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Number of items at this level: 127.

A

Atkin, C. and Foster, E. (2015) educationUndergraduate: Journal of undergraduate research in education (Volume 7). Bishop Grosseteste University, Lincoln.

Atkin, C., Pearson, E., Thompson, S. and Sharp, J. (2018) Thailand Rajabhat Initial Teacher Education project. Project Report. UK Government, Department for International Trade, Thailand.

Aubrey, K. and Bell, L. (2015) Teacher education in further education 2000–2010: subversion, avoidance and compliance. Journal of Further and Higher Education. ISSN 0309-877X

ap Sion, T. (2014) Religious education, interfaith dialogue and community cohesion in Wales : an empirical investigation of the contribution made by the Standing Advisory Councils on religious education. Contemporary Wales, 27 (1). pp. 148-166. ISSN 0951-4937

ap Sion, T. (2017) Seeing how we see each other : learning from quantitative research. Journal of Beliefs and Values, 38 (3). pp. 305-317. ISSN 1361-7672

ap Sion, T. and Francis, L.J. (2014) Religion and education in Wales. In: Religious education at schools in Europe: Part 2, Western Europe. V&R Unipress; Vienna University Press, Göttingen, Germany, pp. 261-287. ISBN 9783847102687

B

Becker, S., Kennedy, L. and Shahverdi, C. Improving student writing: working in partnership to develop the Student Academic Literacy Tool (SALT). Journal of Educational Innovation Partnership and Change.

Becker, S., Owens, G., Runze, J., Hopps, D., Morris, S., Bainbridge, V. and Wylie, M. (2017) Co-creating by degrees: Exploring experiences of co-design. [Video]

Beckley, P. (2018) Adults working with young children. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 161-174. ISBN 9781351797016

Beckley, P. (2013) Approaches in the early years: issues and reflections. In: Education Studies: An issues based approach. Sage, London, pp. 25-35. ISBN 9781446267431

Beckley, P. (2018) Children in a diverse society. In: Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London, pp. 106-112. ISBN 9781785922374

Beckley, P. (2018) Creating and thinking critically. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 80-91. ISBN 9781351797016

Beckley, P. (2018) Creativity in an early years foundation stage setting. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 107-116. ISBN 9781351797016

Beckley, P. (2018) Early years challenges for the future. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 175-182. ISBN 9781351797016

Beckley, P. (2018) Health and wellbeing. In: Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London, pp. 203-216. ISBN 9781785922374

Beckley, P. (2011) Historical perspectives. In: Learning in early childhood. Sage, London, pp. 5-18. ISBN 9781849204057

Beckley, P. (2011) Leadership and management in early years settings. In: Learning in early childhood. Sage, London, pp. 163-176. ISBN 9781849204057

Beckley, P. (2018) Looked after children or those in care. In: Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London, pp. 113-122. ISBN 9781785922374

Beckley, P. (2011) Motivation and self-esteem. In: Learning in early childhood. Sage, London, pp. 65-78. ISBN 9781849204057

Beckley, P. (2011) Partnership with parents/carers. In: Learning in early childhood. Sage, London, pp. 33-42. ISBN 9781849204057

Beckley, P. (2011) Pedagogy in practice. In: Learning in early childhood. Sage, London, pp. 43-60. ISBN 9781849204057

Beckley, P. (2018) Perspectives on learning: a changing environment. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 92-104. ISBN 9781351797016

Beckley, P. (2011) Theories of learning. In: Learning in early childhood. Sage, London, pp. 19-32. ISBN 9781849204057

Beckley, P. (2018) The contemporary early years world. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 7-21. ISBN 9781351797016

Beckley, P. (2013) The new early years foundation stage: changes, challenges and reflections. Open University Press, Maidenhead. ISBN 9780335246984

Beckley, P. (2011) The social context. In: Learning in early childhood. Sage, London, pp. 192-204. ISBN 9781849204057

Beckley, P., Compton, A., Johnston, J. and Marland, H. (2010) Problem-solving, reasoning and numeracy. In: Problem-Solving, Reasoning and Numeracy. Supporting Development in the Early Years Foundation Stage . Continuum Publishing Company, London. ISBN 9781441164742

Beckley, P. and Creed, L. (2018) Wellbeing for life in the early years. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 147-160. ISBN 9781351797016

Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing the early years foundation stage: a handbook. Open University Press, Maidenhead. ISBN 9780335236152

Beckley, P. and Moen, K. (2018) At one with nature. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 133-144. ISBN 9781351797016

Bopardikar, A., Carlson, J., Kimber, E., Loper, S., Pareja Roblin, N. and Rostovtseva, T. (2018) Three design heuristics for enhancing the use of video to improve teaching practice. Educational Designer, 3 (10). ISSN 1759-1325

C

Callinan, C. (2014) Constructing scientific knowledge in the classroom : a multimodal analysis of conceptual change and the significance of gesture. Doctoral thesis, University of Leicester.

Clarke, E. (2018) BERA’s postgraduate symposium: A lifebelt in the methodological mire. BERA Blog.

Clarke, E. (2017) Working with teaching assistants. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 219-234. ISBN 9781473994034

Clarke, E., Compton, A. and Sharp, J. (2017) Academic writing. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 235-252. ISBN 978-1473994034

Clarke, E. and McNichol, S. (2017) Behaviour. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 143-164. ISBN 9781473994034

Clarke, E. and Visser, J. (2018) Pragmatic research methodology in education: possibilities and pitfalls. International Journal of Research & Method in Education. ISSN 1743-727X

Compton, A. (2013) Creativity. In: Values and Vision in Primary Education. McGraw Hill Education/Open University Press, Maidenhead, pp. 33-50. ISBN 9780335246663

Compton, A., Crawley, J., Curtis, F., Douglas, A. S., Eaude, T., Jackson, A., Philpott, C., Plater, M., Powell, D., Sewell, A. and Vincent, K. (2019) What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11 (2). pp. 3-11. ISSN 2054-5266

Compton, A., Rogers, E., Johnstone, C. and Wait, D. (2019) Learning about research by doing research: developing student researchers. IMPact The University of Lincoln Journal of Higher Education Research, 5 (1). ISSN 2516-7561

Cremin, T., Glauert, E., Craft, A., Compton, A. and Stylianidou, F. (2015) Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in early years science. Education 3-13, 43 (4). pp. 404-419. ISSN 0300-4279

D

Degotardi, S. and Pearson, E. (2014) The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice. Routledge Research in International and Comparative Education . Open University Press, Maidenhead. ISBN 9780335263004

Dunn, M. J. (2019) Crossing the threshold: when transition becomes troublesome for A-level students. Education and Health, 37 (1). pp. 24-30. ISSN 2049-3665

Dunn, T.J. and Kennedy, M. (2019) Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137. pp. 104-137. ISSN 0360-1315

E

Edwards, O and ap Sion, T. (2015) Cathedral engagement with young people. In: Anglican Cathedrals in Modern Life : The Science of Cathedral Studies. Palgrave Macmillan US, pp. 29-49. ISBN 9781349553471

Efstratopoulou, M. (2016) Assessment instruments on children‘s internalizing behaviour: A review of their psychometric properties, functioning and applications. Journal of Physical Activity, Nutrition and Rehabilitation. ISSN 2421-7824

Efstratopoulou, M., Dunn, T.J., Andrzejewska, J. and Augustyniak, A. (2017) Assessing externalizing and internalizing behaviour in children: use of the motor behaviour checklist in a typical school-age Polish sample. European Journal of Special Education Research, 2 (6). pp. 43-59. ISSN 2501-2428

Erle, S. and Morris, J. (2016) The provision of children’s literature at Bishop Grosseteste University (Lincoln). ESSE Messenger, 25 (1). ISSN 2518-3567

F

Francis, L.J., Fisher, J., Lankshear, D.W. and Eccles, E.L. (2018) Modelling the effect of worship attendance and personal prayer on spiritual wellbeing among 9- to 11-year-old students attending Anglican church schools in Wales. International Journal of Children's Spirituality, 23 (1). pp. 30-44. ISSN 1364-436X

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2017) Assessing student attitude toward Christianity in Church in Wales primary schools: Does aided status make a difference? British Journal of Religious Education. pp. 1-9. ISSN 0141-6200

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2017) How students perceive attending Church in Wales primary schools: A psychometric assessment of Section 50 inspection criteria. Research in Education. ISSN ISSN 0034 5237

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2017) The internal consistency reliability and construct validity of the Francis Scale of Attitude toward Christianity among 8- to 11-year-old students in Wales. Mental Health, Religion and Culture. pp. 1-8. ISSN 1367-4676

Francis, L.J., ap Sion, T., McKenna, U. and Penny, G (2016) Does religious education as an examination subject work to promote community cohesion? An empirical enquiry among 14- to 15-year-old adolescents in England and Wales. British Journal of Religious Education, 39 (3). pp. 303-316. ISSN 0141-6200

Francis, L.J., ap Sion, T. and Penny, G. (2014) Is belief in god a matter of public concern in contemporary Wales? An empirical enquiry concerning religious diversity among 13- to 15-year-old males. Contemporary Wales, 27 (1). pp. 40-57. ISSN 0951-4937

Francis, L.J., ap Sion, T. and Village, A. (2014) Measuring the contribution of independent Christian secondary schools to students' religious, personal, and social values. Journal of Research on Christian Education, 23 (1). pp. 29-55. ISSN 1065-6219

G

Gazdula, J. and Atkin, C. (2017) Enterprise placements: factors which support learning and prolonged attainment in students. Research in Post-Compulsory Education, 22 (1). pp. 128-143. ISSN 1359-6748

Gee, N. (2013) Creating a temporary community? An ethnographic study of a residential fieldtrip. Journal of Adventure Education and Outdoor Learning, 15 (2). pp. 95-109. ISSN 1472-9679

Gee, N. (2015) The residential fieldtrip experience: an example of the impact of outdoor learning on social relationships. In: Social Relationships and Friendships: Perceptions, Influences on Human Development and Psychological Effects. Nova Science Publishers, New York, pp. 59-76. ISBN 9781634827980

Gee, N. (2015) A study of student completion strategies in a Likert-type course evaluation survey. Journal of Further and Higher Education. ISSN 0309-877X

H

Hausia Havea, P, Siga, A, Rabuatoka, T, Tagivetaua Tamani, A, Devi, P, Senikula, R., Hemstock, S.L. and Jacot Des Combes, H. (2019) Using vocational education to support development solutions in the Pacific: An emphasis on climate change and health. Applied Environmental Education & Communication. ISSN 1533-0389

Hemstock, S.L., Buliruarua, L-A., Chan, E.Y.Y, Chan, G, Jacot Des Combes, H., Davey, P, Farrell, P, Griffiths, S, Hansen, H, Hatch, T, Holloway, A, Manuella-Morris, T, Martin, T., Renaud, F. G., Ronan, K, Ryan, B, Szarzynski, J, Shaw, D, Yasukawa, S, Yeung, T and Murray, V (2016) Accredited qualifications for capacity development in disaster risk reduction and climate change adaptation. Australasian Journal of Disaster and Trauma Studies, 20 (1). pp. 15-34. ISSN 1174-4707

Hemstock, S.L. and Capstick, S. (2018) Communicating climate change: reactions to adapt and survive exhibition and visitors’ thoughts about climate change in the Pacific Islands region. In: Addressing the Challenges in Communicating Climate Change Across Various Audiences. Climate Change Management . Springer International Publishing, Cham. ISBN 9783319982939 (In Press)

Hemstock, S.L., Jacot Des Combes, H., Buliruarua, L-A., Maitava, K., Senikula, R., Smith, R. and Martin, T. (2018) Professionalizing the “resilience” sector in the Pacific Islands Region: Formal education for capacity building. In: A Critical Approach to Climate Change Adaptation: Discourses, Policies and Practices. Routledge Advances in Climate Change Research . Routledge, UK. ISBN 978-1-13-805629-9

Hendry, H. (2016) Becoming a teacher of early reading : an activity systems analysis of the journey from student to newly qualified teacher. Doctoral thesis, University of Leicester.

Hendry, H. (2019) Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy. ISSN 1741-4369

Hodgkin, K., Fleming, S., Beauchamp, G. and Bryant, A. (2016) “We thought you were undercover, here to inspect us” – Some of the challenges of ethnographic fieldwork in schools. Wales Journal of Education, 18 (2). pp. 105-119. ISSN 2059-3708

Hopkins, E., Hendry, H., Garrod, F., McClare, S., Pettit, D., Smith, L., Burrell, H. and Temple, J. (2016) Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19 (1). pp. 52-61. ISSN 1365-4802

Hughes, H. and Fleming, S. (2013) Play to Learn: A case-study of parent/carer and child engagement with a physical activity website resource. Education 3-13, 43 (3). pp. 279-291. ISSN 0300-4279

J

Jeffery, T. and Whiteoak, D. (2016) educationUndergraduate: Journal of undergraduate research in education (Volume 8). Bishop Grosseteste University, Lincoln.

Jones, G., Fleming, S. and Laugharne, J. (2018) The challenge of enterprise / innovation: a case study of a modern university. Journal of Further and Higher Education. ISSN 0309-877X

K

Kennedy, M. and Dunn, T.J. (2018) Improving the use of technology enhanced learning environments in higher education in the UK: A qualitative visualisation of students’ views. Contemporary Educational Technology. ISSN 1309-517X

L

Lambert, S. (2017) Principles of teaching for learning. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 39-56. ISBN 9781473994034

Lankshear, D.W., Francis, L.J. and Eccles, E.L. (2017) Engaging the student voice in dialogue with Section 50 inspection criteria in Church in Wales primary schools: A study in psychometric assessment. Journal of Research on Christian Education, 26 (3). pp. 237-250. ISSN 1065-6219

Lankshear, D.W., Francis, L.J. and Eccles, E.L. (2018) Monitoring attitude toward Christianity among year 5 and year 6 students attending Church in Wales primary schools. International Journal of Christianity and Education. ISSN 2056-9971

Lawrence, C. (2018) Autism and Flexischooling. Network Autism.

Lawrence, C. (2017) Can sharing education between home and school benefit the child with autism? Doctoral thesis, Sheffield Hallam.

Lawrence, C. (2018) Don't panic: it's only a neurodevelopmental difference! SEN Magazine, 95. ISSN 1755-4845

Lawrence, C. (2018) Teaching trainee teachers to meet the needs of autistic pupils: ‘How the devil do we do that in the time available?’. TEAN Storehouse (on-line).

Lawrence, C. (2019) “What’s the point if it isn’t marked?” Trainee teachers’ responses to concepts of authentic engagement with poetry text. English in Education. ISSN 1754-8845

Lawrence, C. (2018) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45. ISSN 2054-5266

Leyshon, A., Bolton, N. and Fleming, S. (2015) “This is awesome Miss. It is safe. We don’t do this with any other teacher.” Classroom activities to listen to pupils’ voices. Educationalfutures, 7 (1). pp. 56-75. ISSN 1758-2199

Lindley-Baker, J.A. (2016) Facing pressures: finding solutions. Coping with leadership in the 21st century. In: The place of the child in 21st century society. OMEP European Conference Proceedings . Canterbury Christ Church University, Canterbury, pp. 16-26. ISBN 9781909067639

Lindon, J., Lindon, L. and Beckley, P. (2016) Leadership in early years: linking theory and practice. Linking Theory and Practice, 2 . Hodder Education, London. ISBN 9781471866081

Luby, A. and Beckley, P. (2019) A modern tale of success in the forest of Sherwood. SERA Researching Education Bulletin, 8.

M

Martin, T., Hemstock, S.L., Jacot Des Combes, H. and Pierce, C. (2017) Capacity development and TVET: accredited qualifications for improving resilience of coastal communities: a Vanuatu case study. In: Climate Change Impacts and Adaptation Strategies for Coastal Communities. Climate Change Management . Springer International Publishing AG (Springer Nature), International, pp. 119-131. ISBN 978-3-319-70702-0

N

Nicholson, N. and Palaiologou, I. (2016) Early years foundation stage progress check at the age of two for early intervention in relation to speech and language difficulties in England: the voices of the team around the child. Early Child Development and Care. pp. 1-13. ISSN 0300-4430

Nicholson, P. (2017) Bridging pedagogical discontinuity: to what extent can play-based learning be sustained beyond children’s transition to Year 1? educationUndergraduate, 9. pp. 1-19. ISSN 1756-1280

Nicholson, P. (2018) Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school. Education 3-13, 47 (4). ISSN 0300-4279

Nicholson, P., McBroom, S., Tomlinson, L., Arthur, A., Camp, D. and Martin, L. (2017) educationUndergraduate: Journal of undergraduate research in education (Volume 9). Bishop Grosseteste University, Lincoln.

P

Parrish, A. (2019) Curriculum change in modern foreign languages education in England: barriers and possibilities. Language Learning Journal. ISSN 1753-2167

Parrish, A. and Lanvers, U. (2018) Student motivation, school policy choices and modern language study in England. The Language Learning Journal. ISSN 1753-2167

Pearson, E. (2017) Building quality early childhood education from the ground up: teacher preparation in Vanuatu. In: Contemporary issues and challenge in early childhood education in the Asia-Pacific region. New Frontiers of Educational Research . Springer, Singapore, pp. 275-292. ISBN 9789811022050

Pearson, E., Hendry, H., Rao, N., Aboud, F., Horton, C., Siraj, I., Raikes, A. and Miyahara, J. (2017) Reaching expert consensus on training different cadres in delivering early childhood development: technical report. Technical Report. United Kingdom Department for International Development.

Pearson, E., Hendry, H., Rao, N., Aboud, F., Horton, C., Siraj, I., Raikes, A. and Miyahara, J. (2017) Training early childhood development cadres in low-resource contexts. UK Government Department for International Development. Other. UK Government Department for International Development, London.

Pearson, E., Jin, S., Uttara, S., Pheak, C., Bunsor, K., Sovannary, T. and Siyan, Y. (2017) Report on baseline study to support PLAN Cambodia’s Integrated ECCD Projects in Siem Reap, Tbong Khmum and Ratanakiri provinces (Peer Reviewed). Plan Cambodia. (Unpublished)

Plater, M. (2017) Book Review: Holistic Education and Embodied Learning. International Journal of Children's Spirituality. ISSN 1364-436X

Plater, M. (2017) Re-souling spirituality: redefining the spiritual dimension in schools. International Journal of Children's Spirituality, 22 (1). pp. 14-23. ISSN 1364-436X

Plater, M. (2016) The aims and outcomes of RE: embracing diversity. RE Today, 34 (1). pp. 57-59. ISSN 0226-7738

Plater, M. (2004) The educational significance of Hallowe'en: a survey of current practice and teacher attitudes in British primary schools. Masters thesis, University of Birmingham.

Puttick, S. (2015) Chief examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge. The Curriculum Journal, 26 (3). pp. 468-487. ISSN 0958-5176

Puttick, S. (2013) GCSE Geography revision: an action research project. Teaching Geography, 38 (1). pp. 26-27. ISSN 0305-8018

Puttick, S. (2013) Looking at and looking along: a conceptual framework for teaching different perspectives in geography. International Research in Geographical and Environmental Education, 22 (4). pp. 353-366. ISSN 1038-2046

Puttick, S. (2015) Performativity, guilty knowledge, and ethnographic intervention. Ethnography and Education. ISSN 1745-7823

Puttick, S. (2015) Recontextualising knowledge for lessons. Teaching Geography, 40 (1). pp. 29-31. ISSN 0305-8018

Puttick, S. (2014) Space-times of teachers’ journeys for knowledge. Teaching Geography, 39 (3). pp. 114-115. ISSN 0305-8018

Puttick, S. (2017) Student teachers' positionalities as knowers in school subject departments. British Educational Research Journal. ISSN 0141-1926

Puttick, S. (2017) ‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments. School Leadership & Management, 37 (1-2). pp. 61-79. ISSN 1363-2434

Puttick, S. (2016) An analysis of individual and departmental geographical stories, and their role in sustaining teachers. International Research in Geographical and Environmental Education, 25 (2). pp. 134-150. ISSN 1038-2046

Puttick, S., Bosher, L. and Chmutina, K. (2018) Disasters are not natural. Teaching Geography, 43 (3). pp. 118-120. ISSN 0305-8018

Puttick, S., Hill, Y., Beckley, P., Farrar, E., Luby, A. and Hounslow-Eyre, A. (2019) Liminal spaces constructed by primary schools in predominantly white working-class areas in England. Ethnography and Education. pp. 1-18. ISSN 1745-7823

Puttick, S., Paramore, J. and Gee, N. (2017) A critical analysis of what ‘geography’ means to primary trainee teachers in England. International Research in Geographical and Environmental Education. pp. 1-14. ISSN 1038-2046

R

Rae, D. (2017) Entrepreneurial learning: peripherality and connectedness. International Journal of Entrepreneurial Behaviour & Research, 23 (3). ISSN 1355-2554

Rae, D. and Melton, D.E. (2017) Developing an entrepreneurial mindset in US engineering education: an international view of the KEEN project. The Journal of Engineering Entrepreneurship, 7 (3). ISSN 2159-6948

Rao, N., Ng, S. and Pearson, E. (2009) Preschool pedagogy: A fusion of traditional Chinese beliefs and contemporary notions of appropriate practice. In: Revisiting the Chinese Learner: Changing contexts, changing education. CERC Studies in Comparative Education (25). Springer, Hong Kong, pp. 255-279. ISBN 9789048138401

Rao, N., Pearson, E., Cheng, K.M. and Taplin, M. (2013) Teaching in primary schools in China and India: contexts of learning. Routledge Research in International and Comparative Education . Routledge, Abindgon. ISBN 9780203598122

S

Sayers, R. (2014) A critical appraisal of the defining features of Heathcote’s methodology and their impact on the delivery of Mantle of the Expert in classrooms. Drama Research, 5 (1). ISSN 2040-2228

Sharp, J. and Foster, E. (2014) educationUndergraduate: Journal of undergraduate research in education (Volume 6). Bishop Grosseteste University, Lincoln.

Sharp, J., Taylor, C., Woolley, R. and Aubrey, K. (2007) educationUndergraduate: Journal of undergraduate research in education (Volume 1). Bishop Grosseteste University, Lincoln.

T

Taylor, C., Harrod, P., Woolley, R., Aubrey, K. and Edmonds, N. (2008) educationUndergraduate: Journal of undergraduate research in education (Volume 2). Bishop Grosseteste University, Lincoln.

Taylor, C., Sharp, J., Woolley, R., Adams, K., Aubrey, K., Wickham, J., Burnett, R. and Foster, E. (2012) educationUndergraduate: Journal of undergraduate research in education (Volume 5). Bishop Grosseteste University, Lincoln.

Taylor, C., Woolley, R., Aubrey, K., Wickham, J., Adams, K. and Burnett, R. (2010) educationUndergraduate: Journal of undergraduate research in education (Volume 4). Bishop Grosseteste University, Lincoln.

Taylor, C., Woolley, R., Aubrey, K., Wickham, J., Harris, J., Burnett, R. and Elliott, M. (2009) educationUndergraduate: Journal of undergraduate research in education (Volume 3). Bishop Grosseteste University, Lincoln.

Turvey, K., Potter, J., Burton, J., Allen, J. and Sharp, J. (2016) Primary computing and digital technologies: knowledge, understanding and practice. Achieving QTS, 7th ed . SAGE Publishing, London. ISBN 9781473961562

V

Vettraino, E. and Linds, W. (2018) Living the Experience of Learning: Embodied Reflexivity as Pedagogical Process. South African Theatre Journal. pp. 1-22. ISSN 1013-7548

Vettraino, E., Linds, W. and Downie, H. (2019) Embodied reflexivity: discerning ethical practice through the Six-Part Story Method. Reflectice Practice: International and Multidisciplinary Perspectives. ISSN 1470-1103

Vettraino, E., Linds, W. and Jindal-Snape, D. (2017) Embodied voices: using applied theatre for co-creation with marginalised youth. Emotional and Behavioural Difficulties, 22 (1). pp. 79-95. ISSN 1363-2752

W

Wheatley, L., Lord, R., McInch, A. and Fleming, S. (2015) Feeding back to feed forward: Formative assessment as a platform for effective learning. Kentucky Journal of Higher Education Policy and Practice, 3 (2). pp. 1-31. ISSN 2164-5140

This list was generated on Sun May 19 07:30:24 2019 BST.