Items where Division is "School of Education" and Year is 2019

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Number of items: 23.


BETTS, L.R., HARDING, R., PEART, S., SJÖLIN, C., WRIGHT, D. and NEWBOLD, K., 2019. Adolescents' experiences of street harassment: creating a typology and assessing the emotional impact. Journal of Aggression, Conflict and Peace Research, 11 (1), pp. 38-46. ISSN 1759-6599

BOULTON, H., 2019. Crossing boundaries: the affordances of new technologies in supporting a collaborative learning environment for doctoral students learning transnationally. Technology, Pedagogy and Education, 28 (3), pp. 255-267. ISSN 1475-939X


CHAMBERS, D., 2019. Parents in partnership: measuring the contribution and potential impact of parental participation in primary school education. EdD, Nottingham Trent University.


DOAK, L., 2019. But I’d rather have raisins! Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism. Qualitative Research, 19 (1), pp. 30-54. ISSN 1468-7941

DYMOKE, S. and NAKAI, Y., 2019. Collaborative research between UK and Japan on poetry writing pedagogy in the global age: trialling poetry writing workshop techniques. The Science of Reading, 61 (2), 97 -109. ISSN 0387-284X


FERGUSON, B.T., 2019. Feedback for learning: exploring the views of secondary school students about feedback and how they can shape classroom practice. EdD, Nottingham Trent University.

FIM’YAR, O., KUSHNIR, I. and VITRUKH, M., 2019. Understanding Ukrainian pedagogical sciences through textbook analysis of four 'Pedagogy' textbooks. European Educational Research Journal, 18 (5), pp. 576-595. ISSN 1474-9041


GOMERSALL, S., 2019. Exploring the perceptions held by primary teacher trainees regarding the value of peer mentoring. Teacher Education Advancement Network Journal, 11 (2), pp. 12-22. ISSN 2054-5266


KENT, J., 2019. Introduction: a theoretical and ideological basis for the discussion of communication in the early years. In: J. KENT and M. MORAN, eds., Communication for the early years: a holistic approach. Abingdon: Routledge, pp. 1-10. ISBN 9780815348603

KENT, J., FARLEY, C. and HOBSON, S., 2019. On reflection. Nursery World, 2019 (20), pp. 27-29. ISSN 0029-6422

KENT, J. and MCDONALD, S., 2019. Collaborative practice in communication for the early years: the learning from a research project. In: J. KENT and M. MORAN, eds., Communication for the early years: a holistic approach. Abingdon: Routledge, pp. 57-70. ISBN 9780815348603

KENT, J. and MCDONALD, S., 2019. Experiences of the implementation of an early years communication improvement model: speech and language therapist and early years practitioner perspectives and implications for practice. Early Education Journal (87), pp. 13-15. ISSN 0960-281X

KENT, J. and MORAN, M., 2019. Communication for the early years: a holistic approach. Abingdon: Routledge. ISBN 9780815348603

KUSHNIR, I., 2019. Policy learning in the development of Bologna study cycles in Ukraine. Higher Education Policy. ISSN 0952-8733

KUSHNIR, I., 2019. The development of policy actors involved in the Bologna reform in Ukraine. Communist and Post-Communist Studies, 52 (2), pp. 117-128. ISSN 0967-067X


MBAH, M. and FONCHINGONG, C., 2019. Curating indigenous knowledge and practices for sustainable development: possibilities for a socio-ecologically-minded university. Sustainability, 11 (15): 4244. ISSN 2071-1050

MBAH, M. and FONCHINGONG, C., 2019. University's catalytic effect in engendering local development drives: insight into the instrumentality of community-based service learning. Journal of Sustainable Development, 12 (3), pp. 22-34. ISSN 1913-9063

MOKENELA, P.J., 2019. Developing a pedagogical framework for blended distance learning at the National University of Lesotho. PhD, Nottingham Trent University.


POWER, E. and WARING-THOMAS, P., 2019. Using an art-based approach to develop critical reflection in initial teaching trainees. Teacher Education Advancement Network Journal, 11 (1), pp. 57-70. ISSN 2054-5266


ROLPH, C.D., 2019. Grammar school expansion: ideology or evidence-based? Public Sector Focus (20), pp. 68-69. ISSN 2396-8346


SHORROCKS, J., 2019. Exploring the pedagogies of fashion business educators: how they teach for creativity and why. EdD, Nottingham Trent University.

SLEEMAN, M., FRIESEN, M., TYLER-MERRICK, G. and WALKER, W., 2019. The effects of precision teaching and self-regulation learning on early multiplication fluency. Journal of Behavioral Education. ISSN 1053-0819


TYLER-MERRICK, G., CHERRIGNTON, S., MCLAUGHLIN, T., MCLACHLAN, C., ASPDEN, K. and PHILLIPS, J., 2019. Aotearoa/New Zealand early childhood education: moving forward with intention. In: S. GARVIS and S. PHILLIPSON, eds., Policification of early childhood education. Early childhood in the 21st century: international teaching, family and policy perspectives (III). London: Routledge. ISBN 9780203730539 (Forthcoming)

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