Items where Subject is "L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools"

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Bopardikar, A., Carlson, J., Kimber, E., Loper, S., Pareja Roblin, N. and Rostovtseva, T. (2018) Three design heuristics for enhancing the use of video to improve teaching practice. Educational Designer, 3 (10). pp. 1-26. ISSN 1759-1325

Bullman, J, Merchant, G, Burnett, C and Rogers, E. (2021) Stacking stories: Exploring the hinterland of education. Peter Lang, Oxford, United Kingdom ; New York. ISBN 9781800796867

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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

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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

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Francis, L.J., ap Sion, T., McKenna, U. and Penny, G (2016) Does religious education as an examination subject work to promote community cohesion? An empirical enquiry among 14- to 15-year-old adolescents in England and Wales. British Journal of Religious Education, 39 (3). pp. 303-316. ISSN 0141-6200

Fusenich, S. (2023) Transition period. Intuition, 1 (54). pp. 32-34. ISSN 2050-8980

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Kathotia, V. and Kimber, E. (2019) Diagrammatic representations for mathematical problem solving. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.

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Lawrence, C. (2019) Mr Brown is feeling down. In medias re story openers: meeting the challenge of a 'low floor, high ceiling' creative writing activity for KS3. Teaching English, 19. pp. 56-57. ISSN 2051-7971

Lawrence, C. (2024) ‘The moonlight that shines from my open mouth’: communication in the English classroom, explored through I talk like a river by Jordan Scott. Teaching English. ISSN 2051-7971 (In Press)

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 Rimmer, J. (2022) Why I’m (really) not against ‘Dual Coding’. Teaching English. p. 25. ISSN 2051-7971 (In Press)

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Nye, Z. (2024) Teaching statistical literacy in secondary schools. In: BSRLM Spring Conference 2024, 02 March 2024, Online. (Submitted)

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Parrish, A. (2019) Curriculum change in modern foreign languages education in England: barriers and possibilities. Language Learning Journal, 48 (5). pp. 534-554. ISSN 1753-2167

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

Puttick, S. (2017) ‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments. School Leadership & Management, 37 (1-2). pp. 61-79. ISSN 1363-2434

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

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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

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

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Wood, P. and Quickfall, A. (2022) Working with the complexity of professional practice and development. In: Mentoring Geography Teachers in the Secondary School A Practical Guide. Routledge, London. ISBN 9781003157120