Items where Subject is "373 Secondary education"

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Acomb, Jonathan C. (2017) What are students’ opinions of ‘Flipped learning’ in secondary science? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 9-18.
[thumbnail of Acomb_WhatAreStudents.pdf]

Alden, Polly (2016) Can tinkering benefit pupils’ learning? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 3-13.
[thumbnail of Alden_CanTinkeringBenefitPupilsLearning.pdf]


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).
[thumbnail of 2018biltonphd.pdf]

Bilton, Richard, Jackson, Alison and Hymer, Barry (2018) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review, 70 (4). pp. 510-526.
[thumbnail of Bilton_CooperationConflict.pdf]

Bilton, Richard, Jackson, Alison and Hymer, Barry (2017) Not just communication: parent-teacher conversations in an English high school. School Community Journal, 27 (1). pp. 231-256.
[thumbnail of Jackson_NotJustCommunication.pdf]

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]

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]

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 (Unpublished)
[thumbnail of slides]

Boyd, Pete (2002) Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools. Journal of In-Service Education/Professional Development in Education, 28 (2). pp. 203-218.

Boyd, Pete (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.
[thumbnail of Teachers' Research Literacy Prologue and Chapter One Pete Boyd.pdf]

Boyd, Pete, Harris, Kim and Murray, Jean (2011) Becoming a teacher educator: guidelines for induction, 2nd edition. Escalate: subject centre of the Higher Education Academy, Bristol, UK.
[thumbnail of Becoming_a_Teacher_Educator_Boyd,_Harris_&_Murray_2011.pdf]

Briscoe, Clare (2016) Harnessing the power of feedback in Assessment for Learning. (Unpublished)
[thumbnail of Briscoe_HarnessingThePower.pdf]


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.

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 (Unpublished)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


Diebelius, Jade (2017) How can I develop an ‘Expandable Intelligence’ using Lucas and Claxton’s ‘Expansive Talking Framework’ in maths? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 105-117.
[thumbnail of Diebelius_HowCanIDevelop.pdf]


Elliott, David and Hoyle, Kathryn (2014) An examination of barriers to physical education for Christian and Muslim girls attending comprehensive secondary schools in the UK. European Physical Education Review, 20 (3). pp. 349-366.

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.
[thumbnail of Ensor_WhatCanArtTeachersDo.pdf]


Gates, Brian (2015) Book review: Teaching virtue: the contribution of religious education. British Journal of Religious Education, 37 (3). pp. 333-336.
[thumbnail of Gates_BookReviewTeachingVirtue.pdf]

Gowlett, Harry (2017) How can tinkering activities support the teaching of iterative design at key stage three in design and technology? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 30-41.
[thumbnail of Gowlett_HowCanTinkering.pdf]


Hutton, Cara and Gash, David (2017) The other side of the classroom. Physics World, 30 (3). pp. 60-61.
[thumbnail of Hutton_TheOtherSideOfTheClassroom.pdf]


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.
[thumbnail of Jackson_NewDirectionsFor.pdf]


Kenyon, Vivienne (2016) How can we improve mathematical vocabulary comprehension that will allow students to develop higher-order levels of learning? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 47-61.
[thumbnail of Kenyon_HowCanWeImproveMathematical.pdf]


LEE, SAM (2020) Perceptions of outdoor learning among secondary school teachers in England. Masters dissertation, University of Cumbria.
[thumbnail of Lee MA 2020.pdf]

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)
[thumbnail of Whitehead_AnEducationalEpistemology.pdf]

Lawton, Fiona (2011) From concrete to abstract: a story of passion, pedagogy and proof. Mathematics Teaching, 225 . pp. 26-27.

Lenton, Teresa (2016) The influence of representations on English students’ perceptions of the place of Antarctica. Doctoral thesis, University of Cumbria (awarded by Lancaster University).
[thumbnail of Final Masked Thesis (for public view)29 Sept 2016lenton phd.pdf]

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.

Loynes, Christopher (1999) Development Training in the UK. In: Miles, John and Priest, Simon, (eds.) Adventure Programming. Venture Publishing, State College, Pennsylvania, pp. 103-108.
[thumbnail of 1999. DT in the UK PDF.pdf]

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.
[thumbnail of Loynes_EducationYoung.pdf]

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.
[thumbnail of Loynes_LearningWithoutWalls.pdf]

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.
[thumbnail of Theorising OE CL in Jeffs & Ord.pdf]

Loynes, Christopher (2016) Transition camps, a Learning Away case study. The Outdoor Learning Blog…by Natural Connections .
[thumbnail of LA transition camps CL 26.2.16.pdf]


Morris, Jane (2017) Creativity - should we encourage it? Creativity in the world of primary education [online blog] . (Unpublished)
[thumbnail of Morris_CreativityShould.pdf]


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.
[thumbnail of Pay_PupilPupilTalkDoesTheThinking.pdf]

Pay, Bradley (2016) What is the effect of within-class mixed ability groupings by perceived ability on more able pupils’ views of progress in physical education? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 62-71.
[thumbnail of Pay_WhatIsTheEffectOfWithinClass.pdf]

Prince, Heather and Exeter, David (2015) Formal curricular initiatives and evaluation in the UK. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International Handbook of Outdoor Studies. Routledge, Oxford, UK & New York, USA, pp. 141-150.
[thumbnail of Prince Exeter Formal Curricular Initiatives and Evaluation in the UK, 141-150.pdf]


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

Reeves, John (2016) Playful exploration and meaning making in and out of school with cross-curricula creative computing. In: RGS-IBG Annual International Conference 2016: Nexus Thinking, 31 August - 2 September 2016, Imperial College London, UK. (Unpublished)
[thumbnail of Reeves_PlayfulExploration.pdf]

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


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.
[thumbnail of Stoten_InvestigatingCurrentPractice.pdf]

Stuart, Kaz (2010) Narratives and Stories as Action Research Tools for Youth Work. Journal of Youth Work, 6 . pp. 20-29.
[thumbnail of JYWIssue6.pdf]

Stuart, Kaz (2020) A critique of ‘Early School Leaving’, ‘Drop Out’ and ‘NEET’ from the UK, Denmark and Norway: marginalisation and co-created education research project. Journal of Higher Education Theory and Practice, 20 (7).
[thumbnail of 4 StuartFinal.pdf]

Stuart, Kaz (Karen) and Algar, Ali (2011) The use of Transactional Analysis in secondary education: a case study. Teacher Education Advancement Network Journal (TEAN), 3 (1).
[thumbnail of 89-423-1-PB.pdf]

Stuart, Kaz (Karen) and Hillman, Steve (2017) An asset-based approach to theory of change. The Centre for Youth Impact, Leicester, UK.
[thumbnail of An asset-based approach to Theory of Change - Kaz Stuart and Steve Hillman.pdf]

Syed, Mohammad Nooruddine (2016) Motivation and the L2 self: a case study of English secondary learners in multilingual Mauritius. Research Journal of the University of Mauritius, 22 .
[thumbnail of Syed_MotivationAndTheL2Self.pdf]


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)
[thumbnail of Hurst_WhatModelsOf.pdf]


Walbank, Nancy (2012) What makes a school Catholic? British Journal of Religious Education, 34 (2). pp. 169-181.
[thumbnail of What_makes_a_school_Catholic.pdf]
[thumbnail of authorWalbank.pdf]

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.
[thumbnail of Ward_ThenAndNow.pdf]

Whitehead, Jack, Delong, Jacqueline, Huxtable, Marie, Campbell, Liz, Griffin, Cathy and Mounter, Joy (2020) Self-Study in Elementary and Secondary Teaching: A Living Theory Approach. In: Kitchen, J. and Berry, A., (eds.) 2nd International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer, The Netherlands, pp. 1253-1290.
[thumbnail of Whitehead_STEPchpt4june2020.pdf]

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

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