Items where Subject is "371 Schools & their activities (incl. special education, teaching methods & study skills)"

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Number of items at this level: 426.

A

Acomb, Jonathan C. (2017) What are students’ opinions of ‘Flipped learning’ in secondary science? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 9-18.
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Adams, Tamsin (2017) To what extent are 5 children in a primary school in Kent with Autism Spectrum Disorder able to accurately recognise and regulate emotions? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 52-60.
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Ager, Jenny (2018) Transcending CIDIO (Can I Do It Outside?): an (auto) ethnographic case study of designing a progressive primary school curriculum that embraces outdoor learning as a pedagogical approach. Masters dissertation, University of Cumbria.
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Ahmed, Kamal (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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Allan, David, Hallett, Fiona and Hallett, Graham (2019) Armenian teachers’ dichotomous perspectives on children with high-functioning autism. Journal of Research in Special Educational Needs (JORSEN) .
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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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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 (Unpublished)
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Andrews, Martin, Brown, Rachael and Mesher, Lynne (2018) Engaging students with assessment and feedback: improving assessment for learning with students as partners. Practitioner Research in Higher Education, 11 (1). pp. 32-46.
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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.
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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 (Karen) (2015) Ethical considerations in outdoor studies research. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) Routledge international handbook of outdoor studies. Routledge international handbooks . Routledge, Taylor & Francis, Abingdon, UK, pp. 198-206.
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Atherton, Pete (2018) More than just a quiz: how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39.
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Austen, Liz and Malone, Cathy (2018) What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1). pp. 47-58.
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Backman, Erik, Humberstone, Barbara and Loynes, Christopher (2014) Urban nature: inclusive learning through youth work and school work. Recito Förlag, Sandared, Sweden.

Bailey, Carol and Challen, Rachel (2014) Student perceptions of the value of Turnitin text-matching software as a learning tool. Practitioner Research in Higher Education, 9 (1). pp. 38-51.
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Ball, Damien (2018) An investigation into the impact/influence age has on the early specialisation of children in sport. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 91-103.
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Barber, Jill (2018) Five go marking an exam question: the use of Adaptive Comparative Judgement to manage subjective bias. Practitioner Research in Higher Education, 11 (1). pp. 94-100.
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Barry, Martin and Ensoll, Richard (2016) Searching for serendipity. Horizons, 75 . pp. 20-23.
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Batty, Nicola and Metcalfe, Jayne (2018) Safeguarding. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional Studies in Primary Education, third edition. SAGE Publications, London, UK.

Beadle, Hazel (2017) A procession of change: argument for the use of the processual approach in examining school based organisational change. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 14-21.
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Beaty, Liz, Cousin, Glynis and Hodgson, Vivien (2010) Revisiting the E-quality in Networked Learning Manifesto. In: 7th International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark.
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Bilton, Richard (2017) Communication, collaboration and control: investigating conversations between parents and teachers in an English secondary school. Doctoral thesis, University of Cumbria (awarded by Lancaster University).
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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.
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Bloxham, Sefton, Boyle, Fiona and Thanaraj, Ann (2009) Using e-portfolios to support PDP and reflective learning within the law curriculum: a case study. Journal of Information Law & Technology (JILT), 3 .
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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 (2006) "Say it to me ......the way I can understand": students' perceptions of assignment information and feedback. In: 3rd Biennial Northumbria / EARLI SIG Assessment Conference: 2006 - Assessment for Excellence, 30 August - 1 September 2006, Redworth Hall, County Durham, UK. (Unpublished)

Bloxham, Susan and Boyd, Pete (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4). pp. 615-634.
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Bloxham, Susan, Boyd, Pete and Orr, Susan (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36 (6). pp. 655-670.
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Bloxham, Susan and Campbell, Liz (2010) Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35 (3). pp. 291-300.
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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, den Outer, Birgit, Hudson, Jane and Price, Margaret (2016) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 41 (3). pp. 466-481.
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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) 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) Knowledge and ways of knowing. IMPACT: Journal of the Chartered College of Teaching, 6 . pp. 34-37.
[thumbnail of IMPACT chartered college of teaching Knowledge and Ways of Knowing Pete Boyd 2019.pdf]
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Boyd, Pete (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 (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 (2019) Pursuing respect, relatedness and powerful learning through dialogic teaching. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
[thumbnail of Interim Report Energy Coast 2019 respect relatedness learning through dialogic teaching.pdf]
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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 (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 and Ash, Andy (2017) Changing teachers’ beliefs through the whole-class approach of a mastery maths programme. In: Singapore Maths Leadership conference, 12 October 2017, Manchester, UK. (Unpublished)
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Boyd, Pete and Ash, Andy (2018) Mastery mathematics: changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75 . pp. 214-223.
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Boyd, Pete and Ash, Andy (2018) Teachers framing exploratory learning within a text-book based Singapore maths mastery approach. Teacher Education Advancement Network Journal, 10 (1). pp. 62-73.
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Boyd, Pete and Bloxham, Susan (2014) Editorial: Practitioner Research in Higher Education, 8 (1). Practitioner Research in Higher Education, 8 (1). pp. 1-2.
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Boyd, Pete, Cammack, Paul, Chakrabarti, Pinaki, Ibrahim, Farhat, Leslie, Pippa, Marshall, Marilyn and Tyson, Edward (2018) Teacher mediation of classroom learner response technology. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
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Boyd, Pete 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 Harris, Kim (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2). pp. 9-24.
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Boyd, Pete, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. n/a . pp. 1-28.
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Boyd, Pete and Sambell, Kay (2018) Editorial: Practitioner Research in Higher Education, 11 (1). Practitioner Research in Higher Education, 11 (1). pp. 1-3.
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Boyd, Pete and Szplit, Agnieszka (2016) Epilogue: student teacher inquiry. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 223-225.
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Boyd, Pete and Szplit, Agnieszka (2016) Prologue. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 5-10.
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Boyd, Pete and White, Elizabeth (2017) Teacher educator professional inquiry in an age of accountability. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 123-142.
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Boyle, Angie (2016) Does creative play enhance students’ well-being? In: 14th Vice-Chancellor's Annual Teaching and Learning Conference, 29-30 June 2016, University of Plymouth, UK. (Unpublished)

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)

Boyne, Martha and Beadle, Hazel (2017) Journal club: a mechanism for bringing evidenced based practice into school? Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 14-23.
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Brennan, Victoria, Mallaburn, Andrea and Seton, Linda (2018) Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography. Teacher Education Advancement Network Journal, 10 (2). pp. 3-14.
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Briggs, Caroline (2019) Increase your confidence and skills in creating accessible learning materials. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Briggs, Caroline (2018) Removing barriers to learning, through the use of assistive technologies. In: Pedagogy in Practice Seminar, 12 September 2018, Fusehill Street, Carlisle, UK. (Unpublished)
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Briscoe, Clare (2016) Harnessing the power of feedback in Assessment for Learning. (Unpublished)
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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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Buitrago, Felipe (2016) Outdoor education and experiential learning as a medium for reproducing inequalities or towards social justice: chronicles of Live Action Role Play (LARP) in occupied Palestine. Masters dissertation, University of Cumbria.
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Burch, James and Jackson, Alison (2013) Developing partnership through Third Space activity. Teacher Education Advancement Network Journal (TEAN), 5 (2). pp. 57-68.
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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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Callion, Lyndsey, Keane, Dorothy and Smart, Shelley (2019) Personalised e-learning for MSc medical ultrasound students. In: United Kingdom Imaging and Oncology Congress (UKIO), 10-12 June 2019, ACC, Liverpool, UK. (Unpublished)
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Cammack, Paul (2016) Guide for the evaluation of school leaders. Erasmus+.
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Cammack, Paul (2017) Judging the quality of teaching: local and European perspectives on the evaluation of teaching. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Campbell, Elaine (2014) Students as facilitators: an evaluation of student-led group work. Practitioner Research in Higher Education, 9 (1). pp. 52-58.
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Campbell, Liz (2010) ‘Go somewhere, do something’. How students responded to the opportunity to complete an unstructured, five-day, wilderness solo in the Cantabrian Mountains, Northern Spain. Journal of Adventure Education and Outdoor Learning, 10 (1). pp. 33-49.

Campbell, Liz (2008) In the stretch zone. Horizons, 41 . pp. 26-29.
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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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Chalmers, Charlotte, MacCallum, Janis, Mowat, Elaine and Fulton, Norma (2014) Audio feedback: richer language but no measurable impact on student performance. Practitioner Research in Higher Education, 8 (1). pp. 64-73.
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Chan, Gwendoline Laurissa, Santally, Mohammad Issack and Whitehead, Jack (2022) Gamification as technology enabler in SEN and DHH education. Education and information technologies . pp. 1-34.

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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Chapman, Alison and Swindlehurst, Glenn (2008) Teaching dance: a framework for creativity. In: Lavin, James, (ed.) Creative approaches to physical education: helping children to achieve their true potential. Routledge, Abingdon, UK, pp. 29-54.

Chapman, Amanda and Ruston, Sarah (2019) Improving cross disciplinary assessment literacy through the use of rubric conversations. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

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)

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

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

Clarke, David A.G. and Mcphie, Jamie (2014) Becoming animate in education: immanent materiality and outdoor learning for sustainability. Journal of Adventure Education and Outdoor Learning, 14 (3). pp. 198-216.
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Clarke, David A.G. and Mcphie, Jamie (2016) From places to paths: learning for sustainability, teacher education and a philosophy of becoming. Environmental Education Research, 22 (7). pp. 1002-1024.
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Clarke, Emma and Visser, John (2017) How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour? Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 66-79.
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Cleary, Ann, Delahunt, Brid, Fox, Claire, Maguire, Moira, O'Connor, Lorna and Ward, Jamie (2018) Promoting student engagement with academic literacy feedback: an institute wide initiative. Practitioner Research in Higher Education, 11 (1). pp. 101-109.
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Close, Paul and Kendrick, Ann (2018) Developing Specialist Leaders of Education: a research engagement approach. Professional Development in Education, 45 (2). pp. 291-306.
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Close, Paul and Kendrick, Ann (2016) The use of consultancy research in the development of Specialist Leaders of Education. In: British Educational Leadership, Management and Administration Society (BELMAS) conference, 8-10 July 2016, Carden Park, Cheshire, UK. (Unpublished)
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Close, Paul, Kendrick, Ann and Outhwaite, Deborah (2018) Developing system leaders: a research engagement approach. Management in Education, 32 (2). pp. 79-84.
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Cobb, Wendy, Haisman-Smith, Nick and Jordan-Daus, Kerry (2017) Empowering positive partnerships: a review of the processes, benefits and challenges of a university and charity social and emotional learning partnership. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 64-75.
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Coker, Helen (2017) Developing understanding of student-teacher agency: implications for programme development. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 51-63.
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Coleman, Jayne and Noblett, Ann (2019) The use of an Inter-Professional Simulation-based Education (IPSE) task as an authentic formative assessment: an Action Research project. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Colyer, Sarah and Colyer, Loz (2008) Should there be LESS outdoor learning in South African schools? Horizons, 44 . pp. 28-31.
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Compton, Ashley, Crawley, Jim, Curtis, Fiona, Douglas, Alaster Scott, Eaude, Tony, Jackson, Alison, Philpott, Chris, Plater, Mark, Powell, David, Sewell, Adele and Vincent, Karen (2019) What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11 (2). pp. 3-11.
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Conner, Lara (2017) Understanding dyslexia: competing theories, expanding definitions and ongoing controversy. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 11-18.
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Constable, Hilary (2019) Literature reviews as formative learning for PhD students in education. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Constable, Hilary (2018) Universities, supporting schools and practitioner research. Research in Education, 101 (1). pp. 39-62.

Convery, Conor (2018) An investigation into the impact of gender on early specialisation in sport. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 78-90.
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Cooper, Hilary (2019) Constructivist approaches to chronology using the Horrible Histories series of Terry Deary. In: History Educators International Research Network Conference (HEIRNET 2019): Public History, Historical Culture, Identity and Pedagogy, 2-4 September 2019, University of Vienna, Austria. (Unpublished)
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Cooper, Hilary (2015) How can we plan for progression in primary school history? Revista de Estudios Sociales, 52 . pp. 16-31.
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Cooper, Hilary (2018) Moving forward. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 457-470.
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Cooper, Hilary (2018) Philosophy of education and theories of learning. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 44-65.
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Cooper, Hilary (2018) What is creativity in history? Education 3-13, 46 (6). pp. 636-647.
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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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Cooper, Hilary, Hegarty, Phil, Hegarty, Penny and Simco, Neil (1996) Display in the classroom: principles, practice and learning theory. David Fulton Publishers, London, UK.

Copping, Adrian (2016) Being creative in primary English. SAGE Publications Ltd.

Copping, Adrian (2008) Book review: Improving learning through consulting pupils. Education 3-13, 36 (4). pp. 403-405.
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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.
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Copping, Adrian (2015) Curriculum approaches. In: Hansen, Alice, (ed.) Primary professional studies, 3rd edition. Transforming Primary QTS Series . Learning Matters, London, UK, pp. 27-47.

Copping, Adrian (2016) Exploring connections between creative thinking and higher attaining writing. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 46 (3). pp. 307-316.
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Copping, Adrian (2017) Going through the mirror: enactment, reflection and community of practice. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Copping, Adrian (2007) “Just tell us what we need to know”: examining conceptions of learning and teaching. Practitioner Research in Higher Education, 1 (1). pp. 20-24.
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Copping, Adrian (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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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.

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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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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Court, Krista and Johnson, Helen (2016) Whose job is it? Exploring subject tutor roles in addressing students' academic writing via essay feedback. International Journal of Teaching and Learning in Higher Education, 28 (1). pp. 18-29.
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Cumbria, University of (2010) Report to SCORE: Science teacher education, special focus on biology. (Unpublished)
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Cutler, Chloe-Rose, Mallaburn, Andrea, Putwain, David W. and Daly, Angela (2019) Teachers’ theories of intelligence and instruction in English secondary education. Teacher Education Advancement Network Journal, 11 (2). pp. 59-70.
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Davies, Geraint and Hughes, Sioned (2018) Why I chose to become a teacher and why I might choose not to become one: a survey of student teachers’ perceptions of teaching as a career. Teacher Education Advancement Network Journal, 10 (1). pp. 10-19.
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Davies, Madeleine and Mayhew, Emma (2019) The magic number: evaluating online provision of detailed assessment data to support tutoring. Practitioner Research in Higher Education, 12 (1). pp. 75-81.
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Day, Harley, Fowles, Georgia, McElhone, Gerard and Ewin, Robert (2019) How innovation contributes to a prison culture of rehabilitation: the student experience. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Dean, Michael and Levis, Annie (2016) Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy, 102 (4). pp. 365-370.
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Deane, Joanne (2017) Can teaching about disruptive technologies such as artificial intelligence change pupils’ perceptions of the value of design and technology? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 19-29.
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Diebelius, Jade (2017) How can I develop an ‘Expandable Intelligence’ using Lucas and Claxton’s ‘Expansive Talking Framework’ in maths? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 105-117.
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Diggory, Olivia (2021) Do English primary school inspection reports mention outdoor learning and if mentioned, how does the inspectorate represent outdoor learning in the reports? Masters dissertation, University of Cumbria.
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Dollan, Michael (2016) Managing professional change and development: an investigation of the observed and perceived values of the use of music in the teaching of mathematics within the EYFS and Year One. The STeP Journal: Student Teacher Perspectives, 3 (1). pp. 18-30.
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Douglas, Alaster Scott (2019) Learning to teach: a focus on the personal rather than the technical aspects of teacher education. Teacher Education Advancement Network Journal, 11 (1). pp. 71-83.
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Dudman, Jane, Hedges, Carrie and Loynes, Christopher (2019) The impact of residential experiences on pupil progress and attainment in year six (10-11 year olds) in England: a Learning Away comparative research study. Learning Away Consortium, FSC Preston Montford, Shrewsbury, UK.
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Dyer, Scott (2016) In the case of high attaining, phonemically aware, bilingual Year One children, can spelling tests using phonemically irregular words be an effective strategy in order to improve spelling? The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 31-41.
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Elliott, Liz (2009) Book review: Learning through play – a work based approach for the early years. Education 3-13, 37 (2). pp. 195-196.
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Elton-Chalcraft, Sally (2009) Children and diversity, the effects of schooling, and implications for initial teacher education. In: Jackson, Alison, (ed.) Innovation and development in initial teacher education: a selection of conference papers presented at The 4th ESCalate ITE Conference, University of Cumbria - 16th May 2008. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 60-73.
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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 (2018) India’s education system: challenges of policy into practice. In: University of Limerick Education and Professional Studies Winter School, February 2018, Limerick, Republic of Ireland. (Unpublished)
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Elton-Chalcraft, Sally (2008) It's not just black and white: an exploration of children's multicultural awareness, attitudes and influences. Doctoral thesis, University of Derby.
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Elton-Chalcraft, Sally (2017) Promoting fundamental British values in education: counter-productive or salvageable? In: Centre for Education Studies (CES) Research Seminar Series, 1 November 2017, University of Warwick, 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 (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 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, Cammack, Paul and Harrison, Liz (2015) Inclusive practice, cultural contexts and perceptions of disability in a Christian foundation special needs school in Bangalore, India. In: 6th TEAN Conference: Knowing about Teaching, 13-14 May 2015, Aston University, Birmingham, UK. (Unpublished)

Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz (2015) Inclusive practice, cultural contexts and perceptions of disability in a Christian foundation special needs school in Bangalore, India. In: ECER 2015 Conference, 9 September 2015, Budapest, Hungary. (Unpublished)
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Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz (2015) Inclusive practice, cultural contexts and perceptions of disability in a Christian foundation special needs school in Bangalore, India. In: BERA Annual Conference 2015, 15-17 September 2015, Belfast, UK. (Unpublished)
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Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz (2016) Segregation, integration, inclusion and effective provision: a case study of perspectives from special educational needs children, parents and teachers in Bangalore, India. International Journal of Special Education, 31 (1). pp. 2-9.
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Elton-Chalcraft, Sally and Chalcraft, David J. (2021) Decolonising Christian Education in India? Navigating the Complexities of Hindu Nationalism and BJP Education Policy. In: Matemba, Yonah Hibson and Collet, Bruce A., (eds.) The Bloomsbury Handbook of Religious Education in the Global South. Bloomsbury Publishing, UK. (Submitted to Publisher)
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Elton-Chalcraft, Sally, Copping, Adrian, Mills, Kären and Todd, Ian (2018) Developing research-informed practice in initial teacher education through school-university partnering. Professional Development in Education, 46 (1). pp. 5-20.
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Elton-Chalcraft, Sally, Hansen, Alice and Twiselton, Samantha (2008) Doing classroom research: a step by step guide for student teachers. Open University Press, Maidenhead, UK.

Elton-Chalcraft, Sally, Hollander, Penny and Prescott, Georgia (2014) Spiritual development through creative RE. In: Elton-Chalcraft, Sally, (ed.) Teaching religious education creatively. Learning to Teach in the Primary School series . Routledge, Taylor & Francis, Oxford, UK, pp. 78-90.

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

Elton-Chalcraft, Sally, Revell, Lynn and Lander, Vini (2018) Fundamental British values: your responsibility, to promote or not to promote? In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 339-356.
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English, Lesley (2017) Mind the gap: using MOOCs to provide pre-entry skills support. In: NoWAL Conference 2017: Library evolution: developing academic libraries for the future, 20 July 2017, Lancaster University, UK. (Unpublished)
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English, Lesley (2017) Mind the gap: using MOOCs to provide pre-entry skills support. In: LILAC 2017 (Librarians' Information Literacy Annual Conference), 10-12 April 2017, Swansea University, UK. (Unpublished)
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English, Lesley (2018) Supporting the transition of autistic students into university life: reflections on a specialist peer mentoring scheme. Good Autism Practice (GAP), 19 (1). pp. 63-67.
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Ensor, Yasmin (2016) What can art teachers do to promote the benefits of studying art and design? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 35-46.
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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 (2019) Using the 'brain house' to support trainee teachers with both children and themselves. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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

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Fernandes, Lisa (2019) Is Initial Teacher Education (ITE) based on the capabilities approach likely to foster inclusion for autistic learners in the further education sector? Teacher Education Advancement Network Journal, 11 (1). pp. 46-56.
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Fisher, Sandie, Wilson, Susie and Tate, Susie (2019) Interdisciplinary & collaborative learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Fox, Emma (2017) Can mindfulness interventions promote or maintain the well-being of my year eight class in the context of whole school closure? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 136-144.
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Fox, Kathryn, Hurst, Ruth and Appleton, Nigel (2011) Developing subject knowledge in initial teacher education. In: TEAN Subject Knowledge Seminar, 14 January 2011, University of Cumbria, Lancaster, UK. (Unpublished)
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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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Gibson, Fiona (2017) The potential for thinking skills and personal capabilities to enhance pupil project/topic work. The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 25-28.
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Ginty, Andrew (2007) Problem based learning. Higher Education Academy, Bristol.
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Gomersall, Suzanne (2019) Exploring the perceptions held by primary teacher trainees regarding the value of peer mentoring. Teacher Education Advancement Network Journal, 11 (2). pp. 12-22.
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Gostling, Emma (2018) An examination of some of the additional struggles a trainee teacher with disabilities must overcome. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 13-21.
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Gowlett, Harry (2017) How can tinkering activities support the teaching of iterative design at key stage three in design and technology? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 30-41.
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Green, Stacey (2017) A critical reflection on how information communication technology can facilitate high quality teaching and learning for dyslexic children and their spelling. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 61-69.
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Griffiths, Jo (2019) Initial teacher education without a bursary: what is the cost for student teachers? Teacher Education Advancement Network Journal, 11 (1). pp. 84-94.
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Hallam, Issy (2017) Promoting social cohesion during blended learning in a Foundation Degree. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 113-123.
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Hallett, Fiona, Allan, David and Hallett, Graham (2019) Reconsidering inclusion: Western theory and post-Soviet reality. Disability Studies Quarterly, 39 (2).
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Hallett, Fiona and Hallett, Graham (2021) Disciplinary Exclusion: wicked problems in wicked settings. Journal of Research in Special Educational Needs (JORSEN), 21 (S1). pp. 8-16.

Hallett, 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 (2019) Rethinking the role of the SENCo: using the nasen journals to inform, and transform, practice. In: NASEN Live 2019, 12th July 2019, Vox Conference Centre, Birmingham. (Unpublished)

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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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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Harvey, Tina (2017) Building peer support: developing students' feedback skills. In: 6th International AHE Conference (Assessment in Higher Education), 28-29 June 2017, Manchester, 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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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 (2019) Building pedagogic practice: using Lego Serious Play in postgraduate nurse education. In: Nerantzi, Christina, (ed.) Christina Nerantzi compilation: stories of Lego Serious Play. TBC, TBC, [in press].

Hayes, Catherine (2018) 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, Donna (2017) An analysis and evaluation of a maths curriculum leading to a proposal for an innovation to this curriculum. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 79-89.
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Hayes, Tracy (2020) More than fun and games – the serious side of learning in nature. In: A curriculum for Wellbeing, British Curriculum Foundation (BCF), 14/3/2020, Online. (Unpublished)

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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Hayes, Tracy, Faulkner, Anne and Harris, Felicity (2016) Plantlife - we’re all in the wild: An inclusive guide to supporting young people with SEN/D to discover their local outdoor spaces. Wild About Plants.
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Hayes, Tracy and Leather, Mark (2019) New BERA SIG: Nature, Outdoor Learning and Play. Research Intelligence .
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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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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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Hill, Davina L. and Fielden, Kelly (2017) Using Mentimeter to promote student engagement and inclusion. In: Pedagogy in Practice seminar, 18 December 2017, Fusehill Street, Carlisle, UK. (Unpublished)
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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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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)

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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Howarth, Joan, Morris, Karen and Cox, Diane (2017) Challenges of teaching occupation: introduction of an occupation focused teaching tool. Journal of Occupational Science, 25 (1). pp. 142-148.
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Hudson, Jane, Bloxham, Susan, den Outer, Birgit and Price, Margaret (2017) Conceptual acrobatics: talking about assessment standards in the transparency era. Studies in Higher Education, 42 (7). pp. 1309-1323.
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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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Hurley, Andrew and Cammack, Paul (2014) Get a backbone … come on!’ The place of emotional intelligence in pre-placement preparation and support for trainee teachers. Teacher Education Advancement Network Journal (TEAN), 6 (2). pp. 13-24.
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Hurst, Ruth (2018) "Hints and tips: setting up and managing a new online course" or "Delivering an online course at L7 which utilises the tools of Blackboard". In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 19 April 2018, University of Cumbria, Carlisle, UK. (Unpublished)

Huxtable, Marie (2016) Integrating personal, political, and professional educational practice that gives meaning and purpose to my life and work. Educational Journal of Living Theories, 9 (2). pp. 1-23.
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Huxtable, Marie (2003) The elasticated learner: beyond curriculum learning opportunities in a Local Education Authority. Gifted Education International, 17 (2). pp. 140-150.
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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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Hymer, Barry (2014) Constructing and deconstructing giftedness: a reflective conversation between Tim Dracup, architect of England’s National Gifted and Talented Education Programme from 1996 to 2009, and Barry Hymer, Professor of Psychology in Education, University of Cumbria, UK. Gifted Education International, 30 (1). pp. 5-23.

Hymer, Barry (2017) Four funerals and a wedding (revisited): have we exorcised the demons of psychology in education over the past two decades? Or have they been sanctified? In: Developing research: informed practice in learning, education and development, 23 November 2017, University of Cumbria, Lancaster, UK. (Unpublished)
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Hymer, Barry (2008) Giftedness as a living concept: what is a living theory approach to Action Research and how can it contribute to gift creation through student-led enquiry? In: Hymer, Barry, Whitehead, Jack and Huxtable, Marie, (eds.) Gifts, talents and education: a living theory approach. Wiley, Chichester, UK, pp. 65-72.

Hymer, Barry (2008) 'I consider implications for future practice': how can I continue to influence my own learning, the learning of others, and the schools and learning communities of which I am part? In: Hymer, Barry, Whitehead, Jack and Huxtable, Marie, (eds.) Gifts, talents and education: a living theory approach. Wiley, Chichester, UK, pp. 119-127.

Hymer, Barry (2011) An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education? In: Reconceptualising Gifted & Talented: Re-imagine, Retrench, or Reject?, June 2011, Oxford Brookes University, UK. (Unpublished)

Hymer, Barry (2013) An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education? Gifted Education International, 29 (2). pp. 108-124.

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 (2017) Editorial: Teacher Education Advancement Network Journal, 9 (1). Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 1-3.
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Jackson, Alison (2017) Editorial: Teacher Education Advancement Network Journal, 9 (2). Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 1-2.
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Jackson, Alison (2007) The development of questioning as an enrichment to the professionalism of beginning teachers. In: British Educational Research Association Annual Conference, 5-8 September 2007, University of London. (Unpublished)
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Jackson, Alison and Ashworth, Mary (2013) Embedding a university teacher education programme in a school: an evaluation of a school and university partnership. (Unpublished)
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Jackson, Alison and Burch, James (2018) New directions for teacher education: investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45 (1). pp. 138-150.
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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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Jonker, Leon and Marshall, Gill (2010) Presenting posters. Synergy . pp. 16-18.
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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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Kean, Jenny (2012) Show AND tell: using peer assessment and exemplars to help students understand quality in assessment. Practitioner Research in Higher Education, 6 (2). pp. 83-94.
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Kelly, Lucy (2019) Private writing, public selves. Teacher Education Advancement Network Journal, 11 (2). pp. 82-89.
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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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Kew, Kayleigh M., Carr, Robin, Donovan, Tim and Gordon, Morris (2017) Asthma education for school staff (Review). Cochrane Database of Systematic Reviews, 2017 (4). Art. No.: CD012255.
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Kilburn, Verna and Mills, Kären (2011) Inclusion and special educational needs. In: Cooper, Hilary, (ed.) Professional studies in primary education. SAGE Publications, London, UK, pp. 108-122.

Kilburn, Verna and Mills, Kären (2018) Play for children with special educational needs. In: Brock, Avril, Jarvis, Pam and Olusoga, Yinka, (eds.) Perspectives on play: learning for life, 3rd edition. Routledge, Taylor & Francis, Abingdon, UK, pp. 250-271.
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King, Hazel (2018) Minute by minute: building student-teacher relationships in initial teacher education. Teacher Education Advancement Network Journal, 10 (2). pp. 50-64.
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Knight, Ben (2017) The evolving codification of teachers’ work: policy, politics and the consequences of pursuing quality control in Initial Teacher Education. Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 4-13.
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Kulenovic, Edina (2018) How can student peer assessment be used to improve the quality of student learning? Teacher Education Advancement Network Journal, 10 (1). pp. 35-49.
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Kurtz, Rachel (2016) Why have attempts to promote equality of opportunity in schools in the UK and/or other countries failed? The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 4-10.
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Laidlaw, Moira and Whitehead, Jack (1995) An educational epistemology of practice. In: 1995 AERA Annual Meeting (American Educational Research Association), 18-22 April 1995, San Francisco, CA, USA. (Unpublished)
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Lalloo, Shafiq (2017) On a journey for place-responsiveness in Aotearoa New Zealand. Masters dissertation, University of Cumbria.
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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 (2016) Introduction to fundamental British values. Journal of Education for Teaching, 42 (3). pp. 274-279.
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Larmour, Caroline (2019) From theory to practice: working with community partners to create real life learning experiences. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Lawrence, Clare (2019) “I can be a role model for autistic pupils”: investigating the voice of the autistic teacher. Teacher Education Advancement Network Journal, 11 (2). pp. 50-58.
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Lawrence, Clare (2019) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45.
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Lawson, 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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Lee, David (2007) Improving the quality of a satisficing approach to learning (making a good enough approach better). Practitioner Research in Higher Education, 1 (1). pp. 37-41.
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Lemmey, Richard (2011) Dialogue, critique and creativity: some questions for the profession. Horizons, 55 . pp. 30-31.
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Lemmey, Richard (2012) Effective dialogue in outdoor work: ‘Let the mountains speak for themselves’ – so the saying goes. Horizons, 57 . pp. 24-25.
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Lemmey, Richard (2013) Imagination, creativity and the importance of transport planes. Horizons, 61 . pp. 29-31.
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Leslie, Andrew and Wilson, Edward R. (2009) The anatomy of a woodland: stand profile diagrams as an aid to problem-based learning in undergraduate forestry education. Forestry Chronicle, 85 (5). pp. 725-732.
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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)

Littler, Nadine (2015) Depression screening measure for school nurses. British Journal of School Nursing, 10 (4). pp. 200-201.
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Lockney, Karen (2018) Poetry, place and identity. In: Stevens, David and Lockney, Karen, (eds.) Students, places and identities in English and the arts: creative spaces in education. National Association for the Teaching of English (NATE) . Routledge, Taylor & Francis, Abingdon, UK.

Lockney, Karen and Proudfoot, Kevin (2013) Writing the Unseen Poem: can the writing of poetry help to support pupils' engagement in the reading of poetry? English in Education, 47 (2). pp. 147-162.

Lockton, Stuart (2005) Experiential learning: the personal stories of young people of different ethnic backgrounds. Masters dissertation, St. Martin’s College (University of Cumbria).
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Loynes, Christopher (2015) Book reviews: Two views of experiential education. Journal of Adventure Education and Outdoor Learning, 15 (3). pp. 261-263.
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Loynes, Christopher (2008) Education, young people and the modern way of life. In: Schirp, Jochem, (ed.) Learning out doors: support for young people in risky transitions. BSJ Marburg / Threshold Consulting, Marburg, Germany.
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Loynes, Christopher (2016) If you want to learn to navigate throw away the map! The Outdoor Learning Blog…by Natural Connections .
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Loynes, Christopher (2015) Learning without walls: the many faces of outdoor education. In: Education Innovation First International Conference: The role of non-formal education, including outdoor education, in education and development, 6-7 November 2015, Szczecin, Poland.
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Loynes, Christopher (2008) On growing potatoes and outdoor education. Horizons, 41 . pp. 4-6.
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Loynes, Christopher (2012) Outdoor learning: a many splendoured thing. Horizons, 59 . pp. 6-8.
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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 (2019) Thinking of 'the outdoors' as a social movement. In: Ambleside Professoriate Lecture Series, 20 February 2019, University of Cumbria, Ambleside, UK. (Unpublished)
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Loynes, Christopher (2016) Transition camps, a Learning Away case study. The Outdoor Learning Blog…by Natural Connections .
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Loynes, Christopher (2010) True tales of adventure. Horizons, 51 . pp. 8-10.
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Loynes, Christopher (2015) Well-being led from the ground up: keeping the State at bay in education. In: Leading Wellbeing International Research Festival, 16-18 July 2015, Ambleside, UK. (Unpublished)
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Loynes, Christopher (2015) What can accelerate progress and attainment, improve schools and transform teaching and learning? Horizons, 70 . pp. 32-35.
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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 (2007) Why outdoor learning should get real. In: Henderson, Robert and Vikander, Nils, (eds.) Nature first: outdoor life the Friluftsliv way. Natural Heritage Books / Dundurn, Toronto, Canada.
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Loynes, Christopher (2015) The craft of outdoor life: Ruskin, human/nature relations and outdoor practices today. In: Nature Connections 2016 2nd Interdisciplinary Conference: Getting Connected to Nature, 15 June 2016, University of Derby, UK. (Unpublished)

Loynes, Christopher (2015) The impact of residential experiences on pupils’ health and learning. In: Lessons Near and Far: Research and Policy, 3 July 2015, University of East London, UK. (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 (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 (2014) The legacy of the use of maps in outdoor education: breaking the link between maps and navigation and the experience of place. In: RGS-IBG Annual International Conference 2014: Geographies of co-production, 26-29 August 2014, London, UK. (Unpublished)

Loynes, Christopher (2005) The maturation of the field. Horizons, 32 . pp. 24-27.
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Loynes, Christopher (2017) The renaissance of residential experiences: their contribution to outdoor learning. In: Waite, Sue, (ed.) Children learning outside the classroom: from birth to eleven, second edition. SAGE Publications Ltd, London, UK, pp. 209-221.
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Loynes, Christopher, Dudman, Jane and Hedges, Carrie (2020) The impact of residential experiences on pupils’ cognitive and non-cognitive development in year six (10 – 11 year olds) in England. Education 3 - 13 .
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Lynch, Jonathan (2010) Outdoor learning and learning cycles: moving forward. Horizons, 51 . pp. 4-7.
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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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MacDonald, Iain (2019) Adopt and adapt: undergraduate diagnostic radiography student responses to technology enhanced collaborative assessment using online wiki and verbal MS PowerPoint presentations. In: United Kingdom Imaging and Oncology Congress (UKIO), 10-12 June 2019, ACC, Liverpool, UK. (Unpublished)
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MacDonald, Iain (2018) Adopt and adapt: undergraduate responses to novel technology enhanced collaborative assessment. In: Research into Higher Education Conference, 17 January 2018, LED Research Centre, University of Cumbria, Lancaster, UK. (Unpublished)

MacDonald, Iain (2017) Using a wiki to drive student learning. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, University of Cumbria, Carlisle, UK. (Unpublished)

MacDonald, Iain (2018) A comparison of response to feedback given to undergraduates in two collaborative formative assessments: wiki and oral presentations. In: International AHE Conference 2018 (Assessment in Higher Education), 28 June 2018, Manchester, UK. (Unpublished)
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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.
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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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McGeown, Christopher (2016) An investigation into whether or not there is a link between children’s level of participation in external activities outside of school and their level of participation in extra-curricular activities. The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 73-91.
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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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McGregor, Richard (2011) "Is this a dagger I see before me?': the power of agency in the discussion and delivery of subject knowledge. In: TEAN Subject Knowledge Seminar, 14 January 2011, University of Cumbria, Lancaster, UK. (Unpublished)
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McGuinness, Oliver (2017) An analysis of the significance of analogies and metaphors in education, linking to experiences in the science classroom. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 4-8.
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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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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)

Metcalfe, Jayne, Simpson, Debbie, Todd, Ian and Toyn, Mike (2013) Thinking through new literacies for primary and early years. Thinking Through Education . SAGE Publications, London, UK.

Meyler, Conor (2018) An investigation into the correlation between parent’s influence in their child’s early specialisation in sport. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 64-77.
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Miller, Paul K., Wilson, Nicola and Dickson, Alyson (2011) Targeted mental health in schools: outputs from a qualitative appraisal of the TaMHS Programme in Cumbria. (Unpublished)
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Miller, Paul K., Wilson, Nicola, Dickson, Alyson and Gaffney, Joanne C. (2013) Implication pitfalls for Targeted Mental Health in Schools: evidence from a qualitative evaluation of the Cumbrian programme. Cumbria Partnership Journal of Research, Practice and Learning, 3 (1). pp. 41-46.
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Miller, Paul K., Wilson, Nicola, Dickson, Alyson and Gaffney, Joanne C. (2014) Targeted mental health in schools: confidence-building among school staff as a latent systemic impact of the Cumbrian initiative. Cumbria Partnership Journal of Research, Practice and Learning, 4 (1). pp. 22-28.
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Mills, Kären (2017) Partners in ITE: schools taking the lead in the preparation of future teachers. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)
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Mills, Kären (2021) Taking the lead in the preparation of future teachers. Exploring a school-led route of Initial Teacher Education in England through the lens of a selection of primary Headteachers. Doctoral thesis, Lancaster University.
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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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Mills, Nicky (2017) Youth work and schools: exploring non-formal learning in a formal school environment. Masters dissertation, University of Cumbria.
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Minott, Mark A. (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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Miti, Tanzuma Islam (2017) Significance of practical & outdoor educational approaches of environmental learning to develop environmental awareness among school-going students: a study on the current practice of environmental education in Bangladesh to understand the significance of environmental learning in the context of country’s present climate scenario. Masters dissertation, University of Cumbria.
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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 (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 - 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 (2018) Creativity - the biology of learning – a basic need [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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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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Norris, Kath (2019) New qualifications for mentors and lead mentors: enhancing support for teacher trainees on school placements. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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O'Brien, Rhona and Harvey, Tina (2017) Closing the GAP: addressing educational inequality through authentic assessment. In: 6th International AHE Conference (Assessment in Higher Education), 28-29 June 2017, Manchester, UK. (Unpublished)
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O'Kane, Cristin (2017) An investigation into whether there exists a relationship between a child’s drop-out levels from physical activity and their academic achievement. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 145-164.
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O'Keeffe, Muireann, Gormley, Clare and Ferguson, Pip (2018) Moving the focus from grades to feedback: a case study of pass/fail marking. Practitioner Research in Higher Education, 11 (1). pp. 70-79.
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Osola, Ann (2019) Teaching project management: a practitioner's story. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Outhwaite, Deb, Close, Paul and Kendrick, Ann (2018) Editorial: special issue on leadership, preparation and development. Management in Education, 32 (2). pp. 63-65.
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Owen, Jon (2008) On the back foot: in which we aim to re-affirm our enlightenment values despite being temporarily in an uncomfortable position. Horizons, 41 . pp. 7-9.
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Pay, Bradley (2016) Pupil-pupil talk: does the thinking together programme enhance pupil-pupil talk within the classroom? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 14-23.
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Peacock, Julie, Mewis, Ruth and Rooney, Deirdre (2018) The use of campus based field teaching to provide an authentic experience to all students. Journal of Geography in Higher Education, 42 (4). pp. 531-539.
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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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Philpott, Carey (2014) Reasons for Doctoral non-completion; one non-completing Doctoral student’s voice on limitations in the academic literature. Practitioner Research in Higher Education, 9 (1). pp. 67-72.
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Philpott, Carey (2014) The importance of students’ motivation and identity when supervising professional doctorate students; a reflection on traditional and professional routes. Practitioner Research in Higher Education, 9 (1). pp. 59-66.
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Plater, Mark (2007) Student assignment feedback. Practitioner Research in Higher Education, 1 (1). pp. 46-50.
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Potter, Ray and Roberts, Deborah (2007) Desktop video conferencing. Higher Education Academy, Bristol.
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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 (2016) Challenging assumptions and making progress. In: Anderson, Babs, (ed.) Philosophy for children: theories and praxis in teacher education. Routledge, Taylor & Francis, Abingdon, UK, pp. 122-130.

Prescott, Georgia (2014) Creative thinking and dialogue: P4C and the community of enquiry. In: Elton-Chalcraft, Sally, (ed.) Teaching religious education creatively. Learning to Teach in the Primary School Series . Routledge, Taylor & Francis, Oxford, UK, pp. 35-50.

Prescott, Georgia (2010) Feeding others, feeding oneself: reflections upon a Westhill seminar. REsource, 33 (1).
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Priestley, Michael (2017) ‘…two decades of neoliberal policy have generated a cupboard-full of troubles’ (Ryan, 2012, p. 23). The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 42-49.
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Prince, Heather (2006) Book review: The RHP companion to outdoor education, Peter Barnes and Bob Sharp (eds.) 2004 (Russell House Publishing, ISBN 1903855365). Journal of Adventure Education & Outdoor Learning, 6 (1). pp. 69-73.

Prince, Heather (2017) Making sense of the sensory outdoors. In: European Institute of Outdoor Adventure Education and Experiential Learning (EOE) International Seminar, 28 June - 2 July 2017, University of St Mark and St John, Plymouth, UK. (Unpublished)
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Prince, Heather (2004) Terry Storry (1950-2004) an obituary. Journal of Adventure Education and Outdoor Learning, 4 (1). pp. 11-12.

Prince, Heather (2019) The sustained value teachers place on outdoor learning. Education 3-13 .
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Prince, Heather, Ager, Jenny, Weller, Andy and Bannister, Roo (2019) Research informed practice or practice informed research? Reflections on master’s dissertation student journeys. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Prince, Heather, Allin, Linda and Hansen Sandseter, Ellen Beate (2013) Editorial: Outdoor play and learning in early childhood from different cultural perspectives. Journal of Adventure Education and Outdoor Learning, 13 (3). pp. 183-188.
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Prince, Heather, Campbell, Liz and Lemmey, Richard (2006) A ship in harbour is safe, but that is not what ships are built for: an overview of outdoor studies at St Martin's College. In: Humberstone, Barbara and Brown, Heather, (eds.) Shaping the outdoor profession through higher education: creative diversity in outdoor studies courses in higher education in the UK. Institute for Outdoor Learning, Carlisle, UK, pp. 23-32.
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Proudfoot, Kevin (2018) How does neoliberal performance management affect teachers’ perceived motivations to ‘improve’? Doctoral thesis, University of Cumbria (awarding body Lancaster University).
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Pugh, Eamonn (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 (2017) The role of emotional knowledge in learning to teach: a framework for student teachers and their mentors on school placements. Doctoral thesis, University of Cumbria (awarded by Lancaster University).
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Pugh, Eamonn and Tyson, Edward (2014) The emotional knowledge of teaching: trainee teachers’ response to an observation and feedback “tool”. In: 4th international conference on value and virtue in practice-based research: Openness and criticality: evaluating and publishing our research, 22-23 July 2014, York, UK. (Unpublished)

Purves, Ross and Pulsford, Mark (2018) ‘I came out feeling scared and pressured, and just like a number': undergraduate Education Studies students' perceptions of postgraduate Initial Teacher Education (ITE) routes and selection processes for 2016-17. Teacher Education Advancement Network Journal, 10 (1). pp. 50-61.
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Rawles, Kate (2011) Greening outdoor practice. Horizons, 55 . pp. 20-22.
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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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Reimann, Nicola, Sadler, Ian and Sambell, Kay (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education, 44 (8). pp. 1279-1290.

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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Revell, Lynn and Elton-Chalcraft, Sally (2021) Extremism, values, and education in policy and practice. In: Oxford Research Encyclopedia of Education. Oxford University Press.
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Reynolds, Olivia (2018) A critical analysis of outdoor learning experiences and the impact on pupil development and conceptual understanding. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 22-29.
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Rhind, Susan (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)

Robbins, Joy, Firth, Amanda and Evans, Maria (2018) Improving work based assessment: addressing grade inflation numerically or pedagogically? Practitioner Research in Higher Education, 11 (1). pp. 80-86.
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Robert, David, 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)

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.

Roberts, John (2009) Collaborative learning: what effects will this have during a creative writing session, on younger children in a mixed age setting? Masters dissertation, University of Cumbria (awarded by University of Lancaster).
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Ross, Keith, Lakin, Liz and McKechnie, Janet (2010) Teaching secondary science: constructing meaning and developing understanding, third edition. Routledge / David Fulton Publishing, London, UK.

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Sambell, Kay (2016) Assessment and feedback in higher education: considerable room for improvement? Student Engagement in Higher Education, 1 (1).
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Sambell, Kay (2013) Engaging students through assessment. In: Dunne, Elisabeth and Owen, Derfel, (eds.) The student engagement handbook: practice in higher education. Emerald Group Publishing Limited, Bingley, UK, pp. 379-396.
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Sambell, Kay (2017) Engaging students via assessment and feedback: working together with students. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, University of Cumbria, Carlisle, UK. (Unpublished)

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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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)

Scott, Liam (2013) How do outdoor educators understand their relationship with nature? Masters dissertation, University of Cumbria.
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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.
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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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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, Joanna, Dyer, Sally and Richardson, Sarah (2019) Using stories from disabled students: accessing specialist support to build student success in teaching and learning strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)
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Smith, John E. (2018) Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading. Teacher Education Advancement Network Journal, 10 (2). pp. 65-79.
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Smith, Lauren (2017) Teachers’ perspectives on the effectiveness of ‘Mantle of the Expert’ as a teaching strategy in the Early Years Foundation Stage. The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 118-135.
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Sossick, Matthew, Gumbrell, David and Allen, Pat (2019) The impact of a coaching project on the resilience of newly qualified teachers. Teacher Education Advancement Network Journal, 11 (1). pp. 15-24.
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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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Stones, Samuel (2016) An exploratory study: raising the attainment of underachieving white working-class boys. The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 173-181.
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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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Stuart, Kaz (2021) School Based Youth Participatory Health Research – What Works? Social Publishing Foundation Knowledge Base .
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Stuart, Kaz (Karen) (2014) Activity theory as a reflective and analytic tool for action research on multi-professional collaborative practice. Reflective Practice, 15 (3). pp. 347-362.
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Stuart, Kaz (Karen) (2017) VUCA contexts in children’s centres demands systems leadership. Children's Centre Leader . pp. 10-14.
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Stuart, Kaz (Karen) and Willocks, Katie (2018) Questioning personal tutoring. In: University of Cumbria Pedagogy in Practice Seminar (PIPs), 8 May 2018, University of Cumbria, Carlisle, UK. (Unpublished)

Sutton, Paul (2016) The strategic approach to studying, and the value of assessment. Practitioner Research in Higher Education, 10 (1). pp. 3-12.
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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, Julie, Charters, Andrea and Bates, Elizabeth (2019) Introducing marked rubrics to enhance the student experience: one programme’s journey to improve consistency. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

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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Tibke, Jonathan (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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Tidbury, Fiona (2019) A mastery approach: Taking the long view. Mathematics Teaching, 266 . pp. 19-20.
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Tipton, Matthew (2018) An investigation into children's gender stereotypes and the effect they have on children’s career aspirations. The STeP Journal: Student Teacher Perspectives, 5 (1). pp. 50-63.
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Topping, Jane 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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Torres, J.T. and Anguiano, Carlos J. (2016) Interpreting feedback: a discourse analysis of teacher feedback and student identity. Practitioner Research in Higher Education, 10 (2). pp. 2-11.
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Towers, Daniel and Loynes, Christopher (2019) Knowledge construction in outdoor education. In: Kahn, Peter and Anderson, Lorraine, (eds.) Developing your teaching towards excellence, 2nd edition. Key guides for effective teaching in higher education series . Routledge, Taylor & Francis, Abingdon, UK.
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Tulley-Pitchford, Kay (2012) Mouse click plagiarism: can technology help to fight back? Practitioner Research in Higher Education, 6 (2). pp. 56-68.
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Turtle, Christina, Convery, Ian and Convery, Katie (2015) Forest Schools and environmental attitudes: a case study of children aged 8–11 years. Cogent Education, 2 (110010).
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Twiselton, Samantha (2002) Beyond the curriculum: learning to teach primary literacy [thesis]. Doctoral thesis, University of Birmingham.
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Twiselton, Samantha (2007) Seeing the wood for the trees: learning to teach beyond the curriculum. How can student teachers be helped to see beyond the National Literacy Strategy? Cambridge Journal of Education, 37 (4). pp. 489-502.

Twiselton, Samantha (2006) The problem with English: the exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy, 40 (2). pp. 88-96.

Twiselton, Samantha (2004) The role of teacher identities in learning to teach primary literacy. Educational Review, 56 (2). pp. 157-164.

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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Vickery, Richard, Sharrock, John, Hurst, Ruth and Broadbridge, Judith (2011) What models of paired trainee placements in secondary ICT departments provide the kind of environment that enhances the quality of the placement and improves the mentoring process? In: British Educational Research Conference (BERA), 6-8 September 2011, Institute of Education, London, UK. (Unpublished)
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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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Walbank, Nancy (2009) Catholic Schools in a Country of Many Faiths. In: Research FEST 2009, July 2009, University of Cumbria.
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Ward, Helen and Sanders, Richard (2017) Then and now: challenging the reproduction of values in the secondary curriculum: a critical, reflective commentary on practitioner dispositions. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 86-96.
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Warner, Diane (2009) Enquiring into student teachers’ attitudes towards cultural diversity. In: Research FEST 2009, July 2009, University of Cumbria.
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Warner, Diane (2010) Moving into the unknown. Race Equality Teaching, 28 (3). pp. 39-43.
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Warner, Diane (2011) Shakespeare and racial diversity for primary children: exploring ways to develop student teacher confidence. Teacher Education Advancement Network Journal (TEAN), 2 (1).
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Warner, Diane and Elton-Chalcraft, Sally (2018) Race, culture and ethnicity teaching in post-European times. In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.) Professional studies in primary education, third edition. SAGE Publishing, London, UK, pp. 318-338.
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Watson, Joanne (2019) Gamifying career ahead: reshaping the University's employability award. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Watts, Martin (2007) Implementation of a flexible online delivery model to replace a traditional face-to-face delivery of a PGCE ICT module. Practitioner Research in Higher Education, 1 (1). pp. 51-55.
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Weatherall, Andrew (2019) Every sandwich needs a filling. Forestry Journal, June19 (298). pp. 20-21.
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Weaver, Margaret (2006) Exploring conceptions of learning and teaching through the creation of flexible learning spaces: the Learning Gateway - a case study. New Review of Academic Librarianship, 12 (2). pp. 109-125.
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White, Andy, Donnelly, Sandie and Mace, Denise (2019) Developing digital capabilities in your learners. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Whitehead, Jack (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 (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 (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 (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 (2017) A living theory approach to changing perspectives in contemporary teaching. In: Association for Teacher Education in Europe (ATEE) Conference, 23-25 October 2017, Dobrovnik, Croatia. (Unpublished)
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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 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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Williams, Randall, Higgins, Peter, Humberstone, Barbara and Loynes, Christopher (2000) Outdoor education in Britain. In: National Association for Outdoor Education, (ed.) Outdoors, adventure and experiential learning: a wreath of European concepts. European Institute for Outdoor Adventure Education and Experiential Learning, Penrith, UK, pp. 10-12.
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Willocks, Katie, Browning, Ruth and Stuart, Kaz (Karen) (2018) Pedagogy in practice: questioning personal tutoring. In: Learning & Teaching Fest 2018, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)
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Wilson, Charlotte (2019) Learning the language of uncertainty: assessing use of epistemic markers in academic writing within higher education. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Wilson, David, Hunt, Ashleigh 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)

Wilson, James, Wu, Yao, Xie, Jianmei, Johnson, Dawn and Huijser, Henk (2017) Inspiring learning through research and enquiry: the Summer Undergraduate Research Fellowship (SURF) at Xi’an Jiaotong-Liverpool University (XJTLU). In: Carnell, Brent and Fung, Dilly, (eds.) Developing the higher education curriculum: research-based education in practice. UCL Press, London, UK.
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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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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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