Items where Division is "School of Teacher Development" and Year is 2023
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Abdulrahman, H. K., Lawrence, C., Mahon, C. and Peart, S. (2023) “We will travel together”. Can we use picture books to support our understanding of Black autism? NATE News: Primary.
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Fusenich, S. (2023) Transition period. Intuition, 1 (54). pp. 32-34. ISSN 2050-8980
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Gee, N., Parrish, A. and Puttick, S. (2023) Towards a typology of secondary school subject departments. Teacher Development, 27 (5). pp. 563-579. ISSN 1747-5120
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Lawrence, C. (2023) “Was it a cat I saw?”: working with autistic English teachers to support understanding of our pupils’ autism perspectives. Teaching English, 32. pp. 21-22. ISSN 2051-7971
Lawrence, C., Bushell-Thornalley, H. and Muir, L. (2023) “I just want them to feel safe and enjoy PE”: experiences of teaching gender questioning students in sport, physical activity and dance. BERA blog.
Lawrence, C. and Erle, S. (2023) Refreshing and empowering: reflecting on the experience of teaching autistic GCSE retake college students. Teaching English. ISSN 2051-7971 (In Press)
Lawrence, C. and Matthan, S. (2023) As an autistic person, can I hope to become a successful teacher? In: Teacher Education Advancement Network (TEAN) conference, 11th - 12th May 2023, Manchester. (Unpublished)
Lawrence, C., Peart, S. and Abdulrahman, H. K. (2023) “Infused with multicultural education”: Teaching Preparedness for the Contemporary Classroom. Teacher Education Advancement Network Journal. ISSN 2054-5266
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McNichol, S. (2023) Mid-day supervisors in English primary schools: a role theory perspective. Education 3-13. ISSN 0300-4279
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Peart, S. (2023) Equality and Diversity and Inclusive Practice: Significance for Organisations and Individuals. In: Leadership and Management for Education Studies Introducing Key Concepts of Theory and Practice. Routledge. ISBN 9781032343013
Plater, M. (2023) The first years of teaching: final report. [Report] (Unpublished)
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Stevenson, M., Hopper, A., Richmond, R. and Nye, Z. (2023) ‘Oh! - is that how you do it!’ Learning from cross-phase collaborative work in the Years 5-8 Continuity project. Proceedings of the British Society for Research into Learning Mathematics, 43 (1). pp. 1-6. ISSN 2041-5788