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

A

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

B

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

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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

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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).

H

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.

J

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

K

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

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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

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

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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

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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.

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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

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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

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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