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

Dewey Subject Headings (633)
- 300 SOCIAL SCIENCES (633)
  - 370 EDUCATION (633)
    - 370 Education & educational psychology (incl. teacher training & research) (633)

Group by: Authors | Item Type

Number of items at this level: 633.

Article

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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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.

[thumbnail of Andrews_EngagingStudents.pdf]

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Ashbridge, Jan

(2009) Book review: Inside role play in early childhood education: researching young children’s perspectives, by Sue Rogers and Julie Evans. Education 3-13, 37 (2). p. 193.

[thumbnail of Ashbridge_InsideRolePlay.pdf]

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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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Augustus, Jo

(2021) The impact of the COVID-19 pandemic on women working in higher education. Frontiers in Education, 6 (648365).

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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.

[thumbnail of Austen_WhatStudentsWant.pdf]

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Baker, Lewis (2020) Releasing students from the cognitive straitjacket of visual-auditory-kinaesthetic learning styles. Impact: Journal of the Chartered College of Teaching, 3 (10). pp. 57-60. (Unpublished)

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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.

[thumbnail of Ball_AnInvestigationInto.pdf]

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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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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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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.

[thumbnail of HymerAnAnalysisOfTurkishStudents.pdf]

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Bilton, Richard, Jackson, Alison

and Hymer, Barry (2018) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review, 70 (4). pp. 510-526.

[thumbnail of Bilton_CooperationConflict.pdf]

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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.

[thumbnail of Jackson_NotJustCommunication.pdf]

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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.

[thumbnail of Bloor_ACriticalAnalysis.pdf]

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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 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.

[thumbnail of Bloxham_AccountabilityInGrading.pdf]

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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.

[thumbnail of Bloxham_ImprovingStudentAchievement.pdf]

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Bloxham, Susan, Hudson, Jane, den Outer, Birgit and Price, Margaret (2015) External peer review of assessment: an effective approach to verifying standards? Higher Education Research & Development, 34 (6). pp. 1069-1082.

[thumbnail of Bloxham_ExternalPeerReview.pdf]

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Bloxham, Susan 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.

[thumbnail of Bloxham_LearningToWriteIn.pdf]

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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.

[thumbnail of Bloxham_UnderstandingTheRules.pdf]

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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

(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.

[thumbnail of PRHE_editorial_vol_2_no_1.pdf]

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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

(2020) Mixed-age teaching and mastery approaches to mathematics. Teacher Education Advancement Network Journal (TEAN), 12 (1). pp. 4-15.

[thumbnail of Mixed Age Teaching and Mastery Maths TEAN 2020 Pete Boyd.pdf]

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Boyd, Pete

(2024) Reasoning within hybrid thematic analysis. Link Journal, 8 (2). pp. 1-14.

[thumbnail of Pete Boyd Reasoning with Hybrid Thematic Analysis 2024.pdf]

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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

and Ash, Andy (2018) Mastery mathematics: changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75 . pp. 214-223.

[thumbnail of Boyd_MasteryMathematics_pubpdf.pdf]

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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.

[thumbnail of PRHE_editorial_vol_1_no_1.pdf]

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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.

[thumbnail of Boyd_EditorialPRHE_8_1.pdf]

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Boyd, Pete

, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator. ESCalate Newsletter, 8 (Summer). pp. 1-2.

[thumbnail of Boyd_BecomingATeacherEducator.pdf]

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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.

[thumbnail of Boyd_BecomingATeacherEducatorGuidelines.pdf]

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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.

[thumbnail of Boyd_BecomingAProfessionalEducator.pdf]

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Boyd, Pete

, Murray, Jean and White, Elizabeth (2021) Becoming a Teacher Educator: Guidelines for academic induction (3rd edition). Becoming a Teacher Educator: Guidelines for academic induction .

[thumbnail of AdvHE_Becoming a teacher educator_guidelines for academic induction_third_ed_1616600021.pdf]

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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.

[thumbnail of Boyd_EditorialPRHE_11_1.pdf]

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Boyd, Pete

, Smith, Caroline and Beyaztas, Dilek Ilhan (2014) Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields. International Journal for Academic Development, 20 (1). pp. 18-32.

[thumbnail of Boyd_EvaluatingAcademicWorkplaces.pdf]

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Boyle, Fiona

, Buchanan, Fiona, Ritchie, Dan and Gamage, Kelum

(2024) Exploring staff–student partnership in curriculum design. Education Sciences, 14 (1). p. 61.

[thumbnail of Boyle_ExploringStaffStudent.pdf]

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Boyle, Fiona

and Cook, Elizabeth J. (2023) Developmental evaluation of teaching quality: evidencing practice. Journal of University Teaching and Learning Practice, 20 (1). p. 11.

[thumbnail of Boyle_DevelopmentalEvaluationOf.pdf]

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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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Brownsword, Sarah (2019) Preparing primary trainee teachers to teach children from Black, Asian and other minority ethnic (BAME) backgrounds or groups: participation, experiences and perceptions of trainee teachers. Teacher Education Advancement Network Journal, 11 (2). pp. 39-44.

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Byrd, Jo (2017) Challenges to implementing a new technology in teacher education, phase one: ‘meaningful’ digital reflections. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 76-85.

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Byrne, Vincent (2017) A critical evaluation of my own developing philosophy and practice in relation to the rationale which justifies the inclusion of English in the school curriculum. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 11-16.

[thumbnail of Byrne_ACriticalEvaluationOf.pdf]

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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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Chater, Mark (2022) Response to Trevor Cooling and Marius Felderhof. Journal of Beliefs and Values, 43 (3). pp. 275-278.

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Chesney, Sarah and Benson, Jeremy (2012) ‘Anything other than silence’: using a personal learning system for continuing professional development. Innovations in Education and Teaching International, 49 (1). pp. 73-82.

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

Clark, Wendy and Adamson, Jackie (2009) Assessment of an ePortfolio: developing a taxonomy to guide the grading and feedback for personal development planning. Practitioner Research in Higher Education, 3 (1). pp. 43-51.

[thumbnail of Clark_AssessmentOfAnEportfolio.pdf]

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Clarke, David

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.

[thumbnail of Mcphie_FromPlacesToPaths.pdf]

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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.

[thumbnail of Clarke_HowDoTeachingAssistantsView.pdf]

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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.

[thumbnail of Cleary_PromotingStudent.pdf]

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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.

[thumbnail of Kendrick_DevelopingSpecialist_Preprint.pdf]

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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.

[thumbnail of Cobb_EmpoweringPositive.pdf]

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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.

[thumbnail of Coker_DevelopingUnderstanding.pdf]

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Compton, Ashley, Crawley, Jim, Curtis, Fiona, Douglas, Alaster Scott, Eaude, Tony, Jackson, Alison, Philpott, Chris, Plater, Mark, Powell, David, Sewell, Adele and Vincent, Karen (2019) What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11 (2). pp. 3-11.

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Conner, Lara (2017) Understanding dyslexia: competing theories, expanding definitions and ongoing controversy. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 11-18.

[thumbnail of Conner_UnderstandingDyslexia.pdf]

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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.

[thumbnail of Convery_AnInvestigationInto.pdf]

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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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Cooper, Hilary

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

[thumbnail of Cooper_CharlotteMasonHistory.pdf]

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Cooper, Hilary

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

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Copping, Adrian

(2008) Book review: Improving learning through consulting pupils. Education 3-13, 36 (4). pp. 403-405.

[thumbnail of Copping_ImprovingLearning.pdf]

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Copping, Adrian

(2009) Book review: Literacy instruction for English language learners pre-K–2, by Diane M. Barone and Shelley Hong Xu. Education 3-13, 37 (2). pp. 194-195.

[thumbnail of Copping_LiteracyInstruction.pdf]

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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.

[thumbnail of Copping_ExploringConnectionsBetween.pdf]

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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

(2024) Teaching in the gaps of the writing process. HWRK: the online magazine for teachers, 34 . pp. 52-55.

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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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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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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.

[thumbnail of Creates_CanAskingIndividual.pdf]

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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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Cutler, Chloe-Rose, Mallaburn, Andrea, Putwain, David W. and Daly, Angela (2019) Teachers’ theories of intelligence and instruction in English secondary education. Teacher Education Advancement Network Journal, 11 (2). pp. 59-70.

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Dadds, Marion (2008) Empathetic validity in practitioner research. Educational Action Research, 16 (2). pp. 279-290.

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Davey, Gareth (2022) Rethinking academic achievement: a reflective practice case study of teaching and learning on a university happiness and wellbeing course. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 111-119.

[thumbnail of Davey_RethinkingAcademicAchievement.pdf]

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Davies, Geraint and Hughes, Sioned (2018) Why I chose to become a teacher and why I might choose not to become one: a survey of student teachers’ perceptions of teaching as a career. Teacher Education Advancement Network Journal, 10 (1). pp. 10-19.

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Davies, Madeleine and Mayhew, Emma (2019) The magic number: evaluating online provision of detailed assessment data to support tutoring. Practitioner Research in Higher Education, 12 (1). pp. 75-81.

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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.

[thumbnail of Levis_DoesTheUseOfAUniversityLecturer.pdf]

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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.

[thumbnail of Deane_CanTeachingAbout.pdf]

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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.

[thumbnail of Whitehead_TheSignificanceOf.pdf]

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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.

[thumbnail of Demonacos_StudentPeer.pdf]

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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.

[thumbnail of Diebelius_HowCanIDevelop.pdf]

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Ditchburn, Jae-Llane

(2020) Students can experience flow from problem-based learning in conservation genetics. International Journal for Innovation Education and Research, 8 (11). pp. 521-535.

[thumbnail of Ditchburn_StudentsCan.pdf]

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Douglas, Alaster Scott (2019) Learning to teach: a focus on the personal rather than the technical aspects of teacher education. Teacher Education Advancement Network Journal, 11 (1). pp. 71-83.

[thumbnail of Douglas_LearningToTeach.pdf]

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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.

[thumbnail of Ducasse_DevelopingStudent.pdf]

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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.

[thumbnail of Duncalf_TeacherPerspectivesOfCultivating.pdf]

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Efthymiou, Giannis

(2021) Book review: Policy and practice: a development education review, fifteenth anniversary special edition. International Journal of Development Education and Global Learning, 13 (2). pp. 150-152.

[thumbnail of Efthymiou_BookReviewPolicyAndPractice.pdf]

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Efthymiou, Giannis

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

[thumbnail of Efthymiou_BookReviewResearch.pdf]

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Elliott, Liz (2009) Book review: Learning through play – a work based approach for the early years. Education 3-13, 37 (2). pp. 195-196.

[thumbnail of Elliot_LearningThrough.pdf]

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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

(2020) Student teachers’ diverse knowledge and experiences of religion – implications for culturally responsive teaching. Journal of Higher Education Theory and Practice, 20 (6). pp. 35-54.

[thumbnail of Elton-ChalcraftFinal July 2020.pdf]

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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.

[thumbnail of EltonChalcraft_WeAreLike.pdf]

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.

[thumbnail of EltonChalcraft_GenderRaceFaith.pdf]

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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.

[thumbnail of EltonChalcraft_ToPromoteOrNot.pdf]

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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.

[thumbnail of EltonChalcraft_MeasuringChallenge.pdf]

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.

[thumbnail of English_SupportingTheTransition.pdf]

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Fernandes, Lisa (2019) Is Initial Teacher Education (ITE) based on the capabilities approach likely to foster inclusion for autistic learners in the further education sector? Teacher Education Advancement Network Journal, 11 (1). pp. 46-56.

[thumbnail of Fernandes_IsInitialTeacher.pdf]

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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.

[thumbnail of Fletcher & Prince 2017 accepted version.pdf]

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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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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.

[thumbnail of French_SoHowWellDidItReallyGo.pdf]

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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.

[thumbnail of Gaciu_TraineeTeachersReflections.pdf]

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Gager, Anne and Percival, Jacqui (2022) More than just workload: factors influencing the success and retention of new teachers. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 120-131.

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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.

[thumbnail of Gibson_ThePotentialForThinking.pdf]

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Gomersall, Suzanne (2019) Exploring the perceptions held by primary teacher trainees regarding the value of peer mentoring. Teacher Education Advancement Network Journal, 11 (2). pp. 12-22.

[thumbnail of Gomersall_ExploringThe.pdf]

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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.

[thumbnail of Gostling_AnExaminationOfSome.pdf]

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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.

[thumbnail of Gowlett_HowCanTinkering.pdf]

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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.

[thumbnail of Green_ACriticalReflection.pdf]

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Griffiths, Jo (2019) Initial teacher education without a bursary: what is the cost for student teachers? Teacher Education Advancement Network Journal, 11 (1). pp. 84-94.

[thumbnail of Griffiths_InitialTeacher.pdf]

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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.

[thumbnail of Hallam_PromotingSocialCohesion.pdf]

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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.

Hallett, Graham

(2018) Who is valued and what is of value? Prism: Casting New Light on Learning, Theory and Practice, 1 (2). pp. 83-88.

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Hamilton, Tom (2016) Teachers as enquiring professionals and career-long professional learning in Scotland. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 14-21.

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Harvey, David, Loynes, Christopher

, Morgan, Alun and Passy, Rowena (2021) Schools emerging from lockdown: maximising opportunities for outdoor learning in primary schools. ASPE Bulletin, 29 . pp. 1-3.

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Hawxwell, Louise (2019) You only need a potato peeler and tarpaulin: perceptions of outdoor learning from primary education trainees. Teacher Education Advancement Network Journal, 11 (1). pp. 106-115.

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Hayes, Catherine, Bussey, Sonia and Graham, Yitka (2019) Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine. Higher Education, Skills and Work-Based Learning, 9 (4). pp. 688-694.

[thumbnail of Hayes_IlluminatingUndergraduate1.pdf]

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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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Headington, Rita (2018) Students’ informal peer feedback networks. Practitioner Research in Higher Education, 11 (1). pp. 4-14.

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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.

[thumbnail of Hewitt_ANewWayOfLearning.pdf]

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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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Howard, Katie (2017) A critical study of motivation and social constructivism in the modern foreign languages classroom. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 34-41.

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Hughes, Sioned and Davies, Geraint (2019) Childhood poverty in Wales and its implications for schools: a survey of trainee teachers’ perceptions. Teacher Education Advancement Network Journal, 11 (1). pp. 25-36.

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Hunt, Tim and Jordan, Sally (2016) I wish I could believe you: the frustrating unreliability of some assessment research. Practitioner Research in Higher Education, 10 (1). pp. 13-21.

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Hurford, Grace and Meer, Nicky (2007) High velocity: a capacity building approach to learning. Practitioner Research in Higher Education, 1 (1). pp. 60-62.

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Hurley, Andrew and Cammack, Paul

(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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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

(2022) Can educational psychology develop to meet the challenges, choices and changes of a 21st century world? Horizons of Psychology / Psihološka obzorja, 31 . pp. 453-461.

[thumbnail of Huxtable_CanEducationalPsychology.pdf]

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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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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, 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

(2019) Editorial: Teacher Education Advancement Network Journal, 11 (1). Teacher Education Advancement Network Journal, 11 (1). pp. 1-3.

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Jackson, Alison

(2019) Editorial: Teacher Education Advancement Network Journal, 11 (2). Teacher Education Advancement Network Journal, 11 (2). pp. 1-2.

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Jackson, Alison

(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.

[thumbnail of Jackson_Editorial_TEAN_9_2.pdf]

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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, 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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Kelly, Lucy (2019) Private writing, public selves. Teacher Education Advancement Network Journal, 11 (2). pp. 82-89.

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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.

[thumbnail of Donovan_AsthmaEducationFor.pdf]

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Khalid, Louise (2016) How do beginning teachers develop their knowledge of early-years pedagogy? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 56-6.

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King, Hazel (2018) Minute by minute: building student-teacher relationships in initial teacher education. Teacher Education Advancement Network Journal, 10 (2). pp. 50-64.

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King-Hill, Sophie (2015) Critical analysis of Maslow’s hierarchy of need. The STeP Journal (Student Teacher Perspectives), 2 (4). pp. 54-57.

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King-Hill, Sophie (2016) A critical discussion upon the relationship between the psychoanalytical perspective of developmental psychology and its adaptation to educating teenage mothers. Teacher Education Advancement Network Journal, 8 (1). pp. 33-45.

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Kinkead-Clark, Zoyah and Hardacre, Charlotte

(2019) Unpacking the mechanisms shaping perceptions of quality in early childhood education research and practice as illuminated by cross-cultural conversations between practitioners from Britain and Jamaica. Journal of Childhood Studies, 44 (4). pp. 6-20.

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Knight, Ben (2017) The evolving codification of teachers’ work: policy, politics and the consequences of pursuing quality control in Initial Teacher Education. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 4-13.

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Kulenovic, Edina (2018) How can student peer assessment be used to improve the quality of student learning? Teacher Education Advancement Network Journal, 10 (1). pp. 35-49.

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Kurtz, Rachel (2016) Why have attempts to promote equality of opportunity in schools in the UK and/or other countries failed? The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 4-10.

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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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Lawrence, Clare (2019) “I can be a role model for autistic pupils”: investigating the voice of the autistic teacher. Teacher Education Advancement Network Journal, 11 (2). pp. 50-58.

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Lawrence, Clare (2019) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45.

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Lawson, Dave (2019) Assessing the credibility and validity of the Motivational Strategies for Learning Questionaire (MSLQ) to aid self regulating learning to a cohort of undergraduate students. Practitioner Research in Higher Education, 12 (1). pp. 15-23.

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Lawson, Martyn (2007) Vicarious learning: the role of teachers’ TV in modelling classroom practice. Practitioner Research in Higher Education, 1 (1). pp. 33-36.

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Lockney, Karen

(2012) A place for poetry: Teaching presents from my Aunts in Pakistan. English in Education, 46 (3). p. 197.

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Lockney, Karen

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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[thumbnail of Loynes, C. (2018) Leave More Trace JOREL 10(3).pdf]

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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

(2020) The legacy of maps: breaking the link between maps and navigation in order to experience place. Journal of Outdoor and Environmental Education, 23 . pp. 137-151.

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Loynes, Christopher

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)

Majer, Vanessa (2019) Writing strategies designed for students with dyslexia are effective for all. Teacher Education Advancement Network Journal, 11 (2). pp. 23-38.

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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.

[thumbnail of Martins_ACriticalReflection.pdf]

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McCullagh, John F. and Doherty, Andrea (2018) Digital makeover: what do pre-service teachers learn from microteaching primary science and how does an online video analysis tool enhance learning? Teacher Education Advancement Network Journal, 10 (2). pp. 15-28.

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McGhie, Linda

(2009) Book review: A handbook for learning support assistants: teachers and assistants working together, by Glenys Fox. Education 3-13, 37 (2). p. 192.

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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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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

(2018) Nature matters: diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research, 26 (9-10). pp. 1509-1526.

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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.

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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Miller, Paul K.

, van der Zee, Sophie and Elliott, David

(2021) Pain, culture and pedagogy: a preliminary investigation of attitudes towards “reasonable” pain tolerance in the grassroots reproduction of a culture of risk. Psychological Reports, 125 (2). pp. 1086-1102.

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Minott, Mark A. (2015) Reflective teaching and disruptive behaviour in regular high school classrooms in London, Engand. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 62-73.

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Minott, Mark A. (2019) A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute. Teacher Education Advancement Network Journal, 11 (1). pp. 95-105.

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Misra, Sarah and Webster, Maggie (2015) Can trainees' perceptions of the delivery of the foundation subjects and R.E. in primary teacher education be enhanced by using a Three-Lens model of delivery? Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 38-50.

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Mitten, Denise, Loynes, Christopher

, 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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Morris, Jane

(2019) Brain freeze in a heatwave. Creatiivity in the world of primary education .

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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

(2019) Creativity - the biology of learning - a veggie tale. Creativity in the world of primary education [online blog] . (Unpublished)

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Morris, Jane

(2019) Creativity - the biology of learning - repeat after me [blog post]. Creativity in the world of primary education [online blog] . (Unpublished)

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Morris, Jane

(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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Morris, Jane

(2019) Neuroscience and learning – a time to forget [blog post]. Making memories [blog] .

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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, 35 (2). pp. 91-109.

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Murtagh, Lisa and Baker, Nadine (2009) Feedback to feed forward: student response to tutors’ written comments on assignments. Practitioner Research in Higher Education, 3 (1). pp. 20-28.

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Murtagh, Lisa and Birchinall, Elizabeth (2018) Developing communities of practice in school-university partnerships. Teacher Education Advancement Network Journal, 10 (1). pp. 85-95.

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Mycroft, Lesley (2017) Teachers’ voice problems: exploring a possible solution. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 35-50.

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Nicholson, Dawn Theresa (2018) Enhancing student engagement through online portfolio assessment. Practitioner Research in Higher Education, 11 (1). pp. 15-31.

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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.

[thumbnail of Kendrick_SpecialIssueOn.pdf]

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Ozuem, Wilson

and Lancaster, Geoff (2019) Knowledge acquisition through positive educator/scholar cooperation. Wales Journal of Learning and Teaching in Higher Education, 1 (2). pp. 133-139.

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Pearson, John (2018) Engaging practical students through audio feedback. Practitioner Research in Higher Education, 11 (1). pp. 87-94.

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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. (1957) The educational significance of Oberlin: the founder of the first nursery school. Educational Review, 10 (1). pp. 5-17.

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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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Poultney, Val (2016) 'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study. Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 83-93.

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Power, Eleanor and Waring-Thomas, Paul (2019) Using an arts-based approach to develop critical reflection in initial teaching trainees. Teacher Education Advancement Network Journal, 11 (1). pp. 57-70.

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Prescott, Georgia

(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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Priestley, Michael

, Hall, Angela, Wilbraham, Susan

, Mistry, Virendra

and Hughes, Gareth

(2022) Student perceptions and proposals for promoting wellbeing through social relationships at university. Journal of Further and Higher Education, 46 (9). pp. 1243-1256.

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Prince, Heather

(2019) The sustained value teachers place on outdoor learning. Education 3-13 .

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Proudfoot, Kevin

and Boyd, Pete

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

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Proudfoot, Kevin

and Boyd, Pete

(2023) The instrumental motivation of teachers: implications of high-stakes accountability for professional learning. British Journal of Educational Studies, 72 (3). pp. 295-320.

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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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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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Read, Andrew (2009) Book review: Learning how to learn: tools for schools. Education 3-13, 37 (2). pp. 191-192.

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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.

[thumbnail of Relph_ImpactsOfChangeProjects.pdf]

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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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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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Rothwell, Daniela

(2024) Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement. Teaching in Higher Education .

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Rutter, Tim, Edwards, Ruth and Dean, Phil (2016) Who's that talking in my class?: What does research say about pupil to pupil exploratory talk that leads to learning? Teacher Education Advancement Network Journal (TEAN), 8 (1). pp. 22-32.

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Ryan-Atkin, Helen (2015) The use of an on-line discussion forum to support collaborative studying practices and argumentation amongst trainee teachers. Teacher Education Advancement Network Journal (TEAN), 7 (1). pp. 25-37.

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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.

[thumbnail of Shaw_ACriticalReflection.pdf]

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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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Smallwood, Amy

(2024) The sublime reimagined: moving towards deeper human–nature relations in outdoor adventure education. Journal of Experiential Education, 47 (2). pp. 275-279.

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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, John E. (2018) Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading. Teacher Education Advancement Network Journal, 10 (2). pp. 65-79.

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Smith, Lauren (2017) Teachers’ perspectives on the effectiveness of ‘Mantle of the Expert’ as a teaching strategy in the Early Years Foundation Stage. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 118-135.

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Sossick, Matthew, Gumbrell, David and Allen, Pat (2019) The impact of a coaching project on the resilience of newly qualified teachers. Teacher Education Advancement Network Journal, 11 (1). pp. 15-24.

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Sousa, Rita Tavares de, Lopes, Amélia

and Boyd, Pete

(2019) Research: an insight on how it is valued by Portuguese and English teacher educators. Teaching Education, 30 (4). pp. 393-414.

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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Stuart, Kaz

(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

(2019) Challenging Neoliberal discourses as ‘nasty little theories’: co-creation in Higher Education. The Journal of Youth Voices in Education: Methods Theory Practice, 1 (2). pp. 59-70.

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Stuart, Kaz

(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

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

and Walker, Steve (2019) Great expectations in the UK educational system. Journal of Youth Voices in Education: Methods, Theory, Practice, 1 (1). pp. 3-13.

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Stuart, Kaz

, Willocks, Katie and Browning, Ruth (2019) Questioning personal tutoring in higher education: an activity theoretical action research study. Educational Action Research, 29 (1). pp. 79-98.

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Sugarman, Leonie and Markham, Selby (1980) Choice and values among students. Educational Research, 22 (2). pp. 143-146.

Swann, Jennifer (2017) Separation and divorce in the primary school: a critical consideration of the nature, incidence and impact on children, and possible school responses, both proactive and reactive. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 50-57.

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Taylor, Simon (2017) Mind the gap: encouraging boys to read. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 4-10.

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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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Tynan, Rick and Jones, Robert Bryn (2018) Assessing trainee secondary teachers on school placement: subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 (1). pp. 20-34.

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Tynan, Rick and Jones, Robert Bryn (2019) Can effect sizes give any clue to the way mentors ascribe numerical grades when assessing trainee teachers against the teachers’ standards in England? Teacher Education Advancement Network Journal, 11 (1). pp. 4-14.

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Tynan, Rick and Mallaburn, Andrea (2017) Consistency counts – or does it? Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 90-99.

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Valijärvi, Riitta-Liisa and Tarsoly, Eszter (2019) Translating Google Translate to the language classroom: pitfalls and possibilities. Practitioner Research in Higher Education, 12 (1). pp. 61-74.

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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, 57 (1). pp. 38-49.

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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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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) 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

(2020) Contributing to moving action research to activism with living theory research. The Canadian Journal of Action Research, 20 (3). pp. 55-73.

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Whitehead, Jack

(1989) Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’. Cambridge Journal of Education, 19 (1). pp. 41-52.

Whitehead, Jack

(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

(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

(2013) Living educational theory research as transformational continuing professional development. Gifted Education International, 29 (3). pp. 221-226.

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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

(2008) Using a living theory methodology in improving practice and generating educational knowledge in living theories. Educational Journal of Living Theories, 1 (1). pp. 103-126.

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Whitehead, Jack

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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Wilbraham, Susan

, Jones, Emma, Brewster, Liz

, Priestley, Michael, Broglia, Emma

, Hughes, Gareth

and Spanner, Leigh (2024) Inclusion or isolation? Differential student experiences of independent learning and wellbeing in higher education. Education Sciences, 14 (3). p. 285.

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Wilbraham, Susan

, Jones, Emma, Priestley, Michael and Hughes, Gareth (2024) Student and staff wellbeing is shaped by university surroundings. wonkhe.com [online blog] .

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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Zsargo, Liz and Palmer, Jean (2019) Common understanding or ‘hodgepodge’? The consistency and accuracy of school-based mentors’ assessment of trainee primary teachers in England. Teacher Education Advancement Network Journal, 11 (2). pp. 72-81.

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Conference or Workshop Item

Ackroyd, Rebekah

(2023) A pedagogical bricolage for values education: how do teachers of Religious Education (RE) promote mutual respect and tolerance with pupils aged 11-14? In: BERA Conference 2023 (British Educational Research Association), 12-14 September 2023, Aston University, Birmingham, UK. (Unpublished)

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Ager, Jennifer and Macgregor, Lisa

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

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Allison, Sarah, Griffiths, Glyn and Hedges, Carrie (2019) Cumbria Innovations Platform: student research opportunities. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Aubrey, Claire

and Laskey, Philippa

(2022) The lived experience of autistic tutors at a higher education institution: reflections and recommendations for student support. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Aubrey, Claire

, Morris, Karen

and Drude, Finn (2022) Project and research placements within a simulation team at a higher education institution: reflections and recommendations. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Aubrey, Claire

, Morris, Karen

and Drude, Finn (2022) Using simulated placements to promote inclusive practices: a higher education institution faculty’s experience of delivery. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Aubrey, Claire

, Morris, Karen

and Drude, Finn (2022) The experience of design and delivery of simulated activity in the field of health at a higher education institution: reflections and recommendations. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Augustus, Jo

(2017) The impact of the personal academic tutor role. In: University of Worcester Learning and Teaching Conference: Beyond Boundaries, 15-16 June 2017, Worcester, UK. (Unpublished)

Augustus, Jo

, Williams, Briony and Goodall, Dawn (2019) Using transactional analysis to examine the role of personal academic tutor and its impact on wellbeing? In: University of Worcester Learning and Teaching Conference: Learning in Partnership, 12-13 June 2019, Worcester, UK. (Unpublished)

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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Beaty, Liz, Cousin, Glynis and Hodgson, Vivien (2010) Revisiting the E-quality in Networked Learning Manifesto. In: 7th International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark.

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Beckman, Jack (2023) Realising a pedagogy Charlotte Mason: timeless truths, teaching and learning designed as an introduction to Charlotte Mason’s (1842-1923) essential ideas and practices. In: Charlotte Mason Centenary Events 2023, 19 June 2023, Online. (Unpublished)

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

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Bloxham, Susan, 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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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) Developing learning and learners through dialogic teaching in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Boyd, Pete

(2019) Pursuing respect, relatedness and powerful learning through material-dialogic teaching. In: European Educational Research Association (EERA) Annual Conference (ECER 2019), 2-6 September 2019, Hamburg, Germany. (Unpublished)

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Boyd, Pete

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

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Boyd, Pete

(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

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

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Boyd, Pete

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

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Boyd, Pete

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

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Boyle, Angie

and Elliot, Jonathan (2018) EbE involvement in student assessment. In: University of Cumbria Learning & Teaching Fest 2018: Learning through Assessment, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Briggs, Caroline (2019) Increase your confidence and skills in creating accessible learning materials. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Brown, Sally and Sambell, Kay

(2024) Moving towards more authentic assessment design: making assessment work better for students. In: University of Cumbria's Learning & Teaching Conference, 12 June 2024, University of Cumbria, Lancaster, UK. (Unpublished)

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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Chan, Gwendoline Laurissa, Santally, Mohammad Issack and Whitehead, Jack

(2019) Portrait of a deaf Mauritian student: how I propose to use educational games to ease up struggles faced in French elementary classes. In: 9th Pan-Commonwealth Forum on Open Learning (PCF9), 9-12 September 2019, Murrayfield Stadium, Edinburgh, UK.

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Charters, Andrea, Hill, Davina L.

, Donnelly, Sandie and Taylor, Julie

(2019) Tools and spanners of Academic Life: what you need and where to find it. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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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Cooper, Hilary

(2023) Charlotte Mason’s philosophy on outdoor education and history applied to contemporary contexts. In: Charlotte Mason Centenary Events 2023, 19 June 2023, Online. (Unpublished)

Copping, Adrian

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

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Copping, Adrian

(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

(2019) Making the implicit explicit: exploring curriculum structure and design to facilitate connection-making and deeper learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Copping, Adrian

(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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Corrie, Ian

, Lawson, Ron and Robinson, Peter (2019) Transformative learning in practice: a student’s perspective. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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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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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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Day, Harley, Fowles, Georgia, McElhone, Gerard and Ewin, Robert (2019) How innovation contributes to a prison culture of rehabilitation: the student experience. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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De Witt, Julie, Sloane, Charles

, Marland, Amanda, Miller, Paul K.

and Hoelterhoff, Mark (2020) Managing the initial transition from student to professional radiographer: Making induction and preceptorship count. In: United Kingdom Imaging and Oncology Congress 2020: Pathways and Communication, 1-3 June 2020, ACC, Liverpool.

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Dennis, Daniel (2023) Pathways into teaching. In: British Bangladeshi Teachers Association UK (BBTA) Educational Seminar: Excellence in Teaching and Leadership, 11 November 2023, London Enterprise Academy, UK. (Unpublished)

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Dickinson, Hannah and Bell, Janice

(2014) Emotional intelligence and developing professional competency: a student perspective. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.

[thumbnail of Bell_EmotionalIntelligence.pdf]

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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

(2022) Does the Prevent Policy assign Muslims as a suspect community? What teachers can do. In: Moral Development and Moral Education in Global Transition: Celebrating 50 Years of the Journal of Moral Education, 19-23 July 2022, Manchester, UK. (Unpublished)

Elton-Chalcraft, Sally

(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

(2020) If promoting British values is a politicization of the curriculum what should schools and teacher educators do? In: CERES seminar series 2019-2020, 11 March 2020, Centre for Educational Research (CERES), Liverpool John Moores University, UK. (Unpublished)

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Elton-Chalcraft, Sally

(2023) Is the education sector treating Muslims right? Can religion and worldviews pedagogy challenge 'Muslims as a suspect community' mindset? In: BERA Conference 2023 (British Educational Research Association), 12-14 September 2023, Aston University, Birmingham, UK. (Unpublished)

Elton-Chalcraft, Sally

(2023) Pathways to teaching and passion for middle and senior management. In: British Bangladeshi Teachers Association UK (BBTA) Educational Seminar: Excellence in Teaching and Leadership, 11 November 2023, London Enterprise Academy, UK. (Unpublished)

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Elton-Chalcraft, Sally

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

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Elton-Chalcraft, Sally

(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

(2019) Supporting deep and strategic learning: student and tutor perspectives. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Elton-Chalcraft, Sally

(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

(2023) Walking a tight rope: anti terrorism policy, anti racism and RE- implications for ITE? In: Association of University Lecturers in Religious Education (AULRE), 18-19 May 2023, Birmingham, UK. (Unpublished)

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Elton-Chalcraft, Sally

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

, 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

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

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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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Evans, Stephanie (2022) Using Cognitive Behavioural Therapies (CBT) approaches with student teachers: preventative approaches for supporting young people post covid. In: 52nd European Association for Behavioural and Cognitive Therapies Conference (EABCT 2022), 7-10 September 2022, Barcelona, Spain. (Unpublished)

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Evans, Stephanie (2019) Using the 'brain house' to support trainee teachers with both children and themselves. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Fisher, Sandie, Wilson, Susie and Tate, Susie (2019) Interdisciplinary & collaborative learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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

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HORDERN, REBECCA (2020) Can teacher-student relationships through outdoor learning enhance student engagement? In: LED Showcase Conference 2020, 3rd December 2020, Online. (Unpublished)

Hallett, Graham

, Poyner, Lindsay and Gager, Anne (2019) Developing research across an ITE programme. In: Institute of Education Development Day, 11 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Harvey, Tina

(2019) Collaboration with students: listening to the student voice to develop assessment feedback practice. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Harvey, Tina

(2019) What went wrong? Students’ and lecturer reflection on why face-to-face feedback was ineffective. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

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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 (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, 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

(2019) A handbag?! A practitioner’s story of teaching research ethics to undergraduate students. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Holgate, Emma and Moses-Allison, Linda (2019) Enhancing skills@cumbria support using webinars. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Hopley, Tania (2018) Action research using problem-based learning to increase participation in discussion forums on Blackboard. In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 13 March 2018, University of Cumbria, Carlisle, UK. (Unpublished)

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)

Huxtable, Marie

(2022) Action Research, researching values-led actions and changing lives: creating and learning from multiple ways of collaborating to change our selves, our communities and societies, for the common good. In: CARN 2022 Conference, 28-30 October 2022, National College of Ireland, Dublin, Republic of Ireland. (Unpublished)

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Huxtable, Marie

(2024) How am I contributing to the development of education, research and pedagogical practices with values of human flourishing? In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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Huxtable, Marie

(2022) How does developing competencies to both read and write educational research enable teachers to contribute to teaching and learning for an inclusive interconnected world? In: Association for Teacher Education in Europe (ATEE) 2022 Winter Conference: Teaching and Learning for an Inclusive, Interconnected World, 20-22 April 2022, Sestri Levante, Italy. (Unpublished)

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Huxtable, Marie

(2024) Teacher and teacher educators developing education and pedagogical practices with values of human flourishing in a complex, inter-related world. In: Association for Teacher Education in Europe (ATEE) Spring Conference 2024: Teacher education research in Europe: trends, challenges, practices and perspectives, 29 May - 1 June 2024, Bergamo, Italy. (Unpublished)

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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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Huxtable, Marie

and Whitehead, Jack

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

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Huxtable, Marie

and Whitehead, Jack

(2023) Researching scholarship of teaching and learning in diverse cultural contexts with Living Educational Theory Research. In: ISSOTL23 Conference: Context Matters, 8-11 November 2023, Railway Museum, Utrecht, The Netherlands. (Unpublished)

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Huxtable, Marie

and Whitehead, Jack

(2024) A living educational theory research approach to teacher education and professional development in Europe. In: Association for Teacher Education in Europe (ATEE) Spring Conference 2024: Teacher education research in Europe: trends, challenges, practices and perspectives, 29 May - 1 June 2024, Bergamo, Italy. (Unpublished)

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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)

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 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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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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Kenward, Linda

(2015) Traumatised patients: helping nursing students acknowledge and understand the long-term effects of healthcare acquired trauma. In: NET Conference, 8-10 September 2015, Churchill College, Cambridge, UK. (Unpublished)

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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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Larmour, Caroline (2019) From theory to practice: working with community partners to create real life learning experiences. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Leslie, Pippa

(2019) Mindsets for formative feedback processes in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Leslie, Pippa

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

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Leslie, Pippa

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

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Loynes, Christopher

(1998) Outdoor education is dead; long live outdoor education. In: First Conference of The Outdoor Recreation Council of Australia: Becoming a Leading Outdoor Organisation, July 1998, Sydney, Australia. (Unpublished)

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Loynes, Christopher

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

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Loynes, Christopher

(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

, Fenton, Lisa

and Towers, Daniel

(2019) Wild pedagogies: its potential for changing perceptions and experiences of nature. In: Nature Connections 2019, 2 July 2019, University of Derby, UK. (Unpublished)

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Mataka, Samantha and Miller, Paul K.

(2024) Can student engagement be enhanced using an immersion room for simulated learning? In: Achieving Excellence in Radiography Education and Research Conference, 20-21 November 2024, Ibis Birmingham New Street Station, Birmingham, UK. (Unpublished)

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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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Mecinska, Lula (2019) Using LEGO Serious Play for complex concepts in social science and beyond. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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

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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Morris, Karen

(2020) Writing a research proposal workshop. In: Mental health Occupational Therapy Interventions & Outcomes Research Network (MOTION) and Vona du Toit Model of Creative Ability (VdTMCA) Foundation joint research day, 4th November 2020, Online. (Unpublished)

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Moses, Paula (2023) What are the perceptions of pupils, parents, and their teachers in English primary schools of the role of the English primary curriculum in achieving ‘success in life’? In: BERA Conference 2023 (British Educational Research Association), 12-14 September 2023, Aston University, Birmingham, UK. (Unpublished)

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Mounter, Joy (2024) A living educational theory research approach to continuing professional development in education. In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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Norris, Kath (2019) New qualifications for mentors and lead mentors: enhancing support for teacher trainees on school placements. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Osola, Ann (2019) Teaching project management: a practitioner's story. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Ozuem, Wilson

and Lancaster, Geoff (2018) Knowledge acquisition through positive educator/scholar cooperation. In: Wales NEXUS Conference 2018, 2-4 May 2018, Dylan Thomas Centre, Swansea, UK. (Unpublished)

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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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)

Prince, Heather

, Ager, Jennifer, Weller, Andy and Bannister, Roo (2019) Research informed practice or practice informed research? Reflections on master’s dissertation student journeys. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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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)

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

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)

Rawlings Smith, Emma, Elton-Chalcraft, Sally

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

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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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Rhind, Susan

(2019) Coming in from afar: shaping experiences of students on distant learning modules when creating a community of learning (L&T Fest). In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Robert, David

, Chapman, Amanda

and Smith, Philip (2019) Digital narratives in eLearning: the development of learning and teaching strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Scott, Joanne, Garbett, Emma and Hoyle, Kathryn (2019) Community working: developing skills for university and beyond. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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

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

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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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Smart, Shelley and Miller, Paul K.

(2024) Student radiographers’ role ideal and role reality. In: UK Imaging and Oncology Congress 2024 (UKIO 2024): Vision and values: Putting people first, 10-12 June 2024, Liverpool ACC, UK. (Unpublished)

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Smith, Hugh and Smith, Helen (2011) The role of subject knowledge and motivating and inspiring learners. In: TEAN Subject Knowledge Seminar, 14 January 2011, University of Cumbria, Lancaster, UK. (Unpublished)

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

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Smith, Joanna, Dyer, Sally and Richardson, Sarah (2019) Using stories from disabled students: accessing specialist support to build student success in teaching and learning strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Stewart, Paul

(2023) Navigating the research maze. In: University of Cumbria Academic Spotlight Session, 7 June 2023, Online. (Unpublished)

Stuart, Kaz

(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

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)

Temple, Sue

, Fidler, Ailsa and Crawford, Helen (2023) Support for new primary history teachers, their placement mentors, and university tutors. In: History Educators International Research Network Conference (HEIRNET 2023), 31 August - 2 September 2023, Stockholm, Sweden. (Unpublished)

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Topping, Jane

and Bonner, Sarah

(2019) Recent happenings in Art and Design. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Toyn, Mike

, Seward, Deborah

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

Vuckovic, Claire (2024) Adaptive planning. In: Cumberland Annual SEND Conference, 11-12 January 2024, University of Cumbria, Carlisle, UK. (Unpublished)

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

Wadsley, Margaret (2024) How I come to a compassionate, in-depth understanding of improving my practice as a clinical supervisor through a theory of ‘Freedom from fictions with compassion’. In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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Ward, Kath

and Wilby, Helen

(2016) Collaborative research partnerships in higher education. In: Research into Higher Education: RIPLE Winter Conference, 14 January 2016, University of Cumbria, Lancaster, UK. (Unpublished)

Ward, Kath

and Wilby, Helen

(2014) The development of a collaborative research triad model. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.

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Ward, Kath

and Wilby, Helen

(2015) An evaluation of collaborative research partnerships in occupational therapy education. In: NET 2015: 26th International Networking for Healthcare Education Conference, 8-10 September 2015, University of Cambridge, UK. (Unpublished)

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Warner, Diane (2012) Building on experience in a white-majority ITE institution. In: English as an additional language: exploring development and cultural awareness, 22 March 2012, University of Cumbria, Lancaster, UK. (Unpublished)

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Warner, Diane (2009) Enquiring into student teachers’ attitudes towards cultural diversity. In: Research FEST 2009, July 2009, University of Cumbria.

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Watson, Joanne (2019) Gamifying career ahead: reshaping the University's employability award. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

White, Andy, Donnelly, Sandie and Mace, Denise (2019) Developing digital capabilities in your learners. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Whitehead, Jack

(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

(2022) Cultivating equitable education systems for the 21st century through living educational theory, action research, cultures of educational inquiry in a UK/global context. In: AERA Annual Meeting 2022, 21-26 April 2022, San Diego, CA, US.

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Whitehead, Jack

(2024) How am I contributing to living educational theory research as an epistemology for practice with values of human flourishing. In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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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 (2017) The education of global citizens in living theory research with an alternative globalization. In: 50th Anniversary Conference on International Education and Globalisation, 30 June - 2 July 2017, University of Bath, UK. (Unpublished)

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Whitehead, Jack (2018) The legacies of the living theories of practitioners for social transformation. In: 10th Action Learning and Action Research and 14th Participative Action Research World Congress: The Action Learning and Action Research Legacy for Transforming Social Change: Individuals, Professionals, Communities Developments, Organizational Advancement, 17-20 June 2018, Norwich University, Vermont, USA. (Unpublished)

Whitehead, Jack

(2019) A living theory approach to the professional development of teachers. In: The Teacher’s Identity and Job Profile as a Professional Conference, 8 November 2019, Athens, Greece. (Unpublished)

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Whitehead, Jack, 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

(2022) Sustaining and thriving transformative living educational theory research and practice in challenging times and contexts. In: 3rd International Conference on Transformative Educational Research and Sustainable Development (TERSD), 4-6 November 2022, Nepal (Online). (Unpublished)

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Whitehead, Jack

and Huxtable, Marie

(2024) A living educational theory approach to professional learning and educational research: evidence-based explanations for educational influences in learning. In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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Whitehead, Jack

and Huxtable, Marie

(2022) A workshop on living educational theory research as transformative educational research and sustainable development. In: 3rd International Conference on Transformative Educational Research and Sustainable Development (TERSD), 4-6 November 2022, Nepal (Online). (Unpublished)

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Wilbraham, Susan

and Scott, Joanne (2019) Understanding and reducing student stress within assessment practice. In: Higher Education Academy (HEA) Teaching and Learning Conference 2019, 2-4 July 2019, Northumbria University, Newcastle upon Tyne, UK. (Unpublished)

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Wilby, Helen

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Wilson, Charlotte

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Wilson, David, Hunt, Ashleigh

and Mallabon, Elizabeth

(2019) Using the CARE (Campus Assessment, Respond, and Evaluation) model at Academic Departmental Level. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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

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

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Youngson, Annabel

, Cox, Diane

, Wilby, Helen

and Cole, Fiona (2014) Diabetes: charting a course of health and wellbeing in the sea of life. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.

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Jackson, Alison

, ed. (2008) Innovations and developments in initial teacher education: a selection of conference papers presented at St. Martin’s College, Lancaster campus, 18 May 2007. ESCalate: The Higher Education Academy Subject Centre for Education, Bristol, UK.

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Williams, Randall, Higgins, Peter, Humberstone, Barbara and Loynes, Christopher

, eds. (2001) Outdoor, adventure and experiential learning: a wealth of European concepts. European Institute for Outdoor Adventure Education, Marburg, Germany.

Cooper, Hilary

, ed. (2011) Professional studies in primary education, first edition. SAGE Publications, London, UK.

Cooper, Hilary

and Elton-Chalcraft, Sally

, eds. (2022) Professional studies in primary education, fourth edition. SAGE Publishing.

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Cooper, Hilary

and Elton-Chalcraft, Sally

, eds. (2018) Professional studies in primary education, third edition. SAGE Publishing.

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Humberstone, Barbara

and Prince, Heather

, eds. (2019) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francis, Oxford, UK.

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Boyd, Pete

and Szplit, Agnieszka, eds. (2016) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland.

Stevens, David and Lockney, Karen, eds. (2018) Students, places and identities in English and the arts: creative spaces in education. National Association for the Teaching of English (NATE) . Routledge, Taylor & Francis.

Boyd, Pete

, Szplit, Agnieszka and Zbrog, Zuzanna, eds. (2014) Teacher educators and teachers as learners: international perspectives. Wydawnictwo Libron, Kraków, Poland.

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Boyd, Pete

and Szplit, Agnieszka, eds. (2017) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland.

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Hallett, Graham

and Hallett, Fiona, eds. (2017) Transforming the role of the SENCO: achieving the National Award For SEN Coordination, 2nd edition. UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare series . Open University Press [McGraw-Hill Education].

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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.

Boyd, Pete

, Hymer, Barry and Lockney, Karen

(2015) Learning teaching: becoming an inspirational teacher. Critical Publishing, St Albans, UK.

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Chalcraft, David, Elton-Chalcraft, Sally

, Ackroyd, Rebekah

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

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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.

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.

Ewens, Tony and Cammack, Paul

(2019) Reflective primary teaching: meeting the teachers’ standards throughout your professional career, 2nd edition. Critical Publishing, St Albans, UK.

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

Loynes, Christopher

and Priest, Simon (1998) Outdoor management development: theory and practice. Adventure Education, Penrith, UK.

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.

Pollard, Hugh M. (1956) Pioneers of popular education: 1760-1850. John Murray, London, UK.

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

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.

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

Whitehead, Jack

and McNiff, Jean (2006) Action research: living theory. SAGE Publications, Thousand Oaks, CA, US.

Book Section

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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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, 3rd 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

(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.

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.

Boyd, Pete

(2020) Epilogue: developing research-informed teacher learning. In: Beckett, Lori, (ed.) Research-informed teacher learning: critical perspectives on theory, research and practise. Routledge, London, UK.

Boyd, Pete

(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

(2022) Teachers' Research Literacy as Research-Informed Professional Judgment. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna, (eds.) Developing Teachers' Research Literacy: International Perspectives. Wydawnictwo Libron, Kraków, pp. 17-43.

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Boyd, Pete

(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

, 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 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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Preview

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.

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

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

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.

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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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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Elton-Chalcraft, Sally

, Revett, Lynn and Lander, Vini (2022) British values and policy: your responsibility, to promote or not to promote? In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, 4th edition. SAGE Publications, London, UK, pp. 328-347.

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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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.

Hallett, Graham

and Hallett, Fiona (2017) Leading learning: the role of the SENCo. In: Hallett, Graham and Hallett, Fiona, (eds.) Transforming the role of the SENCO: achieving the National Award For SEN Coordination, 2nd edition. UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare series . Open University Press [McGraw-Hill Education], London, UK, pp. 40-55.

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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, Tracy

(2019) Developing an academic identity: what’s the time Mrs Wolf? In: Fenby-Hulse, Kieran, Heywood, Emma and Walker, Kate, (eds.) Research impact and the early career researcher: lived experiences, new perspectives. Routledge, Taylor & Francis, Abingdon, UK.

Hayes, Tracy

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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Hedges, Carrie, Loynes, Christopher

and Waite, Sue (2019) Research hubs: the theory-practice nexus. In: Prince, Heather and Humberstone, Barbara, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francs, London, UK.

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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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Huxtable, Marie and Whitehead, Jack

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

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Huxtable, Marie

and Whitehead, Jack

(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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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.

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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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.

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.

Loynes, Christopher

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

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Loynes, Christopher

(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

(2022) Wild adventure: a restorying. In: Convery, Ian, Hawkins, Sally, Carver, Steve and Beyer, Rene, (eds.) Routledge handbook of rewilding. Routledge, Abingdon, UK.

Loynes, Christopher

(2000) The values of life and living. In: Barnes, Peter, (ed.) Values and outdoor learning: a collection of papers reflecting some contemporary thinking. Association for Outdoor Learning, Penrith, UK.

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Mansfield, Lois

(2019) Scientific investigations in outdoor environments. In: Prince, Heather and Humberstone, Barbara, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francs, London, UK.

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.

Mcphie, Jamie

and Clarke, David

(2019) Post-qualitative inquiry in outdoor studies: a radical (non-)methodology. In: Prince, Heather and Humberstone, Barbara, (eds.) Research methods in outdoor studies. Routledge Advances in Outdoor Studies series . Routledge, Taylor & Francs, London, UK, pp. 186-195.

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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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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.

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’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.

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.

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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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.

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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Rawles, Kate and Loynes, Christopher

(2011) Natural values: promoting outdoor experiences for all children. In: Shorter, Clare and Matthews, Chas, (eds.) Learning outdoors: everyone’s included. National Association of Field Study Officers (NAFSO), Carlisle, UK, pp. 5-7.

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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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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.

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.

Romero, Margarida, Frosig, Thomas, Taylor-Beswick, Amanda

, Laru, Jari, Bernasco, Bastienne, Urmeneta, Alex, Strutynska, Oksana and Girard, Marc-André (2024) Manifesto in defense of human-centred education in the age of artificial intelligence. In: Urmeneta, Alex and Romero, Margarida, (eds.) Creative applications of artificial intelligence in education. Palgrave Studies in Creativity and Culture (PASCC) . Palgrave Macmillan, Cham, Switzerland, pp. 157-178.

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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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Sheehan, Helen

and Elton-Chalcraft, Sally

(2022) Helping beginning religious education teachers plan effective and creative lessons. In: Sheehan, Helen, (ed.) Mentoring religious education teachers in the secondary school: a practical guide. Mentoring trainee and early career teachers . Taylor and Francis Group, Abingdon, UK, pp. 141-158.

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

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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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.

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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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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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

(2024) Generating living-educational-theories with love in transforming excessive teacher entitlement. In: Ratnam, Tara and Craig, Cheryl, (eds.) After excessive teacher and faculty entitlement: expanding the space for healing and human flourishing through ideological becoming. Advances in Research on Teaching, 47 . Emerald Publishing, Leeds, UK, pp. 167-182.

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

(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

(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

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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Report

Anderson, Jill

and Sapey, Bob (2012) Curriculum guide: mental health and distress. College of Social Work.

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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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Bloxham, Susan (2007) The busy teacher educator’s guide to assessment. (Unpublished)

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

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

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Boyd, Pete

(2019) Pursuing respect, relatedness and powerful learning through dialogic teaching. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.

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Boyd, Pete

and Ash, Andy (2017) Developing a mastery approach to maths: lesson structure, classroom strategies and teacher beliefs. (Unpublished)

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Boyd, Pete

, Cammack, Paul

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

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

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Boyd, Pete

, 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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Cammack, Paul

(2016) Guide for the evaluation of school leaders. Erasmus+.

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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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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.

Cumbria, University of (2010) Report to SCORE: Science teacher education, special focus on biology. (Unpublished)

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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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Ginty, Andrew (2007) Problem based learning. Higher Education Academy, Bristol.

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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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Potter, Ray and Roberts, Deborah (2007) Desktop video conferencing. Higher Education Academy, Bristol.

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Stuart, Kaz

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

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Van Pelt, Deani (2023) Charting new horizons for independent education in Canada. Cardus Perspectives Papers. Cardus Education, Hamilton, Ontario, Canada.

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Thesis/Dissertation

Ager, Jennifer (2018) Transcending CIDIO (Can I Do It Outside?): an (auto) ethnographic case study of designing a progressive primary school curriculum that embraces outdoor learning as a pedagogical approach. Masters dissertation, University of Cumbria.

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

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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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Heinonen, Paavo (2015) Modern portable technology in environmental education as part of formal curriculum teaching. Masters dissertation, University of Cumbria.

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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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Lenton, Teresa

(2016) The influence of representations on English students’ perceptions of the place of Antarctica. Doctoral thesis, University of Cumbria (awarded by Lancaster University).

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Leslie, Pippa

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

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Mills, Nicky (2017) Youth work and schools: exploring non-formal learning in a formal school environment. Masters dissertation, University of Cumbria.

Moore, Hugh

(2019) Organic historical reasoning: redefining the concept of 'historical empathy'. Doctoral thesis, University of Cumbria (awarding body Lancaster University).

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Mounter, Joy (2024) A living educational theory research approach to continuing professional development in education. Doctoral thesis, University of Cumbria.

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

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

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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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Reed, Lisa

(2021) Explorations by middle leaders in secondary schools of their professional networks and relationships, analysed against a framework of capital, agency, and resilience. Doctoral thesis, University of Cumbria.

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Spiegel, Dania Anthea (2017) International learning communities: learning on the threshold of cultures. Masters dissertation, University of Cumbria.

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Tibke, Jon (2019) The case of teachers and neuroscience: how do teachers mediate information about the brain? Doctoral thesis, University of Cumbria (awarding body Lancaster University).

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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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Whitehead, Jack

(1999) How do I improve my practice? Creating a discipline of education through educational enquiry. Doctoral thesis, University of Bath.

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Wilby, Helen

(2012) A qualitative interpretation of the structured anchored approach to functional assessment. Doctoral thesis, Lancaster University.

Wood, Tim (2022) The efficacy of the use of a weekly review sheet in meetings between student teachers on school placement and their school-based mentors. Masters dissertation, University of Cumbria.

Artefact

Kelsey, Jan and Taylor, Paul (2005) A Sense of Place. [Artefact] (Unpublished)

This list was generated on Sat Nov 23 07:23:28 2024 UTC.