Items where Division is "School of Education" and Year is 2015

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Number of items: 45.

Journal article

ATKINS, L. and FLINT, K.J., 2015. Nothing changes: perceptions of vocational education in England. International Journal of Training Research, 13 (1), pp. 35-48. ISSN 1448-0220

CLAPHAM, A., 2015. 'Answer your names please': a small-scale exploration of teachers technologically mediated 'new lives'. Teachers and Teaching, 21 (4), pp. 366-378. ISSN 1354-0602

CLAPHAM, A., 2015. Post-fabrication and putting on a show: examining the impact of short notice inspections. British Educational Research Journal, 41 (4), pp. 613-628. ISSN 1469-3518

FLINT, K. and PEART, S., 2015. Is there any justice in being other than 'white' in Britain? Race Equality Teaching, 33 (2), pp. 5-9. ISSN 1478-8551

FLINT, K.J., 2015. Research-philosophy-pedagogy as an event in the world: What’s the big deal? Adjacent Government (Dec.). ISSN 2055-7612

HARDY, A., 2015. What’s D&T for? Gathering and comparing the values of design and technology academics and trainee teachers. Design and Technology Education: an International Journal, 20 (2), pp. 10-21.

KING, H., NOMIKOU, E., ARCHER, L. and REGAN, E., 2015. Teachers' understanding and operationalisation of 'science capital'. International Journal of Science Education, 37 (18), pp. 2987-3014. ISSN 0950-0693

KISANGA, D. and IRESON, G., 2015. Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: lessons for adopters. International Journal of Education and Development Using Information and Communication Technology, 11 (2), pp. 128-137. ISSN 1814-0556

KOSOGORIN, A. and BARKER, L., 2015. Global learning in primary education: moving beyond charity. Race Equality Teaching, 33 (2), pp. 27-32. ISSN 1478-8551

KUSHNIR, I., 2015. Expanding the horizons of the referentiality approach. Cambridge Open-Review Educational Research e-Journal (CORERJ), 2, pp. 139-153. ISSN 2056-7804

KUSHNIR, I., 2015. The limits of soft governance in harmonization in the European higher education area. Educate~: the Journal of Doctoral Research in Education, 15 (1), pp. 11-21. ISSN 2049-9558

MBAH, M., 2015. Towards a model of university-aided technologically driven community development. Community Development Journal, 50 (3), pp. 463-477. ISSN 0010-3802

MCLAY, L., CARNETT, A., TYLER-MERRICK, G. and VAN DER MEER, L., 2015. A systematic review of interventions for inappropriate sexual behavior of children and adolescents with developmental disabilities. Review Journal of Autism and Developmental Disorders, 2 (4), pp. 357-373. ISSN 2195-7177

MISTRY, M. and SOOD, K., 2015. Managing diversity in a primary classroom: challenges for practitioners and school leaders. Race Equality Teaching, 33 (2), pp. 21-26. ISSN 1478-8551

MISTRY, M. and SOOD, K., 2015. Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43 (5), pp. 548-564. ISSN 0300-4279

PEART, S., 2015. Bullying as an institutionally exclusionary practice - implications of ignoring culturally specific support needs of Black male students in further education (FE). Journal of Research in Special Educational Needs, 15 (3). ISSN 1471-3802

RICHARDS, G., 2015. What is known is limited: intersectional experiences of minority ethnic young people who receive special education. Race Equality Teaching, 33 (2), pp. 10-16. ISSN 1478-8551

Authored book

MISTRY, M. and SOOD, K., 2015. English as an additional language in the early years: linking theory to practice. Abingdon: Routledge. ISBN 9780415821704

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

Chapter in book

BOULTON, H., 2015. Digital story telling. In: S. YOUNIE, M. LEASK and K. BURDEN, eds., Teaching and learning with ICT in the primary school. Abingdon: Routledge, pp. 13-23. ISBN 9781138783140

BOULTON, H. and WATERS, L., 2015. Using virtual learning environments to personalize learning in UK schools: a case study. In: T. CLARK and M.K. BARBOUR, eds., Online, blended, and distance education in schools: building successful programs. Online learning and distance education . Sterling, Va.: Stylus Publishing. ISBN 9781620361634

BYROM, T., 2015. Education and social class: examining the fuzziness of choice and belonging. In: A. O'GRADY and V. COTTLE, eds., Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge, pp. 88-97. ISBN 9781138814080

BYROM, T. and LIGHTFOOT, N., 2015. Interrupted trajectories: the impact of academic failure on the social mobility of working class students. In: P. BROWN, D. REAY and C. VINCENT, eds., Education and social mobility. Abingdon: Routledge, pp. 176-192. ISBN 9781138119574

DAVIES, S. and HAIL, Y., 2015. Education for sustainable development within textile technology: a case study of two schools. In: M. CHATONEY, ed., Plurality and Complementarity of Approaches in Design and Technology Education (PATT 29 Conference), Aix-Marseille Université, Marseilles, France, 7-10 April 2015. Marseilles, France: Presses Universitaires de Provence, pp. 106-111. ISBN 9782853999946

DAVIES, S. and HARDY, A., 2015. Preparing to teach with digital technologies. In: G. OWEN-JACKSON, ed., Learning to teach design and technology in the secondary school: a companion to school experience. London: Routledge, pp. 161-178. ISBN 9781138785243

EARLE, S. and SERRET, N., 2015. Learning science through talk. In: M. DUNNE and A. PEACOCK, eds., Primary science: a guide to teaching practice. London: Sage. ISBN 9781446295090

HARDY, A. and DAVIES, S., 2015. Teaching design and technology. In: G. OWEN-JACKSON, ed., Learning to teach design and technology in the secondary school: a companion to school experience. London: Routledge, pp. 199-220. ISBN 9781138785243

MORAN, M., 2015. Capturing the possibilities. In: A. WOODS, ed., The characteristics of effective learning: creating and capturing the possibilities in the early years. Abingdon: Routledge, pp. 122-136. ISBN 9780415737937

REGAN, E. and DEWITT, J., 2015. Attitudes, interest and factors influencing STEM enrolment behaviour: an overview of relevant literature. In: E.K. HENRIKSEN, J. DILLON and J. RYDER, eds., Understanding student participation and choice in science and technology education. Dordrecht: Springer, pp. 63-88. ISBN 9789400777934

REGAN, E. and DILLON, J., 2015. A place for STEM: probing the reasons for undergraduate course choices. In: E.K. HENRIKSEN, J. DILLON and J. RYDER, eds., Understanding student participation and choice in science and technology education. Dordrecht: Springer, pp. 119-134. ISBN 9789400777934

WATERS, L. and BOULTON, H., 2015. Using virtual learning environments to personalize learning in England's primary and secondary schools: a continuum of progress. In: T. CLARK and M.K. BARBOUR, eds., Online, blended and distance education in schools: building successful programs. New York: Stylus Publishing. ISBN 9781620361634

Conference contribution

AIKEN, V., 2015. The risky terrain of student writing. In: BESA Conference, Cardiff Metropolitan University, Cardiff, July 2015.

BOULTON, H., 2015. Literacy and technology: towards best practice. In: Association of Information Technology in Teacher Education Conference, London, 4 July 2015.

BOULTON, H., 2015. Literacy and technology: towards best practice. In: 14th Learning and Teaching Conference, Hong Kong, 2015.

BOULTON, H., 2015. Supporting transnational students in the transition to doctoral study through online technologies. In: European Conference of Educational Research, Budapest, Hungary, 8-10 September 2015.

BOULTON, H., 2015. Supporting transnational students in the transition to doctoral study through online technologies. In: International Learning and Teaching Conference, Singapore, 28 September - October 2015.

BOULTON, H. and CSIZMADIA, A., 2015. Supporting transnational students in the transition to doctoral study through online technologies. In: European Conference of Educational Research, Budapest, Hungary, 8-10 September 2015.

BOULTON, H. and HRAMIAK, A., 2015. Literacy and technology: towards best practice. In: International Conference: Assessment for Learning in Higher Education 2015, Hong Kong University, Hong Kong, 13-15 May 2015.

HARDY, A., GYEKYE, K. and WAINWRIGHT, C., 2015. What do others think is the point of design and technology education? In: PATT29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, 7-10 April 2015, Marseille, France.

O'GRADY, A., 2015. Offender education in England. In: Metropolia International Week in Culture 2015, Metropolia University, Helsinki, Finland, March 2015.

O'GRADY, A. and BYROM, T., 2015. 'Giving something back': higher education students and educational interventions. In: Society for Research into Higher Education Annual Research Conference, Newport, Wales, 9-11 December 2015.

Newspaper or popular journal contribution

HARDY, A., 2015. Why has the number of teenagers taking design and technology GCSE dropped? The Conversation.

Research report for external body

FLINT, K.J., 2015. Education, philosophy, research: opening space for moves towards social justice in research. Crewe: Adjacent Digital Politics Ltd..

Thesis

GORDON, A.L., 2015. Exploring the resilience of early career teachers: engaging positively with the realities. EdD, Nottingham Trent University.

KISANGA, D.H., 2015. Investigation of attitudinal factors towards the transition from face-to-face to e-learning in Tanzanian higher learning institutions: a mixed methods approach. PhD, Nottingham Trent University.

This list was generated on Wed Oct 20 16:03:10 2021 UTC.