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

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Number of items: 23.

Journal article

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

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

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. 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

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

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

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

Chapter in book

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. 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

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)

Edited book

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

Professional or trade journal contribution

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

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


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

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.

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

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

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