Items where Department is "Non-Initial Teacher Education (Non-ITE)" and Year is 2019

B

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 (Unpublished)

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Pursuing respect, relatedness and powerful learning through dialogic teaching. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (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 (Unpublished)

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.

C

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.

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 (Unpublished)

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.

D

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.

F

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.

G

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.

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.

H

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.

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.

J

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 (2019) Editorial: Teacher Education Advancement Network Journal, 11 (1). Teacher Education Advancement Network Journal, 11 (1). pp. 1-3.

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 (2019) Editorial: Teacher Education Advancement Network Journal, 11 (2). Teacher Education Advancement Network Journal, 11 (2). pp. 1-2.

K

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

L

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.

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

M

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

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.

Moore, Hugh ORCID: https://orcid.org/0000-0003-2215-4206 (2019) Organic historical reasoning: redefining the concept of 'historical empathy'. Doctoral thesis, University of Cumbria (awarding body Lancaster University).

O

Outhwaite, Deb, Close, Paul and Kendrick, Ann ORCID: https://orcid.org/0000-0001-8354-1635 (2019) Leadership, Preparation and Development (LPD) RIG annual report, May 2019. Management in Education, 33 (4). p. 181.

P

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.

R

Reimann, Nicola ORCID: https://orcid.org/0000-0002-2674-2761 , Sadler, Ian ORCID: https://orcid.org/0000-0002-1636-2052 and Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education, 44 (8). pp. 1279-1290.

S

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 and Sambell, Alistair (2019) Developing autonomy via assessment for learning. In: Bryan, Cordelia and Clegg, Karen, (eds.) Innovative assessment in higher education: a handbook for academic practitioners, 2nd edition. Routledge, Taylor & Francis, London, UK, pp. 173-189.

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.

Stringer, Ernest (Ernie), Dick, Bob and Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2019) Worldwide perspectives on action research in education. In: Mertler, Craig A., (ed.) The Wiley handbook of action research in education. Wiley handbooks in education . Wiley Blackwell, Oxford, UK, pp. 97-113.

T

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.

V

Villarroel, Verónica ORCID: https://orcid.org/0000-0002-3000-2248 , Boud, David, Bloxham, Susan, Bruna, Daniela ORCID: https://orcid.org/0000-0001-7424-2959 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.

W

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2019) The underlying importance of context and voice in action research. In: Mertler, Craig A., (ed.) The Wiley handbook of action research in education. Wiley handbooks in education . Wiley Blackwell, Oxford, UK, pp. 207-228.

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.