Items where Division is "Nottingham Institute of Education" and Year is 2020

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Number of items: 23.

A

ANDERSON, L. and HARDY, A., 2020. Book Review: Pedagogy for technology education in secondary schools. Design and Technology Education: An International Journal, 25 (3), pp. 133-136. ISSN 1360-1431

B

BANG, H.N., MBAH, M.F., NDI, H.N. and NDZO, J.A., 2020. Gauging Cameroon's resilience to the COVID-19 pandemic: implications for enduring a novel health crisis. Transforming Government: People, Process and Policy. ISSN 1750-6166

D

DAVIES, S., 2020. Planning lessons in design and technology. In: A. HARDY, ed., Learning to teach design and technology in the secondary school: a companion to school experience. Learning to teach subjects in the secondary school . London: Routledge, pp. 191-207. ISBN 9780429321191

DOAK, L., 2020. Realising the 'right to play' in the special school playground. International Journal of Play, 9 (4), pp. 414-438. ISSN 2159-4937

E

EDDEN, R., 2020. Workplace practice in undergraduate accounting education: a small scale exploration of year-long work experience at a post-1992 UK university. EdD, Nottingham Trent University.

H

HARDY, A., 2020. Learning to teach design and technology in the secondary school: a companion to school experience. 4th ed. Abingdon: Routledge. ISBN 9780367336813

HARDY, A. and MCLAIN, M., 2020. Future visions of design and technology. FutureMinds, 16, p. 35.

HARDY, A., MURRAY, R., THOW, M. and SMITH, M., 2020. 'So maybe I’m not such an imposter': becoming an academic after a life as a teacher-practitioner. Higher Education Research & Development. ISSN 0729-4360

HENNESSY, J., WARD, N., ALEXANDER, J. and DYMOKE, S., 2020. Professional contraction and the growth of teacher confidence. Experiences in the teaching of poetry from the Republic of Ireland and Northern Ireland. Oxford Review of Education. ISSN 0305-4985

HUGHES-ROBERTS, T., BROWN, D., BOULTON, H., BURTON, A., SHOPLAND, N. and MARTINOVS, D., 2020. Examining the potential impact of digital game making in curricula based teaching: initial observations. Computers & Education, 158: 103988. ISSN 0360-1315

K

KENT, J. and MCDONALD, S., 2020. What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices? Child Language Teaching and Therapy. ISSN 0265-6590

KUSHNIR, I., 2020. Forced migration and education. Education in the North, 27 (1), pp. 141-147. ISSN 2398-0184

KUSHNIR, I., 2020. The voice of inclusion in the midst of neoliberalist noise in the Bologna Process. European Educational Research Journal.

M

MCDONALD, S. and KENT, J., 2020. How 'inner setting factors' affect the implementation of early years communication strategies: evaluation of the Language Lead Approach. Early Years. ISSN 0957-5146

MISTRY, M. and SOOD, K., 2020. Meeting the needs of young children with English as an additional language: research informed practice. London: Routledge/David Fulton. ISBN 9780367207632

P

PAECHTER, C., DOAK, L., DYMOKE, S., KENT, J., MARRIOTT, M., WOOD, C., CHANTREY WOOD, K., BURKE, P., MCDONALD, A., PETTIGREW, C., TAYLOR, M., TOMLINSON, C. and WARD, M., 2020. Commons Education Select Committee: The impact of COVID-19 on education and children’s services. Commons Education Select Committee.

PRODROMIDOU, A., GKASIS, P., KUSHNIR, I., KILKEY, M. and STRUMIA, F., 2020. Introduction. In: A. PRODROMIDOU and P. GKASIS, eds., Along the Balkan route: the impact of the post-2014 'migrant crisis' on the EU’s south east periphery. Berlin: Konrad-Adenauer-Stiftung, pp. 6-17. ISBN 9783957216038

S

SERRET, N. and GRIPTON, C., 2020. Purposeful planning for learning: shaping learning and teaching in the primary school. London: Routledge. ISBN 9780429489266

SERRET, N. and HUNTER, F., 2020. Inclusive planning for learning. In: N. SERRET and C. GRIPTON, eds., Purposeful planning for learning: shaping learning and teaching in the primary school. London: Routledge. ISBN 9780429489266

SERRET, N., RUSTON, L. and PERKINS, R., 2020. Assessment and planning for progress. In: N. SERRET and C. GRIPTON, eds., Purposeful planning for learning: shaping learning and teaching in the primary school. London: Routledge. ISBN 9780429489266

SOOD, K., 2020. How can diversity translate into practice in primary schools? ASPE Bulletin (15).

STANDEN, P.J., BROWN, D.J., TAHERI, M., GALVEZ TRIGO, M.J., BOULTON, H., BURTON, A., HALLEWELL, M.J., LATHE, J.G., SHOPLAND, N., BLANCO GONZALEZ, M.A., KWIATKOWSKA, G.M., MILLI, E., COBELLO, S., MAZZUCATO, A., TRAVERSI, M. and HORTAL, E., 2020. An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities. British Journal of Educational Technology, 51 (5), pp. 1748-1765. ISSN 0007-1013

W

WIJITNAWIN, P., 2020. Evaluation of a theoretical Structured Academic Controversy Model to see its impact on the problem-solving skills of undergraduates undertaking a Thai literature course. PhD, Nottingham Trent University.

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