Items where Subject is "L Education > LB Theory and practice of education > LB2300 Higher Education"

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Barres, B., Montague-Hellen, B. and Yoder, J. (2017) Coming out: the experience of LGBT+ people in STEM. Genome Biology, 18 (62). ISSN 1474-760X

Becker, S. (2019) Mapping the challenges in making the transition to taught postgraduate study in Psychology. Psychology Teaching Review, 25 (1). ISSN 0965-948X

Berg-Beckhoff, G., Bask, M., Smith Jervelund, S., Dalgaard Guldager, J., Quickfall, A., Rabiee-Khan, F., Oddsson, G., van der Wel, K., Sarasjarvi, S., Olafsdottir, S., Buffel, V., Skalicka, V. and Van de Velde, S. (2022) Political stringency, infection rates, and higher education students' adherence to government measures in the Nordic countries and the UK during the first wave of the COVID-19 outbreak. Preventative Medicine. ISSN 0091-7435

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Dhillon, S. (2024) Confronting well-being and mental health in the ‘therapeutic university’: implications for educators, students and the curriculum. Studies in Higher Education. pp. 1-12. ISSN 1470-174X

Dhillon, S. (2023) Critical Self-Reflection in Learning Development. In: How to Be a Learning Developer in Higher Education. Routledge, Abingdon. ISBN 9781032560076

Dhillon, S. (2023) Rethinking – and maybe abolishing - graduations. WONKHE.

Dhillon, S. (2024) The Trickster archetype: education to stupefy. Journal of Philosophy of Education. ISSN 1467-9752

Dhillon, S. (2022) You must be having a laugh? Humour to transgress. Other Education: The Journal of Educational Alternatives, 11 (1). pp. 42-58. ISSN 2049-2162

Dhillon, S. (2021) An immanent critique of decolonization projects. Philosophical Inquiry in Education, 28 (3). pp. 251-258. ISSN 2369-8659

Dhillon, S. (2024) The ostensible originality of ungrading. Educational Philosophy and Theory. pp. 1-10. ISSN 1469-5812

Dhillon, S. and White, S. (2024) We need to talk about AL: has academic literacies designed the pedagogy out of Learning Development? Journal of Learning Development in Higher Education. ISSN 1759-667X

Dunn, T.J. and Kennedy, M. (2019) Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137. pp. 104-137. ISSN 0360-1315

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Elliott, S., Hendry, H., Ayres, C., Blackman, K., Browning, F., Colebrook, D., Cook, C., Coy, N., Hughes, J., Lilley, N., Newboult, D., Uche, O., Rickell, A., Rura, G.P., White, P. and Wilson, H. (2018) 'On the outside I'm smiling but inside I'm crying.' Communication successes and challenges for undergraduate academic writing. Journal of Further and Higher Education, 43 (9). pp. 1163-1180. ISSN 0309-877X

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Hendry, H., Hounslow-Eyre, A., Pritchard, K. and Sellars, C. (2022) More capable others? Education Studies undergraduates as near-peer mentors for year 12 students. Teacher Education Advancement Network Journal, 14 (1). pp. 80-94. ISSN 2054-5266

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Kennedy, M. and Dunn, T.J. (2018) Improving the use of technology enhanced learning environments in higher education in the UK: A qualitative visualisation of students’ views. Contemporary Educational Technology. ISSN 1309-517X

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

Levell, J., Mitchell, J., Sayers, R. and Thomson, C. (2017) Students Creating Change. European Higher Education Area, 2017 (3).

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Marriott, T. M. (2021) Digital Impostor Syndrome: Feeling Fake. Intuition (43). pp. 33-35. ISSN 2050-8980

Mason, S. (2016) Capturing the struggle: understanding the metacognitive strategies for academic writing of mature, work-based learners at university. Doctoral thesis, University of Leicester.

Mason, S. (2018) The impact of transformational learning for mature adults studying a Foundation Degree. Widening Participation and Lifelong Learning, 20 (2). pp. 8-26. ISSN 1466-6529

Mason, S. and Atkin, C. (2020) Capturing the struggle: adult learners and academic writing. Journal of Further and Higher Education. ISSN 0309-877X

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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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O'Leary, M. and Wood, P. (2018) Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review, 71 (1). pp. 122-139. ISSN 0013-1911

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Quickfall, A. (2021) Recruiting participants via social media: Like, share, block, report. SAGE, Thousand Oaks.

Quickfall, A. (2022) Reflecting on ethical processes and dilemmas in doctoral research. Education Sciences, 12 (751). ISSN 2227-7102

Quickfall, A. (2022) Tales from the soft-play fifth shift mother, teacher, mentor, academic and student. In: Reflections on Valuing Wellbeing in Higher Education. Taylor Francis, Abingdon, pp. 65-78. ISBN 9781003213161

Quickfall, A. and Wood, P. (2022) 2021/22 Experiences of Academics in Teacher Education: ‘I should not be afraid in my job, but I am’. BERA blog.

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Sharp, J., Hemmings, B., Kay, R. and Atkin, C. (2017) Academic boredom, approaches to learning and the final year degree outcomes of undergraduate students. Journal of Further and Higher Education, 42 (8). pp. 1055-1077. ISSN 0309-877X

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Welikala, T. and Atkin, C. (2014) Student co-inquirers: the challenges and benefits of inclusive research. International Journal of Research & Method in Education, 37 (4). pp. 390-406. ISSN 1743-727X

Wood, P. and O'Leary, M. (2019) Moving beyond teaching excellence: developing a different narrative for England’s higher education sector. International Journal of Comparative Education and Development, 21 (2). pp. 112-126. ISSN 2396-7404