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

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Number of items at this level: 362.

A

Ainscow, M., Booth, A. J. and Dyson, A. (2004) Understanding and developing inclusive practices in schools: a collaborative action research network. International Journal of Inclusive Education, 8 (2). pp. 125-139. ISSN 1360-3116.

Almond, M. (2001) Bridging the gap: raising cultural awareness and developing communicative skills through drama on immersion programmes. In: Bodycott, P. and Crew, V., eds. Language and Cultural Immersion: perspectives on short term study and residence abroad. Hong Kong: Hong Kong Institute of Education. ISBN 9789629490799

Almond, M. (2018) Doing Shakespeare: from page to stage. In: Drama in Foreign Language Education, 5 March 2018, Munich, Germany.

Almond, M. (2017) From classroom presence to classroom as Ccommunity. In: All In: Include and Educate Conference, 20th - 21st October, 2017, Venice, Italy.

Almond, M. (2016) Language teaching as a performing art. In: Move Language Ahead, October 2016, Barcelona, Spain. (Unpublished)

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. (2006) Let's get theatrical with our students. The Teacher, 10 (42). pp. 36-39. ISSN 1644-2059.

Almond, M. (2005) Teaching English with drama: how to use drama and plays when teaching - for the professional English language teacher. London: Modern English Publishing. ISBN 9781904549123.

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.

Andries, J. and David, T. (1993) Nursery education in Belgium. In: David, T., ed. Educational Provision for our Youngest Children: European Perspectives. London: Paul Chapman. pp. 7-17 ISBN 9781853962042

Armitage, A., Flanagan, K., Poma, S. and Donovan, G. (2011) Developing professional practice 14-19. Harlow: Longman. ISBN 9781405841160.

Arthur, J. (1998) Communitarianism: what are the implications for education? Educational Studies, 24 (3). pp. 353-368. ISSN 0305-5698.

Arthur, J. and Davies, I., eds. (2008) Citizenship education. Sage Library of Educational Thought and Practice. London: Sage. ISBN 9781412947114.

Arthur, J., Davison, J. and Lewis, Malcolm (2005) Professional values and practice: achieving the standards for QTS. Abingdon: RoutledgeFalmer. ISBN 9780415317269.

Atherley, S. (2016) A toolkit for lecturers to support their students with dyslexia. [Teaching Resource] (Unpublished)

Aubrey, C., Bottle, G. and Godfrey, R. C. (2003) Early mathematics in the home and out-of-home contexts. International Journal of Early Years Education, 11 (2). pp. 91-103. ISSN 0966-9760.

B

Bailey, R. (2003) Learning to be human: teaching, culture and human cognitive evolution. London Review of Education, 1 (3). pp. 177-190. ISSN 1474-8460.

Bailey, R. (2001) Overcoming veriphobia - learning to love truth again. British Journal of Educational Studies, 49 (2). pp. 159-172. ISSN 0007-1005.

Bailey, R. (2002) Playing social chess: children's play and social intelligence. Early Years: An International Journal of Research and Development, 22 (2). pp. 163-173. ISSN 0957-5146.

Bailey, R. (2002) Questioning as a teaching strategy in physical education. Bulletin of Physical Education, 38 (2). pp. 118-126. ISSN 0007-5043.

Bailey, R. (2004) Why does truth matter? In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. Abingdon: RoutledgeFalmer. pp. 202-206 ISBN 9780415332439

Bailey, R. and Dismore, H. (2006) A review of research on the nature and function of sport pedagogy, 2004-2005. International Journal of Physical Education, 63 (4). pp. 144-148. ISSN 0341-8685.

Bailey, R. and Morley, D. (2002) Talent in physical education and sport: the Excellence in Cities initiative. Bulletin of Physical Education, 38 (2). pp. 111-117. ISSN 0007-5043.

Bainbridge, A. (2006) How graduate teachers experience professional identity. In: Preparing Teachers for a Changing Context, 3-6 May 2006, Institute of Education, University of London, and Beijing Normal University. (Unpublished)

Bainbridge, A. (2015) On becoming an education professional: a psychosocial exploration of developing an educational professional practice. Palgrave Pivot. ISBN 9781137566270.

Bainbridge, A. (2015) Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces. Journal of Pedagogic Development, 5 (3). ISSN 2047-3257.

Bainbridge, A. (2010) Prequels and sequels: the life story and professional narratives of new educational professionals. In: European Society for the Research into the Education of Adults (ESREA) Conference. Life History and Biography - Representing Lives, 4th-7th March 2010, Vaxjo University, Sweden. (Unpublished)

Bainbridge, A. (2012) Supervision for education professionals: personal encounters with practice. In: Psychoanalysis and Education: Subjects and Selves in the Teaching and Learning Process, 29-31 March 2012, Canterbury Christ Church University, Canterbury, Kent, UK. (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)

Barnes, J. (2001) Creativity and composition in music. In: Philpott, C. and Plummeridge, C., eds. Issues in Music Teaching. Issues in Subject Teaching. London: RoutledgeFalmer. pp. 92-104 ISBN 9780415237185

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.

Barnes, J. (2012) What sustains a life in education? Ph.D. thesis, Canterbury Christ Church University.

Barnes, J. (2009) The integration of music with other subject disciplines, particularly other art forms. In: Evans, J. and Philpott, C., eds. A Practical Guide to Teaching Music in the Secondary School. Abingdon, UK: Routledge. ISBN 9780415482585

Barnes, J. and Scoffham, S. (2008) Outlining the case for positive pedagogy. In: BERA Conference 2008, 3-6 September 2008, Edinburgh.

Barnes, J. and Scoffham, S. (2008) Positive pedagogy in cross disciplinary practice. In: This Learning Life 2 Conference, 19-21 June 2008, Bristol.

Barnes, J. and Scoffham, S. (2008) An emotional roller coaster: the transformational impact of overseas study visits on UK initial teacher education students. In: 2008 Conference of the ESREA Life History and Biographical Research Network, 6-9 Mar 2008, Canterbury.

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.

Bax, S. (2003) Bringing context and methodology together. ELT Journal, 57 (3). pp. 295-296. ISSN 0951-0893.

Bax, S. (2003) CALL—past, present and future. System, 31 (1). pp. 13-28. ISSN 0346-251X.

Bax, S. (2003) The End of CLT: a context approach to language teaching. ELT Journal, 57 (3). pp. 278-287. ISSN 0951-0893.

Bax, S. (1994) Language across the curriculum in an ESL context: how teachers deal with difficult texts. Language, Culture and Curriculum, 7 (3). pp. 231-250. ISSN 0790-8318.

Bax, S. (2000) Putting technology in its place: ICT in modern foreign language teaching. In: Field, K., ed. Issues in Modern Foreign Languages Teaching. Issues in Teaching. Abingdon: Routledge. pp. 208-219 ISBN 9780415230643

Bax, S. (1997) Roles for a teacher educator in context-sensitive teacher education. ELT Journal, 51 (3). pp. 232-241. ISSN 0951-0893.

Bax, S. (1999) Variation in English: looking at the language from the outside. In: Davison, J. and Moss, J., eds. Issues in English Teaching. Issues in Teaching. Abingdon: Routledge. pp. 119-130 ISBN 9780415206655

Beighton, C. (2015) Closed circuit? Flow, influence and the liquid management of learning and skills. Discourse: Studies in the Cultural Politics of Education. ISSN 0159-6306.

Beighton, C. (2013) Creativity and learning events. In: Chaos, Creativity, and Connections in Social Science Research, University of Sussex.

Beighton, C. (2011) Qu’ en est –il de la subversion en 2011? Que faire d’un(e) air(e) du temps? libr-critique.com.

Blamires, M. (2013) Beware of negative ‘IONs’. Consider-ed; Faculty of Education blog, Canterbury Christ Church University.

Blamires, M. (2004) Virtual learning or real learning? In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. Abingdon: RoutledgeFalmer. pp. 117-121 ISBN 9780415332439

Blamires, M. (2007) A review of the report "A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs". TTRB3.org.uk: Engaging with the Evidence for Teaching and Learning.

Blamires, M. and Hughes, S. (2005) A resourceful partnership: work in progress on the UK Teacher Training Resource Bank (TTRB). In: Looi, C., Jonassen, D. and Ikeda, M., eds. Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation. Frontiers in Artificial Intelligence and Applications, 133. IOS Press. pp. 609-612 ISBN 9781586035730

Blamires, M. and Peterson, A. (2013) Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity. In: The European Conference on Educational Research 2013, September 9-13, 2013, Bahçeşehir University , Istanbul, Turkey.

Blamires, M. and Peterson, A. (2014) Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity. Cambridge Journal of Education, 44 (2). pp. 147-162. ISSN 0305-764X.

Blamires, M. and Peterson, A. (2013) Creatividad, cultura y education: creativity culture and education. In: Community and Rural Development Conference University of Las Tunas, June 2013, Las Tunas, Cuba.

Blandford, S. (2004) Corporate involvement in initial teacher training. In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. Abingdon: RoutledgeFalmer. pp. 170-174 ISBN 9780415332439

Blandford, S. (2006) Middle leadership in schools: harmonising leadership and learning. 2nd ed. Harlow: Pearson Education. ISBN 9781405823715.

Blandford, S. (2006) Remodelling schools manual: workforce reform. Schools Management Solutions. Harlow: Pearson Education. ISBN 9781405822022.

Blandford, S. (2005) Sonia Blandford's masterclass. London: Sage. ISBN 9781412918626.

Booth, A. J. (2003) Representing the Institution: reflections on barriers to inclusive teacher education. Interaction, 16 (4). pp. 5-22. ISSN 0818-6286.

Bowie, R. (2005) Getting published. RE-Net, Canterbury Christ Church University.

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.

Bryan, H. (2012) Reconstructing the teacher as a post-secular pedagogue: a consideration of the new teachers’ standards. Journal of Beliefs & Values: Studies in Relgion & Education, 33 (2). pp. 217-228. ISSN 1361-7672.

Bryan, H. and Blunden, J. (2013) The place of community in professional development: a study of newly qualified teachers and newly appointed heads of department engaged in the Masters in Teaching and Learning. Journal of Education for Teaching, 39 (1). pp. 9-20. ISSN 0260-7476.

Bryan, H. and Carpenter, C. (2008) Mentors: a practice developed in community. In: UCET 2008 Annual Conference, November 2008, Birmingham.

Bryan, H. and Revell, L. (2011) Performativity, faith and professional identity: student RE teachers and the ambiguities of objectivity. British Journal of Educational Studies, 59 (4). pp. 403-419. ISSN 0007-1005.

Bryant, R. (2007) Resources for teaching and learning. In: Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J. and Lawes, S., eds. Teaching and Training in Post-Compulsory Education. Maidenhead: Open University Press. pp. 108-142 ISBN 9780335222674

C

Capel, S. (1997) Changes in physical education students' anxiety on school experience. Physical Education and Sport Pedagogy, 2 (2). pp. 198-217. ISSN 1740-8989.

Capel, S. (1997) Changes in students' anxieties and concerns after their first and second teaching practices. Educational Research, 39 (2). pp. 211-228. ISSN 0013-1881.

Capel, S. (1998) A longitudinal study of the stages of development or concern of secondary PE students. Physical Education and Sport Pedagogy, 3 (2). pp. 185-199. ISSN 1740-8989.

Capel, S. (1998) The transition from student teacher to newly qualified teacher: some findings. Journal of In-service Education, 24 (3). pp. 393-412. ISSN 1367-4587.

Carpenter, C. (2008) Investigating physical education teachers' implicit theories of learning in descriptions of exemplary lessons: a case study in a specialist sports college. In: BERA Conference 2008, 3-6 September 2008, Edinburgh.

Carpenter, C. (2008) Investigating physical education teachers' implicit theories of learning: a case study set in a specialist sports college. In: 4th International Conference on Fitness, Health & Active Living, 8-9 May, 2008, Athens Institute for Education and Research, Athens, Greece.

Carpenter, C. and Hoult, S. (2008) Professional interaction with student teachers’ autobiographical writing in their learning journals on an Initial Teacher Education course in England: attending to the effect? In: 2008 Conference of the ESREA Life History and Biographical Research Network, 6-9 Mar 2008, Canterbury.

Castle, N, Howells, K. and Gubby, L. (2018) Castle’s competition model for building confidence and competence in action. In: AIESEP (International Association of Colleges of Physical Education) World Congress, July 2018, Edinburgh.

Chatziefstathiou, D. (2015) How sport builds social capital. The fight against bullying in school PE. In: 1st National Hellenic Olympic Academy Conference Against Bullying, 2nd-3rd June, 2015, Hellenic Olympic Committee, Athens, Greece.

Chatziefstathiou, D. (2015) Innovation and leadership in sport management education: opportunities and challenges. In: Educating Managers for the Business of Sport, 18th February, 2015, The American College of Greece, Athens, Greece.

Choong, C. (2016) Get CReaTE-ive. In: LRS Seminars: Get CReaTE-ive, 7th December, 2016, Canterbury Christ Church University, Canterbury, UK.

Choong, C. (2018) The Research Excellence Framework: everything you wanted to know but were afraid to ask. In: LRS Seminars: The REF: Everything You Ever Wanted to Know But Were Afraid to Ask, 7th March, 2018, Canterbury Christ Church University, Canterbury, UK.

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

Conder, H. and Ward, K. (2003) An introduction to science and technology. In: Alfrey, C., ed. Understanding Children's Learning: A Text for Teaching Assistants. Teaching Assistants Foundation Degree. London: David Fulton. pp. 92-112 ISBN 9781843120698

Cooling, T. (2012) Contestable beliefs in education: fairness and/or neutrality? Oxford Review of Education, 38 (5). pp. 551-566. ISSN 0305-4985.

Cooling, T. (2018) Editorial: the return to worldview - reflections from the UK. International Journal of Christianity and Education, 23 (1). ISSN 2056-9971. (In Press)

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

Cooling, T. (1986) Objectivity in modern Religious Education. British Journal of Religious Education, 8 (3). pp. 146-149. ISSN 0141-6200.

Cooling, T. (2013) Teachers and Christian religious values. In: Arthur, J. and Lovat, T., eds. The Routledge International Handbook of Education, Religion and Values. London: Routledge. pp. 100-113 ISBN 9780415519199

Cooling, T. (2012) What is a controversial issue? Implications for the treatment of religious beliefs in education. Journal of Beliefs & Values: Studies in Religion & Education, 33 (2). pp. 169-181. ISSN 1361-7672.

Cooling, T. (2013) The distinctiveness of Christian learning in Church of England schools. In: Worsley, H., ed. Anglican Church School Education: Moving Beyond the First Two Hundred Years. London: Bloomsbury. pp. 167-185 ISBN 9781441125132

Cooling, T. (2013) The formation of the Christian teacher: the role of faithfulness to the Bible in conceptualising learning. In: Morris, A., ed. Re-Imagining Christian Education for the 21st Century. Chelmsford: Matthew James Publishing. ISBN 9780957496217

Cooling, T. (2017) The threat to better learning in Christian Education. In: Goodlet, K., Collier, J. and George, T., eds. Better Learning: Trajectories for Educators in Christian schools. Canberra, Australia: St Mark's NTC Publishing. pp. 107-116 ISBN 9781921577369

Cooling, T. and Cooling, M. (2013) Distinctively Christian learning? Cambridge: Grove Books. ISBN 9781851748631.

Cooling, T. and Green, E. (2009) Mapping the field: a review of the current research evidence on the impact of schools with a Christian ethos. Project Report. London: Theos.

Coppinger, T. and Howells, K. (2018) 'Drive to drink!'. In: AIESEP (International Association of Colleges of Physical Education) World Congress, July 2018, Edinburgh.

Cremin, T. (2006) Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36 (3). pp. 415-433. ISSN 0305-764X.

Cremin, T., Goouch, K., Blakemore, L., Goff, E. and MacDonald, R. (2006) Connecting drama and writing: seizing the moment to write. Research in Drama Education, 11 (3). pp. 273-291. ISSN 1356-9783.

Crisp, J. and Soan, S. (2003) Managing behaviour for learning. In: Alfrey, C., ed. Understanding Children's Learning: A Text for Teaching Assistants. Teaching Assistants Foundation Degree. London: David Fulton. pp. 152-165 ISBN 9781843120698

Cullen, R. (1995) Breaking down barriers. The Teacher Trainer, 9 (1). ISSN 0951-7626.

Cullen, R. (1995) Helping non-native speaker teacher trainers with questions for leading discussions. The Teacher Trainer, 9 (3). pp. 7-9. ISSN 0951-7626.

Cullen, R. (1995) The use of lesson transcripts in teacher development. The Teacher Trainer, 9 (1). pp. 3-7. ISSN 0951-7626.

Cullen, R. and Kuo, I. (2007) Spoken grammar and ELT materials: A missing link? TESOL Quarterly, 41 (2). pp. 361-386. ISSN 0039-8322.

Cunningsworth, A. (1995) Choosing your coursebook. Handbooks for the English Classroom Series. Oxford: Heinemann. ISBN 9780435240585.

D

David, T. (2004) All around us. Nursery World, 104 (3926). pp. 12-13. ISSN 0029-6422.

David, T. (2004) Building up. Nursery World, 104 (3918). pp. 12-13. ISSN 0029-6422.

David, T. (2001) Curriculum in the Early Years. In: Pugh, G., ed. Contemporary Issues in the Early Years: Working Collaboratively for Children. 3rd ed. London: Paul Chapman. pp. 55-65 ISBN 9780761970538

David, T. (2004) Data processing. Nursery World, 104 (3944). pp. 12-13. ISSN 0029-6422.

David, T. (1992) Do we have to do this? The Children Act 1989 and obtaining children's views in early childhood settings. Children and Society, 6 (3). pp. 204-211. ISSN 0951-0605.

David, T. (2004) Early childhood education. In: UNSPECIFIED, ed. Learning Centred Leadership Part 4: Teaching Texts. Nottingham: National College for School Leadership. pp. 46-64

David, T. (1993) Educating children under 5 in the UK. In: David, T., ed. Educational Provision for our Youngest Children: European Perspectives. London: Paul Chapman. pp. 133-154 ISBN 9781853962042

David, T. (2004) Hidden meanings. Nursery World, 104 (3901). pp. 12-13. ISSN 0029-6422.

David, T. (1993) Overview: issues and implications. In: David, T., ed. Educational Provision for our Youngest Children: European Perspectives. London: Paul Chapman. pp. 155-170 ISBN 9781853962042

David, T. (2004) Re-enchanting early childhood? In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. Abingdon: RoutledgeFalmer. pp. 31-36 ISBN 9780415332439

David, T. (2004) Show the way. Nursery World, 104 (3909). pp. 12-13. ISSN 0029-6422.

David, T. (2004) Talk it through. Nursery World, 104 (3935). pp. 12-13. ISSN 0029-6422.

David, T. (1993) Young Europeans. In: David, T., ed. Educational Provision for our Youngest Children: European Perspectives. London: Paul Chapman. pp. 1-6 ISBN 9781853962042

David, T. (2004) Young children’s social and emotional development. In: Maynard, T. and Thomas, N., eds. An Introduction to Early Childhood Studies. London: Sage. pp. 18-27 ISBN 9780761970736

David, T., Goouch, K. and Jago, M. (2001) Cultural constructions of childhood and early literacy. Reading, 35 (2). pp. 47-53. ISSN 0034-0472.

David, T., Goouch, K. and Powell, S., eds. (2015) Routledge international handbook of philosophies and theories of early childhood education and care. Abingdon, UK: Routledge. ISBN 9781138022812.

David, T. and Nutbrown, C., eds. (1993) The universal and the national in preschool education. YCF Series, 3. Paris: OMEP/UNESCO.

David, T. and Powell, S. (2015) Introduction. In: David, T., Goouch, K. and Powell, S., eds. The Routledge International Handbook of Philosophies and Theories of Early CHildhood Education and Care. Abingdon, UK: Routledge. pp. 1-8 ISBN 9781138022812

Davies, I. and Peterson, A. (2012) Issues of truth and justice. In: Arthur, J., Waring, M., Coe, R. and Hedges, L., eds. Research Methods and Methodologies in Education. London: Sage. pp. 108-113 ISBN 9780857020383

Dismore, H., Bailey, R. and Izaki, T. (2006) Japanese and English school students' views of physical education: a comparative study. International Journal of Sport and Health Science, 4. pp. 74-85. ISSN 1348-1509.

Donaldson, G. (2007) The impact of research on educational policy: An examination of research into standardised assessment tasks. Philosophy of Mathematics Education Journal, 21. ISSN 1465-2978.

Donaldson, G., Alfrey, C. and Webber, B. (2003) Children and numeracy. In: Alfrey, C., ed. Understanding Children's Learning: A Text for Teaching Assistants. Teaching Assistants Foundation Degree. London: David Fulton. pp. 75-91 ISBN 9781843120698

Driscoll, P. (2011) Creative teaching and training: same issues, new solutions. In: International Conference on Arts and Education: Creative Ways into Foreign Languages, 6-8 May 2011, Athens, Greece.

Driscoll, P. and Griffiths, V. (2012) Early professional development and languages teaching in primary schools. In: At the Crossroads: New Directions in Teacher Education, 16th-18th July 2012, Canterbury Christ Church University, Canterbury, Kent, UK.

Driscoll, P. and Rowe, J. (2011) The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice. In: British Educational Research Association Annual Conference, 6-8 September 2011, Institute of Education, London.

Driscoll, P., Schulze, V. and Wheway, D. (2012) Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music. In: International Society of Music Education (ISME) Conference, 15-20 July 2012, Thessoloniki, Greece.

Driscoll, P. and Thomae, M. (2011) The sustained impact of an international experience during initial teacher education for primary language teachers. In: European Conference of Educational Research (ECER), Helsinki, Finland..

Driscoll, P., Wheway, D. and Schulze, V. (2011) Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music. In: 7th International Conference for Research in Music Education (RIME) Conference, 12-16 April 2011, University of Exeter.

Dunnill, R. and Price, G., eds. (1996) Partnership in initial teacher education. Manchester Monographs. ISBN 0902252283.

Durrant, I., Peterson, A., Hoult, E. and Leith, L. (2011) Schools and their communities: pupil and teacher perceptions of community action. In: American Educational Research Association Annual Meeting (8-12 April, 2011), hosted in New Orleans, Louisiana, April 8–12, 2011, New Orleans, Louisiana. (Unpublished)

Durrant, J. A. (2003) Partnership, leadership and learning: building individual and organisational capacity through an accredited programme. Professional Development Today, 2003 (Spring). pp. 6-12. ISSN 1460-8340.

Durrant, J. A. (2013) Portraits of teachers in landscapes of change: exploring the role of teachers in school improvement. Ph.D. thesis, Canterbury Christ Church University.

Durrant, J. A. (2008) A question of impact. In: East Sussex LA CPD Leaders Conference, July 2008, Alfriston.

Durrant, J. A. (2008) A question of impact. In: Erasmus Intensive Programme Summer Conference, August 2008, Canterbury.

E

Ekins, A. (2010) Developing a joined-up approach to strategic whole school processes. In: Hallett, F. and Hallett, G., eds. Transforming the role of the SENCo: achieving the National Award for SEN Coordination. Maidenhead: Open University Press. pp. 111-117 ISBN 9780335242412

Ekins, A. (2010) Listening to the student voice. In: Soan, S., ed. The SENCO Handbook. 2nd ed. London: Optimus. pp. 343-362 ISBN 9781905538850

Ekins, A. (2010) Monitoring and evaluating provision: a strategic whole school approach. In: Soan, S., ed. The SENCO Handbook. 2nd ed. London: Optimus. pp. 175-200 ISBN 9781905538850

Ellis, S. (2008) Every Child Matters: Change for Children... change for schools. In: Beyond NCLB: Educating the Whole Child, April 2008, St Louis, Missouri, USA.

Ellis, S. and Tod, J. (2009) Behaviour for learning: proactive approaches to behaviour management. Abingdon, UK: Routledge. ISBN 9781843124665.

Ellis, S., Tod, J. and Graham-Matheson, L. (2012) Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Birmingham: NASUWT. ISBN 9781906611187.

Ellis, S., Tod, J. and Graham-Matheson, L. (2011) Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Interim report. Report. Birmingham: NASUWT.

F

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)

Fearon, C., Sama, A. and van Vuuren, W. (2017) Ways of working between third sector organizations and UK universities: are we getting it right? Development and Learning in Organizations: An International Journal, 31 (4). pp. 17-20. ISSN 1477-7282.

Field, K. and Holden, P. (2004) Subject leader. In: Green, Howard, ed. Professional Standards for Teachers and School Leaders: A Key to School Improvement. Abingdon: RoutledgeFalmer. pp. 206-224 ISBN 9780415335287

Field, K., Hoult, E. and Hughes, S. (2005) Improve your leadership skills. London: Optimus. ISBN 9780954687458.

Field, K. and Philpott, C. (2000) The impact of hosting student teachers on school effectiveness and school improvement. Journal of In-service Education, 26 (1). pp. 115-137. ISSN 1367-4587.

Forrester, M. A. and Pike, C. D. (1998) Learning to estimate in the mathematics classroom: a conversation-analytic approach. Journal for Research in Mathematics Education, 29 (3). pp. 334-356. ISSN 0021-8251.

Fox, K. and Lambirth, A. (2012) Film and pedagogy: learning about teaching at the movies. In: Bahloul, M. and Graham, C., eds. Lights! Camera! Action and the Brain: The Use of Film in Education. Cambridge Scholars Press. pp. 61-81 ISBN 9781443836579

Franson, C. and Gu, Q. (2004) Let’s begin from mutual understanding: ELT teacher training in cross-cultural settings. The Teacher Trainer, 18 (2). pp. 3-10. ISSN 0951-7626.

Fraser, W. (2014) ‘Moments of being’ and the search for meaning: epistemological and methodological challenges for the autoethnographic researcher. In: Reid, H. and West, L. R., eds. Constructing Narratives of Continuity and Change: A Transdisciplinary Approach to Researching Lives. Routledge Research in Education. Routledge. pp. 25-36 ISBN 9780415732277

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