Items where Subject is "300 SOCIAL SCIENCES > 370 EDUCATION > 370 Education & educational psychology (incl. teacher training & research)"

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Number of items at this level: 405.

A

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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Ahmed, Kamal (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 and Humberstone, Barbara (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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Anderson, Jill 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 (2015) Understanding child and adolescent behaviour in the classroom: research and practice for teachers. Cambridge University Press, Cambridge, UK.

Ashbridge, Jan and Josephidou, Joanne (2018) Classroom organisation and the learning environment. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publications, London, UK, pp. 121-141.

Ashbridge, Jan 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 (Karen) (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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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 (2007) A strategy for using podcasts for teaching and learning in the biosciences. (Unpublished)
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Batty, Nicola and Metcalfe, Jayne (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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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 and Hymer, Barry (2017) 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 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 (2007) The busy teacher educator’s guide to assessment. (Unpublished)
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Bloxham, Susan and Boyd, Pete (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, 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, 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, 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 (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 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 (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 (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 (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 (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 (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 (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 (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 (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 (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 (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 (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 (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 (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 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 and Ash, Andy (2017) Developing a mastery approach to maths: lesson structure, classroom strategies and teacher beliefs. (Unpublished)
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Boyd, Pete 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, 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 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 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, Cammack, Paul, Chakrabarti, Pinaki, Ibrahim, Farhat, Leslie, Pippa, Marshall, Marilyn and Tyson, Edward (2018) Teacher mediation of classroom learner response technology. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
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Boyd, Pete, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator. ESCalate Newsletter, 8 (Summer). pp. 1-2.
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Boyd, Pete, 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, 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, Hymer, Barry and Lockney, Karen (2015) Learning teaching: becoming an inspirational teacher. Critical Publishing, St Albans, UK.
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Boyd, Pete 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 and Sambell, Kay (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 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 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 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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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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Brown, Sarah and Cox, Diane (1999) Supporting pupils with chronic fatigue syndrome. Educational Psychology in Practice, 15 (3). pp. 183-189.
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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 (2016) Guide for the evaluation of school leaders. Erasmus+.
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Cammack, Paul (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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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. and Mcphie, Jamie (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 (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 (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, 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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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 and Cox, Diane (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 (2014) International educational development and learning through sustainable partnerships: living global citizenship. Palgrave Macmillan, London, UK.

Cooper, Hilary (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 (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 (2018) What is creativity in history? Education 3-13, 46 (6). pp. 636-647.

Cooper, Hilary and Elton-Chalcraft, Sally (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 (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 (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 (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 (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 (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 (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 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 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.

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 (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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Dadds, Marion (2008) Empathetic validity in practitioner research. Educational Action Research, 16 (2). pp. 279-290.
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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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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 (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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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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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 (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 (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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Elton-Chalcraft, Sally (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 (2015) Education in the UK and faith in schools. In: Assam Theological College event, August 2015, Jorhat, India. (Unpublished)

Elton-Chalcraft, Sally (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 (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 (2002) I’m not being racist but ...anti-racism and critical multiculturalism. RE Today, 2002 (Spring). pp. 6-7.

Elton-Chalcraft, Sally (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 (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 (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 (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 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 and Cammack, Paul (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, 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, Kendrick, Ann 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, Kendrick, Ann, 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, 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 and Mills, Kären (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, 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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English, Lesley (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 and Towers, Daniel (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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Fletcher, Eric and Prince, Heather (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, 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 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 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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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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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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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 and McAteer, Mary (2007) Every voice matters: evaluating residential provision at a special school. British Journal of Special Education, 34 (4). pp. 219-225.

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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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, 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 (2017) Thesis in a box: creatively presenting transdisciplinary research. In: Doctoral Colloquium, 13 July 2017, Lancaster, UK. (Unpublished)
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Hayes, Tracy and Prince, Heather (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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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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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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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 (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 (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 (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 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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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 (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 (2016) Editorial: Teacher Education Advancement Network Journal, 8 (1). Teacher Education Advancement Network Journal (TEAN), 8 (1).
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Jackson, Alison (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 (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 (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 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 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 and Eady, Sandra (2012) Teaching as a Masters profession in England: the need for continued debate. Professional Development in Education, 38 (1). pp. 149-152.
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Jackson, Alison and Eady, Sandra (2010) Teaching as a Masters profession: the need for continued debate. In: British Educational Research Association Annual Conference, 1-4 September 2010, University of Warwick, UK. (Unpublished)
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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 (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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Kelsey, Jan and Taylor, Paul (2005) A Sense of Place. [Artefact] (Unpublished)

Kendrick, Ann, 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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Kew, Kayleigh M., Carr, Robin, Donovan, Tim 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 (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 (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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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 (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 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, Elton-Chalcraft, Sally and Revell, Lynn (2016) Introduction to fundamental British values. Journal of Education for Teaching, 42 (3). pp. 274-279.
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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 (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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Lockney, Karen (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 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, 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 (2018) Leave more trace. Journal of Outdoor Recreation, Education, and Leadership, 10 (3). pp. 179-186.
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Loynes, Christopher (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 (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 (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 (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 and Priest, Simon (1998) Outdoor management development: theory and practice. Adventure Education, Penrith, UK.

Loynes, Christopher and Towers, Daniel (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 (2010) Outdoor learning and learning cycles: moving forward. Horizons, 51 . pp. 4-7.
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Lynch, Jonathan 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 (2009) What challenges and issues does language present for science learning in multicultural settings? (Unpublished)

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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McGregor, Richard (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 (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 and Clarke, David A.G. (2018) Nature matters: diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research .
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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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Memon, Fouzia and Jonker, Leon (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, Simpson, Debbie, Todd, Ian and Toyn, Mike (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. 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., Relph, Nicola, Grimwood, Tom 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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Mills, Kären (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 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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Minott, Mark A. (2015) Reflective teaching and disruptive behaviour in regular high school classrooms in London, Engand. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 62-73.
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Misra, Sarah and Webster, Maggie (2015) Can trainees' perceptions of the delivery of the foundation subjects and R.E. in primary teacher education be enhanced by using a Three-Lens model of delivery? Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 38-50.
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Mitten, Denise, Loynes, Christopher, 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 (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, 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 (2017) Creativity - nature or nurture? Creativity in the primary classroom [online blog] . (Unpublished)
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Morris, Jane (2017) Creativity - should we encourage it? Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane (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 (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 (2017) Creativity - what is it? Creativity in the world of primary education [online blog] . (Unpublished)
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Morris, Jane (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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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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Mounter, Joy, Huxtable, Marie and Whitehead, Jack (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 .
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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, 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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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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Outhwaite, Deb, Close, Paul and Kendrick, Ann (2018) Editorial: special issue on leadership, preparation and development. Management in Education, 32 (2). pp. 63-65.
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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 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 (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 (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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Prescott, Georgia (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 (2010) Feeding others, feeding oneself: reflections upon a Westhill seminar. REsource, 33 (1).
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Prescott, Georgia (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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Prince, Heather (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 and Hayes, Tracy (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 and Humberstone, Barbara (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 and Mallabon, Elizabeth (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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Pugh, Eamonn (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 (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 (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 (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 (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 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 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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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, Goodwin, Victoria 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 (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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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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Roberts, Deborah and Copping, Adrian (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, 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, 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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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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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 and Miller, Paul K. (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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Smith, Caroline and Boyd, Pete (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, 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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Sousa, Rita Tavares de, Lopes, Amélia and Boyd, Pete (2018) Research: an insight on how it is valued by Portuguese and English teacher educators. Teaching Education .

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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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 (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 (Karen) (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 (Karen) (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 (Karen) (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 (Karen) 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 (Karen) 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 (Karen) 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 (Karen), Willocks, Katie and Browning, Ruth (2018) Questioning personal tutoring in higher education: an activity theoretical action research study. N/A . pp. 1-23. (Submitted to Publisher)
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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 (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.

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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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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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 and Lynch, Jonathan (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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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 (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 (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 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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Villarroel, Verónica, Bloxham, Susan, Bruna, Daniela, 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, Boud, David, Bloxham, Susan, Bruna, Daniela and Bruna, Carola (2019) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International .
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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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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 (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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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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Whitehead, Jack (2018) Action learning, action research experiences of professionals. 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 (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 (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 (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 (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 (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 (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 (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 (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 (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 (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 (2013) Living educational theory research as transformational continuing professional development. Gifted Education International, 29 (3). pp. 221-226.
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Whitehead, Jack (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 (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 (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 (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 (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 (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 (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 and Huxtable, Marie (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 and Huxtable, Marie (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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Wilbraham, Susan, 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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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 (2018) How are action researchers contributing to knowledge democracy? A global perspective. Educational Action Research, 27 (1). pp. 7-21.
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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, 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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This list was generated on Sat Apr 20 06:47:56 2019 UTC.