 and Hughes, Gareth ORCID logo ORCID: https://orcid.org/0000-0001-8190-0809 (2022) Student perceptions and proposals for promoting wellbeing through social relationships at university. Journal of Further and Higher Education, 46 (9). pp. 1243-1256.
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Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 (2018) Making sense of the sensory outdoors. In: Leather, Mark, (ed.) Book of extended abstracts: 16th European EOE conference: Outdoor atmospheres and narratives - connecting young people to the world. Plymouth Marjon University, Plymouth, UK, pp. 91-96.
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Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 (2019) The sustained value teachers place on outdoor learning. Education 3-13 .
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Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 , Ager, Jennifer, Weller, Andy and Bannister, Roo (2019) Research informed practice or practice informed research? Reflections on master’s dissertation student journeys. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 and Hayes, Tracy ORCID logo ORCID: https://orcid.org/0000-0002-6330-6520 (2018) Evidencing atmospheres and narratives: measuring the immeasurable? In: Leather, Mark, (ed.) Book of extended abstracts: 16th European EOE conference: Outdoor atmospheres and narratives - connecting young people to the world. Plymouth Marjon University, Plymouth, UK, pp. 97-102.
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Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 and Humberstone, Barbara ORCID logo ORCID: https://orcid.org/0000-0002-8732-7211 (2019) Research methods in outdoor studies: introduction. In: Humberstone, Barbara and Prince, Heather, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francis, Oxford, UK.
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Prince, Heather ORCID logo ORCID: https://orcid.org/0000-0002-6199-4892 and Mallabon, Elizabeth ORCID logo ORCID: https://orcid.org/0000-0002-6100-5644 (2019) Designing effective research projects in outdoor studies. In: Humberstone, Barbara and Prince, Heather, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francis, Oxford, UK.
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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).
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Proudfoot, Kevin ORCID logo ORCID: https://orcid.org/0000-0001-6497-016X and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education .
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Proudfoot, Kevin ORCID logo ORCID: https://orcid.org/0000-0001-6497-016X and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2023) The instrumental motivation of teachers: implications of high-stakes accountability for professional learning. British Journal of Educational Studies .
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Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 (2010) Discourse on teaching with emotional intelligence: can it transform student teacher performance? In: Teacher Education Advancement Network (TEAN) workshop, 12 March 2010, Birmingham City University, UK. (Unpublished)

Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 (2009) Discourses on teaching with emotional intelligence: can they transform performance by student teachers and their school placement mentors? In: Research FEST 2009, July 2009, University of Cumbria. (Unpublished)
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Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 (2011) Knowing me, knowing you: teachers’ emotional knowledge of themselves and their pupils. In: 1st international conference on value and virtue in practice-based research, 1-2 June 2011, York, UK. (Unpublished)

Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 (2008) Recognising emotional intelligence in professional standards for teaching. Practitioner Research in Higher Education, 2 (1). pp. 3-12.
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Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 (2017) The role of emotional knowledge in learning to teach: a framework for student teachers and their mentors on school placements. Doctoral thesis, University of Cumbria (awarded by Lancaster University).
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Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 and Tyson, Edward (2008) Developing their emotional intelligence improves the classroom performance of student teachers. How can they be supported in this? In: British Educational Research Association (BERA) Annual Conference, 3-6 September 2008, Heriot-Watt University, Edinburgh, Scotland. (Unpublished)

Pugh, Eamonn ORCID logo ORCID: https://orcid.org/0000-0002-2687-1416 and Tyson, Edward (2014) The emotional knowledge of teaching: trainee teachers’ response to an observation and feedback “tool”. In: 4th international conference on value and virtue in practice-based research: Openness and criticality: evaluating and publishing our research, 22-23 July 2014, York, UK. (Unpublished)

Purves, Ross and Pulsford, Mark (2018) ‘I came out feeling scared and pressured, and just like a number': undergraduate Education Studies students' perceptions of postgraduate Initial Teacher Education (ITE) routes and selection processes for 2016-17. Teacher Education Advancement Network Journal, 10 (1). pp. 50-61.
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Rawles, Kate and Loynes, Christopher ORCID logo ORCID: https://orcid.org/0000-0002-9779-7954 (2011) Natural values: promoting outdoor experiences for all children. In: Shorter, Clare and Matthews, Chas, (eds.) Learning outdoors: everyone’s included. National Association of Field Study Officers (NAFSO), Carlisle, UK, pp. 5-7.
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Read, Andrew (2009) Book review: Learning how to learn: tools for schools. Education 3-13, 37 (2). pp. 191-192.
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Reed, Lisa ORCID logo ORCID: https://orcid.org/0000-0002-7796-6896 (2021) Explorations by middle leaders in secondary schools of their professional networks and relationships, analysed against a framework of capital, agency, and resilience. Doctoral thesis, University of Cumbria.
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Reeves, John (2016) Playful exploration and meaning making in and out of school with cross-curricula creative computing. In: RGS-IBG Annual International Conference 2016: Nexus Thinking, 31 August - 2 September 2016, Imperial College London, UK. (Unpublished)
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Relph, Nicola ORCID logo ORCID: https://orcid.org/0000-0003-3323-3444 , Goodwin, Victoria ORCID logo ORCID: https://orcid.org/0000-0003-2372-9067 and Egerton, Judi (2016) Impacts of ‘change projects’ in Cumbria partnership trust’s Learning Leaders programme: evaluating qualitative participant end-point reflections. Cumbria Partnership Journal of Research, Practice and Learning, 5 (1). pp. 36-41.
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Renwick, Anne and Savage, Lin (2009) Initial teacher education - a sabre tooth tiger curriculum? The evolving role of the teacher in Children’s Centres: implications for changes in initial teacher education. In: Jackson, Alison, (ed.) Innovation and development in initial teacher education: conference proceedings. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 170-177.
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Revell, Lynn, Bryan, Hazel and Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (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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Reynolds, Olivia (2018) A critical analysis of outdoor learning experiences and the impact on pupil development and conceptual understanding. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 22-29.
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Rhind, Susan ORCID logo ORCID: https://orcid.org/0000-0002-9608-3343 (2019) Coming in from afar: shaping experiences of students on distant learning modules when creating a community of learning (L&T Fest). In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Richards, Colin (2018) Primary teaching: a personal perspective. In: Cremin, Teresa and Burnett, Cathy, (eds.) Learning to teach in the primary school, 4th edition. Learning to Teach in the Primary School Series . Routledge, Taylor & Francis, London, UK.

Robbins, Joy, Firth, Amanda and Evans, Maria (2018) Improving work based assessment: addressing grade inflation numerically or pedagogically? Practitioner Research in Higher Education, 11 (1). pp. 80-86.
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Robert, David ORCID logo ORCID: https://orcid.org/0000-0002-9977-8159 , Chapman, Amanda ORCID logo ORCID: https://orcid.org/0000-0001-9867-3040 and Smith, Philip (2019) Digital narratives in eLearning: the development of learning and teaching strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Roberts, Deborah and Copping, Adrian ORCID logo ORCID: https://orcid.org/0000-0003-0257-297X (2008) Doing research in the classroom. In: Elton-Chalcraft, Sally, Hansen, Alice and Twiselton, Samantha, (eds.) Doing classroom research: a step-by-step guide for student teachers. Open University Press, Maidenhead, UK, pp. 85-98.

Ross, Keith, Lakin, Liz and McKechnie, Janet (2010) Teaching secondary science: constructing meaning and developing understanding, third edition. Routledge / David Fulton Publishing, London, UK.

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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Sambell, Kay ORCID logo ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Graham, Linda (2017) Erratum to: Professionalism in practice. In: Sambell, Kay, Brown, Sally and Graham, Linda, (eds.) Professionalism in practice. Palgrave Macmillan, Cham, Switzerland, E1-E2.
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Sambell, Kay ORCID logo ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Graham, Linda (2017) Professionalism in practice: key directions in higher education learning, teaching and assessment. Palgrave Macmillan, Cham, Switzerland.
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Scott, Joanne, Garbett, Emma and Hoyle, Kathryn (2019) Community working: developing skills for university and beyond. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Sewell, Keira, Lakin, Liz, Mason, David, Woodgate-Jones, Alex, Cain, Tim and Domaille, Kate (2008) Doing your PGCE at M-Level : A guide for students. SAGE, London.

Shaw, Abi (2018) A critical reflection on how immersive learning can be used to facilitate high quality teaching and learning in educational settings. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 40-49.
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Sheedy, Caroline (2018) Hegemony and assessment: the student experience of being in a male homogenous higher education computing course. Practitioner Research in Higher Education, 11 (1). pp. 59-69.
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Sheehan, Helen ORCID logo ORCID: https://orcid.org/0000-0002-3767-3730 and Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2022) Helping beginning religious education teachers plan effective and creative lessons. In: Sheehan, Helen, (ed.) Mentoring religious education teachers in the secondary school: a practical guide. Mentoring trainee and early career teachers . Taylor and Francis Group, Abingdon, UK, pp. 141-158.
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Simpson, Rachel and Reading, Catherine (2019) Developing as a peer reviewer: enhancing students’ graduate attributes. Practitioner Research in Higher Education, 12 (1). pp. 38-49.
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Sloane, Charles ORCID logo ORCID: https://orcid.org/0000-0001-5343-7626 and Miller, Paul K. ORCID logo ORCID: https://orcid.org/0000-0002-5611-1354 (2017) The views of UK radiology service managers concerning professionalism: on the ability of newly qualified radiographers to cope with working in contemporary clinical contexts. In: UK Radiological Congress, 12-14 June 2017, Manchester, UK. (Unpublished)
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Smart, Shelley and Miller, Paul K. ORCID logo ORCID: https://orcid.org/0000-0002-5611-1354 (2024) Student radiographers’ role ideal and role reality. In: UK Imaging and Oncology Congress 2024 (UKIO 2024): Vision and values: Putting people first, 10-12 June 2024, Liverpool ACC, UK. (Unpublished)
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Smith, Caroline and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2012) Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International, 49 (1). pp. 63-72.
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Smith, Helen (2008) Assessing student contributions to online discussion boards. Practitioner Research in Higher Education, 2 (1). pp. 22-28.
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Smith, Hugh and Smith, Helen (2011) The role of subject knowledge and motivating and inspiring learners. In: TEAN Subject Knowledge Seminar, 14 January 2011, University of Cumbria, Lancaster, UK. (Unpublished)

Smith, J. Carroll (2023) Mason for the 21st century? In: University of Cumbria Online Talk, 6 March 2023, Online. (Unpublished)
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Smith, Joanna, Dyer, Sally and Richardson, Sarah (2019) Using stories from disabled students: accessing specialist support to build student success in teaching and learning strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Smith, John E. (2018) Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading. Teacher Education Advancement Network Journal, 10 (2). pp. 65-79.
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Smith, Lauren (2017) Teachers’ perspectives on the effectiveness of ‘Mantle of the Expert’ as a teaching strategy in the Early Years Foundation Stage. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 118-135.
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Sossick, Matthew, Gumbrell, David and Allen, Pat (2019) The impact of a coaching project on the resilience of newly qualified teachers. Teacher Education Advancement Network Journal, 11 (1). pp. 15-24.
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Sousa, Rita Tavares de, Lopes, Amélia ORCID logo ORCID: https://orcid.org/0000-0002-5589-5265 and Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Research: an insight on how it is valued by Portuguese and English teacher educators. Teaching Education, 30 (4). pp. 393-414.

Spiegel, Dania Anthea (2017) International learning communities: learning on the threshold of cultures. Masters dissertation, University of Cumbria.
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Steadman, Sarah (2018) Defining practice: exploring the meaning of practice in the process of learning to teach. Teacher Education Advancement Network Journal, 10 (1). pp. 3-9.
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Stewart, Paul ORCID logo ORCID: https://orcid.org/0000-0001-8902-1497 (2023) Navigating the research maze. In: University of Cumbria Academic Spotlight Session, 7 June 2023, Online. (Unpublished)

Stoten, Anna (2017) Investigating current practice: how are Year 2 pupils’ reactions to stories about children with ADHD influenced by the featured teachers’ response to symptoms? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 81-93.
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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)
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Stringer, Ernest (Ernie), Dick, Bob and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2019) Worldwide perspectives on action research in education. In: Mertler, Craig A., (ed.) The Wiley handbook of action research in education. Wiley handbooks in education . Wiley Blackwell, Oxford, UK, pp. 97-113.

Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 (2014) Activity theory as a reflective and analytic tool for action research on multi-professional collaborative practice. Reflective Practice, 15 (3). pp. 347-362.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 (2019) Challenging Neoliberal discourses as ‘nasty little theories’: co-creation in Higher Education. The Journal of Youth Voices in Education: Methods Theory Practice, 1 (2). pp. 59-70.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 (2012) Narratives and activity theory as reflective tools in action research. Educational Action Research, 20 (3). pp. 439-453.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 (2018) Voicing and valuing equality literacy by daring to do equality based practices and research. In: Collaborative Action Research Network (CARN) International Conference: Voicing and Valuing, Daring and Doing, 25-27 October 2018, Friends Meeting House, Manchester, UK. (Unpublished)
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 , Browning, Ruth, Henderson, Emily and Robson, Ian (2021) Youth Participatory Research Resources. University of Cumbria.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 and Perris, Emma (2017) Asset-based youth support: reclaiming the roots of youth work at the Foyer Federation. Cogent Social Sciences, 2017 (3). art. no.: 1377989.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 and Shay, Marnee (2018) Countering epistemological exclusion through critical-ethical research to support social justice: methodological comparisons between Australia and the United Kingdom. In: Reyes, Vicente, Charteris, Jennifer, Nye, Adele and Mavropoulou, Sofia, (eds.) Educational research in the age of Anthropocene. IGI Global, Hershey, Pennsylvania, USA, pp. 188-210.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 and Walker, Steve (2019) Great expectations in the UK educational system. Journal of Youth Voices in Education: Methods, Theory, Practice, 1 (1). pp. 3-13.
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Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 and Willocks, Katie (2018) Questioning personal tutoring. In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 8 May 2018, University of Cumbria, Carlisle, UK. (Unpublished)

Stuart, Kaz ORCID logo ORCID: https://orcid.org/0000-0002-7952-5779 , Willocks, Katie and Browning, Ruth (2019) Questioning personal tutoring in higher education: an activity theoretical action research study. Educational Action Research, 29 (1). pp. 79-98.
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Sugarman, Leonie and Markham, Selby (1980) Choice and values among students. Educational Research, 22 (2). pp. 143-146.

Swann, Jennifer (2017) Separation and divorce in the primary school: a critical consideration of the nature, incidence and impact on children, and possible school responses, both proactive and reactive. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 50-57.
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Taylor, Simon (2017) Mind the gap: encouraging boys to read. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 4-10.
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Temple, Sue ORCID logo ORCID: https://orcid.org/0000-0002-0494-6704 (2016) Using archives creatively. In: Cooper, Hilary, (ed.) Teaching history creatively, 2nd edition. Learning to Teach in the Primary School series . Routledge, London, UK, pp. 87-104.

Temple, Sue ORCID logo ORCID: https://orcid.org/0000-0002-0494-6704 , Fidler, Ailsa and Crawford, Helen (2023) Support for new primary history teachers, their placement mentors, and university tutors. In: History Educators International Research Network Conference (HEIRNET 2023), 31 August - 2 September 2023, Stockholm, Sweden. (Unpublished)
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Thanaraj, Ann (2017) Constructive reflection: getting the best out of reflective learning. International Journal for Innovation Education and Research, 5 (2). pp. 40-60.
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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.
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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.
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Thomas, Lorraine (2017) The masters in teaching and learning: lessons to be learnt and key stakeholder perceptions. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 45-55.
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Tibke, Jon (2019) Why the brain matters: a teacher explores neuroscience. SAGE Publications.

Tibke, Jon (2019) The case of teachers and neuroscience: how do teachers mediate information about the brain? Doctoral thesis, University of Cumbria (awarding body Lancaster University).
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Tipton, Matthew (2018) An investigation into children's gender stereotypes and the effect they have on children’s career aspirations. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 50-63.
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Topping, Jane ORCID logo ORCID: https://orcid.org/0000-0002-8148-6684 and Bonner, Sarah ORCID logo ORCID: https://orcid.org/0000-0002-4006-5349 (2019) Recent happenings in Art and Design. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Torres, J.T. and Ferry, Nicole (2019) I am who you say I am: the impact of instructor feedback on pre-service teacher identity. Practitioner Research in Higher Education, 12 (1). pp. 3-14.
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Towers, Daniel ORCID logo ORCID: https://orcid.org/0000-0003-4775-2931 and Lynch, Jonathan ORCID logo ORCID: https://orcid.org/0000-0002-4765-6504 (2017) What kind of outdoor educator do you want to become? Trying something different in outdoor studies in higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 21 (A). pp. 117-121.
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Toyn, Mike ORCID logo ORCID: https://orcid.org/0000-0003-1544-2955 , Seward, Deborah ORCID logo ORCID: https://orcid.org/0000-0003-4244-3822 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)
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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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Twiselton, Samantha and Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2014) Developing your teaching. In: Cremin, Teresa and Arthur, James, (eds.) Learning to teach in the primary school, 3rd edition. Learning to Teach in the Primary School series . Routledge (Taylor & Francis), Abingdon, UK, pp. 98-113.

Twiselton, Samantha and Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Moving from novice towards expert teacher. In: Cremin, Teresa and Burnett, Cathy, (eds.) Learning to teach in the primary school, 4th edition. Learning to Teach in the Primary School Series . Routledge (Taylor & Francis), Abingdon, UK.
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Tynan, Rick and Jones, Robert Bryn (2018) Assessing trainee secondary teachers on school placement: subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 (1). pp. 20-34.
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Tynan, Rick and Jones, Robert Bryn (2019) Can effect sizes give any clue to the way mentors ascribe numerical grades when assessing trainee teachers against the teachers’ standards in England? Teacher Education Advancement Network Journal, 11 (1). pp. 4-14.
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Tynan, Rick and Mallaburn, Andrea (2017) Consistency counts – or does it? Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 90-99.
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Valijärvi, Riitta-Liisa and Tarsoly, Eszter (2019) Translating Google Translate to the language classroom: pitfalls and possibilities. Practitioner Research in Higher Education, 12 (1). pp. 61-74.
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Van Pelt, Deani (2023) Charting new horizons for independent education in Canada. Cardus Perspectives Papers. Cardus Education, Hamilton, Ontario, Canada.
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Villarroel, Verónica ORCID logo ORCID: https://orcid.org/0000-0002-3000-2248 , Bloxham, Susan, Bruna, Daniela ORCID logo ORCID: https://orcid.org/0000-0001-7424-2959 , Bruna, Carola and Herrera-Seda, Constanza (2017) Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43 (5). pp. 840-854.
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Villarroel, Verónica ORCID logo ORCID: https://orcid.org/0000-0002-3000-2248 , Boud, David, Bloxham, Susan, Bruna, Daniela ORCID logo ORCID: https://orcid.org/0000-0001-7424-2959 and Bruna, Carola (2019) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 57 (1). pp. 38-49.
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Vuckovic, Claire (2024) Adaptive planning. In: Cumberland Annual SEND Conference, 11-12 January 2024, University of Cumbria, Carlisle, UK. (Unpublished)

Vuckovic, Claire (2024) Research in the classroom. In: Cumberland Annual SEND Conference, 11-12 January 2024, University of Cumbria, Carlisle, UK. (Unpublished)

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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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Wallis, Tracy (2012) Building partnerships for success: a model for working with teacher trainers, mentors and trainees. Teacher Education Advancement Network Journal (TEAN), 4 (1).
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Ward, Kath ORCID logo ORCID: https://orcid.org/0000-0002-2705-6878 and Wilby, Helen ORCID logo ORCID: https://orcid.org/0000-0001-6976-2052 (2016) Collaborative research partnerships in higher education. In: Research into Higher Education: RIPLE Winter Conference, 14 January 2016, University of Cumbria, Lancaster, UK. (Unpublished)

Ward, Kath ORCID logo ORCID: https://orcid.org/0000-0002-2705-6878 and Wilby, Helen ORCID logo ORCID: https://orcid.org/0000-0001-6976-2052 (2014) The development of a collaborative research triad model. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.
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Ward, Kath ORCID logo ORCID: https://orcid.org/0000-0002-2705-6878 and Wilby, Helen ORCID logo ORCID: https://orcid.org/0000-0001-6976-2052 (2015) An evaluation of collaborative research partnerships in occupational therapy education. In: NET 2015: 26th International Networking for Healthcare Education Conference, 8-10 September 2015, University of Cambridge, UK. (Unpublished)
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Warner, Diane (2012) Building on experience in a white-majority ITE institution. In: English as an additional language: exploring development and cultural awareness, 22 March 2012, University of Cumbria, Lancaster, UK. (Unpublished)
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Warner, Diane (2009) Enquiring into student teachers’ attitudes towards cultural diversity. In: Research FEST 2009, July 2009, University of Cumbria.
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Warner, Diane (2018) The unrecognised: a study of how some black and minority ethnic student teachers face the challenges of initial teacher education in England. Doctoral thesis, University of Cumbria (awarding body Lancaster University).
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Warner, Diane and Elton-Chalcraft, Sally ORCID logo ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Race, culture and ethnicity teaching in post-European times. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 318-338.
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Watson, Joanne (2019) Gamifying career ahead: reshaping the University's employability award. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Watts, Martin (2007) Implementation of a flexible online delivery model to replace a traditional face-to-face delivery of a PGCE ICT module. Practitioner Research in Higher Education, 1 (1). pp. 51-55.
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White, Andy, Donnelly, Sandie and Mace, Denise (2019) Developing digital capabilities in your learners. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2019) Action research for self-study and living-educational-theories. In: Zuber-Skerritt, Ortrun and Wood, Lesley, (eds.) Action learning and action research: genres and approaches. Emerald Publishing, Bingley, UK, pp. 97-110.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Bluewater Action Research Network in an international context. In: Bluewater Action Research Network (BARN) symposium: Sharing our Knowledge, 8 April 2016, Central Office, North Chesley, Ontario, Canada. (Unpublished)
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2018) Book review: Being self-study researchers in a digital world. Educational Action Research, 26 (2). pp. 349-350.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Book review: de Sousa Santos, B. (2014) Epistemologies of the South: justice against Epistemicide. London; Paradigm Publishers. Educational Journal of Living Theories, 9 (2). pp. 87-98.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2020) Contributing to moving action research to activism with living theory research. The Canadian Journal of Action Research, 20 (3). pp. 55-73.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (1989) Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’. Cambridge Journal of Education, 19 (1). pp. 41-52.

Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2022) Cultivating equitable education systems for the 21st century through living educational theory, action research, cultures of educational inquiry in a UK/global context. In: AERA Annual Meeting 2022, 21-26 April 2022, San Diego, CA, US.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2014) Enacting educational reflexivity in supervising research into creating living-educational-theories. Educational Research for Social Change (ERSC), 3 (2). pp. 81-93.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2013) Evolving a living-educational-theory within the living boundaries of cultures-of-inquiry. Educational Journal of Living Theories, 6 (2). pp. 12-24.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2009) Generating living theory and understanding in action research studies. Action Research, 7 (1). pp. 85-99.
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Whitehead, Jack (2016) How am I integrating the personal and political in improving professional practice and generating educational knowledge with collaborative/cooperative action research? In: CARN 2016 Conference: Integrating the Personal and Political in Professional Practice, 10-13 November 2016, Bishop Grosseteste University, Lincoln, UK. (Unpublished)
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2018) How am I integrating the personal and political in improving professional practice and generating educational knowledge with collaborative/cooperative action research? CARN Bulletin, 20 . pp. 11-16.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2013) How do I contribute to enhancing the flow of values that carry hope for humanity in personal, professional, local and global contexts and generate educational knowledge? CARN Bulletin, 16 . pp. 33-36.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (1999) How do I improve my practice? Creating a discipline of education through educational enquiry. Doctoral thesis, University of Bath.
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Whitehead, Jack (2017) Legitimation of post-formalism with living theories. In: Jansen, Hans and Letiche, Hugo, (eds.) Post-formalism, pedagogy lives: as inspired by Joe L. Kincheloe. Peter Lang, Bern, Switzerland, p. 120.
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Whitehead, Jack (2012) Living educational theories for action research in a turbulent world. In: Zuber-Skerritt, Ortrun, (ed.) Action research for sustainable development in a turbulent world. Emerald, Bingley, UK, pp. 69-86.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2013) Living educational theory research as transformational continuing professional development. Gifted Education International, 29 (3). pp. 221-226.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2017) Practice and theory in action research: living-theories as frameworks for action. In: Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M., (eds.) Palgrave International Handbook of Action Research. Palgrave Macmillan, New York, USA, pp. 387-401.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2014) Review of Mark Potts’s doctoral dissertation “How can I reconceptualise international educational partnerships as a form of 'living citizenship'?”. Educational Journal of Living Theories, 7 (1). pp. 83-85.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2008) Using a living theory methodology in improving practice and generating educational knowledge in living theories. Educational Journal of Living Theories, 1 (1). pp. 103-126.
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Whitehead, Jack (2017) The education of global citizens in living theory research with an alternative globalization. In: 50th Anniversary Conference on International Education and Globalisation, 30 June - 2 July 2017, University of Bath, UK. (Unpublished)
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Whitehead, Jack (2018) The legacies of the living theories of practitioners for social transformation. In: 10th Action Learning and Action Research and 14th Participative Action Research World Congress: The Action Learning and Action Research Legacy for Transforming Social Change: Individuals, Professionals, Communities Developments, Organizational Advancement, 17-20 June 2018, Norwich University, Vermont, USA. (Unpublished)

Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2019) A living theory approach to the professional development of teachers. In: The Teacher’s Identity and Job Profile as a Professional Conference, 8 November 2019, Athens, Greece. (Unpublished)
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2015) The practice of helping students to find their first person voice in creating living-theories for education. In: Bradbury, Hilary, (ed.) The SAGE handbook of action research, third edition. SAGE Publications, London, UK, pp. 247-255.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2014) A self-study contribution to a history of the self-study of teacher education practices. In: Garbett, Dawn and Ovens, Alan, (eds.) Changing practices for changing times: past, present and future possibilities for self-study research, Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices. The University of Auckland, Auckland, New Zealand, pp. 204-207.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2019) The underlying importance of context and voice in action research. In: Mertler, Craig A., (ed.) The Wiley handbook of action research in education. Wiley handbooks in education . Wiley Blackwell, Oxford, UK, pp. 207-228.

Whitehead, Jack, Delong, Jacqueline and Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 (2017) Participation and democratization of knowledge: living theory research for reconciliation. In: Conference of the Action Research Network of the Americas (ARNA 2017), 12-16 June 2017, Cartagena, Colombia. (Unpublished)
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 and Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 (2016) Creating a profession of educators with the living-theories of master and doctor educators. Gifted Education International, 32 (1). pp. 6-25.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 and Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 (2014) Generating living-educational-theories from changing practices for changing times: past, present and future possibilities of self-study research. In: Garbett, Dawn and Ovens, Alan, (eds.) Changing practices for changing times: past, present and future possibilities for self-study research, Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices. The University of Auckland, Auckland, New Zealand, pp. 208-211.
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Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 and McNiff, Jean (2006) Action research: living theory. SAGE Publications, Thousand Oaks, CA, US.

Wilbraham, Susan ORCID logo ORCID: https://orcid.org/0000-0001-8512-0041 , Jones, Emma, Brewster, Liz ORCID logo ORCID: https://orcid.org/0000-0003-3604-2897 , Priestley, Michael, Broglia, Emma ORCID logo ORCID: https://orcid.org/0000-0003-2137-8187 , Hughes, Gareth ORCID logo ORCID: https://orcid.org/0000-0001-8190-0809 and Spanner, Leigh (2024) Inclusion or isolation? Differential student experiences of independent learning and wellbeing in higher education. Education Sciences, 14 (3). p. 285.
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Wilbraham, Susan ORCID logo ORCID: https://orcid.org/0000-0001-8512-0041 , Qualter, Pamela and Roy, Mark (2018) Emotional intelligence and cortisol responses: can laboratory findings be replicated in classrooms and using other EI measures? Personality and Individual Differences, 120 (1). pp. 58-64.
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Wilbraham, Susan ORCID logo ORCID: https://orcid.org/0000-0001-8512-0041 and Scott, Joanne (2019) Understanding and reducing student stress within assessment practice. In: Higher Education Academy (HEA) Teaching and Learning Conference 2019, 2-4 July 2019, Northumbria University, Newcastle upon Tyne, UK. (Unpublished)
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Wilby, Helen ORCID logo ORCID: https://orcid.org/0000-0001-6976-2052 (2012) A qualitative interpretation of the structured anchored approach to functional assessment. Doctoral thesis, Lancaster University.

Wilby, Helen ORCID logo ORCID: https://orcid.org/0000-0001-6976-2052 , Ward, Kath ORCID logo ORCID: https://orcid.org/0000-0002-2705-6878 , Kempster, C., Ripley, Wendy, Dunford, C. and Skerratt, L. (2014) An evaluation of collaborative research partnerships in occupational therapy education. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.
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Wilson, Charlotte ORCID logo ORCID: https://orcid.org/0000-0002-7523-2987 (2019) Learning the language of uncertainty: assessing use of epistemic markers in academic writing within higher education. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Wilson, David, Hunt, Ashleigh ORCID logo ORCID: https://orcid.org/0000-0002-2897-9674 and Mallabon, Elizabeth ORCID logo ORCID: https://orcid.org/0000-0002-6100-5644 (2019) Using the CARE (Campus Assessment, Respond, and Evaluation) model at Academic Departmental Level. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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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Wood, Lesley, McAteer, Mary and Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2018) How are action researchers contributing to knowledge democracy? A global perspective. Educational Action Research, 27 (1). pp. 7-21.
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Wood, Tim (2022) The efficacy of the use of a weekly review sheet in meetings between student teachers on school placement and their school-based mentors. Masters dissertation, University of Cumbria.
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Woodbury, Jayne (2017) Stakeholder views of teacher training routes. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 80-89.
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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)
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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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Wright, Victoria, Loughlin, Theresa and Hall, Val (2017) Lesson observation and feedback in relation to the developing identity of student teachers. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 100-112.
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Yearsley, Shirley (2007) A literature review analysing current research into undergraduate interprofessional learning in the health and social care context. Practitioner Research in Higher Education, 1 (1). pp. 56-58.
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Youngson, Annabel ORCID logo ORCID: https://orcid.org/0000-0003-1482-0029 , Cox, Diane ORCID logo ORCID: https://orcid.org/0000-0003-2691-6423 , Wilby, Helen ORCID logo ORCID: https://orcid.org/0000-0001-6976-2052 and Cole, Fiona (2014) Diabetes: charting a course of health and wellbeing in the sea of life. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.
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Zsargo, Liz and Palmer, Jean (2019) Common understanding or ‘hodgepodge’? The consistency and accuracy of school-based mentors’ assessment of trainee primary teachers in England. Teacher Education Advancement Network Journal, 11 (2). pp. 72-81.
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