Items where Division is "School of Education" and Year is 2016

ANDERSON, N. and PEART, S., 2016. Back on track: exploring how a Further Education college re-motivates learners to re-sit previously failed qualifications at GCSE. Research in Post-Compulsory Education, 21 (3), pp. 196-213. ISSN 1359-6748

BARLEX, D., GIVENS, N., HARDY, A. and STEEG, T., 2016. Modernisation of the school D&T curriculum with special reference to disruptive technologies; a case study of trainee teachers’ responses. In: PATT2016: Proceedings for the Education for 21st Century Skills Conference, Hogeschool Utrecht, Utrecht, Netherlands, 23-26 August 2016.

BOULTON, H., 2016. Developing pedagogy: using new technologies with transnational students. In: L. GÓMEZ CHOVA, A. LÓPEZ MARTÍNEZ and I. CANDEL TORRES, eds., EDULEARN 16: 8th International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July 2016: conference proceedings. [Valencia]: International Academy of Technology, Education and Development (IATED), pp. 6654-6661. ISBN 9788460888604

BOULTON, H., SPIELER, B., PETRI, A., SCHINDLER, C., SLANY, W. and BELTRAN, X., 2016. The role of game jams in developing informal learning of computational thinking: a cross-European case study. In: L. GÓMEZ CHOVA, A. LÓPEZ MARTÍNEZ and I. CANDEL TORRES, eds., EDULEARN 16: 8th International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July 2016: conference proceedings. [Valencia]: International Academy of Technology, Education and Development (IATED), pp. 7034-7044. ISBN 9788460888604

CHENG, Y.L., 2016. The integration of ICT in Hong Kong preschool settings: case studies of two Hong Kong kindergartens. EdD, Nottingham Trent University.

CLAPHAM, A., 2016. Enacting informal science learning: exploring the battle for informal learning. British Journal of Educational Studies, 64 (4), pp. 485-501. ISSN 0007-1005

CLAPHAM, A., 2016. Why bother with masterliness? In: A. O'GRADY and V. COTTLE, eds., Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge. ISBN 9781138814080

CLAPHAM, A. and VICKERS, R., 2016. Further education sector governors as ethnographers: five case studies. Ethnography and Education. ISSN 1745-7823

CLAPHAM, A., VICKERS, R. and ELDRIDGE, J., 2016. Legitimation, performativity and the tyranny of a ‘hijacked’ word. Journal of Education Policy, 31 (6), pp. 757-772. ISSN 0268-0939

CORREIA, C.F., NIEMINEN, P., SERRET, N., HÄHKIÖNIEMI, M., VIIRI, J. and HARRISON, C., 2016. Informal formative assessment in inquiry-based science lessons. In: J. LAVONEN, K. JUUTI, J. LAMPISELKÄ, A. UITTO and K. HAHL, eds., Electronic Proceedings of the ESERA 2015 Conference: Science Education Research: Engaging Learners for a Sustainable Future, Part 11, University of Helsinki, Helsinki, Finland, 31 August - 4 September 2015. Helsinki: University of Helsinki, pp. 1782-1791. ISBN 9789515115416

DAVIES, S. and HARDY, A., 2016. How to teach 'Smart Fashion' within the D&T curriculum: have we got it right? In: PATT2016: Technology Education for 21st Century Skills Conference, Hogeschool Utrecht, Utrecht, Netherlands, 23-26 August 2016.

FARAH, M., IRESON, G. and RICHARDS, R., 2016. Developing a predictive model for the enhanced learning outcomes by the use of technology. Imperial Journal of Interdisciplinary Research (IJIR), 2 (5), pp. 1205-1212. ISSN 2454-1362

FARAH, M., IRESON, G. and RICHARDS, R., 2016. A content, pedagogy and technology [CPT] approach to TPACK. Imperial Journal of Interdisciplinary Research (IJIR), 2 (12), pp. 1162-1170. ISSN 2454-1362

FLINT, K.J., 2016. Reflective practice: power, paradox and professionalism. Adjacent Government (Feb.), pp. 128-129. ISSN 2055-7612

GROUNDS, I., 2016. To explore outstanding teaching potential in early career teachers on their personal and professional journey to becoming newly qualified teachers. EdD, Nottingham Trent University.

GU, Q., REA, S., SMETHEM, L., DUNFORD, J., VARLEY, M., SAMMONS, P., PARISH, N., ARMSTRONG, P. and POWELL, L., 2016. Teaching schools evaluation. Final Report. Nottingham: National College for Teaching & Leadership, The University of Nottingham.

GU, Q., REA, S., SMETHEM, L., DUNFORD, J., VARLEY, M., SAMMONS, P., PARISH, N., ARMSTRONG, P. and POWELL, L., 2016. Teaching schools evaluation. Research Brief. Nottingham: National College for Teaching & Leadership, The University of Nottingham.

HARDY, A., 2016. An assortment box of views: different perceptions of D&T’s purpose and structure. In: PATT2016 - Technology Education for 21st Century Skills Conference, Utrecht, Netherlands, 23-26 August.

IRESON, G., 2016. Gender achievement and social, political and economic equality: a European perspective. Educational Studies. ISSN 0305-5698

KENT, J., 2016. Embracing levels of involvement. In: A. WOODS, ed., Examining levels of involvement in the early years engaging with children's possibilities. London: Taylor & Francis, pp. 91-104. ISBN 9781138885004

KISANGA, D.H. and IRESON, G., 2016. Test of e-Learning Related Attitudes (TeLRA) scale: development, reliability and validity study. International Journal of Education and Development Using Information and Communication Technology, 12 (1), pp. 20-36. ISSN 1814-0556

KUSHNIR, I., 2016. Exploring research potential: Bologna reform and Europeanisation beyond the European Union in the case of Norway. Education in the North, 23 (2), pp. 141-147. ISSN 0424-5512

KUSHNIR, I., 2016. The role of the Bologna Process in defining Europe. European Educational Research Journal (EERJ), 15 (6), pp. 664-675. ISSN 1474-9041

MBAH, M.F., 2016. Towards the idea of the interconnected university for sustainable community development. Higher Education Research & Development, 35 (6), pp. 1228-1241. ISSN 0729-4360

MCMEEKING, S., MORAN, M. and TAYLOR, D., 2016. Levels of outdoor involvement. In: A. WOODS, ed., Examining levels of involvement in the early years engaging with children's possibilities. London: Taylor & Francis, pp. 60-74. ISBN 9781138885004

MISTRY, M. and SOOD, K., 2016. Busting the myth of gender bias: views from men and women primary-school trainees and teachers. Education 3-13, 44 (3), pp. 283-296. ISSN 0300-4279

MISTRY, M. and SOOD, K., 2016. Challenges of developing pedagogy through diversity and equity within the new Early Years Foundation (EYFS) curriculum. Primary First Journal (17), pp. 18-19.

MISTRY, M. and SOOD, K., 2016. What does a globalized curriculum look like for diverse learners in primary schools? Race Equality Teaching, 33 (3), pp. 30-35. ISSN 1478-8551

MOLTHAN-HILL, P., PUNTHA, H., DHARMASASMITA, A., HUNTER, K. and LAWE, B., 2016. Addressing food waste: collaborative student and community projects. In: 3rd World Symposium on Sustainable Development at Universities (WSSD-U-2016), Massachusetts Institute of Technology (MIT), Cambridge, Massachusetts, United States, 14-16 September 2016.

MUSCAT, M., IRESON, G., RICHARDS, R. and TURNER, M., 2016. Thinking and communicating outside the box: a new perspective in chemical pathology instruction and communication. Annals of Clinical Biochemistry, 53 (s1), p. 89. ISSN 0004-5632

NG, Y.B., 2016. The application of classroom learned knowledge and skills in internship in Hong Kong higher education. EdD, Nottingham Trent University.

O'GRADY, A., 2016. Applying education thinkers to contemporary educational practice. In: O'GRADY A and V. COTTLE, eds., Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge. ISBN 9781138814080

O'GRADY, A., 2016. Opportunity or obligation: the 'power' of partnership for prison education. In: Learning Together: Education as a Practice of Freedom, Inclusive Learning Cultures, University of Cambridge, Cambridge, 2016.

O'GRADY, A. and COTTLE, V., 2016. Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge. ISBN 9781138814080

PEART, S., 2016. How the Equality Act is understood and implemented in further education. Race Equality Teaching, 33 (3), pp. 24-29. ISSN 1478-8551

POINTON, A.J., 2016. An investigation into the experience of Large Goods Vehicle drivers directed to undertake National Vocational Qualifications. EdD, Nottingham Trent University.

RICHARDS, G., 2016. I feel confident about teaching but SEN scares me: moving from anxiety to confidence. In: G. RICHARDS and F. ARMSTRONG, eds., Teaching and learning in diverse and inclusive classrooms: key issues for new teachers. Abingdon: Routledge, pp. 87-99.

RICHARDS, G., 2016. Why did he do that? Evidence-based teaching and learning. In: G. RICHARDS and F. ARMSTRONG, eds., Teaching and learning in diverse and inclusive classrooms: key issues for new teachers. Abingdon: Routledge, pp. 143-152.

RICHARDS, G. and ARMSTRONG, F., 2016. Teaching and learning in diverse and inclusive classrooms: key issues for new teachers. Abingdon: Routledge.

ROLPH, C.D., 2016. What's the difference? London: British Educational Research Association (BERA).

ROTHWELL, A. and ROTHWELL, F., 2016. Employability: a critical perspective. In: M. TOMLINSON, ed., Graduate employability in context: research, theory and debate. Basingstoke: Palgrave Macmillan.

RUEBAIN, D. and PEART, S., 2016. Disabled children, inclusion and the law in England and Wales. In: G. RICHARDS and F. ARMSTRONG, eds., Key issues for teaching assistants: working in diverse and inclusive classrooms. Oxford: Taylor & Francis. ISBN 9781138919648

SERRET, N. and HARDING, J., 2016. Assessing and enabling science inquiry. In: ASE, Birmingham, 6-9 January 2016.

SERRET, N., HARRISON, C., CORRERIA, C. and HARDING, J., 2016. Primary teachers' understanding of science inquiry: influences on their teaching and formative assessment practice. In: J. LAVONEN, K. JUUTI, J. LAMPISELKÄ, A. UITTO and K. HAHL, eds., Electronic Proceedings of the ESERA 2015 Conference: Science Education Research: Engaging Learners for a Sustainable Future, Part 14, University of Helsinki, Helsinki, Finland, 31 August - 4 September 2015. Helsinki: University of Helsinki, pp. 2349-2359. ISBN 9789515115416

SOOD, K., 2016. Writing the proposal. In: I. PALAIOLOGOU, D. NEEDHAM and T. MALE, eds., Doing research in education: theory and practice. London: Sage, pp. 99-117. ISBN 9781446266755

SPIELER, B., PETRI, A., SCHINDLER, C., SLANY, W., BELTRAN, M.E., BOULTON, H., GAETA, E. and SMITH, J., 2016. Pocket Code: a mobile app for game jams to facilitate classroom learning through game creation. In: 6th Irish Conference on Game-Based Learning (IGBL 2016), Trinity College Dublin, Dublin, Ireland, 1-2 September 2016.

UTTLEY, S.R., 2016. 'Exorcising the curse of Sisyphus': English Catholic education and the possibiity of authenticity. A philosophical study after Heidegger, Derrida, Lonergan and Boeve. EdD, Nottingham Trent University.

VINCENT, K., 2016. ‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives. Critical Studies in Education, 57 (1), pp. 55-69. ISSN 1750-8487

VINCENT, K. and SCRUTON, J., 2016. Diversity in education: engaging learners in dialogue about difference. Race Equality Teaching, 34 (1), pp. 32-37. ISSN 1478-8551

WONG, K.Y., 2016. Towards a Bourdieuian understanding of the South Asian language minorities' language acquisition in Hong Kong. EdD, Nottingham Trent University.