Items where Subject is "L Education > L Education (General)"

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Number of items at this level: 1089.

A

Aboshiha, P. (2010) CLIL 2010: learning to teach science through English. In: Biodiversity in English Language Teaching: 50th Academia Britannica Conference, Oct 2010, International House, Rome, Italy.

Aboshiha, P. (2009) Mentoring english language teachers. In: Institute Perguruan Bahasa-Bahasa Antarabangsa, May 2009, Kuala Lumpur, Malaysia.

Aboshiha, P. (2009) Teacher cognition and language education: research and practice. TESOL Quarterly, 43 (2). pp. 385-388. ISSN 0039-8322.

Aboshiha, P. and White, Goodith (2010) The Italian Job: How Malaysian trainee teachers used the experience of learning Italian in their own teaching. In: 19th MELTA(Malaysian English Language Teachers' Association), May 2010, Kuala Lumpur, Malaysia.

Abrahamson, V. (2009) An analysis of the East Kent Outcome System for use in intermediate care. International Journal of Therapy and Rehabilitation, 16 (9). p. 6. ISSN 1741-1645.

Adams, A. (2005) Theorising inter-professionalism. In: Colyer, H., Helme, M. and Jones, I., eds. The Theory-Practice Relationship in Interprofessional Education. The Higher Education Academy. pp. 32-37 ISBN 0954244060

Ainscow, M., Booth, A. J. and Dyson, A. (2006) Improving schools, developing inclusion. London: Routledge. ISBN 0415372364.

Alexandrou, A., Field, K. and Mitchell, H., eds. (2005) The Continuing Professional Development of educators: emerging European issues. Oxford, UK: Symposium Books. ISBN 9781873927250.

Alexandrou, A., Field, K. and Mitchell, H. (2005) Emerging themes. In: Alexandrou, A., Field, K. and Mitchell, H., eds. The Continuing Professional Development of Educators: Emerging European Issues. Oxford, UK: Symposium Books. pp. 139-146 ISBN 9781873927250

Alfrey, H. and Parsons, C. (1994) Off site, in tune, on target. In: Reid, I., Constable, H. and Griffiths, R., eds. Teacher Education Reform: Current Research. London: P. Chapman. ISBN 1853962686

Almond, M. (2007) Acting skills for teachers to develop classroom presence. In: 41st Annual IATEFL Conference, April 2007, Aberdeen.

Almond, M. (2009) Affect in language teaching: a perfomance approach. In: TESOL, March 2009, Madrid, Spain.

Almond, M. (2009) Drama in language teaching. In: Institute Perguruan Bahasa-Bahasa Antarabangsa, Sept 2009, Kuala Lumpur, Malaysia.

Almond, M. (2007) Going the whole hog: putting on a play with your students. In: English Teaching Professional Live, 21 - 22 September 2007, London.

Almond, M. (2017) Improvisation in foreign language teaching: bringing Stanislavski and Johnstone into the classroom. In: 27th IATEFL Hungary Annual Conference, 6-8 October 2017, Budapest, Hungary. (Unpublished)

Almond, M. (2013) Is language teaching performance art? The Teacher Trainer, 27 (3). ISSN 0951-7626.

Almond, M. (2011) La Actuacion en la Ensenanza de los Idiomas: el Arte del Actor Condensado para el Salon de Clases in Didactica de las Lenguasculturas. In: Derosas, M. and Torresan, P., eds. Didactica de las Lenguasculturas. 1 ed. Argentina: SB/Alma. pp. 177-185 ISBN 9789871256792

Almond, M. (2007) Tackling the bard in the English language classroom - why we should and how we can. In: Cutting edges 2007: classroom approaches in the spotlight, 22 - 23 June 2007, Canterbury Christ Church University.

Almond, M. (2009) Teacher identity and performance teaching. In: TESOL, March 2009, Madrid, Spain.

Almond, M. (2009) An actor's approach to teaching language and communication. In: Pilgrims 35th Anniversary Conference, Aug 2009, University of Kent, Canterbury, Kent, UK.

Almond, M. (2014) The art of language teaching: are teacher identity and performative teaching mutually exclusive? In: International Conference of Performing Arts in Language Teaching, 23 to 24 October 2014, Rome, Italy.

Amadasi, S. and Holliday, A. (2017) ‘I already have a culture.’ Negotiating competing grand and personal narratives in interview conversations with new study abroad arrivals. Language and Intercultural Communication. pp. 1-16. ISSN 1470-8477.

Apps, J., Bryant, R. and Rogers, R. (2010) An analysis of conversion to UCAS 'Accepted Applicant' status of AHKM partnership school students. Report. Aimhigher Kent and Medway.

Armitage, A., Bryant, R., Dunnill, R., Hammersley, A., Hayes, D., Hudson, A. and Lawes, S. (1998) Teaching and training in post-compulsory education. Buckingham; Philadelphia: Open University Press. ISBN 0335200672.

Arthur, J. (1994) Admissions to Catholic schools: principles and practice. British Journal of Religious Education, 17 (1). pp. 35-45. ISSN 0141-6200.

Arthur, J. (2008) Christianity, citizenship and democracy. In: Arthur, J., Davies, I. and Hahn, C., eds. SAGE Handbook of Education for Citizenship and Democracy. London: Sage. ISBN 9781412936200

Arthur, J. (1995) Church FE colleges: the erosion of trust. Education and the Law, 7 (4). ISSN 0953-9964.

Arthur, J. (2000) Discourses in social literacy. In: Matheson, C. and Matheson, D., eds. Educational Issues in the Learning Age. London ; New York: Continuum. ISBN 9780826448033

Arthur, J. (2010) The European secularisation of citizenship. In: Engebretson, K., De Souza, M., Durka, G. and Gearon, L., eds. International Handbook of Inter-Religious Education. Chicago, USA: Springer. pp. 865-882 ISBN 9781402092732

Arthur, J. (1995) Government education policy and catholic voluntary-aided schools 1979-1994. Oxford Review of Education, 21 (4). pp. 447-455. ISSN 0305-4985.

Arthur, J. (2005) Measuring Catholic school performance: an international perspective. In: Gardner, R., Cairns, J. and Lawton, D., eds. Faith Schools: Consensus or Conflict. Abingdon, UK: Routledge. pp. 147-155 ISBN 9780415335256

Arthur, J. (1994) Parental involvement in Catholic schools: a case of increasing conflict. British Journal of Educational Studies, 42 (2). pp. 174-190. ISSN 0007-1005.

Arthur, J. (2007) Religion and identity. In: American Educational Research Association Annual Meeting, 9 - 13 April 2007, Chicago.

Arthur, J. (1995) Teaching contracts in Catholic schools. Law and Justice, 40. pp. 124-125.

Arthur, J. (2008) Traditional approaches to character education in Britain and America. In: Nucci, L. and Narvaez, D., eds. Handbook of Moral and Character Education. Educational Psychology Handbook. Abingdon: Routledge. pp. 80-98 ISBN 9780805859607

Arthur, J. (1994) The ambiguities of Catholic schooling. Westminster Studies in Education, 17. pp. 65-77. ISSN 0140-6728.

Arthur, J. (2009) The character and formation of young people in schools 14-16. Report. Templeton Foundation Research.

Arthur, J. (1995) The ebbing tide: policy and principles of catholic education. Herefordshire, UK: Gracewing. ISBN 9780852443477.

Arthur, J. and Bailey, R. (2000) Schools and community: the communitarian agenda in education. London: Falmer Press. ISBN 0750709545.

Arthur, J. and Bohlin, K., eds. (2009) Citizenship and Higher Education: the role of universities in communities and society. London, UK: RoutledgeFalmer. ISBN 9780415567107.

Arthur, J. and Davies, I., eds. (2009) The Routledge education studies reader. London, UK: Routledge. ISBN 9780415482363.

Arthur, J. and Davies, I., eds. (2009) The Routledge education studies textbook. London, UK: Routledge. ISBN 9780415567107.

Arthur, J. and Davison, J. (2000) Social literacy and citizenship education in the school curriculum. Curriculum Journal, 11 (1). pp. 9-23. ISSN 0958-5176.

Arthur, J., Davison, J. and Stow, W. (2000) Social Literacy, Citizenship Education, and the National Curriculum. London: Routledge/Falmer. ISBN 041522795X.

Arthur, J. and Godfrey, R. C. (2005) Statistical survey of the attainment and achievement of pupils in Church of England schools. Project Report. The National Society.

Arthur, J. and Peterson, A., eds. (2012) The Routledge companion to education. Abingdon: Routledge. ISBN 9780415583473.

Arthur, J. and Philips, R. (2000) Issues in History Teaching. Issues in subject teaching. London; New York: Routledge. ISBN 0203024044.

Arthur, J., Powell, S. and Lin, H.C. (2010) Developing character and values in the early years: foundations of character. Report. University of Birmingham: Learning for Life.

Arthur, J., Powell, S. and Lin, H.C. (2009) Foundations of character: developing character and value in the early years: report summary. Report. University of Birmingham: John Templeton Foundation.

Arthur, J. and Wilson, K. (2009) New research directions in character and values education in the UK. In: Lovatt, T., Toomey, R. and Clement, N., eds. International Research Handbook on Values Education and Student Wellbeing. Chicago, USA: Springer. pp. 339-358 ISBN 9789048186747

Aubrey, C. (1999) Early years: early fears? Early start and later failure? Early Education, 29. p. 7. ISSN 0960-2814.

Aubrey, C. (1999) Evaluation of a pilot numeracy programme to develop procedural competence and strategy use in the calculation of young children. In: Seventh Conference of the International Association for Cognitive Education, 1999, Calgary.

Aubrey, C. (2000) Towards a realistic solution? Educational and Child Psychology, 17 (3). pp. 70-85. ISSN 1-85433-361-5.

Aubrey, C., Alfrey, M. and Godfrey, J. (1999) Children’s early numeracy experience in the home. In: Third International Early Years Conference, 1999, Warwick.

Aubrey, C. and Dahl, S. (2000) Boosting key stage 3 numeracy. Special Children, 128. pp. 1-8. ISSN 0951-6875.

Aubrey, C. and Godfrey, R. (1999) Assessing early mathematical development. In: British Association for Research Into Learning Mathematics One-Day Conference Proceedings, May, 1999.

Aubrey, C. and Godfrey, R. (2000) Early numeracy in England and Slovenia. In: ELER Conference, 2000, Edinburgh.

Aubrey, C., Godfrey, R. and Dahl, S. (2000) Boosting the boosted: evaluation of a key stage 3 numeracy project. In: BERA Conference, September, 2000, Cardiff.

Aubrey, C., Godfrey, R. and Godfrey, J. (2000) Children’s early numeracy experience in the home. Primary Practice, 26. pp. 36-42. ISSN 1358-9008.

Aubrey, C., Godfrey, R. and Godfrey, J. (1999) The development of early numeracy in England. In: European Association for Research on Learning and Instruction, 1999, Gottenburg.

Aubrey, C. and Godfrey, R. C. (2003) The development of children's early numeracy through key stage 1. British Educational Research Journal, 29 (6). pp. 821-840. ISSN 0141-1926.

Aubrey, C., Godfrey, R. C. and Manigan, S. (2007) Overcoming barriers to learning: how do we include young children with moderate learning difficulty? In: 12th Biennial Conference for Research on Learning and Instruction, 28 August - 1 September 2007, Budapest, Hungary.

Aubrey, C., Tancig, S., Magajna, L. and Kavkler, M. (2000) The development of numeracy in England and Slovenia. Education 3-13, 28 (3). pp. 13-23. ISSN 0300-4279.

Aunio, P., Aubrey, C., Godfrey, R. C., Liu, Y. and Yuejuan, P. (2007) Young children’s number sense in China, England and Finland. In: Fifth Congress of the European Society for Research in Mathematics Education, 22 - 26 February 2007, Larnaca, Cyprus.

Aunio, P., Aubrey, C., Godfrey, R. C., Pan, Y. and Liu, Y. (2008) Children's early numeracy in England, Finland and People's Republic of China. International Journal of Early Years Education, 16 (3). pp. 203-221. ISSN 0966-9760.

Austin, R. (2006) ''You have been personally selected...'': Navigating non-fiction negotiating modes. In: Lambirth, A., ed. Planning Creative Literacy Lessons. London, UK: David Fulton Publishers. pp. 65-81 ISBN 9781843122807

Ayers, T. (2017) Designing for dyslexic students in higher education. M.A. thesis, Canterbury Christ Church University.

B

Bailey, R. (1995) Karl Popper as educator. Interchange, 26 (2). pp. 185-191. ISSN 0826-4805.

Bailey, R. and Dismore, H. (2005) Physical education and school sport: the international Sport in Education Project (SpinEd). African Journal for Physical, Health Education, Recreation and Dance, 11 (1). pp. 1-5. ISSN 1117-4315.

Bailey, R. and Dismore, H. (2004) Sport in education project. British Journal of Teaching Physical Education, 35 (2). pp. 6-9. ISSN 1472-4375.

Bainbridge, A. (2011) Beginning teaching: the theory/practice divide. Cliopsy, 6. pp. 25-32. ISSN 2100-0670.

Bainbridge, A. (2014) Digital technology, human world making and the avoidance of learning. Journal of Learning Development in Higher Education: Special Edition: Digital Technologies. ISSN 1759-667X.

Bainbridge, A. (2005) Investigating the gender discourse for mature women on a foundation degree. In: Coare, P., ed. Diversity and Difference in Lifelong Learning: Proceedings 35th Annual Standing Conference on University Teaching and Research in the Education of Adults. University of Sussex. ISBN 9780904242508

Bainbridge, A. (2012) Prequels and sequels: a psychoanalytic understanding of developing a professional practice in an education setting. In: Bainbridge, A. and West, L. R., eds. Psychoanalysis and Education: Minding a Gap. London: Karnac. ISBN 9781780490458

Bainbridge, A. (2007) "...it really feels like I have finished my studies now": an online exploration of learning biographies. In: European Society for Research on the Education of Adults Conference: Life History and Biography, 1 - 4 March 2007, Roskilde University, Denmark.

Bainbridge, A. (2007) "...it really feels like I have finished my studies now": an online exploration of learning biographies. In: ESCalate Conference, 24 - 25 May 2007, University of Nottingham.

Bainbridge, A. (2013) The nature and experience of academic understanding: a response. The Psychology of Education Review, 37 (1). ISSN 1463-9807.

Bainbridge, A. and West, L. R. (2011) Introduction: making a case for the psychoanalytic study of education. Cliopsy, 6 (11). pp. 7-15. ISSN 2100-0670.

Bainbridge, A. and West, L. R. (2012) Introduction: minding a gap. In: Bainbridge, A. and West, L. R., eds. Psychoanalysis and Education: Minding a Gap. London: Karnac. ISBN 9781780490458

Balchin, K. (2012) Activity-based language practice. In: International Seminar on ELT: Activity-Based Practice, 1st February 2012, University of Kerala, Trivandrum, India.

Balchin, K. (2010) Communicative methodology and technology: fusion or confusion? In: International Seminar on Applied Linguistics, 15-18 December 2010, Acharya Nagarjuna University, Guntur, India.

Balchin, K. (2010) Using technology in second language learning: expanding the vision - a study of pre-service teachers. In: Cutting Edges, 2-3 July 2010, Canterbury, UK.

Balchin, K. (2011) Using technology in the English language classroom in Kerala: what's stopping you? Proceedings of International Conference on ELT: Pedagogical Strategies in the 21st Century.

Balchin, K. (2012) Where do we go from here? Practitioners’ views on the state of ELT in Kerala, Southern India. In: 45th Annual Meeting of the British Association for Applied Linguistics: Multilingual Theory and Practice in Applied Linguistics, 6th-8th September 2012, University of Southampton.

Balchin, K., Jamal, N. and Jenam, I. (2011) Classroom strategies for developing autonomous vocabulary learners. In: Cutting Edges: Autonomy and Community in Language Learning, Teaching and Training, 1-2 July 2011, Canterbury.

Balchin, K. and Lal, C. (2011) Using technology in second language learning: what’s stopping you? In: International Seminar on ELT, 3-4 February 2011, University of Kerala, Trivandrum, India.

Balchin, K., Manjit Singh, S., Saw, N. and Teoh, L. (2011) The influence of the activity type and of the teacher in promoting autonomous learning in the language classroom. In: Cutting Edges: Autonomy and Community in Language Learning, Teaching and Training, 1-2 July 2011, Canterbury.

Balchin, K. and Saw, N. (2013) Three years overseas: the impact of a substantial U.K.-based element in a training programme for English Language teachers. In: 22nd MELTA Conference, 28-30 May 2013, Johor Bahru, Malaysia. (Unpublished)

Barber, T., Wikeley, F. and Schousboe, I. (2010) The potential of non-formal and informal methodologies in curriculum reform. In: European Conference on Educational Research, 25 - 27 August 2010, Helsinki.

Barnes, J. (2000) Bits ‘n pieces of other places. Times Educational Supplement, Curriculum Special.

Barnes, J. (2007) Cross-Curricular Learning 3-14. Paul Chapman. ISBN 9781412920582.

Barnes, J. (1999) Design and Technology and the Historic Environment. Education on Site. London: English Heritage. ISBN 1850743991.

Barnes, J. (2010) The GENERATE project: curricular and pedagogical inspiration from parents and their children working together. Improving Schools, 13 (2). pp. 143-157. ISSN 1365-4802.

Barnes, J. (2005) Hitting the right note (subject coordinator's file). Child Education, 29 (1). pp. 46-47. ISSN 0009-3947.

Barnes, J. (2009) Music and the Rose Review: In praise of the wordless. National Association of Music Educators (NAME) Magazine. pp. 2-3.

Barnes, J. (2008) Music and well-being. National Association of Music Educators Magazine, 24. pp. 10-13.

Barnes, J. (2000) Net value. Primary Geographer, 42. p. 15.

Barnes, J. (2005) ''On your mind'' Howard Gardner - child development pioneer. Nursery World, 105 (3965). pp. 12-13. ISSN 0029-6422.

Barnes, J. (2005) Planning the perfect curriculum. Child Education. pp. 18-21. ISSN 0009-3947.

Barnes, J. (2005) 'Strangely familiar': authentic experience, teacher education and a thought-provoking environment. Improving Schools, 8 (2). pp. 199-206. ISSN 1365-4802.

Barnes, J. (2003) Teachers’ emotions, teachers’ creativity. Improving Schools, 6 (1). pp. 39-43. ISSN 1365-4802.

Barnes, J. (2005) “You could see it on their faces…?”: The importance of provoking smiles in schools. Health Education, 105 (5). pp. 392-400. ISSN 0965-4283.

Barnes, J. and Grainger, T. (2006) Creativity in the primary curriculum. In: Arthur, J., Grainger, T. and Wray, D., eds. Learning to Teach in the Primary School. Routledge. pp. 209-225 ISBN 9780415359283

Barnes, J. and Powell, S. (2008) The TRACK project in Kent: evaluation report. Report. Future Creative.

Barnes, J. and Scoffham, S. (2009) Space to reflect: creative leadership and the science of learning. London, UK: Creative Partnerships. ISBN 9780728714250.

Barnes, J. and Shirley, I. (2007) Strangely familiar: cross-curricular and creative thinking in teacher education. Improving Schools, 10 (2). pp. 290-304. ISSN 1365-4802.

Barnes, T. and Rogers, R. (2004) 'Disengaged' - young people and the impact of study support. In: Department of Education and Skills, London, UK.

Barrière, I., Jago, M. and Goouch, K. (1999) L’éveil à la lecture et à l’écriture en France. International Journal of Early Childhood, 31 (2). pp. 65-74. ISSN 0020-7187.

Barry, W. (2010) DEBUT: personalised staff development. In: Walker, S., Ryan, M. and Teed, R., eds. Making IT Personal: e-learning@greenwich/conference Post-Conference Reflections. Greenwich: University of Greenwich. pp. 25-31 ISBN 97818616626103

Barry, W. (1998) Ethics and legality with ICT. In: Poole, P., ed. Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Secondary KS3 & KS4. Canterbury: Canterbury Christ Church University College. pp. 92-93 ISBN 1899253459

Barry, W. (1998) Ethics and legality with ICT. In: Poole, P., ed. Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Primary KS1 & KS2. Canterbury: Canterbury Christ Church University College. pp. 92-93 ISBN 1899253408

Barry, W. (2009) The Generation Game: Exploding the myth behind the Google and Net Generations. In: Student First Conference 2009, 24-26 June 2009, Canterbury Christ Church University, Canterbury, Kent, UK. (Unpublished)

Barry, W. (2008) The Generation Game: Exploding the myth behind the Net and Google Generations. In: Student First Conference 2008, 16-20 June 2008, Canterbury Christ Church University.

Barry, W. (1998) Health and safety with ICT. In: Poole, P., ed. Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Secondary KS3 & KS4. Canterbury: Canterbury Christ Church University College. pp. 90-91 ISBN 1899253459

Barry, W. (1998) Health and safety with ICT. In: Poole, P., ed. Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Primary KS1 & KS2. Canterbury: Canterbury Christ Church University College. pp. 90-91 ISBN 1899253408

Barry, W. (2010) Open spaces, mobile learning: findings from the iBorrow project. In: e-learning@greenwich/conference 2010: Future Learningscapes: a 21st Century Challenge, 7 July 2010, University of Greenwich. (Unpublished)

Barry, W. (2011) Open spaces, mobile learning: findings from the iBorrow project. Compass: The Journal of Learning and Teaching at the University of Greenwich, 1 (3). pp. 47-56. ISSN 2044-0073.

Barry, W. (2013) Openness and the networked researcher. In: Postgraduate Research Association Conference - "The Accessibility of Research", 13 June 2013, Canterbury Christ Church University.

Barry, W. (2015) Opinion piece: on distance learning. In: Lea, J., ed. Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice. Maidenhead: Open University Press. ISBN 9780335264162

Barry, W. (2012) Through a black mirror, palely: the perceptions, realities and possibilities of the digital learner. In: Digital Learners - Myths & Realities Conference 2012, 21 November 2012, Canterbury Christ Church University, Canterbury.

Barry, W. (2011) Towards aligning pedagogy, space and technology. In: Poole, P. and Wheal, A., eds. Learning, spaces and technology: exploring the concept. Canterbury: Canterbury Christ Church University. pp. 62-67 ISBN 9781899253869

Barry, W. (2011) Towards aligning pedagogy, space and technology inside a large-scale learning environment. In: SRHE Newer Researchers’ Conference 2011: New Communities, Spaces and Places: Inspiring Futures for Higher Education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.

Barry, W. (2015) '...and what do you do?': Can we explain the unexplainable? In: Hopkins, D., ed. The Really Useful #EdTechBook. London: CreateSpace. pp. 23-34 ISBN 9781503110847

Barry, W. (2010) The iBorrow experience. In: Eduserv Symposium 2010 - The Mobile University, 13 May 2010, Royal College of Physicians, London, UK.

Bassot, B. (2010) Career learning and development: a social constructivist model for the 21st century. In: Bridging International Perspectives of Career Development: IAEVG - NCDA - SVP Symposium, June 2010, San Francisco, USA.

Bassot, B. (2006) Constructing new understandings of career guidance: joining the dots. In: Reid, H. and Bimrose, J., eds. Constructing the Future: Transforming Career Guidance. Stourbridge, UK: Institute of Career Guidance. pp. 49-60 ISBN 0903076284

Bassot, B. (2010) Enabling culturally sensitive career counselling through reflective practice: a study of the use of reflective diaries in the development of trainee counsellors. In: IAEVG Conference, October 2010, Bangalore, India.

Bassot, B. (2007) Me and my future: constructing career in the zone of proximal development. In: International Association for Educational and Vocational Guidance Symposium, 4 - 6 September 2007, University of Padova, Italy.

Bassot, B. (2007) So what can I learn next? In: Institute of Career Guidance Conference, November 2007, Solihull.

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

Bateson, J. (2008) East’s best. Other. Canterbury: Canterbury Christ Church University.

Baudinette, K. (2009) Survey of paediatric occupational therapists' understanding of the overlapping nature of developmental coordination disorder, joint hypermobility syndrome and attention deficit hyperactivity disorder. In: The College of Occupational Therapists 34th Annual Conference, June 2009, Brighton, West Sussex, UK.

Bax, S. (1995) Appropriate methodology: The content of teacher development activities. System, 23 (3). pp. 347-357. ISSN 0346-251X.

Bax, S. (1993) Consultancy visit to Aden University. Report. London, UK: British Council/Overseas Development Agency.

Bax, S. (1995) Principles for evaluating teacher development activities. English Language Teaching Journal, 49 (3). pp. 262-271. ISSN 0951-0893.

Baynes, K. and Brochocka, K. (1995) Skills for design and technology. Nelson Thornes. ISBN 9780174386155.

Beighton, C. (2010) Criticality, clinicality and connectivity in education. In: 3rd International Deleuze Studies Conference, 12 - 14 July 2010, Amsterdam.

Bellin, W., Farrell, S., Higgs, G. and White, S. (1999) The social context of Welsh-medium bi-lingual education in anglicised areas. Journal of Sociolinguistics, 3 (2). pp. 173-193. ISSN 1360-6441.

Bennett, J., Fearon, C. and McLaughlin, H. (2015) An exploratory study of eSafety in South Eastern (UK) academies. In: British Educational Research Association Conference, 15th-17th September, 2015, Belfast.

Benson, R., Fearon, C., McLaughlin, H. and Garratt, S. (2014) Investigating trait emotional intelligence among school leaders: demonstrating a useful self-assessment approach. School Leadership & Management, 34 (2). pp. 201-222. ISSN 1363-2434.

Bertolo, E. and Lambert, G. (2007) Implementing computer aided assessment in chemistry: a case study. In: 11th International Computer Assisted Assessment Conference, 10 - 11 July 2007, Loughborough University.

Bird, S.R., Farmiloe, H. and Underwood, G. (1993) Pupils' knowledge and understanding of health-related fitness in secondary schools. Bulletin of Physical Education, 19 (3). pp. 47-63. ISSN 0007-5043.

Birrell, G., Taylor, H. and Ward, H. (2010) Succeeding on your primary PGCE. London, UK: Sage Publications Ltd. ISBN 9781849200301.

Blackman, S. J. (1994) Comparative youth skill acquisition in England and Germany. Youth and Policy, 43. pp. 1-23. ISSN 0262-9798.

Blackman, S. J. (1992) Pro-school pupils: a case study on ''boffin'' girls and boys inside and outside school. Youth and Policy, 32. pp. 1-9. ISSN 0262-9798.

Blackman, S. J. (1995) Youth: positions and oppositions. London, UK: Avebury Press. ISBN 9781856286374.

Bladon, R. (1994) Test your grammar. London: Usborne. ISBN 9780746017234.

Blain, M. and Revell, L. (2002) Patterns of spiritual and moral development in religious and public schools in Chicago. Journal of Beliefs & Values: Studies in Religion & Education, 23 (2). pp. 179-189. ISSN 1469-9362.

Blamires, M. (2011) Dilemmas of enablement: inclusive and special technologies. In: Cornwall, J. and Graham-Matheson, L., eds. Leading on Inclusion: Dilemmas, Debates and New Perspectives. London: Routledge. pp. 98-108 ISBN 9780415676229

Blamires, M. (2000) Enabling technology for inclusion. In: Second Pan Hellenic Conference on ICT in Education, October, 2000, Patras, Greece.

Blamires, M., ed. (1999) Enabling technology for inclusion. London: Paul Chapman. ISBN 1853964360.

Blamires, M. (1999) ICT approaches for specific learning difficulties. In: Tod, J. and Castle, F., eds. Individual Education Plans: Dyslexia. David Fulton Publishers. ISBN 1853465232

Blamires, M. (2000) Professional understanding: implications for the inclusion of learners with autism/asperger syndrome. In: Manchester Research Symposium, 2000, Manchester.

Blamires, M. (2006) Why teachers have to be social workers: Adlerian individual psychology and positive approaches to behaviour management: a lost legacy in the UK. In: European Conference on Educational Research, 13-15 September 2006, Geneva, Switzerland.

Blamires, M., Cameron, D. and Kaye, L. (2011) I Should CoCo?: The awareness of community cohesion and its utility as a tool for teacher preparation and professional development. In: BERA Conference, September, 2011, Institute of Education, University of London. (Unpublished)

Blamires, M. and Estrada, C. (2013) Learning and inclusion in the Early Years. Navtika Journal of Early Childhood Care and Education.

Blamires, M., Field, Sue, Foulds, M. and Jenkins, P. (2007) An introduction to writing reviews for the TTRB. In: 3rd Annual ESCalate Initial Teacher Education Conference, 18 May 2007, St Martin's College, Lancaster.

Blamires, M., Field, Sue and Wilson, V. (2010) What forms of evidence do novice teachers need? In: FIDOE Iberia America Conference in Teacher Education, May 2010, Centro University Las Tunas, Cuba.

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