Items where Division is "Nottingham Institute of Education" and Year is 2021

A

AIKEN, V., 2021. Academic literacies and the tilts within: the push and pull of student writing. Teaching in Higher Education. ISSN 1356-2517

AIKEN, V., 2021. Exploring the factors of time and space for undergraduate students studying and writing in COVID times. In: 16th BESA Annual International Conference, Virtual, 24-25 June 2021.

B

BRETT, A., 2021. Changing the narrative. A photo elicitation study of LGBT+ secondary school teachers in England. EdD, Nottingham Trent University.

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CHE, C.F. and MBAH, M., 2021. Social solidarity economy and village-centric development in North-West Cameroon. The International Journal of Community and Social Development. ISSN 2516-6026

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DAVIES, S. and HARDY, A., 2021. Making changes to curriculum with Sarah Davies (TD&T072). [Digital or Visual Media]

DOAK, L., 2021. Rethinking family (dis)engagement with Augmentative and Alternative Communication. Journal of Research in Special Educational Needs.

DOAK, L., 2021. Rethinking the concept of ‘agency’ in iPad story-making and story-sharing for children identified as having ‘learning disabilities’ and their families. [Dataset]

DOAK, L., 2021. ‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities. Pedagogy, Culture and Society. ISSN 1468-1366

DYMOKE, S. and MCGUINN, N., 2021. Being allowed: negotiating space for poetry writing with literature examination students. New Writing: The International Journal for the Practice and Theory of Creative Writing. ISSN 1479-0726

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FRIEND, K.L., 2021. The creation of social networks: social capital and the experiences of widening participation students at three elite institutions in the US, England, and Scotland. Pedagogy, Culture and Society, 29 (3), pp. 359-377. ISSN 1468-1366

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GEAR, R., 2021. More to an MA than meets the eye: a story of academic partnerships. Nottingham Institute of Education.

GEAR, R., 2021. The reality of Rosenshine. Nottingham: Nottingham Institute of Education.

GEAR, R. and SOOD, K., 2021. The impact of pupil voice and the social nature of learning on mathematical thinking and problem solving: stories from a Year 5 primary classroom. ASPE Bulletin (28), pp. 1-4.

GEAR, R.C. and SOOD, K.K., 2021. School middle leaders and change management: do they need to be more on the “balcony” than the dance floor? Education Sciences, 11 (11): 753. ISSN 2227-7102

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HARDY, A., 2021. D&T capability. [Digital or Visual Media]

HARDY, A., 2021. D&T education: its history and related debates [webinar]. NOWTeach.

HARDY, A., 2021. Exploring the value of D&T education. [Digital or Visual Media]

HARDY, A., 2021. How did we get to this point? In: A. HARDY and E. NORMAN, eds., Redesigning D&T ... talking ... thinking. Loughborough: Loughborough Design Press. ISBN 9781909671263

HARDY, A., 2021. I might be wrong ... Design and Technology Teacher Education Group.

HARDY, A., 2021. What next for design and technology? FutureMinds, 17, pp. 10-11.

HARDY, A., 2021. Why don’t we get on? Values & the mentor/ student teacher relationship. Design and Technology Teacher Education Group.

HARDY, A., 2021. A framework to support academics with changing their writing behaviour. [Digital or Visual Media]

HARDY, A. and DAVIES, S., 2021. Implementing curriculum changes. In: A. HARDY and E. NORMAN, eds., Redesigning D&T ... thinking ... talking. Loughborough: Loughborough Design Press, p. 8. ISBN 9781909671263

HARDY, A., DUNN, A. and TRIGG, R., 2021. Taking a psychometric approach to developing a tool for measuring values attributed to D&T. In: PATT38: Technology in our Hands, Creative Pedagogy and Ambitious Teacher Education, Turku, Finland, 27-30 April 2021.

HARDY, A. and MCLAIN, M., 2021. Future visions of design and technology. In: A. HARDY and E. NORMAN, eds., Redesigning D&T ... talking ... thinking. Loughborough: Loughborough Design Press. ISBN 9781909671263

HARDY, A., MCLELLAN, G., SMITH, M., THOW, M.K. and MURRAY, R., 2021. Academic writing during a pandemic: using the writing meeting to develop self-efficacy. In: (Re)connecting, (Re)building: Higher Education in Transformative Times, Virtual, 06-10 December 2021.

HARDY, A. and NORMAN, E., 2021. Redesigning D&T ... talking ... thinking. Loughborough: Loughborough Design Press. ISBN 9781909671263

J

JIDONG, D.E., BAILEY, D., SODI, T., GIBSON, L., SAWADOGO, N., IKHILE, D., MUSOKE, D., MADHOMBIRO, M. and MBAH, M., 2021. Nigerian cultural beliefs about mental health conditions and traditional healing: a qualitative study. Journal of Mental Health Training, Education and Practice. ISSN 1755-6228

JOHNSON, A.T. and MBAH, M.F., 2021. (Un)subjugating indigenous knowledge for sustainable development: considerations for community-based research in African higher education. Journal of Comparative and International Higher Education. ISSN 2151-0393

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KUSHNIR, I., 2021. The Bologna reform in Ukraine: learning Europeanisation in the post-Soviet context. Bingley: Emerald. ISBN 9781839821158

KUSHNIR, I., 2021. Unpacking key terms: sustainable development, indigenous knowledges, methodology. In: M.F. MBAH, A. TURNER JOHNSON, W. LEAL FILHO and S. AJAPS, eds., Indigenous methodologies, research and practices for sustainable development. World sustainability series . Springer. (Forthcoming)

KUSHNIR, I., 2021. The role of the European Education Area in European Union integration in times of crises. European Review. ISSN 1062-7987

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LEUNG, K.W.F., 2021. A study of students' perceived parenting styles and their influence on the formation of inferiority complex at a community college in Hong Kong. EdD, Nottingham Trent University.

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MBAH, M., AJAPS, S. and MOLTHAN-HILL, P., 2021. A systematic review of the deployment of indigenous knowledge systems towards climate change adaptation in developing world contexts: implications for climate change education. Sustainability, 13 (9): 4811. ISSN 2071-1050

MBAH, M., BANG, H., NDI, H. and NDZO, J., 2021. Community health education for health crisis management: the case of COVID-19 in Cameroon. International Quarterly of Community Health Education. ISSN 0272-684X

MBAH, M., JOHNSON, A.T. and CHIPINDI, F.M., 2021. Institutionalizing the intangible through research and engagement: indigenous knowledge and higher education for sustainable development in Zambia. International Journal of Educational Development, 82: 102355. ISSN 0738-0593

MBAH, M., NDI, H., BANG, H. and NDZO, J., 2021. Health and economic imperatives for households in the context of the anti-Covid-19 strategy in Cameroon - the case of Yaounde. Journal of Humanities and Applied Social Sciences. (Forthcoming)

MBAH, M.F. and JOHNSON, A.T., 2021. Fostering university contribution towards sustainable development: the instrumentality of indigenous knowledge system. In: W. LEAL FILHO, R. PRETORIUS and L. OLIM DE SOUSA, eds., Sustainable development in Africa. World sustainability series . Cham: Springer, pp. 19-36. ISBN 9783030746926

MBAH, M.F. and JOHNSON, A.T., 2021. Special issue introduction: exploring the role of Indigenous knowledge in postsecondary policies and practices toward sustainable development. Journal of Comparative and International Higher Education, 13 (3), pp. 7-19. ISSN 2151-0393

MCLAIN, M. and HARDY, A., 2021. Raising the profile of D&T teacher education. D&T Practice (3).

MOLTHAN-HILL, P., BLAJ-WARD, L., MBAH, M.F. and LEDLEY, T.S., 2021. Climate change education at universities: relevance and strategies for every discipline. In: M. LACKNER, B. SAJJADI and W.-Y. CHEN, eds., Handbook of climate change mitigation and adaptation. New York: Springer, pp. 1-64. ISBN 9781461464310

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PHILLIPS, J.G., PHILLIPSON, S. and TYLER-MERRICK, G., 2021. Growing children's social and emotional skills: using the TOGETHER programme. Abingdon, Oxon: Routledge. ISBN 9781032045979

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RICHARDS, S.-A., 2021. Shaping global citizens: a case for restructuring higher education tourism curricula. EdD, Nottingham Trent University.

ROLPH, C., 2021. Using school-level data to investigate the impact of a one-to-one mathematics teaching resource in English primary schools. Education Sciences, 11 (11): 740. ISSN 2227-7102

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SCHILLACI ROWLAND, D. and HARDY, A., 2021. Book review. Teacher as designer: design thinking for educational change. Design and Technology Education: an International Journal, 26 (3), pp. 159-162. ISSN 1360-1431

STANDEN, P.J., BROWN, D.J., KWIATKOWSKA, G.M., BELMONTE, M.K., GALVEZ TRIGO, M.J., BOULTON, H., BURTON, A., HALLEWELL, M.J., SHOPLAND, N., BLANCO GONZALEZ, M.A., MILLI, E., COBELLO, S., MAZZUCATO, A. and TRAVERSI, M., 2021. Teachers’ perspectives on the adoption of an adaptive learning system based on multimodal affect recognition for students with learning disabilities and autism. In: R.A. SOTTILARE and J. SCHWARZ, eds., Adaptive instructional systems: design and evaluation. Third International Conference, AIS 2021 held as part of the 23rd HCI International Conference, HCII 2021 virtual event, July 24–29, 2021, proceedings, part I. Lecture notes in computer science (12792). Cham: Springer, pp. 436-452. ISBN 9783030778569

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WALTERS, A., 2021. In search of light. Teaching English, Easter, pp. 18-25. ISSN 2051-7971