Items where Subject is "371 Schools & their activities (incl. special education, teaching methods & study skills)"
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- 300 SOCIAL SCIENCES (439)
- 370 EDUCATION (439)
- 371 Schools & their activities (incl. special education, teaching methods & study skills) (439)
- 370 EDUCATION (439)
- 300 SOCIAL SCIENCES (439)
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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.
Preview
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.
Preview
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.
![[thumbnail of Ager_TranscendingCIDIO.pdf]](/style/images/fileicons/application_pdf.png)
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.
Preview
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.
Preview
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)
.
Preview
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.
Preview
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(Unpublished)
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
B
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.
Preview
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.
Preview
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.
Preview
Preview
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.
Preview
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.
Preview
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).
Preview
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.
Preview
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
.
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
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).
Preview
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.
Preview
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.
Preview
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.
Preview
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)
Preview
Boyd, Pete
(2019)
Knowledge and ways of knowing.
IMPACT: Journal of the Chartered College of Teaching, 6
.
pp. 34-37.
Preview
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.
Preview
Boyd, Pete
(2020)
Mixed-age teaching and mastery approaches to mathematics.
Teacher Education Advancement Network Journal (TEAN), 12
(1).
pp. 4-15.
Preview
Boyd, Pete
(2019)
Pursuing respect, relatedness and powerful learning through dialogic teaching.
Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.
Preview
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)
Preview
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.
Preview
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.
Preview
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)
Preview
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.
Preview
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.
Preview
Boyd, Pete and Bloxham, Susan
(2014)
Editorial: Practitioner Research in Higher Education, 8 (1).
Practitioner Research in Higher Education, 8
(1).
pp. 1-2.
Preview
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.
Preview
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)
Preview
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.
Preview
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.
Preview
Boyd, Pete and Sambell, Kay
(2018)
Editorial: Practitioner Research in Higher Education, 11 (1).
Practitioner Research in Higher Education, 11
(1).
pp. 1-3.
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
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)
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)
Preview
Briscoe, Clare
(2016)
Harnessing the power of feedback in Assessment for Learning.
(Unpublished)
Preview
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.
Preview
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.
Burch, James and Jackson, Alison
(2013)
Developing partnership through Third Space activity.
Teacher Education Advancement Network Journal (TEAN), 5
(2).
pp. 57-68.
Preview
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.
Preview
C
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)
Preview
Cammack, Paul
(2016)
Guide for the evaluation of school leaders.
Erasmus+.
Preview
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)
Preview
Campbell, Elaine
(2014)
Students as facilitators: an evaluation of student-led group work.
Practitioner Research in Higher Education, 9
(1).
pp. 52-58.
Preview
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.
Preview
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)
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
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.
Preview
Close, Paul and Kendrick, Ann
(2018)
Developing Specialist Leaders of Education: a research engagement approach.
Professional Development in Education, 45
(2).
pp. 291-306.
Preview
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)
Preview
Close, Paul, Kendrick, Ann and Outhwaite, Deborah
(2018)
Developing system leaders: a research engagement approach.
Management in Education, 32
(2).
pp. 79-84.
Preview
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.
Preview
Coker, Helen
(2017)
Developing understanding of student-teacher agency: implications for programme development.
Teacher Education Advancement Network Journal (TEAN), 9
(2).
pp. 51-63.
Preview
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.
Preview
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.
Preview
Conner, Lara
(2017)
Understanding dyslexia: competing theories, expanding definitions and ongoing controversy.
The STeP Journal: Student Teacher Perspectives, 4
(2).
pp. 11-18.
Preview
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.
Preview
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)
Preview
Cooper, Hilary
(2015)
How can we plan for progression in primary school history?
Revista de Estudios Sociales, 52
.
pp. 16-31.
Preview
Cooper, Hilary
(2018)
Moving forward.
In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.)
Professional studies in primary education, third edition.
SAGE Publishing, London, UK, pp. 457-470.
Cooper, Hilary
(2018)
Philosophy of education and theories of learning.
In: Cooper, Hilary and Elton-Chalcraft, Sally, (eds.)
Professional studies in primary education, third edition.
SAGE Publishing, London, UK, pp. 44-65.
Cooper, Hilary
(2018)
What is creativity in history?
Education 3-13, 46
(6).
pp. 636-647.
Preview
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.
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.
Preview
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.
Preview
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.
Preview
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)
Preview
Preview
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.
Preview
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)
Preview
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)
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)
Preview
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)
Preview
Cottam, Martina
(2017)
A student feedback form that adds real value.
Teacher Education Advancement Network Journal (TEAN), 9
(2).
pp. 97-109.
Preview
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.
Preview
Cumbria, University of
(2010)
Report to SCORE: Science teacher education, special focus on biology.
(Unpublished)
Preview
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.
Preview
D
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.
Preview
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Elton-Chalcraft, Sally and Barker, Jane
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Elton-Chalcraft, Sally and Cammack, Paul
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Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz
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Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz
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Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz
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Harvey, Tina
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Hayes, Donna
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A handbag?! A practitioner’s story of teaching research ethics to undergraduate students.
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Hopley, Tania
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Action research using problem-based learning to increase participation in discussion forums on Blackboard.
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Hymer, Barry
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Hymer, Barry
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Lemmey, Richard
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Leslie, Pippa
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Mindsets for formative feedback processes in higher education.
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Littler, Nadine
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Depression screening measure for school nurses.
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Lockney, Karen
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Loynes, Christopher
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Loynes, Christopher
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Loynes, Christopher
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Loynes, Christopher
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Thinking of 'the outdoors' as a social movement.
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Loynes, Christopher
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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.
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Loynes, Christopher
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The impact of residential experiences on pupils’ health and learning.
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Loynes, Christopher
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The impact of residential experiences on pupils’ health and learning: ‘next’ practices.
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Adopt and adapt: undergraduate diagnostic radiography student responses to technology enhanced collaborative assessment using online wiki and verbal MS PowerPoint presentations.
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MacDonald, Iain
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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.
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MacDonald, Iain
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Using a wiki to drive student learning.
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MacDonald, Iain
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A comparison of response to feedback given to undergraduates in two collaborative formative assessments: wiki and oral presentations.
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Writing strategies designed for students with dyslexia are effective for all.
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Mecinska, Lula
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Meer, Dan and Mace, Denise
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Closing the GAP: addressing educational inequality through authentic assessment.
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An investigation into whether there exists a relationship between a child’s drop-out levels from physical activity and their academic achievement.
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Osola, Ann
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Teaching project management: a practitioner's story.
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Prescott, Georgia
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Prince, Heather
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Book review: The RHP companion to outdoor education, Peter Barnes and Bob Sharp (eds.) 2004 (Russell House Publishing, ISBN 1903855365).
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Prince, Heather
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Making sense of the sensory outdoors.
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Prince, Heather
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Terry Storry (1950-2004) an obituary.
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Prince, Heather, Ager, Jenny, Weller, Andy and Bannister, Roo
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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.
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Prince, Heather, Allin, Linda and Hansen Sandseter, Ellen Beate
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Prince, Heather, Campbell, Liz and Lemmey, Richard
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Proudfoot, Kevin
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How does neoliberal performance management affect teachers’ perceived motivations to ‘improve’?
Doctoral
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Pugh, Eamonn
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Pugh, Eamonn
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The role of emotional knowledge in learning to teach: a framework for student teachers and their mentors on school placements.
Doctoral
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University of Cumbria (awarded by Lancaster University).
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Pugh, Eamonn and Tyson, Edward
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The emotional knowledge of teaching: trainee teachers’ response to an observation and feedback “tool”.
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Purves, Ross and Pulsford, Mark
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Coming in from afar: shaping experiences of students on distant learning modules when creating a community of learning (L&T Fest).
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Digital narratives in eLearning: the development of learning and teaching strategies.
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Sambell, Kay
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Engaging students via assessment and feedback: working together with students.
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Scott, Joanne, Garbett, Emma and Hoyle, Kathryn
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Community working: developing skills for university and beyond.
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Scott, Liam
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Using stories from disabled students: accessing specialist support to build student success in teaching and learning strategies.
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Smith, John E.
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Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading.
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Smith, Lauren
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Sossick, Matthew, Gumbrell, David and Allen, Pat
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Stoten, Anna
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Activity theory as a reflective and analytic tool for action research on multi-professional collaborative practice.
Reflective Practice, 15
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Stuart, Kaz (Karen)
(2017)
VUCA contexts in children’s centres demands systems leadership.
Children's Centre Leader
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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
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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
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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
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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
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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
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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
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Tibke, Jonathan
(2019)
The case of teachers and neuroscience: how do teachers mediate information about the brain?
Doctoral
thesis,
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Tidbury, Fiona
(2019)
A mastery approach: Taking the long view.
Mathematics Teaching, 266
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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
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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.
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Torres, J.T. and Anguiano, Carlos J.
(2016)
Interpreting feedback: a discourse analysis of teacher feedback and student identity.
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Towers, Daniel and Loynes, Christopher
(2019)
Knowledge construction in outdoor education.
In: Kahn, Peter and Anderson, Lorraine, (eds.)
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Tulley-Pitchford, Kay
(2012)
Mouse click plagiarism: can technology help to fight back?
Practitioner Research in Higher Education, 6
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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
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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
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Twiselton, Samantha
(2006)
The problem with English: the exploration and development of student teachers' English subject knowledge in primary classrooms.
Literacy, 40
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Twiselton, Samantha
(2004)
The role of teacher identities in learning to teach primary literacy.
Educational Review, 56
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Tynan, Rick and Jones, Robert Bryn
(2018)
Assessing trainee secondary teachers on school placement: subject knowledge and overall teaching grades.
Teacher Education Advancement Network Journal, 10
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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
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Vickery, Richard, Sharrock, John, Hurst, Ruth and Broadbridge, Judith
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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.
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Villarroel, Verónica, Bloxham, Susan, Bruna, Daniela, Bruna, Carola and Herrera-Seda, Constanza
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Authentic assessment: creating a blueprint for course design.
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Villarroel, Verónica, Boud, David, Bloxham, Susan, Bruna, Daniela and Bruna, Carola
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Using principles of authentic assessment to redesign written examinations and tests.
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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
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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.
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Warner, Diane
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Shakespeare and racial diversity for primary children: exploring ways to develop student teacher confidence.
Teacher Education Advancement Network Journal (TEAN), 2
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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.)
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SAGE Publishing, London, UK, pp. 318-338.
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.
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Weatherall, Andrew
(2019)
Every sandwich needs a filling.
Forestry Journal, June19
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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.
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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
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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.
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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.
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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
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pp. 100-112.
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Z
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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