Items where Subject is "L Education"

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Number of items at this level: 162.


Adesina, O. and Adesina, O. A. (2018) Managing group work: impact of peer assessment on students' engagement. In: British Accounting and Finance Association Accounting Education Special Interest Group (SIG) Conference, 2th - 4th May, 2018, Hilton Brighton Metropole. (Unpublished)

Albhaisi, N. (2017) Constructing an imagined path to peace during conflict: a critical discourse analysis of human rights education in Gaza, Palestine. Ph.D. thesis, Canterbury Christ Church University.

Almond, M. (2018) Lessons from the actor: developing teacher presence and classroom as community. In: Dare to Differ, 16 to 17 February 2018, Rome, Italy.

Almond, M. (2015) A process approach to drama in language teaching. In: The Pilgrims Conference in Humanism in Language Teaching, 26th-29th August, 2015, Portonovo, Italy.

Almond, M. (2019) Putting the human centre stage: practical theatre techniques to develop teacher presence, rapport and a positive classroom community. United Kingdom: Pavilion Publishing and Media Ltd. ISBN 9781912755288.

Anderson, C. (2017) Ethics in qualitative language education research. In: Mirhosseini, S., ed. Reflections on Qualitative Research in Language and Literacy Education. 1st ed. Educational Linguistics (29). Cham, Switzerland: Springer. pp. 59-73 ISBN 9783319491387

Anderson, C. (2012) Evaluating qualitative research: issues of reliability and validity. In: UNSPECIFIED, ed. 3 Investigación Cualitativa e Interpretación Selección de Artículos del Tercer Congreso Internacional de Investigación Cualitativa Qualitative Research and Interpretation Selection of articles from the Third International Qualitative Research Conference. Guanajuato, Mexico: Ediciones Universitarias. pp. 541-561 ISBN 9786074412086

Apps, J. (2017) 5 school newsletter mistakes you're probably making. Teach Primary, 11 (3). pp. 62-63.

Azhar, M. H. B., Islam, T. and Alfieri, M. (2019) Effects of students’ preferences in use of lighting and temperature on productivity in a university setting. In: Zheng, P., Callaghan, V., Crawford, D., Kymalainen, T. and Reyes-Munoz, A., eds. EAI International Conference on Technology, Innovation, Entrepreneurship and Education. EAI/Springer Innovations in Communications and Computing. Springer. ISBN 9783030161293


Bagnall, J. (2017) Spending power over superpower: an investigation of increasing diversity in the superhero genre. M.A. thesis, Canterbury Christ Church University.

Bainbridge, A. (2016) Building a world unfit to live in: the deception, distraction and disavowal of the fetish. Pedagogia Oggi, 2016 (1). pp. 62-72.

Bainbridge, A. (2018) Education then and now: making the case for ecol-agogy. Pedagogy, Culture & Society. ISSN ISSN: 1468-1366 (Print) 1747-5104 (Online).

Bainbridge, A. and Stirrup, V. (2016) Narratives beyond the backyard: a case study on support for a community sustainability project. In: UNSPECIFIED, ed. Stories that make a difference. Exploring the collective, social and political potential of narratives in adult education research. Italy: Pensa. pp. 183-189 ISBN 9788867603602

Balchin, K. (2014) How learners learn, how teachers teach. In: TESOL Spain, March 2014, Madrid, Spain. (Unpublished)

Balchin, K. (2014) Teacher development – 21st century perspectives. In: 2nd International Conference on The 21st Century Classroom: Directions, Issues and Changes, August 2014, Dhaka, Bangladesh. (Unpublished)

Balchin, K. (2015) What’s the point of asking teachers to reflect? In: Malaysian English Language Teaching Association International Conference, May 2015, Kuala Lumpur, Malaysia. (Unpublished)

Balchin, K. and Wild, C. (2016) Exploring the role of recently-qualified English teachers in developing technology use in language classrooms through communities of practice. Research Report. London: British Council. ISBN 9780863558443.

Balchin, K. and Wild, C. (2018) It's all in the numbers: enhancing technology use in urban and rural environments. In: Tafazoli, D. and Gomez Parra, M., eds. Cross-Cultural Perspectives on Technology-Enhanced Language Learning. 1 ed. Hershey, PA: Information Science Reference. pp. 203-221 ISBN 9781522554639

Bambra, C., Cairns, J., Kasim, A., Smith, Joe, Robertson, S., Copeland, A. and Johnson, K. (2015) This divided land: an examination of regional inequalities in exposure to brownfield land and the association with morbidity and mortality in England. Health & Place, 34. pp. 257-269. ISSN 1353-8292.

Bambra, C., Robertson, S., Kasim, A., Smith, Joe, Cairns, J., Copeland, A., Finlay, N. and Johnson, K. (2014) Healthy land? an examination of the area-level association between brownfield land and morbidity and mortality in England. Environment and Planning A: Economy and Space, 46 (2). pp. 433-454. ISSN 0308-518X.

Barnes, J. (2015) Speech bubbles: an evaluation of the 2013-14 extended programme funded by the Shine Trust. Project Report. Canterbury: Canterbury Christ Church University. ISBN 9781909067387.

Bassot, B. (2017) Action without action planning: the potential of the Career Thinking Session in enabling transformational career learning and development. British Journal of Guidance and Counselling. ISSN 0306-9885.

Bassot, B. (2017) The employability journal. London: Palgrave. ISBN 9781137603814.

Bassot, B. (2016) The reflective journal. 2nd ed. London: Palgrave. ISBN 9781137603487.

Bassot, B. (2013) The reflective journal: capturing your learning for personal and professional development. Basingstoke: Palgrave Macmillan. ISBN 9781137324719.

Bassot, B. (2015) The reflective practice guide. Abingdon: Routledge. ISBN 9781138784314.

Bassot, B., Barnes, A. and Chant, A. (2013) A practical guide to career learning and development. Abingdon: Routledge. ISBN 9780415816465.

Billingsley, B., Abedin, M., Chappell, K. and Hatcher, C. (2019) Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher. In: Harms, U. and Reiss, M., eds. Evolution Education Re-considered: Understanding What Works. 1 ed. Switzerland: Springer. pp. 41-57 ISBN 9783030146979

Bloor, A. (2015) “He's one of yours”. Does a belief in a specialist pedagogy for children with a SEND disempower primary classroom teachers? In: Sangster, M., ed. Challenging Perceptions in Primary Education. London: Bloomsbury. ISBN 9781472578372

Bowie, R. (2016) Dignity and human rights education. Religion, Education and. Oxford: Peter Lang. ISBN 3034319401.

Bowie, R. (2017) Is tolerance of faiths helpful in English school policy? Reification, complexity, and values education. Oxford Review of Education, 43. pp. 536-549. ISSN 0305-4985.

Bowie, R. (2014) What can education learn from recent thinking around the concept of dignity in the intersection between identity and protected groups? In: International Seminar on Religion, Education and Values, July 27- August 1, 2014, York St John University.

Bowie, R. (2014) The human rights Church school: a particular school for the common good? In: Foundations: Underpinning Christian Education?, 11-13 July 2014, Canterbury Christ Church University.

Bowie, R. and Ahluwalia, L. (2016) Oxford A Level Religious Studies: Christianity, philosophy and ethics. 1 and 2 ed. Oxford: OUP. ISBN 0198392850.

Bowie, R., Casson, A. and Hulbert, S. (2018) What really matters about teacher education at Cathedrals Group Universities: volume 1 final report. Research Report. Canterbury: Canterbury Christ Church University. ISBN 9781909067820.

Bowie, R., Casson, A., Hulbert, S., Benton, M., Holt, J., James, M., Jarvis, P., McGuire, L., Podesta, E. and Stone, G. (2018) What really matters about teacher education at Cathedrals Group Universities: volume 2 the case studies. Research Report. Canterbury: Canterbury Christ Church University. ISBN 9781909067837.

Bowie, R. and Coles, R. (2018) We reap what we sew: perpetuating biblical illiteracy in new English religious studies exams and the proof text binary question. British Journal of Religious Education, 40 (3). pp. 277-287. ISSN 0141-6200.

Bristow, J. (2017) What should schools teach? spiked.

Burman, J., Talbert, R. and Carlton, K. (2014) An electronic weather vane for field science. Physics Education, 49 (1). p. 83. ISSN 0031-9120.


Cairns, J. (2013) Defying the odds? Identifying and understanding the relationship between health and resilience. Ph.D. thesis, Durham University.

Cairns, J., Curtis, S. and Bambra, C. (2012) Defying deprivation: a cross-sectional analysis of area level health resilience in England. Health & Place, 18 (4). pp. 928-933. ISSN 1353-8292.

Cairns-Nagi, J. and Bambra, C. (2013) Defying the odds: a mixed-methods study of health resilience in deprived areas of England. Social Science and Medicine, 91. pp. 229-237. ISSN 0277-9536.

Casson, A. and Cooling, T. (2019) Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales. Journal of Beliefs and Values. ISSN 1361-7672.

Chatziefstathiou, D. (2015) Education and sport. In: Leventis Foundation Awards Ceremony for the Scholarships of Olympic Training Preparation, 22nd April 2015, Hellenic Olympic Committee, Athens, Greece.

Chatziefstathiou, D. (2014) What are the Marie Curie transferable skills. In: European Association for International Education (EAIE) 2014 Conference, 16th-19th September, 2014, Prague, Czech Republic.

Chatziefstathiou, D. and Müller, N., eds. (2014) Olympism, olympic education and learning legacies. Newcastle Upon Tyne: Cambridge Scholars Publishing. ISBN 9781443854030.

Chong, K. M., Davies, I., Epstein, T., Peck, C. L., Peterson, A., Ross, A., Schmidt, M., Sears, A. and Sonu, D. (2015) Education, globalization and the nation. Basingstoke: Palgrave MacMillan. ISBN 9781137460349.

Christie, S. (2015) Positivist scientific exploration – can universal truths and grand narratives be discovered in research about human beings? In: David, T., Goouch, K. and Powell, S., eds. The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care. Abingdon: Routledge. pp. 189-200 ISBN 9781138022812

Christie, S. and Szorenyi, A. (2015) Theorizing the relationship between UK schools and migrant parents of Eastern European origin: the parents’ perspective. The International Journal about Parents in Education, 9 (1). pp. 145-156. ISSN 1973-3518.

Clement, J. L. (2017) Spatially democratic pedagogy: a pedagogical intervention to support children’s design and co-creation of classroom space. a new trajectory for Froebel’s kindergarten spaces? Ph.D. thesis, Canterbury Christ Church University.

Consorte-McCrea, A., Bainbridge, A., Fernandez, A., Nigbur, D., McDonnell, S., Morin, A. and Grente, O. (2016) Understanding attitudes towards native wildlife and biodiversity in the UK: the role of zoos. World Sustainability Series. pp. 295-311. ISSN 2199-7373.

Consorte-McCrea, A., Griggs, C. and Kemp, N. (2017) Curriculum review of ESD at CCCU: a case study in health and wellbeing. In: Leal Filho, W., ed. Implementing Sustainability in the Curriculum of Universities: Approaches, Methods and Projects. World Sustainability Series. Springer International Publishing. pp. 247-262 ISBN 9783319702803

Cooling, T. (2017) Formation and Christian education in England. In: Stuart Buttle, R. and Shortt, J., eds. Christian Faith, Formation and Education. Cham, Switzerland: Palgrave Macmillan. pp. 115-130 ISBN 9783319628028

Coppinger, T. and Howells, K. (2019) International comparison of children’s knowledge, barriers and reported fluid intake across the school day. International Journal of Nutrition, 4 (1). pp. 1-9. ISSN 2379-7835.

Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. (2017) Des enseignants lecteurs : construire une communauté de lecteurs. Caracteres, 56. pp. 19-35.


Driscoll, P., Rowe, J. and Thomae, M. (2014) The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills. The Language Learning Journal, 42 (3). pp. 307-320. ISSN 0957-1736.


Fearon, C., Nachmias, S., McLaughlin, H. and Leatherbarrow, N. (2017) Capturing (self-determined) learning gain using personality measures and core trait self-evaluation: a new “learner profile matrix”. In: HEA’s Annual Conference: Generation TEF: Teaching in the spotlight, 4th-6th July, 2017, Manchester Conference Centre. (Unpublished)


Garrido, P., Repulles, F., Sanguesa, J.A., Gallardo, J., Torres, V., Tramullas, J. and Bloor, A. (2016) AINA: Disney animation information as educational resources. In: ICALT 2016 : 18th International Conference on Advanced Learning Technologies, 24th-25th October, 2016, Paris.

Garwood, P. and Hassett, A. (2019) Service user involvement in cognitive behavioural therapy training; an interpretive phenomenological analysis. Journal of Mental Health Training, Education and Practice. ISSN 1755-6228.

Graham-Matheson, L. and Griffiths, V. (2014) Innovative practice in initial teacher education. Teacher Education Advancement Network (TEAN) Journal, 6 (3). pp. 1-3. ISSN 2054-5266.

Greatrex, J (2016) Teaching hard things: The journalism ‘intro’. In: Teaching Hard Things”: Practice, Pedagogy, Research explored, 27 June 2016, Canterbury Christ Church University.

Greatrex, J. (2017) Flipping media law. In: Association for Journalism Education Summer Conference 2017, 29-30 June 2017, London College of Communication.

Greatrex, J. (2017) Transforming the journalism curriculum. In: CCCU Learning and Teaching Conference, July 2017, Canterbury Christ Church University.

Griffiths, V. (2014) Reflections of a researcher teacher. Teacher Education Advancement Network (TEAN) Journal, 6 (3). pp. 46-56. ISSN 2054-5266.

Griggs, C. (2013) The impact of a foundation degree in health and social care from a graduate perspective: implications and considerations for managers. British Journal of Healthcare Management, 19 (12). pp. 590-595. ISSN 2047-9700.

Gubby, L. (2018) This girl can. CCCU Expert Comment.

Gubby, L. and Hornsey, R. (2019) 'Fat' bodies: where do they stand? In: 3rd Annual Learning and Teaching Conference and Scholarship Day (Faculty of Education), 7th February 2019, Canterbury Christ Church University.


Hallenberg, K. (2012) Scholarly detectives: Police professionalisation via academic education. Ph.D. thesis, The University of Manchester.

Hallenberg, K. and Cockcroft, T. (2014) Police and higher education. Research Report. Canterbury: Canterbury Christ Church University.

Hassett, A. (2017) PhD in professional practice: psychological perspectives. In: 3rd International Conference on Developments in Doctoral Education and Training, 3rd-4th April, 2017, Stratford Upon Avon. (Unpublished)

Hayhoe, S. (2015) Afterword - Visual impairment, photography and art. In: Bhowmick, P., ed. See as no other. Gurgaon, India: Partridge Press. ISBN 9781482842777

Hayhoe, S. (2015) Christianity, John M. Hull and notions of ability, disability and education. International Journal of Christianity and Education, 19 (3). pp. 171-180. ISSN 2056-9971.

Hayhoe, S. (2015) Philosophy as disability & exclusion: the development of theories on blindness, touch and the arts in England, 1688-2010. Charlotte, North Carolina: Information Age Publishing. ISBN 9781681232348.

Hayhoe, S. (2015) Utilising mobile technologies for students with disabilities. In: Jones-Parry, R., ed. Commonwealth Education Partnerships 2015/16. Commonwealth Education Partnerships. Commonwealth Secretariat & Nexus Strategic Partnerships. ISBN 9781908609182

Hayhoe, S. (2014) An enquiry into passive and active exclusion from sensory aesthetics in museums and on the Web: two case studies of final year students at California School for the Blind studying art works through galleries and on the web. British Journal of Visual Impairment, 32 (1). pp. 44-58. ISSN 0264-6196.

Hayhoe, S. (2015) A pedagogical evaluation of accessible settings in Google’s Android and Apple’s iOS mobile operating systems and native apps using the SAMR model of educational technology and an educational model of technical capital. In: Gómez Chova, L., López Martínez, A. and Candel Torres, I., eds. INTED 2015 Proceedings. IATED Academy. pp. 2220-2228 ISBN 9788460657637

Hayhoe, S., Roger, K., Eldritch-Boersen, S. and Kelland, L. (2015) Developing inclusive technical capital beyond the Disabled Students’ Allowance in England. Social Inclusion, 3 (6). pp. 29-41. ISSN 2183-2803.

Haynes, L. (2014) A tool for adopting a different perspective on classroom observation and feedback of science lessons. School Science Review, 96 (355). pp. 113-123. ISSN 0036-6811.

Haynes, L. and Turkenburg, M. (2015) Problems encountered by science teachers in wheelchairs. School Science Review, 96 (356). pp. 115-122. ISSN 0036-6881.

Hazeldine, L., Shearman, J. and Yardley, F. (2018) Flexible autonomy: an online approach to developing mathematics subject knowledge for teachers. British Congress of Mathematics Education.

Howells, K. (2018) Beyond Jonny’s story: a whole class physical activity intervention. In: 7th International Society for Physical Activity and Health Congress, 15-17th October 2018, London, England.

Howells, K. (2018) How physically active are boys and girls are during playtimes in primary school? In: 7th International Society for Physical Activity and Health Congress, 15-17th October 2018, London, England.

Howells, K. (2019) Supporting children inside and out with physical activity. Research Report. CCCU Media Pages: CCCU.

Howells, K. (2016) What’s even possible? how physical active are our 21st century children? (AIESEP). In: AIESEP (International Association of Colleges of Physical Education) International Conference, Blazing New Trials: Future Directions for Sport Pedagogy and Physical Activity,, June 2016, Wyoming, USA,.

Howells, K., Carney, A., Castle, N. and Little, R. (2017) Mastering primary physical education. Mastering Primary Education. London: Bloomsbury. ISBN 9781474296885.

Howells, K., Gubby, L., Dray, K. and Mills, H. (2019) #BalanceforBetter within sport. Research Report. CCCU website: Media Department.

Howells, K., Gubby, L., Dray, K. and Mills, H. (2019) #Greatcoaching within sport. Technical Report. Expert Comments:

Howells, K. and Meehan, C. (2017) Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. pp. 1-12. ISSN 0300-4430.

Hryniewicz, L. (2016) An examination of the development and nature of professional identity in five Early Years Professionals/ Early Years Teachers in England - a phenomenological study. Ph.D. thesis, Canterbury Christ Church University.

Hughes, C. (2017) Double differentiation: develop the ability; manage the disability. In: VanTassel-Baska, J. and Little, C., eds. Content-Based Curriculum for High Ability Learners. 3rd ed. Austin, Texas: Prufrock Press. pp. 79-93 ISBN 978-1618215901

Hunt, L., Reeman, S. and Griggs, C. (2015) Education and progression for support workers in mental health. Journal of Mental Health Training, Education and Practice, 10 (2). pp. 117-123. ISSN 1755-6228.

Hutton, E. (2017) POSTED postural care in education - evaluation report. Project Report. (Unpublished)

Hutton, E. and Coxon, K. (2008) Involving parents as service users in an interprofessional research project. Journal of Interprofessional Care, 22 (6). pp. 661-663. ISSN 1356-1820.


Jackson, C. (2017) A pedagogic study to measure the effectiveness of an impact indicators framework for CPD learning on practitioner development in the workplace. Research Report. ISBN 9781909067776.

Jackson, C., Manley, K., Martin, A. and Wright, T. (2015) Continuing professional development (CPD) for quality care: context, mechanisms, outcome and impact: Education Outcomes Framework: round 2 funding: final report January 2015. Research Report. Canterbury Christ Chruch University England Centre for Practice Development. ISBN 9781909067394.

Jackson, C. (2017) Practice development - what can it offer us as an approach to co- designing sustainable research, innovation and improvement? In: Interprofessional Education: Sharing Research and Practice, 2nd February, 2017, Augustine Hall, Canterbury Christ Church University. (Unpublished)

Jackson, C. (2017) Embedding the CPD impact tool in faculty programmes: a snapshot pilot of its potential application. In: Faculty of Health and Wellbeing RKE Research Seminar Series, 13th June, 2017, Canterbury Christ Church University. (Unpublished)

Jackson, C. (2015) Measuring the impact of continuing professional development (CPD) learning on patient experience outcomes in the workplace – a realist synthesis and evaluation. In: Health, Wellbeing and Innovation: advancing research, practice and education, 4th-5th November, 2015, Trinity College Dublin.


Kostas, M. (2016) Snow White in the Hellenic primary classrooms: children's responses to non-traditional gender discourses. Gender and Education. ISSN 0954-0253.


Lawrence, J. (2017) The use of problem based learning – facilitating linking of theory to practice in a module setting. In: Higher Education Academy Conference, 3rd - 4th July 2017, Manchester. (Unpublished)


Manley, K., Jackson, C., Martin, A. and Wright, T. (2018) Using participatory, practice development, Delphi and realist research approaches to understand how frontline teams can use the workplace to make sustainable improvements in the quality of their practice. In: RCN international Nursing Research Conference 2018, 16-18 April 2018, Brimingham University.

Manley, K., Martin, A., Jackson, C. and Wright, T. (2015) Transforming urgent & emergency care together: developing standards for integrated facilitation in and about the workplace. Research Report. Canterbury, UK: Canterbury Christ Church University. ISBN 9781909067547.

Martin, J. and Griggs, C. (2013) The associate practitioner role: the journey from absolutely petrified to awfully proud. British Journal of Healthcare Assistants, 7 (8). pp. 398-401. ISSN 1753-1586.

Meehan, C. (2016) Children's views on what matters in learning and life. In: Ritchie, C., ed. Exploring Children’s Learning: 3-11 years. David Fulton. ISBN 9781138190306

Meehan, C. (2016) It’s time to decide our children’s futures. CCCU Expert Blog.

Meehan, C. (2016) Toddlers need early years teachers. CCCU Expert Blog.

Milton, J. (2016) The impact of the elite: tales of access from the field. In: Postgraduate research conference at the Graduate School, 26th May 2016, Canterbury Christchurch University. (Unpublished)


Nash, D. (2018) The construction of the decline of children’s outdoor play as a social problem in the UK. Ph.D. thesis, Canterbury Christ Church University.


O'Connor, P. (2017) Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England: a life history approach. Ed.D. thesis, Canterbury Christ Church University.

Overall, S. (2016) Writing and walking the labyrinth: a case study. In: Sellers, J. and Moss, B., eds. Learning with the Labyrinth: Creating Reflective Space in Higher Education. Palgrave Teaching and Learning Series. Palgrave Macmillan. ISBN 9781137393838

Overall, S. (2015) The labyrinth: contained walking, creative thinking. In: Re-enchanting the Academy, 25th-27th September, 2015, Canterbury Christ Church University, Canterbury, UK. (Unpublished)

Owens, J. (2017) RAISE (Researching, Advancing and Inspiring Student Engagement) conference 2017 - workshop presentation action planning for school/department student engagement. In: RAISE Annual Conference 2017, 6th - 8th September 2017, Manchester Metropolitan University. (Unpublished)


Patterson, C., Stephens, M., Chiang, V., Price, A. M., Work, F. and Snelgrove-Clarke, E. (2017) The significance of Personal Learning Environments (PLEs) in nursing education: extending current conceptualizations’. Nurse Education Today, 48. pp. 99-105. ISSN 0260-6917.

Peterson, A. (2015) Civic virtue and global responsibilities: the possibility of a character-based approach to educating global citizens in Australia? In: Print, M. and Tan, C., eds. Educating ‘Good’ Citizens in a Globalising World for the Twenty-First Century. Rotterdam: Sense. ISBN 9789463003445

Peterson, A. (2017) Compassion and education: cultivating compassionate children, schools and communities. Basingstoke: Palgrave MacMillan. ISBN 9781137548375.

Peterson, A. (2016) Different battlegrounds, similar concerns? The “history wars” and the teaching of history in Australia and England. Compare: A Journal of Comparative and International Education, 46 (6). pp. 861-881. ISSN 0305-7925.

Peterson, A. (2016) Global justice and educating for globally oriented citizenship. In: Peterson, A., Hattam, R., Zembylas, M. and Arthur, J., eds. The Palgrave International Handbook of Education for Citizenship and Social Justice. Basingstoke: Palgrave MacMillan. ISBN 9781137515063

Peterson, A. (2016) The contested place of religion in the Australian Civics and Citizenship curriculum: exploring the secular in a multi-faith society. British Journal of Religious Education. ISSN 0141-6200.

Peterson, A. and Bentley, B. (2016) Connecting values and religion with civics and citizenship education. In: Peterson, A. and Tudball, L., eds. Civics and Citizenship in Australia: Challenges, Practices and International Perspectives. London: Bloomsbury. ISBN 9781474248198

Peterson, A. and Bentley, B. (2016) Education for citizenship in South Australian public schools: a pilot study of senior leader and teacher perceptions. Curriculum Journal, 28 (1). pp. 105-122. ISSN 0958-5176.

Peterson, A. and Bentley, B. (2016) A case for cautious optimism? Active citizenship and the Australian Civics and Citizenship curriculum. Asia Pacific Journal of Education. pp. 1-13. ISSN 0218-8791.

Peterson, A. and Davies, I. (2016) Social justice and education for citizenship in England. In: Peterson, A., Hattam, R., Zembylas, M. and Arthur, J., eds. The Palgrave International Handbook of Education for Citizenship and Social Justice. Basingstoke: Palgrave MacMillan. ISBN 9781137515063

Peterson, A., Hattam, R., Zembylas, M. and Arthur, J., eds. (2016) The Palgrave international handbook of education for citizenship and social justice. Basingstoke: Palgrave MacMillan. ISBN 9781137515063.

Peterson, A. and Tudball, L., eds. (2016) Civics and citizenship education in Australia: challenges, practices and international perspectives. London: Bloomsbury. ISBN 9781474248198.

Peterson, A. and Tudball, L. (2016) Developing inclusive civics and citizenship education for diverse learners. In: Peterson, A. and Tudball, L., eds. Civics and Citizenship in Australia: Challenges, Practices and International Perspectives. London: Bloomsbury. ISBN 9781474248198

Peterson, A. and Warwick, P. (2014) Global learning and education: key concepts and effective practice. London: Routledge. ISBN 9780415717267.

Price, A. M., Devis, K., Le Moine, G., Crouch, S., South, N. and hossain, R. (2017) First year nursing students use of social media within education: results of a survey. Nurse Education Today.


Reid, H. and Oliver, J. (2014) Beyond rhetoric: reasserting the importance of professional ethics and values in the vocational and educational training of youth support workers in challenging times. Youth & Policy, 113. pp. 31-47.

Reid, H. and Scott, M. (2013) Der narrative Ansatz in der Laufbahnberatung: Von der Theorie zur Praxis. In: Hammerer, M., Kanelutti-Chilas, E. and Melter, I., eds. Zukunftsfeld Bildungs- und Berufsberatung II: Das Gemeinsame in der Differenz Finden. Bielfeld, Germany: Bundesinstitut für Erwachsenenbildung (bifeb).

Robinson, S. (2017) Children's health and wellbeing. In: Powell, S. and Smith, K., eds. An Introduction to Early Childhood Studies. 4th ed. London: Sage. pp. 175-185 ISBN 9781473974838

Robinson, S. and Durrant, I. (2018) Educating children with life limiting and life threatening conditions. In: Teaching Transforms Lives: How Can Teacher Education Help Address Social Inequality, 19th June 2018, Discovery Park, Sandwich, Kent. (Unpublished)

Robinson, S., Ekins, A., Durrant, I. and Summers, K. (2018) Teachers communicating about life-limiting conditions, death and bereavement. Pastoral Care In Education, 36 (1). pp. 57-69. ISSN ISSN: 0264-3944.

Rogers, R. (2014) Taking responsibility for the provision of financial, housing, and emotional support for young people leaving care. Australian Social Work, 68 (1). pp. 99-114. ISSN 0312-407X.

Rowland, G., King, H., Webb, P., Cogger, A. and Vincent, K. (2018) Fishing for evidence of impact. Professional Development Today, 19 (3-4). pp. 76-85. ISSN 1460-8340.


Scoffham, S. (2016) Cross curricular geography. Primary Geography, 91. pp. 28-29. ISSN 2046-0082.

Scoffham, S. (2018) Global learning: a catalyst for curriculum change. International Journal of Development Education and Global Learning, 10 (2). ISSN 1756526X.

Scoffham, S. (2017) Young children's ideas of different nations, peoples and cultures: a research perspective. In: Charney Manor Primary Geography Conference: Reflections on Primary Geography, 24th-26th February, 2017, Charney Manor, Charney Bassett, Oxfordshire.

Scoffham, S. and Consorte-McCrea, A. (2018) ‘Whole earth?’ using an exhibition to raise sustainability awareness at a UK University. Journal of Education for Sustainable Development, 12 (2). pp. 160-175. ISSN 0973-4082.

Scoffham, S. and Owens, P. (2017) Teaching primary geography. London: Bloomsbury. ISBN 9781472921109.

Senior, C., Fearon, C., McLaughlin, H. and Manalsuren, S. (2017) How might your staff react to news of an institutional merger? - A psychological contract approach. International Journal of Educational Management, 31 (3). ISSN 0951-354X.


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Valkanova, Y. (2017) Childhood through the ages. In: Powell, S. and Smith, K., eds. An Introduction to Early Childhood Studies. SAGE. ISBN 9781473974838

Valkanova, Y. (2016) The development of early childhood education in Europe and North America: historical and comparative perspectives. History of Education, 46 (3). pp. 401-402. ISSN 0046-760X.

Van Vuuren-Cassar, G. (2016) Curricular innovation: a case study of module development in HIgher Education: wearable technology. In: Gómez Chova, L., López Martínez, A. and Candel Torres, I., eds. Edulearn 16: Conference Proceedings: 8th International Conference on Education and New Learning Technologies, Barcelona, Spain. 4-6 July, 2016. Barcelona: IATED Academy. p. 8116 ISBN 9788460888604

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Van Vuuren-Cassar, G., Petrovic, L. and Skovgaard, T. (2016) Complex health enhancing physical activity challenge: “Understanding the changes of the human body and the impact of nutrition and physical activity on adults (40-59 years)”. [Teaching Resource] (Unpublished)

Vincent, K. and Webb, P. (2018) Researching mentoring, developing researchers: a parallel approach to research and development in teacher education. In: 2017 ATEE Annual Conference - Changing Perspectives and Approaches in Contemporary Teaching, October 2017, Dubrovnik.

Visram, S., Thirlway, F., Cairns, J., Akhter, N. and Lewis, Susan (2016) Interim evaluation of an integrated approach to improving health and wellbeing in County Durham, UK. In: 9th European Public Health Conference - 'All for Health, Health for All', 11th November 2016, Vienna.

Vujakovic, P. (2013) Inside, outside and beyond the classroom. In: Scoffham, S., ed. Teaching Geography Creatively. First ed. London: Routledge. pp. 205-221 ISBN 9781136452222

van Vuuren Cassar, G. (2018) Higher education in sports related disciplines: insights into teaching and research. In: 2nd Forum of the Sport Universities., 5th November 2018., University of Leiria, Portugal. (Unpublished)


Waters, B. (2014) The importance of teaching dispute resolution in a 21st century law school. In: 50th Annual Conference of the Association of Law Teachers, March, 2014, Cardiff.

Waters, B. (2016) “A part to play”: the value of role-play simulation in undergraduate legal education. The Law Teacher, 50 (2). pp. 172-194.

Westergaard, J. (2016) The reflective and reflexive helper. In: UNSPECIFIED, ed. An Introduction to Helping Skills: Counselling Coaching and Mentoring. London: Sage. pp. 104-117 ISBN 9781473925113

Williams, E., Dingle, G. and Clift, S. M. (2018) A systematic review of mental health and wellbeing outcomes of group singing for adults with a mental health condition. The European Journal of Public Health. ISSN 1101-1262.

Williams, E., Norman, J. and Rowe, M (2019) The police education qualification framework: a professional agenda or building professionals? Police Practice and Research. ISSN 1561-4263.

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Williamson, J. and Howells, K. (2019) Young children's understanding of fluid intake. International Journal of Nutrition, 4 (4). pp. 1-8. ISSN 2379-7835.

Woodman, J. (2016) Engaging students in reading groups in a level 5 Module ‘Celebrity news and the media’. In: School of Media Art and Design Staff Development Workshop, 16/02/2016, Canterbury Christ Church University, Canterbury, Kent, UK. (Unpublished)

Woolley, M. (2018) Experiencing the history National Curriculum 1991-2011: voices of veteran teachers. History of Education, 48 (2). ISSN 0046-760X.

Woolley, M. (2017) The attitudes and perceptions of beginning teachers in relation to teaching controversial and sensitive issues in the history classroom. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20 (2). pp. 1-18. ISSN 1575-0965.


Yardley, F., Hazeldine, L. and Shearman, J. (2019) Flexible autonomy: how online resources and live tutorials have been used successfully to develop and enhance subject knowledge in trainee teachers. Impact: Journal of the Chartered College of Teaching. ISSN 2514-6955.

Yu, Q., Asaad, Y., Yen, D. A. and Gupta, S. (2016) IMO and internal branding outcomes: an employee perspective in UK HE. Studies in Higher Education. ISSN 0307-5079.

This list was generated on Thu Apr 2 12:49:10 2020 UTC.


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Last edited: 29/06/2016 12:23:00