Items where Division is "School of Teacher Development" and Year is 2020

Abdulrahman, H. K., Thondhlana, J., Chiyevo Garwe, E. and McGrath, S. (2020) Exploring the internationalization of Zimbabwe’s higher education institutions through a decolonial lens: postcolonial continuities and disruptions. Journal of Studies in International Education. pp. 1-17. ISSN 1028-3153

Atkin, C. (2020) Ongoing policy reform in Thailand's initial teacher education curriculum: incomplete policy borrow. Asian Journal of Arts, Humanities and Social Studies, 3 (2). pp. 19-27. ISSN 2454-1834

Collyer, E., Norton, G., Lawrence, C., Reeve, S., Siddiquee, R., Meachem, A., Shaw, D.H., Enright, L., Hutton, F., Gillespie, J. and Harrison, K. (2020) Responding to pupil led tangential thinking: a case study of teaching romantic poetry in a post-16 setting. English in Education. ISSN 1754-8845

Compton, A., Dickenson, A. and Lambert, S. (2020) Learning and teaching approaches. In: Building skills for effective primary teaching. Sage, London, pp. 65-78. ISBN 97852649215-9

Compton, A., McNally, G. and Pardoe, M. (2020) Being mathematical. Mathematics Teaching, 272. pp. 15-19. ISSN 0025-5785

Fauxparl, [pseudonym], Mahon, L., Rimmer, J. and Lawrence, C. (2020) ‘I can’t understand a word he says’: a personal exploration of autistic dysfluency in film. Disability and Society. ISSN ‎0968-7599

Lawrence, C. (2020) Is Lennie a monster? A reconsideration of Steinbeck’s Of Mice and Men in a 21st century inclusive classroom context. Palgrave Communications, 6 (17). ISSN 2055-1045

Lawrence, C. (2020) Learning to teach English: three RQT perspectives on English subject Secondary PGCE. Teaching English.

Lawrence, C. (2020) Typing Aloud. BERA.

Lawrence, C. (2020) ‘Your own calm space’: reclaiming poetry for KS4 in a time of Covid. NATE News. p. 15.

Lawrence, C., Collyer, E. and Poulson, M. (2020) ‘Howling at the scrabble-board’: Exploring classroom literature from an autistic viewpoint. English in Education. ISSN 1754-8845

Lawrence, C. and Rimmer, J. (2020) Pilot study: Can the draft film Broken support trainee teachers’ understanding of autism communication issues in mainstream classrooms? Teacher Education Advancement Network Journal, 12 (1). pp. 65-74. ISSN 2054-5266

Lawrence, C., Rimmer, J. and Quickfall, A. (2020) Using an arts-based design to explore the experience of shared reading: a pilot study. The Journal of Arts and Communities, 12 (1-2). pp. 85-103. ISSN 1757-1936

Mackinder, M. (2020) Degrees of difference. A case study of forest school in England and Denmark. Doctoral thesis, University of Leicester.

Maynes, M.L. (2020) Monsters at bedtime: managing fear in bedtime picture books for children. Humanities & Social Sciences Communications, 7 (63). pp. 1-7. ISSN 2662-9992

Parrish, A. (2020) Book Review: Contemporary Language Motivation Theory: 60 Years Since Gardner and Lambert (1959). Journal of Language and Social Psychology. ISSN 1552-6526

Parrish, A. (2020) Modern foreign languages: decision-making, motivation and 14-19 schools. Cambridge Journal of Education. ISSN 0305-764X

Parrish, A. (2020) Using art to represent science: A visualisation of student motivation data. BERA Blog.

Plater, M. (2020) LAR-D (Learning About Religions through Dialogue) Final Report. [Report]

Puttick, S. and Wynn, J. (2020) Constructing ‘good teaching’ through written lesson observation feedback. Oxford Review of Education. ISSN 1465-3915

Puttick, S, Nye, Z., Wynn, J. and Muir, L. (2020) Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during initial teacher education. Teacher Development, 25 (1). pp. 85-100. ISSN 1747-5120

Quickfall, A. (2020) The life histories of teacher mothers: exploring a special situation. Doctoral thesis, Sheffield Hallam University.

Rimmer, J. (2020) Broken (final draft). [Video]

Rimmer, J. (2020) Trunk call. [Show/Exhibition]

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