Items where Division is "School of Education" and Year is 2014

UNSPECIFIED 2014. House of Lords, Select Committee on Digital Skills: oral and written evidence. www.parliament.uk.

ALZAIN, A.M., CLARK, S. and IRESON, G., 2014. Libyan higher education system: challenges and achievements. In: 2014 IEEE 6th Conference on Engineering Education (ICEED 2014): Kuala Lumpur, Malaysia, 9-10 December 2014. Piscataway, NJ: IEEE, pp. 67-72. ISBN 9781479945948

BALL, S.J. and NIKITA, D.P., 2014. The global middle class and school choice: a cosmopolitan sociology. Zeitschrift für Erziehungswissenschaft, 17 (S3), pp. 81-93. ISSN 1434-663X

BOULTON, H., 2014. Cross cultural comparison: the introduction of new technology with postgraduate students in Hong Kong and the United Kingdom. In: K.C. LI and K.S. YUEN, eds., Emerging modes and approaches in open and flexible education. Hong Kong: Open University of Hong Kong Press, pp. 103-117. ISBN 9789888238057

BOULTON, H., 2014. Cross-cultural comparison: the introduction of new technology with postgraduate students in Hong Kong and the United Kingdom. In: International Conference on Open and Flexible Education, The Open University of Hong Kong, Hong Kong SAR, 16-17 January 2014, Hong Kong SAR.

BOULTON, H., 2014. Literacy and technology: towards best practice. In: Society for Research in Higher Education International Conference, Cardiff, 10-12 December 2014.

BOULTON, H., 2014. Perceptions of a 'flipped classroom' approach to teaching and learning: a case study. In: A. KWAN, E. WONG, T. KWONG, P. LAU and A. GOODY, eds., Research Development in Higher Education: Higher Education in a Globalized World - Refereed papers from the 37th HERDSA Annual International Conference, Hong Kong, China, 7-10 July 2014. Milperra, N.S.W., Australia: Higher Education Research and Development Society of Australasia (HERDSA), pp. 61-70. ISBN 9780908557967

BOULTON, H., 2014. Supporting teachers in becoming digitally wise: how can CPD support teachers? In: Education ICT National Conference, QEII Conference Centre, London, 10 June 2014.

BOULTON, H., 2014. Supporting teachers in becoming digitally wise: how can CPD support teachers? Research and Development in Higher Education: Higher Education in a Globalized World, 37, pp. 61-70. ISSN 1441 001X

BOULTON, H., 2014. ePortfolios beyond pre-service teacher education: a new dawn? European Journal of Teacher Education, 37 (3), pp. 374-389. ISSN 1469-5928

BOULTON, H. and HRAMIAK, A., 2014. Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training. Technology, Pedagogy and Education, 23 (2), pp. 151-165. ISSN 1747-5139

BYROM, T. and AIKEN, V., 2014. Doing it differently. Higher Education, Skills and Work-Based Learning, 4 (3), pp. 271-283. ISSN 2042-3896

CARTER, K. and SOOD, K., 2014. It's complicated: apprentice leaders on the edge of chaos. Management in Education, 28 (2), pp. 64-69. ISSN 0892-0206

CLAPHAM, A., 2014. Producing the docile body: analysing Local Area Under-performance Inspection (LAUI). Cambridge Journal of Education, 45 (2), pp. 265-280. ISSN 1469-3577

CSIZMADIA, A., 2014. Development and validation of an instrument to determine trainee computer science teachers’ perceptions of computational thinking. In: A. BILAL, A. RATNAYAKA, A. ZOBENBULLER, C. COINTOT, D. HARBIDGE, D. WHATMAN, E. MBISE, F. AL-HASHIMI, G. MARTÍNEZ-ARELLANO, G. ROGERS, I. GOSTAUTAS, J. TAYLOR, K. TRYTKO, L. PISCICELLI, M. AHMED, M. ALASHAB, M. MAHMOOD, S. WILSON, T. ELFAYEZ and Y. LIAO, eds., Breaking Boundaries 2014: First Annual Professional Research Practice Conference, Nottingham Trent University, 15 May 2014. Nottingham: Nottingham Trent University: Graduate School, pp. 78-85. ISBN 9780992995706

GREANY, T., GU, Q., HANDSCOMB, G., VARLEY, M., MANNERS, P. and DUNCAN, S., 2014. School-university partnerships: fulfilling the potential. Summary Report: October 2014. Bristol: National Co-ordinating Centre for Public Engagement (NCCPE).

HARRIS, T., 2014. The soundINCLUSION Project: valuing music in the SEND context. In: School of Education Research Conference, Nottingham Trent University, Nottingham, 25 September 2014.

JOHNSON, S., SMITH, R. and PARNHAM, S., 2014. How students can support teaching through the student mentor scheme at NTU. In: Proceedings of the Annual Learning and Teaching Conference, Nottingham.

JWAID, A.E., CLARK, S. and IRESON, G., 2014. Understanding best practices in control engineering education using the concept of TPACK. In: Integrated STEM Education Conference (ISEC), 2014 IEEE, Princeton, NJ, USA, 8 March 2014. Institute of Electrical and Electronics Engineers (IEEE), pp. 1-6. ISBN 978147993228-3

KINGTON, A., SAMMONS, P., REGAN, E., BROWN, E., KO, J. and BUCKLER, S., 2014. Effective classroom practice. Maidenhead: Open University Press. ISBN 9780335247127

KISANGA, D.H. and IRESON, G., 2014. Challenges and strategies on adoption of e-learning in Tanzanian higher learning institutions: lessons to future adopters. In: L. MORRIS and C. TSOLAKIDIS, eds., International Conference on Information Communication Technologies in Education: ICICTE 2014 Proceedings, Kos, Greece 5-8 July 2014. ICICTE. ISBN 9780992695835

KUSHNIR, I., 2014. The Bologna Process as a policy transfer issue. Cambridge Open-Review Educational Research e-Journal (CORERJ), 1 (1), pp. 59-73. ISSN 2056-7804

MBAH, M., 2014. Connecting the university with the local community: exploring strategic links to capture and maximise community voices. Studies in Modern Society, 5 (1), pp. 42-51. ISSN 2029-431X

MBAH, M., 2014. Galvanizing a university's developmental mission through community participation: case of Cameroon. Journal of the World Universities Forum, 6 (2), pp. 53-64. ISSN 1835-2030

MBAH, M.F., 2014. The dilemma of graduate unemployment within a context of poverty, scarcity and fragile economy: are there lessons for the university? International Journal of Economics and Finance, 6 (12), pp. 27-36. ISSN 1916-971X

MELVILLE, J., 2014. Development of transferable skills with part-time HE students in engineering: employer case study. MPhil, Nottingham Trent University.

MISTRY, M. and SOOD, K., 2014. Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders? Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279

NIKITA, D.P., 2014. Book reviews: Education policy. Journal of Education Policy, 29 (5), pp. 716-717. ISSN 0268-0939

O'GRADY, A. and COTTLE, V., 2014. PAAR for the course: making a difference. In: Higher Education Close-Up 7 Conference: Higher Education Close Up Research: Making a Difference, Lancaster University, Lancaster, 21-23 July 2014.

O’GRADY, A., 2014. Equality and diversity in the lifelong learning sector. International Review of Education, 60 (4), pp. 581-582. ISSN 0020-8566

PEART, S., 2014. Bullying as an institutionally exclusionary practice. In: JORSEN (Journal of Research in Special Educational Needs) 6th Invitation Research Seminar.

PEART, S., 2014. Equality and diversity in further education. Northwich: Critical Publishing Ltd.. ISBN 9781909330979

PEART, S., BYROM, T. and DE BRITO, G., 2014. Bringing about change - encouraging homeless young people into education. In: Nottingham Trent University School of Education, 3rd Research Conference, Nottingham Trent University, Nottingham, Nottingham.

REGAN, E., VERGOU, A., KAPELARI, S., WILLISON, J., DILLON, J., BROMLEY, G. and BONOMI, C., 2014. Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project. In: P. BLESSINGER and J.M. CARFORA, eds., Inquiry-based learning for faculty and institutional development: a conceptual and practical resource for educators. Innovations in higher education teaching and learning (1). Bingley: Emerald Group Publishing, pp. 175-199. ISBN 9781784412357

ROTHWELL, A. and ROTHWELL, F., 2014. Sustaining academic professional careers. In: L. GORNALL, C. COOK, L. DAUNTON and J. SALISBURY, eds., Academic working lives: experience, practice and change. London: Bloomsbury, pp. 129-140. ISBN 9781441185341

SOOD, K. and MISTRY, M., 2014. Developing innovative learning approaches through the links of diversity and equity within the new Early Years Foundation Stage (EYFS) curriculum in England: challenges for leaders. In: P. KANERVIO, S. PULKKINEN and L. HALTTUNEN, eds., Mind the gap: creating social justice through education policy. Jyväskylä: University of Jyväskylä. ISBN 9789513956097

WALLACE, S., 2014. When you’re smiling: exploring how teachers motivate and engage learners in the further education sector. Journal of Further and Higher Education, 38 (3), pp. 346-360. ISSN 1469-9486