Items where Year is 2023

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Number of items: 66.

A

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.

Akhtar, N., Francis, L.J., McKenna, U. and Hasan, S.S. (2023) Introducing a short-form Parental Attachment Questionnaire for Muslim Societies (PAQ-MS): A study among young adults in Pakistan. Mental Health, Religion and Culture. ISSN 1367-4676

Akhtar, N., Francis, L.J., Village, A., Sailer, A.B., Hasan, S.S. and McKenna, U. (2023) Testing the Moral Foundations Questionnaire within a Muslim society: a study among young adults in Pakistan. Journal of Religious Education. ISSN 1442-6200

C

Compton, A. and Boylan, M. (2023) From flexible to restricted mathematics: 15 years of Ofsted mathematics reports. Mathematics Teaching, 289. pp. 31-36. ISSN 0025-5785

Cunningham, J. (2023) Fr Simon Bordley, eighteenth-century recusant priest, schoolmaster and trader in 'two-legged cattle.'. British Catholic History, 36 (31). pp. 280-308. ISSN 2055-7973

D

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. (2023) The Trickster archetype: education to stupefy. Journal of Philosophy of Education. ISSN 1467-9752 (In Press)

Dhillon, S. (2023) Utopia as akairological rupture. The European Legacy. pp. 1-18. ISSN 1470-1316

F

Farrar, E. M. J. (2023) Difficult conversations: initial teacher education trainees’ perceptions Of the impacts of poverty on children in english primary schools. Post-Doctoral thesis, Bishop Grosseteste University.

Foxon, A. (2023) Quod Homo sit Minor Mundus. Robert Grosseteste and the potentiality of the material world: microcosmism and deification in the development of a Didactic Weltanschauung. Post-Doctoral thesis, Bishop Grosseteste University.

Francis, L.J. (2023) Anglican cathedrals as episcopal theological resource churches for nurturing growth and sustainability. Journal of Beliefs and Values. ISSN 1361-7672

Francis, L.J. (2023) Are Anglican cathedrals more inclusive than parish churches? Theology, 126 (191). ISSN 0040-571X

Francis, L.J., Davis, F. and McKenna, U. (2023) How Catholic and how charismatic are the followers of Bishop Barron? A study in personality theory. Research in the Social Scientific Study of Religion, 34. ISSN 1046-8064 (In Press)

Francis, L.J., Fawcett, B. G. and McKenna, U. (2023) Exploring the factor structure of the Adolescent Form of the Francis Psychological Type and Emotional Temperament Scales (FPTETSA) among Canadian Baptist youth: full form and short form. Mental Health, Religion and Culture. ISSN 1367-4676

Francis, L.J., Haley, J. M. and McKenna, U. (2023) Psychological type profile of Methodist ministers in Britain: Contributing to the atlas of clergy type tables. Research in the Social Scientific Study of Religion, 33. ISSN 1046-8064

Francis, L.J., Lankshear, D.W. and McKenna, U. (2023) Building a relational culture and empirical theology: exploring the impact of congregational bonding social capital on perceived faith development and perceived church growth. Rural Theology, 21 (2). pp. 84-94. ISSN 1470-4994

Francis, L.J., McKenna, U., Hall, G.L. and Hall, D.S. (2023) Psychological type and images of God. Research in the Social Scientific Study of Religion, 33. ISSN 1046-8064

Francis, L.J., McKenna, U. and Stewart, F (2023) Human Rights as Implicit Religion: Exploring the psychological correlates of belief in human rights and human rights activism among 15- to 18-year-old adolescents in England and Wales. Research in the Social Scientific Study of Religion, 34. ISSN 1046-8064 (In Press)

Francis, L.J. and Village, A. (2023) Exploring the connections between confidence in the digital/online future and changes in Anglican clergy psychological wellbeing during the third Covid lockdown in England during 2021. Journal of Anglican Studies. ISSN 1740-3553

Francis, L.J. and Village, A. (2023) Predictors of perceived changes in psychological wellbeing among clergy in the USA serving in the Episcopal Church during the 2021 Covid-19 pandemic. Journal of Anglican Studies. ISSN 1740-3553

Francis, L.J., Village, A. and Haley, J. M. (2023) The Francis Burnout Inventory: Testing the balanced affect model among Methodist circuit ministers in Great Britain. Research in the Social Scientific Study of Religion, 33. ISSN 1046-8064

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

G

Gammie, Rosamund (2023) Visions of Damietta: St. Francis, Robert Grosseteste, and the Crusades, 1219-1253. Franciscan Studies, 81. pp. 141-168. ISSN 1945-9718

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

Gregory, D. (2023) A Box in the Desert: Using Open Access Satellite Imagery to Map the 151st Infantry Brigade’s Field Defences on the Gazala Line, 1942. International Journal of Historical Archaeology. ISSN 1092-7697

Gregory, D. (2023) Lincoln’s Emergency Mortuary during the Second World War. In: Lincoln's Burial Grounds: Commemorating the city's dead. Survey of Lincoln. ISBN 9780993126383 (In Press)

Grigg, E. (2023) The linear earthworks of Cornwall: what if they were early medieval? Offa's Dyke Journal, 5. pp. 119-139. ISSN 2695-625X

H

Horton, C. (2023) The neurocognition of dreaming: Key questions and foci. Emerging Topics in Life Sciences, 7 (5). pp. 477-486. ISSN 2397-8562

Hounslow-Eyre, A. (2023) The future is unwritten: Joe Strummer, prophetic pedagogy and complexity as resistance. In: Punk Pedagogies in Practice Disruptions and Connections. Intellect Books, England. ISBN 9781789387063

Hudspeth, K. M. and Lewis, C. (2023) Touchscreens can promote infant object-interlocutor reference switching. Infant Behavior & Development, 74. ISSN 0163-6383

J

Jackson, A.J.H. (2023) Co-operation in the face of conflict: the Lincoln Society and the First World War, 1914-15. Lincolnshire History & Archaeology, 53. pp. 213-228. ISSN 0459-4487

K

Khan, S, Hatton, N, Tough, D., Rintoul, R.C, Pepper, C, Calman, L, McDonald, F, Harris, C, Randle, A, Turner, M.C, Haley, R.A, Rawlinson, J, Crosbie, P.A.J, McCaughan, F and Hatton, M (2023) Lung cancer in never smokers (LCINS): development of a UK national research strategy. BJC Reports, 2 (1). pp. 1-9. ISSN 2731-9377

Kirby, M., Francis, L.J. and Village, A. (2023) Space, the universe and everything: listening to visitors to the Luxmuralis son et lumiere installation at Liverpool Cathedral in 2022. Journal of Beliefs and Values. ISSN 1361-7672

L

Larsen, A. E. (2023) Exploring hidden colours: A yearlong ethnographic study of a secondary school’s Somali community. Post-Doctoral thesis, Bishop Grosseteste University.

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

Loughran, K. J., Tough, D., Cormac, R. J., Wellburn, S., Martin, D., Dixon, J. and Harrison, S. L. (2023) The Association of Pain with Incident Falls in People with Chronic Obstructive Pulmonary Disease: Evidence from the English Longitudinal Study of Ageing. International Journal of Environmental Research and Public Health (6236). pp. 1-11. ISSN 1660-4601

M

Macdonald, S. (2023) Intellectual freedom and social responsibility in library and information science: A reconciliation. Journal of Librarianship and Information Science. ISSN 0961-0006

Malpass, A. (2023) Civilian internment in the Raj: Central and family internment camps c.1939-43. In: British Internment and the Internment of Britons: Second World War Camps, History and Heritage. Bloomsbury, London, pp. 221-238. ISBN 9781350266254

McKenna, U. and Francis, L.J. (2023) Testing the contact hypothesis in interfaith encounters: personal friendships with sikhs countering anti-sikh attitudes? In: Reimagining the landscape of religious education: Challenges and opportunities. Springer Nature, Cham Switzerland, pp. 161-180. ISBN 978-3-031-20133-2

McKenna, U., Francis, L.J. and Stewart, F. (2023) The inclusivity of Anglican cathedrals and the coronation of King Charles III: embracing explicit religion, implicit religion, and civic religion. Journal of Beliefs and Values. ISSN 1361-7672

McKenna, U., Francis, L.J., Village, A. and Stewart, F. (2023) Exploring the responses of people who never attend church to the pre-Christmas son et lumiere at Liverpool Cathedral: ‘I am not religious, but I had the best experience ever’. HTS Teologiese Studies / Theological Studies. ISSN 0259-9422 (In Press)

McKenna, U., Neal, T. and Francis, L.J. (2023) Through the Eyes of Retired Clergy: The Impact of the Covid-19 Pandemic and the Future for the Church of England. Rural Theology. ISSN 1470-4994

McNichol, S. (2023) Mid-day supervisors in English primary schools: a role theory perspective. Education 3-13. ISSN 0300-4279

Muir, L. (2023) A Teacher's Progress - professional identity development, gender transition and drama praxis. Doctoral thesis, University of Manchester.

N

Newns, L. (2023) Necropolitical Ecologies: Creative Articulations of Nature’s Death-Work in the Borderzone. Interventions: International Journal of Postcolonial Studies, 26 (1). pp. 36-51. ISSN 1469-929X

P

Pearson, E., Rao, N., Siraj, I., Aboud, F., Horton, C. and Hendry, H. (2023) Workforce preparation for delivery of nurturing care in low and middle-income countries: Expert consensus on critical multisectoral training needs. Child: Care, Health and Development. pp. 1-12. ISSN 0305-1862

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

Pierce, C. A. E. (2023) The Effectiveness of Formal and Traditional Learning about Climate and Disaster Resilience in Vanuatu. Post-Doctoral thesis, Bishop Grosseteste University.

Plater, M. (2023) The first years of teaching: final report. [Report] (Unpublished)

R

Rao, Y., Zhu, X., Sun, Y. and Qian, X. (2023) CEOs’ knowledge integration, entrepreneurship, and corporate innovation: Evidence for China. International Review of Financial Analysis, 91 (102963). ISSN 1057-5219

Rhoden, W. J. (2023) From dictator to democrat? The ‘Black Legend’ of Louis-Napoleon and subsequent historical revisionism. In: The Routledge Handbook of French History. Routledge, pp. 415-426. ISBN 9780367406820

S

Silverwood, J. (2023) The Ruskin Speech and Great Debate in English education, 1976–1979: A study of motivation. British Educational Research Journal. ISSN 0141-1926

Stern, J. and Kohn, E. (2023) Prayer in schools: In search of a new paradigm. In: Reimagining the Landscape of Religious Education. Springer, New York, pp. 237-252. ISBN 9783031201332

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

Stewart, F. and Way, L. (2023) Beyond Boundaries: Disability, DIY and Punk Pedagogies. Research in Education. ISSN 0034-5237

T

Trowsdale, J., McKenna, U. and Francis, L.J. (2023) Quantitative evaluation of The Imagineerium education project by students: Introducing the Trowsdale Index of Confidence in Experiential Learning (TICEL). Research in Education. ISSN 0034-5237

V

Village, A. and Francis, L.J. (2023) The Effects of Spiritual Wellbeing on Self-Perceived Health Changes Among Members of the Church of England During the COVID-19 Pandemic in England. Journal of Religion and Health. ISSN 0022-4197

Village, A. and Francis, L.J. (2023) God is in his heaven, all’s right with the world: Psychological well-being and belief in divine control during the third COVID-19 lockdown among anglican clergy and laity in England. Journal of Psychology and Theology. ISSN 0091-6471

Village, A. and Francis, L.J. (2023) Introducing the Francis Psychological Type and Emotional Temperament Scales (FPTETS): a study among church leaders and church members. Religion, Brain and Behaviour. ISSN 2153 599X

Village, A. and Francis, L.J. (2023) Revising the Francis Psychological Type and Emotional Temperament Scales (FPTETS). Mental Health, Religion and Culture. ISSN 1367-4676

W

Wilkinson, J. (2023) The Ethos of the Church of Ireland Primary School: The Student Voice. Post-Doctoral thesis, Bishop Grosseteste University.

This list was generated on Sun May 19 03:40:35 2024 BST.