Items where Subject is "L Education > LB Theory and practice of education > LB1501 Primary Education"

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Adams, K. (2014) What is a child? Children’s perceptions, the Cambridge Primary Review and implications for education. Cambridge Journal of Education, 44 (2). pp. 163-177. ISSN 0305-764X

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Beckley, P. (2013) Approaches in the early years: issues and reflections. In: Education Studies: An issues based approach. Sage, London, pp. 25-35. ISBN 9781446267431

Beckley, P. (2010) Play and a constructivist approach to literacy learning: comparing settings in England and Norway. In: Thinking about play: developing a reflective approach. Open University Press, Maidenhead, pp. 61-78. ISBN 9780335241088

Beckley, P. (2013) The new early years foundation stage: changes, challenges and reflections. Open University Press, Maidenhead. ISBN 9780335246984

Beckley, P., Compton, A., Johnston, J. and Marland, H. (2010) Problem-solving, reasoning and numeracy. In: Problem-Solving, Reasoning and Numeracy. Supporting Development in the Early Years Foundation Stage . Continuum Publishing Company, London. ISBN 9781441164742

Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing the early years foundation stage: a handbook. Open University Press, Maidenhead. ISBN 9780335236152

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

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. 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

Compton, A. (2017) Mastery. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 111-124. ISBN 9781473994034

Compton, A. (2021) Mathematics in the Primary Classroom. In: Primary Mathematics: Teaching theory and practice. Achieving QTS Series . Sage, London, pp. 11-35. ISBN 9781529726916

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. and Unwin-Berrey, A. (2018) I can do it: Year 3 children's perceptions of mathematics lessons identified through their drawings. Research Proceedings of the 9th British Congress on Mathematics Education. pp. 24-31.

Cremin, T., Glauert, E., Craft, A., Compton, A. and Stylianidou, F. (2017) Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. In: Young children's play and creativity: multiple voices. Routledge, Abingdon, pp. 52-67. ISBN 9781138214071

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Efstratopoulou, M. (2016) Assessment instruments on children‘s internalizing behaviour: A review of their psychometric properties, functioning and applications. Journal of Physical Activity, Nutrition and Rehabilitation. ISSN 2421-7824

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Farrar, E. (2017) Assessment. In: Building skills for effective primary teaching. Learning Matters, London, pp. 79-94. ISBN 9781473994034

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Geeson, R. (2017) Planning for learning. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 57-77. ISBN 9781473994034

Geeson, R. (2017) Reflection for professional development. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 5-18. ISBN 9781473994034

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Hausia Havea, P, N’ Yeurt, A., Tagivetaua Tamani, A, Siga, A, Jacot Des Combes, H., Hemstock, S.L. and Luetz, J. (2020) Resilience in education: An example from primary school in Fiji and technical vocational education and training. In: Managing Climate Change Adaptation in the Pacific Region. Climate Change Management Series . Springer, UK, pp. 197-212. ISBN 9783030405519

Hausia Havea, P, Tamani, A., Takinana, A., N’ Yeurt, A., Hemstock, S.L. and Jacot Des Combes, H. (2019) Addressing climate change at a much younger age than just at the decision-making level: Perceptions from primary school teachers in Fiji. In: Climate Change and the Role of Education. Springer International Publishing, Switzerland, pp. 149-167. ISBN 9783030328979

Hendry, H. (2016) Becoming a teacher of early reading : an activity systems analysis of the journey from student to newly qualified teacher. Doctoral thesis, University of Leicester.

Hendry, H. (2019) Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy, 54 (1). pp. 58-69. ISSN 1741-4369

Hounslow-Eyre, A. (2017) Guidance for ITT mentors: coaching and mentoring (including ‘communities of practice’ for trainees). In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 253-269. ISBN 9781473994034

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Lambert, S. (2017) Principles of teaching for learning. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 39-56. ISBN 9781473994034

Lambert, S. (2017) Professional responsibilities. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 219-234. ISBN 9781473994034

Lovelock, P. and Adams, K. (2017) From darkness to light: children speak of divine encounter. International Journal of Children's Spirituality, 22 (1). pp. 36-48. ISSN 1364-436X

Luby, A. and Beckley, P. (2019) A modern tale of success in the forest of Sherwood. SERA Researching Education Bulletin, 8.

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

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Nicholson, P. (2017) Bridging pedagogical discontinuity: to what extent can play-based learning be sustained beyond children’s transition to Year 1? educationUndergraduate, 9. pp. 1-19. ISSN 1756-1280

Nicholson, P. (2018) Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school. Education 3-13, 47 (4). ISSN 0300-4279

Nicholson, P. and Hendry, H. (2020) A pedagogical meeting place or a problem space? Extending play-based pedagogy in year one. Education 3-13. ISSN 0300-4279

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Paige, R. (2017) Teacher presence. In: Building skills for effective primary teaching. Learning Matters, London, pp. 21-38. ISBN 9781473994034

Plater, M. (2008) Are you sitting (too) comfortably? RE Today, 26 (1). pp. 34-35. ISSN 0226-7738

Plater, M. (2017) Book Review: Holistic Education and Embodied Learning. International Journal of Children's Spirituality. ISSN 1364-436X

Plater, M. (2017) Re-souling spirituality: redefining the spiritual dimension in schools. International Journal of Children's Spirituality, 22 (1). pp. 14-23. ISSN 1364-436X

Plater, M. (2019) What is Religious Education for? Exploring SACRE member views. Religion & Education, 47 (1). pp. 55-76. ISSN 1949-8381

Plater, M. (2016) The aims and outcomes of RE: embracing diversity. RE Today, 34 (1). pp. 57-59. ISSN 0226-7738

Plater, M. (2004) The educational significance of Hallowe'en: a survey of current practice and teacher attitudes in British primary schools. Masters thesis, University of Birmingham.

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Rogers, E., Bulman, J., Merchant, G and Burnett, C (2021) Remembering professional commitments: Trusting in teachers. Language and Literacy, 23 (2). pp. 3-15. ISSN 1496-0974

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Stylianidou, F., Glauert, E., Rossis, D., Compton, A., Cremin, T., Craft, A. and Havu-Nuutinen, S. (2018) Fostering inquiry and creativity in early years STEM education: policy recommendations from the Creative Little Scientists Project. European Journal of STEM Education, 3 (3). ISSN 2468-4368

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Trowsdale, Jo, McKenna, U and Francis, L. J. (2021) Teacher evaluation of the impact of the imagineerium learning experience on the creativity of individual students: The trowsdale index of teacher observation of student creativity (TITOSC). Research in Education. ISSN 0034-5237

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Whiteoak, D. and Thomson, P (2017) Negotiating meaning in multiple communities of practice: reconciliation and disidentification in the identity work of headteachers leaving Anglican primary schools. In: Educational leadership: theorising professional practice in neoliberal times. Critical studies in education, leadership and administration . Routledge, Abingdon, pp. 56-70. ISBN 9781138658790