Items where Division is "School of Teacher Development" and Year is 2019

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Number of items: 19.

A

Atkin, C. and Rose, A. (2019) An energy literacy matrix: a tool for adult and continuing education curriculum design. Journal of Global Research in Education and Social Science, 13 (3). pp. 106-113. ISSN 2454-1834

C

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

Compton, A., Crawley, J., Curtis, F., Douglas, A. S., Eaude, T., Jackson, A., Philpott, C., Plater, M., Powell, D., Sewell, A. and Vincent, K. (2019) What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11 (2). pp. 3-11. ISSN 2054-5266

Compton, A., Rogers, E., Johnstone, C. and Wait, D. (2019) Learning about research by doing research: developing student researchers. IMPact The University of Lincoln Journal of Higher Education Research, 5 (1). ISSN 2516-7561

D

Dunn, M. J. (2019) Crossing the threshold: when transition becomes troublesome for A-level students. Education and Health, 37 (1). pp. 24-30. ISSN 2049-3665

Dunn, M. J. (2019) Threshold concepts and the troublesome transition from GCSE to A- level: exploring students’ experiences in secondary school biology. Curriculum Journal, 30 (4). pp. 375-391. ISSN 0958-5176

G

Gee, N. (2019) Contested perspectives on the social impacts of a residential fieldtrip. Journal of Experiential Education, 42 (4). pp. 321-335. ISSN 2169-009X

L

Lawrence, C. (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. ISSN 2054-5266

Lawrence, C. (2019) Involving parents. In: Teacher Education in Autism: a research based practical handbook. Jessica Kingsley, pp. 86-94.

Lawrence, C. (2019) ‘So, this is what really happened…’ Using story to explore theory of mind, perspectives, autobiographical recall and event reconstruction with autistic pupils. In: Teacher Education in Autism: a research based practical handbook. Jessica Kingsley, pp. 152-161. (In Press)

Lawrence, C. (2019) Stories to explore theory of mind for children with autism spectrum disorders: understanding points of view. Hinton House, United Kingdom. ISBN 9781906531706

Lawrence, C. (2019) What works in autism training? Feedback from the front. In: Teacher Education in Autism: a research based practical handbook. Jessica Kingsley, London, pp. 47-55.

Lawrence, C. (2019) “What’s the point if it isn’t marked?” Trainee teachers’ responses to concepts of authentic engagement with poetry text. English in Education. pp. 1-11. ISSN 1754-8845

Lawrence, C., Beardon, L., McNichol, S., Thompson, S., Thornally, H., Cormack, J., Hargrave, J., Muir, L., Howe, S. and Whitfield, J. (2019) Teacher Education in Autism: a research-based practical handbook. Jessica Kingsley, London.

P

Parrish, A. (2019) Curriculum change in modern foreign languages education in England: barriers and possibilities. Language Learning Journal. pp. 1-14. ISSN 1753-2167

Plater, M. (2019) What is Religious Education for? Exploring SACRE member views. Religion & Education. ISSN 1949-8381

Puttick, S., Hill, Y., Beckley, P., Farrar, E., Luby, A. and Hounslow-Eyre, A. (2019) Liminal spaces constructed by primary schools in predominantly white working-class areas in England. Ethnography and Education. pp. 1-18. ISSN 1745-7823

This list was generated on Thu Dec 5 07:30:46 2019 GMT.