Items where Author is "Wallace, S"

WALLACE, S., 2015. A dictionary of education. Oxford: Oxford University Press. ISBN 9780199679393

WALLACE, S., 2014. When you’re smiling: exploring how teachers motivate and engage learners in the further education sector. Journal of Further and Higher Education, 38 (3), pp. 346-360. ISSN 1469-9486

WALLACE, S., 2013. Choosers or losers? Progression from school to lifelong learning in the UK. Annali della Didattica e della Formazione Docente (5), pp. 59-67. ISSN 2038-1034

WALLACE, S., 2013. Doing research in further education and training. London: Sage/Learning Matters. ISBN 9781446259191

WALLACE, S., 2012. Coercion or co-operation? Developing teachers' motivational skills in the vocational education sector. In: 8th International Conference of Education, Samos, Greece, June 2012, Samos, Greece.

ATKINS, L. and WALLACE, S., 2012. Qualitative research in education: a handbook. London: Sage.

HENDERSON, P., WALLACE, S., JARMAN, J. and HODGSON, J., 2012. Solicitors Regulation Authority: CPD Review. Nottingham: Nottingham Law School.

GRAVELLS, J. and WALLACE, S., 2011. Dial M for mentor: lessons in mentoring from films,tv and literature. Information Age.

WALLACE, S., 2011. Teaching, tutoring and training in the lifelong learning sector. Exeter: Learning Matters. ISBN 9780857250629

WALLACE, S., 2010. Fictional narratives and the development of student teachers' reflection on practice in the further education sector. In: Proceedings of the Canada International Conference on Education. UNSPECIFIED. ISBN 9780956426321

WALLACE, S., 2010. Joining the goblins. Education Action Research, 18 (4), pp. 467-479.

WALLACE, S., 2010. Key issues in the lifelong learning sector: writing about teaching. Exeter: Learning Matters.

WALLACE, S., 2010. Managing inclusion in post-compulsory education. In: International Technology, Education and Development (INTED) Conference, Valencia, Spain, March 2010, Valencia.

WALLACE, S. and DRANSFIELD, R., 2010. Research into Teaching: NTU's journal of research-informed teaching and teaching-informed research. UNSPECIFIED.

WALLACE, S., 2010. Telling a compelling story. Management in Education, 24 (3), pp. 102-106.

WALLACE, S. and DRANSFIELD, R., 2009. Research into Teaching: NTU's journal of research-informed teaching and teaching-informed research. UNSPECIFIED.

WALLACE, S., 2009. Tennyson and constructs of learning. In: International Bicentennial Conference on Tennyson, Lincoln University, 17 September 2009, Lincoln.

BOWEN, R. and WALLACE, S., 2008. Dictionary of education. Oxford: Oxford University Press. ISBN 9780199212064

WALLACE, S., 2008. Managing motivation: students' attitudes to learning and teachers' response. Learning and Skills Research Journal.

WALLACE, S., 2008. The Oxford dictionary of education. Oxford: Oxford University Press.

WALLACE, S. and DRANSFIELD, R., 2008. Research into Teaching: NTU's journal of research-informed teaching and teaching-informed research. UNSPECIFIED.

WALLACE, S., 2008. Whether or not to join the goblins: using fictional narratives as a means of reflecting on issues of professionalism for student-teachers entering the further education sector. In: British Education Research Association Conference, Edinburgh, September 2008, Edinburgh.

WALLACE, S. and GRAVELLS, J., 2007. An A-Z for all FE managers. London: Continuum.

WALLACE, S., 2007. Getting the buggers motivated in FE. London: Continuum.

WALLACE, S. and GRAVELLS, J., 2007. Leadership and leading teams in FE. Exeter: Learning Matters.

WALLACE, S., 2007. Managing behaviour. Exeter: Learning Matters.

WALLACE, S. and GRAVELLS, J., 2007. Mentoring in further education. Exeter: Learning Matters.

WALLACE, S. and DRANSFIELD, R., 2007. Research into Teaching: NTU's journal of research-informed teaching and teaching-informed research. UNSPECIFIED.

WALLACE, S., 2007. Teaching, tutoring and training in the lifelong learning sector. Exeter: Learning Matters.

ATKINS, L. and WALLACE, S., 2006. It's in their nature to nurture: a comparison of PCE mentors' perception of their role and the emerging national requirements. In: British Educational Research Association Annual Conference, University of Warwick, Warwick, 6-9 September 2006.

WALLACE, S., 2005. Guardian angels and teachers from hell: using metaphor as a measure of schools' experiences and expectations of General National Vocational Qualifications. International Journal of Qualitative Studies in Education, 14 (6), pp. 727-739. ISSN 0951-8398

WALLACE, S. and GRAVELLS, J., 2005. Mentoring in further education: meeting the national standards. Exeter: Learning matters. ISBN 1844450228

WALLACE, S., 2004. Bligh and Shackleton as models of classroom management. In: LSDA Regional Conference, Nottingham, 2004.

WALLACE, S. and VANHEGAN, S., 2004. IT as a key skill for teachers: the delivery of IT as an integral component of a full-time PGCE programme. In: M. MONTEITH, ed., ICT for curriculum enhancement. Bristol: Intellect, pp. 153-166. ISBN 1841500615

WALLACE, S., 2003. Figuratively speaking: six accounts of the PhD viva examination. Quality Assurance in Education, 11 (2), pp. 100-108. ISSN 0968-4883

WALLACE, S., 2003. How far can the application of national standards be expected to address student disengagement? In: The FE Sussex Conference on Leadership and Management and the impact on Learning and Teaching, Eastbourne, June 2003.

WALLACE, S., 2003. Standards for teaching and supporting learning in FE: the key to professionalism or a magic bullet? In: National Conference on Lifelong Learning: the UK post-16 challenge, London, February 2003.

WALLACE, S., 2002. Can the FENTO standards be used to encourage reflective practice? In: National Conference on On-line Training for FE, Chester, 2002.

WALLACE, S. and VANHEGAN, S., 2002. ICT for FE teacher training: a case study. In: M. MONTEITH, ed., ICT for curriculum enhancement. Intellect Books, pp. 120-141. ISBN 1841500615

WALLACE, S., 2002. Managing behaviour and motivating students in further education. Exeter: Learning Matters. ISBN 1903300495

WALLACE, S., 2002. Metaphors of power in the conduct of the British PhD examination. In: UKCGE Symposium on Research Degree Examining, 2002.

WALLACE, S., 2002. No good surprises: intending lecturers' preconceptions and initial experiences of further education. British Educational Research Journal, 28 (1), pp. 79-93. ISSN 0141-1926

WALLACE, S., 2002. Searching for a motive: student-teacher experiences of attitudes to learning in ten colleges of Further Education. In: LSRN Regional Conference, 2002.

WALLACE, S., 2002. Student behaviour and motivation in FE classrooms. Learning and Skills Research Journal.

WALLACE, S., 2002. The conduct of the British PhD viva. In: UK Council for Graduate Education Symposium: Examining Research Degrees, London, 2002.

WALLACE, S., 2001. On-line FENTO-endorsed teacher training programmes and materials programmes at introductory, intermediate and Cert. Ed. level. ThoseWhoCan.

WALLACE, S., 2001. Teaching and supporting learning in further education: meeting the FENTO standards. Exeter: Learning Matters. ISBN 1903300282

WALLACE, S., 2001. Trial by ordeal or the chummy game? Six case studies in the conduct of the British PhD viva examination. Higher Education Review : the International Journal of Policy and Practice in Post School Education, 34 (1), pp. 35-59. ISSN 0018-1609

WALLACE, S., 1999. Recruiting sergeants, opponents, analysts, strategists and evaluators: finding a way through the GNVQ literature. GNVQ Today, 10, pp. 9-12.

WALLACE, S., 1998. Less equal than others\; a study of GNVQ provision in six secondary schools. Research in Post-compulsory Education, 3 (3), pp. 245-256.

WALLACE, S., 1998. Parity? Who says so? GNVQ Today, 6, pp. 6-8.