Items where Subject is "L Education > LB Theory and practice of education > LB1501 Primary Education"

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Number of items at this level: 303.

A

Abbotts, P. and Parsons, C. (1993) Children's rights and exclusion from primary school. Therapeutic Care and Education, 2 (2). pp. 416-421.

Aboshiha, P. (2002) Making mirrors in primary course design. The Teacher Trainer, 16 (3). ISSN 0951-7626.

Alcock, K. (2004) Co-ordinating geography. Junior Education, 2004 (Dec.). ISSN 0309-3484.

Alcock, K. (2003) From Little Acorns…. Primary Geographer, 51. pp. 4-6. ISSN 0956-277x.

Alcock, K. (2000) Geography in the early years. In: UNSPECIFIED, ed. Issues in Geography Teaching. Issues in subject teaching. London: Routledge. pp. 258-270 ISBN 0415230772

Alcock, K. (2004) Leading the way - launching the subject co-ordinators file. Junior Education, 2004 (Jan.). pp. 19-20. ISSN 0309-3484.

Alcock, K. (2004) Making geography fun. In: Scoffham, S., ed. Primary Geography Handbook. Sheffield: Geographical Association. pp. 48-61 ISBN 9781843771036

Alcock, K. (2003) Settlements - a new approach. Junior Focus, 2003 (March). pp. 1-13. ISSN 0966-7113.

Alcock, K. (2004) Sink or swim - first term survival guide. Junior Education, 2004 (Sept.). ISSN 0309-3484.

Arthur, J., Grainger, T. and Wray, D., eds. (2006) Learning to teach in the primary school. Abingdon: Routledge. ISBN 9780415359283.

Ashford, E. (2012) Learning from experience: the case study of a primary school. Ph.D. thesis, Canterbury Christ Church University.

Aubrey, C. (1997) Re-assessing the role of teachers' subject knowledge in early years mathematics teaching. Education 3-13, 25 (1). pp. 55-60. ISSN 0300-4279.

Aubrey, C., Dahl, S. and Godfrey, R. C. (2006) Early mathematics development and later achievement: further evidence. Mathematics Education Research Journal, 18 (1). pp. 27-46. ISSN 1033-2170.

Aubrey, C., David, T., Godfrey, R. and Thompson, L. (2000) Early childhood educational research: issues in methodology and ethics. London; New York: RoutledgeFalmer Press. ISBN 0203995872.

Aubrey, C. and Durmaz, D. (2008) Still not getting it right from the start? In: Thompson, I., ed. Teaching and Learning Early Number. Maidenhead: Open University Press. ISBN 9780335234110

Austin, R. (2014) Figuring out peer group hierarchies in secondary school. Ed.D. thesis, University of Sheffield.

B

Bailey, R., Doherty, J. and Jago, R. (2003) Physical development and physical education. In: Riley, J., ed. Learning in the Early Years: A Guide for Teachers of Children 3-7. London: Sage. pp. 157-183 ISBN 9780761941064

Bainbridge, A. (2007) Child development and psychology. In: Nurse, A., ed. The New Early Years Professional: Dilemmas and Debates. London: Routledge. pp. 44-54 ISBN 9781843124238

Bainbridge, A. (2007) Children's learning. In: Nurse, A., ed. The New Early Years Professional: Dilemmas and Debates. London: Routledge. pp. 55-67 ISBN 9781843124238

Barnes, J. (2003) Creating the world in the mind. Primary Geographer, 50. pp. 16-18. ISSN 0956-277x.

Barnes, J. (2002) Dirty work. Primary Geographer, 48. pp. 38-39. ISSN 0956-277x.

Barnes, J. (2013) Drama to promote personal and social well-being in six and seven year old children with communication difficulties: The Speech Bubbles Project. Perspectives in Public Health. ISSN 1757-9139.

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

Barnes, J. (2004) Geography, creativity and place. In: Scoffham, S., ed. Primary Geography Handbook. Sheffield: Geographical Association. pp. 24-33 ISBN 9781843771036

Barnes, J. (2007) Using the built environment for musical composition. In: Austin, R., ed. Letting the Outside In. Stoke-on-Trent, UK: Trentham Books. pp. 90-112 ISBN 9781858563916

Barnes, J., Hope, G. and Scoffham, S. (2008) A conversation about creative teaching and learning. In: Craft, A., Cremin, T. and Burnard, P., eds. Creative Learning 3-11 and How We Document It. Stoke-on-Trent: Trentham Books. pp. 125-133 ISBN 9781858564104

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. (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

Birrell, G. (2010) Being positive. In: Birrell, G., Taylor, H. and Ward, H., eds. Succeeding on Your Primary PGCE. Sage Publications Ltd. pp. 60-70 ISBN 9781849200301

Birrell, G. (2004) Co-ordinating history in primary schools. Junior Education, 2004 (Nov.). pp. 32-33. ISSN 0309-3484.

Birrell, G. (2010) Making the most of your time before the course begins. In: Birrell, G., Taylor, H. and Ward, H., eds. Succeeding on Your Primary PGCE. Sage Publications Ltd. pp. 9-19 ISBN 9781849200301

Birrell, G. (2010) So you want to be a primary teacher? In: Birrell, G., Taylor, H. and Ward, H., eds. Succeeding on Your Primary PGCE. Sage Publications Ltd. pp. 1-8 ISBN 9781849200301

Blamires, M. (2009) Evidence informed practice in Primary Education: an unintended but valuable resource. Primary First: The Journal for Primary Schools, 5. pp. 22-25.

Blamires, M. (2004) Supporting the inclusion and achievement of learners with autistic spectrum disorders (ASD). In: Soan, S., ed. Additional Educational Needs: Inclusive Approaches to Teaching. Teaching Assistants Foundation Degree. London: David Fulton. pp. 139-156 ISBN 9781843121497

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.

Blamires, M., Reardon, D. and Hammond, S. (2011) Information Communications Technology (ICT) in the early years: implications for successful implementation. Navtika: Journal of Early Childhood Care and Education, 2 (2). pp. 3-14.

Blamires, M., Wilson, V. and Field, Sue (2010) Knowledge portals and the democratisation of professional development. In: European Conference for Educational Research (ECER) Conference, October 2010, Helsinki, Finland.

Body, A., Hogg, E. and Holman, K. (2016) To bridge the gap: voluntary action in primary education. Research Report. Canterbury:

Bonnett, Victoria M., Yuill, N. and Carr, A. (2016) Mathematics, mastery and metacognition: how adding a creative approach can support children in maths. Educational and Child Psychology, 34 (1). pp. 83-93. ISSN 0267-1611. (In Press)

Bottle, G. (2005) Teaching mathematics in the primary school. London: Continuum. ISBN 9780826472588.

Bower, V. (2017) Supporting pupils with EAL in the primary classroom. Open University Press. ISBN 9780335264148.

Bowie, R. and Revell, L. (2016) Negotiating fundamental British values: research conversations in church schools. Research Report. Canterbury: Canterbury Christ Church University.

Broadbent, L. (1993) World religions in the primary school. In: Erricker, C. and Brown, Alan, eds. Teaching World Religions: A Teacher's Handbook. Oxford: Heinemann Educational. ISBN 0435303309

Brown, S., David, T. and Nutbrown, C., eds. (1995) Learning properly? Four year olds in school. OMEP UK. ISBN 9780950378718.

Bryan, H. (2004) Constructs of teacher professionalism within a changing literacy landscape. Literacy, 38 (3). pp. 141-148. ISSN 1741-4350.

Burnard, P., Craft, A., Cremin, T., Duffy, B., Hanson, R., Keene, J., Haynes, L. and Burns, D. (2006) Documenting ‘possibility thinking’: a journey of collaborative enquiry. International Journal of Early Years Education, 14 (3). pp. 243-262. ISSN 0966-9760.

C

Cable, C., Driscoll, P. and Mitchell, R. (2007) The interim report (1) of the longitudinal study: language learning at key stage 2. Report. London: Department for Children, Schools and Families.

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, Cynthia and Heins, B. (2012) Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13, 40 (4). pp. 363-378. ISSN 0300-4279.

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, Cynthia and Heins, B. (2010) Languages learning at Key Stage 2: a longitudinal study. Research Report. Department for Children, Schools and Families. ISBN 9781847756398.

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Holmes, B., Martin, C. and Heins, B. (2010) Language learning at key stage 2: a longitudinal study. Report. London: Department for Children, Schools and Families.

Cable, C., Heins, B., Driscoll, P., Mitchell, R., Hall, K., Batstone, C., Eyres, I., Jones, H., Rossade, Klaus-Dieter, Sing, S., Shi, Lijin, Carlson, A., Earl, J., Knowles, C. and Holmes, B. (2008) Language learning at key stage 2: a longitudinal study - interim findings from the first year. Report. London: Department for Children, Schools and Families.

Cremin, T. and Barnes, J. (2010) Creativity in the curriculum. In: Arthur, J. and Cremin, T., eds. Learning to Teach in the Primary School. 2nd ed. Abingdon, UK: Routledge. pp. 357-373 ISBN 9780415487900

Cremin, T., Burnard, P. and Craft, A. (2006) Pedagogy and possibility thinking in the early years. Thinking Skills and Creativity, 1 (2). pp. 108-119. ISSN 1871-1871.

Crisp, J. (2007) Managing behaviour in the classroom. In: Soan, S., ed. Teaching Children with Special Needs: Specific Intervention Programmes and Strategies. London: Optimus Education. pp. 153-161 ISBN 9781905538362

D

David, T. (1999) Early childhood education and care: international perspectives and issues. In: International Conference on Practice and Policy in Early Childhood Care and Education, November, 1999, Dublin.

David, T. (1998) Issues in early childhood education in Europe. European Early Childhood Education Research Journal, 6 (2). pp. 5-17. ISSN 1350-293X.

David, T. (1998) Learning properly? Young children and desirable outcomes. Early Years: an international journal of research and development, 18 (2). pp. 61-65. ISSN 0957-5146.

David, T. (1996) Researching early childhood: method matters. International Journal of Early Childhood, 28 (1). pp. 1-7. ISSN 0020-7187.

David, T. (1996) Their right to play. In: Nutbrown, C., ed. Respectful Educators, Capable Learners: Children's Rights and Early Education. London: Chapman Pub. ISBN 1853963046

David, T. and Goouch, K. (2001) Early literacy teaching: the 'third way'. Education 3-13, 29 (2). pp. 19-24. ISSN 0300-4279.

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 Powell, S. (2007) Beginning at the beginning. In: Moyles, J., ed. Beginning Teaching Beginning Learning. 3rd ed. Maidenhead: Open University Press. ISBN 9780335221318

Deboys, Rachel (2015) Children's experiences of art therapy. D.Clin.Psych. thesis, Canterbury Christ Church University.

Donaldson, G. (2004) Subject coordinator’s file: numeracy. Junior Education, 28 (5). pp. 25-26. ISSN 0309-3484.

Donaldson, G. (2014) What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics? Ed.D. thesis, Canterbury Christ Church University.

Driscoll, P. (2004) Achieving consistency through effective transition. In: Association for Language Learning Conference, 2004, Maidstone.

Driscoll, P. (2010) Building on firm foundations – what is happening in primary languages? In: Language World, 26-27 March 2010, York.

Driscoll, P. (2009) Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really! In: EAT: Eating Abroad Together, Linking Languages and Health Conference, 16 October 2009, Canterbury Christ Church University, UK.

Driscoll, P. (2005) Ensuring the professional development of primary languages teachers: the essential ingredient in best practice. In: Teacher Development Agency for Languages National Conference, 20005, Manchester.

Driscoll, P. (2005) Findings from 'baseline' research: language learning at key stage 2: where to now? In: Association for Initial Teacher Training Conference for the Centre of Language Teaching and Research.

Driscoll, P. (2011) Languages in English primary schools: rationales and learning outcomes. In: 16th World Congress of Applied Linguistics (AILA2011), 23-26 August 2011, Beijing.

Driscoll, P. (2001) Making the case for primary languages. In: British Educational Research Association Annual Conference, 13-15 September 2001, University of Leeds.

Driscoll, P. (2000) Modern foreign languages in English primary schools: an investigation of two contrasting approaches. Ph.D. thesis, University of Kent.

Driscoll, P. (1999) Modern foreign languages in the primary school: a fresh start. In: Driscoll, P. and Frost, D., eds. The Teaching of Modern Foreign Languages in the Primary School. London: Routledge. pp. 9-26 ISBN 9780415183833

Driscoll, P. (2000) Primary classroom teacher or specialist? Times Educational Supplement. ISSN 0040-7887.

Driscoll, P. (2013) Primary languages: the next phase. In: Driscoll, P., Macaro, E. and Swarbrick, A., eds. Debates in Modern Languages Education. London: Routledge. ISBN 9780415658331

Driscoll, P. (2000) Reconstructing primary modern foreign languages: an inclusive process towards the development of competence. Early Language Learning Bulletin (5).

Driscoll, P. (1999) Teacher expertise in the primary foreign languages classroom. In: Driscoll, P. and Frost, D., eds. The Teaching of Modern Foreign Languages in the Primary School. London: Routledge. pp. 27-48 ISBN 9780415183833

Driscoll, P. (2007) Transition: the key to success. In: Centre for Information on Language Teaching and Research Conference for Primary Languages, 2007, Manchester.

Driscoll, P. (2001) Ventures into uncharted territory. Times Educational Supplement. ISSN 0040-7887.

Driscoll, P. (2004) The characteristics of effective practice: a report on the findings of the systematic review. In: Symposium at BERA Conference, 16-18 September 2004, Manchester.

Driscoll, P. (2015) An introduction to foreign languages. In: Driscoll, P., Lambirth, A. and Roden, J., eds. The Primary Curriculum: A Creative Approach. 2nd ed. London: SAGE. ISBN 9781473903647

Driscoll, P. (2011) An introduction to primary languages. In: Driscoll, P., Lambirth, A. and Roden, J., eds. The Primary Curriculum: A Creative Approach. SAGE. pp. 211-234 ISBN 9781849205979

Driscoll, P. and Earl, J. (2011) Language learning and intercultural development in English primary schools. In: American Educational Research Association Annual Meeting, April 8–12, 2011, New Orleans, Louisiana.

Driscoll, P., Earl, J. and Cable, C. (2013) The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum, 26 (2). pp. 146-160. ISSN 0790-8318.

Driscoll, P. and Frost, D., eds. (1999) The teaching of modern foreign languages in the primary school. London: Routledge. ISBN 0415183839.

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., Jones, Jane and Macrory, G. (2004) The provision of foreign language learning for pupils at key stage 2. Technical Report. Department for Education and Skills. ISBN 1844783065.

Driscoll, P., Jones, Jane, Martin, Cynthia, Graham-Matheson, L., Dismore, H. and Sykes, R. (2004) A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11. Report. London: EPPI-Centre.

Driscoll, P., Lambirth, A. and Roden, J., eds. (2012) The primary curriculum: a creative approach. London: SAGE. ISBN 9781849205962.

Driscoll, P. and Rowe, J. (2012) Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe. Education 3-13, 40 (4). pp. 417-431. ISSN 0300-4279.

Driscoll, P. and Rowe, J. (2011) Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain. In: British Educational Research Association Annual Conference, 6-8 September 2011, Institute of Education, London. (Unpublished)

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., Rowe, J. and Thomae, M. (2011) The sustained impact of an international experience during initial teacher education for primary language teachers. In: European Conference for Educational Research, 12-16 September 2011, Berlin, Germany.

Driscoll, P. and Sing, S. (2008) Language learning provision at key stage 2: implications for training teachers. In: CILT Advisory Group on Initial Teacher Training Annual Conference, 2008, Loughborough.

Driscoll, P. and Sing, S. (2010) Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation. In: European Conference on Educational Research, 25 - 27 August 2010, Helsinki.

E

Eady, S. (1999) An investigation of possible correlation of general anxiety with performance in eleven‐plus scores in year 6 primary school pupils. Educational Psychology, 19 (3). pp. 347-359. ISSN 0144-3410.

Ekins, A. (2010) Understanding and tackling underachievement: whole-school strategies to meet the needs of vulnerable children in primary schools. London: Optimus. ISBN 9781905538829.

Ellis, S. and Tod, J. (2010) Providing for inclusion. In: Arthur, J. and Cremin, T., eds. Learning to Teach in the Primary School. 2nd ed. Abingdon, UK: Routledge. pp. 258-273 ISBN 9780415487900

F

Foreman, J. (2005) Using role-play to stimulate and develop children’s understanding of scientific concepts. In: Ward, H., Roden, J., Hewlett, C. and Foreman, J., eds. Teaching Science in the Primary Classroom. London: Sage. pp. 111-131 ISBN 9781412903417

Foreman, J. (2008) Using role-play to stimulate and develop learners’ understanding of scientific concepts. In: Ward, H., Roden, J., Hewlett, C. and Foreman, J., eds. Teaching Science in the Primary Classroom. 2nd ed. London: Sage. pp. 105-125 ISBN 9781847873767

Furlong, J., Maynard, T., Miles, S. and Wilkin, M. (1997) The principles and processes of mentoring. In: Maynard, T., ed. An Introduction to Primary Mentoring. London, UK: Cassell.

G

Goouch, K. (2007) Parents' voices: a conversation with parents of pre school children. In: Goouch, K. and Lambirth, A., eds. Understanding Phonics and the Teaching of Reading: Critical Perspectives. Maidenhead: Open University Press. pp. 23-40 ISBN 9780335222278

Goouch, K. (2010) Towards excellence in early years education: exploring narratives of experience. Abingdon, UK: Routledge. ISBN 9780415566087.

Goouch, K. (2007) Understanding educational discourse: attending to multiple voices. In: Goouch, K. and Lambirth, A., eds. Understanding Phonics and the Teaching of Reading: Critical Perspectives. Maidenhead: Open University Press. pp. 41-58 ISBN 9780335222278

Goouch, K. (2008) Understanding playful pedagogies, play narratives and play spaces. Early Years: an International Journal of Research and Development, 28 (1). pp. 93-102. ISSN 0957-5146.

Goouch, K. and Bryan, H. (2006) Pedagogical connections, boundaries and barriers: the place of travel in teachers' professional development. NZ Research in Early Childhood Education, 9. pp. 81-90. ISSN 1174-6122.

Goouch, K., Hall, K., Lambirth, A. and Shannon, P. (2007) Special issue: reading and phonics. Journal of Early Childhood Literacy, 7 (3). pp. 259-261. ISSN 1468-7984.

Goouch, K. and Powell, S. (2010) Positive relationships: baby room - who cares? Nursery World. ISSN 0029-6422.

Grainger, T. (2001) Creativity, voice and passion on the page: research report. The Primary English Newsletter, 2 (3). pp. 3-6.

Grainger, T. (2001) Crick crack chin my story's in: stories and storytelling. In: Goodwin, P., ed. The Articulate Classroom: Talking and Learning in the Primary School. Early Years and Primary. London: David Fulton. pp. 109-118 ISBN 9781853467035

Grainger, T. (2004) Drama and writing: enlivening their prose. In: Goodwin, P., ed. Literacy Through Creativity. London: David Fulton. pp. 91-104 ISBN 9781843120872

Grainger, T. (2001) Drama and writing: imagination on the page: no 1. Primary English Magazine, 6 (4). ISSN 1361-8776.

Grainger, T. (2001) Drama and writing: imagination on the page: no 2. Primary English Magazine, 6 (5). pp. 8-13. ISSN 1361-8776.

Grainger, T. (2003) Let drama build bridges between the subjects. Primary English Magazine, 9 (1). pp. 8-12. ISSN 1361-8776.

Grainger, T. (2003) Let drama build bridges to non-fiction writing. Primary English Magazine, 9 (2). pp. 19-23. ISSN 1361-8776.

Grainger, T. (2002) Poetry: physical rhythms and response. The Primary English Newsletter, 3 (1).

Grainger, T. (2003) Storytelling: the missing link in story writing. In: Ellis, Sue and Mills, Colin, eds. Connecting, Creating: New Ideas in Teaching Writing. Cambridge: United Kingdom Literacy Association. pp. 21-35 ISBN 9781897638262

Grainger, T. (1999) Young Children and Playful Language. In: David, T., ed. Teaching Young Children. London: Paul Chapman. pp. 19-29 ISBN 1853963968

Grainger, T., Goouch, K. and Lambirth, A. (2002) The voice of the child: "We're Writers" project. Reading, 36 (3). pp. 135-139. ISSN 0034-0472.

Gregory, P. (2017) Laying good foundations? The value of art in the primary school. In: Mateus-Berr, R. and Reitstätter, L., eds. Art & Design Education in Times of Change. Conversations Across Cultures. Vienna: de Gruyter. ISBN 9783110528329

Gregory, P. (2012) The art of the impossible? A case study and reflections on the experience of art in a rural Kenyan primary school. International Journal of Art & Design Education, 31 (3). pp. 265-275. ISSN 1476-8062.

Griffiths, V., Thomae, M. and Tingey, C. (2011) An investigation into the impact and effectiveness of beginning and early career primary teachers, trained on a work-based learning route, in the delivery of primary languages at Key Stage 2: final report. Project Report. London: The Higher Education Academy Subject Centre for Education (ESCalate).

Griffiths, V., Tingey, C. and Thomae, M. (2011) Language teaching in primary schools: effective preparation? In: British Educational Research Association Annual Conference, 6-8 September 2011, Institute of Education, London. (Unpublished)

Griffiths, V., Tingey, C. and Thomae, M. (2011) Teacher education for primary languages: higher education’s role in employment-based routes. In: Teacher Education Advancement Network TEAN conference, May 20 2011, Manchester.

H

Hall, K. and Kelly, L. (1995) Number: key stage one, Scottish levels A-B. Leamington Spa, UK: Scholastic. ISBN 9780590533812.

Hall, K. and Kelly, L. (1995) Number: key stage two, Scottish levels C-E. Leamington Spa, UK: Scholastic. ISBN 9780590533829.

Hammond, S. (2007) Taking the inside out. In: Austin, R., ed. Letting the Outside In. Stoke-on-Trent, UK: Trentham Books. pp. 13-22 ISBN 9781858563916

Hammond, S., Powell, S. and Smith, K. (2015) Towards mentoring as feminist praxis in early childhood education and care in England. Early Years: an international journal of research and development, 35 (2). pp. 139-153. ISSN 0957-5146.

Hammond, S. and Vincent, K. (2011) Chapter 4: Playground games as a foundation for literacy lessons. In: Bower, Virginia, ed. Creative Ways to Teach Literacy: Ideas for Children aged 3-11. London: Sage Publications Ltd. pp. 35-44 ISBN 9780857020451

Harris, A. (2005) Resources. In: Bottle, G., ed. Teaching Mathematics in the Primary School. London: Continuum. pp. 80-104 ISBN 0826472591

Hassett, A. (2015) Evaluation of the Solihull Approach in Kent: drawing conclusions from the data. Project Report. (Unpublished)

Hassett, A. and Appleton, R. (2016) Understanding your pupil’s behaviour: a pilot study from two primary schools in Kent. Research Report. (Unpublished)

Hawkins, B. (1999) The imagination, play and the arts. In: David, T., ed. Teaching Young Children. London: Sage Publications Ltd.. pp. 30-51 ISBN 9781853963964

Hope, G. (2008) Thinking and learning through drawing: in primary classrooms. London: Sage. ISBN 9781847870391.

Hope, G., Austin, R., Dismore, H., Hammond, S. and Whyte, T. (2007) Wild woods or urban jungle: playing it safe or freedom to roam. Education 3-13, 35 (4). pp. 321-332. ISSN 0300-4279.

Hope, G. and Parkinson, E. (2008) Extending the remit of technology education: opportunities for designerly activity across the primary school curriculum. In: BERA Conference 2008, 3-6 September 2008, Edinburgh.

Hope, G. and Parkinson, E. (2008) Extending the remit of technology education: opportunities for designerly activity across the primary school curriculum. In: The European Conference on Educational Research, 8-12 September 2008, Gothenburg, Sweden.

Hoult, S. (2015) An introduction to geography. In: Driscoll, P., Lambirth, A. and Roden, J., eds. The Primary Curriculum: A Creative Approach. 2nd ed. London: Sage Publications Ltd.. ISBN 9781473903876

Howells, K. (2015) Can break times help children's physical activity? In: Sangster, M., ed. Challenging Perceptions in Primary Education: Exploring Issues in Practice. 2nd ed. Bloomsbury. ISBN 9781472578402

Howells, K. (2015) Chapter 7 – An introduction to physical education. In: Driscoll, P., Lambirth, A. and Roden, J., eds. The Primary Curriculum: A Creative Approach. 2nd ed. London: Sage. pp. 137-155 ISBN 9781473903876

Howells, K. (2012) Is physical education more than just being physically active? In: Sangster, M., ed. Developing Teacher Expertise: Exploring Key Issues in Primary Practice. London: Bloomsbury Academic. pp. 78-82 ISBN 9781441140968

Howells, K. (2011) Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels? In: British Educational Research Association (BERA) Annual Conference, September 2011, London.

Howells, K. (2015) Physical education planning. In: Sewell, K., ed. Planning the Primary National Curriculum: A complete guide for trainees and teachers. London: Sage. pp. 262-276 ISBN 9781473912236

Howells, K. (2012) Placing an importance on health and physical activity. In: Griggs, G., ed. An Introducation to Primary Physical Education. London: Routledge. pp. 207-220 ISBN 9780415613095

Howells, K. (2009) Primary school pilot case study on physical education’s contribution to physical activity levels. In: BERA PE and Sport Pedagogy Forum, 2009, University of Roehampton.

Howells, K. (2007) Responsible citizens who make a positive contribution to society. In: AfPE National Annual Conference.

Howells, K. (2010) Science in physical education or physical education in science. In: We're Going on a Bear Hunt, May 2010, East Sussex.

Howells, K. (2012) Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children. In: ICSEMIS International Conveniton on Science, Medicine in Sport, 19th-24th July 2012, Glasgow.

Howells, K. (2011) Using technologies to support in physical education lessons: primary education trainee teachers' views. In: International Conference for Physical Education in Higher Education (AIESEP), June 2011, Limerick, Ireland.

Howells, K. (2012) What happens in physical education of primary aged children? In: ICSEMIS International Convention on Science, Education and Medicine in Sport, 19th-24th July 2012, Glasgow.

Howells, K. (2012) What happens in physical education of primary aged children? In: At the Crossroads: New Directions in Teacher Education, 16th-18th July 2012, Canterbury Christ Church University, Canterbury, Kent, UK.

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