Items where Author is "Clarke,E."

Quickfall, A., Wood, P. and Clarke, E. (2022) The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts. The London Review of Education. ISSN 1474-8479

Quickfall, A., Clarke, E. and Thompson, S. (2022) A Conceptual Model for Teacher Trainee Well-being: Challenges and Resources in an Ecological System. In: BERA Conference 2022, September 2022, Liverpool.

Clarke, E., Thompson, S. and Quickfall, A. (2022) Well-being: theory and practice for beginning geography teachers. In: Mentoring Geography Teachers in the Secondary School A Practical Guide. Routledge, London. ISBN 9780367743222

Geeson, R. and Clarke, E. (2022) Crossing the line: Constructs of TA Identity. Pastoral Care in Education. ISSN 0264-3944

Clarke, E. (2021) Contemporary Approaches to Behaviour and Mental Health in the Classroom Weaving Together Theory, Practice, Policy and Educational Discourse. Connecting Research with Practice in Special and Inclusive Education . Routledge, Abingdon. ISBN 9780367474270

Quickfall, A. (2021) Philosophical inquiry as a tool for well-being. In: Contemporary Approaches to Behaviour and Mental Health in the Classroom. Connecting Research with Practice in Special and Inclusive Education . Routledge, London, pp. 147-160. ISBN 9780367474270

Thompson, S., Quickfall, A., Clarke, E. and Glazzard, J. (2020) Averting the crisis in trainee teacher well-being – learning lessons across European contexts: A comparative study. Journal of comparative & international higher education, 12. pp. 38-57. ISSN 2151-0407

Clarke, E. and Visser, J. (2019) Teaching assistants managing behaviour – who knows how they do it? Agency is the answer. Support for Learning. ISSN 1467-9604

Clarke, E. and Visser, J. (2019) Is a good teaching assistant one who ‘knows their place’? Emotional and Behavioural Difficulties, 24 (4). pp. 308-322. ISSN 1363-2752

Clarke, E. (2019) Paint pot washers or pedagogues? Is gender an issue for Teaching Assistants? Educational Review. ISSN 1465-3397

Clarke, E. and Visser, J. (2018) Pragmatic research methodology in education: possibilities and pitfalls. International Journal of Research & Method in Education, 42 (5). pp. 455-469. ISSN 1743-727X

Clarke, E. (2018) BERA’s postgraduate symposium: A lifebelt in the methodological mire. BERA Blog.

Clarke, E., Compton, A. and Sharp, J. (2017) Academic writing. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 235-252. ISBN 978-1473994034

Clarke, E. and McNichol, S. (2017) Behaviour. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 143-164. ISBN 9781473994034

Clarke, E. (2017) Working with teaching assistants. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 219-234. ISBN 9781473994034

Clarke, E. and Visser, J. (2017) Teaching Assistants managing behaviour - who knows how they do it? A review of literature. Support for Learning, 31 (4). pp. 266-280. ISSN 1467-9604

Clarke, E. and Visser, J. (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, 9 (1). pp. 66-79. ISSN 2054-5266