Items where Author is "Ade-Ojo, Gordon O."
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Ade-Ojo, Gordon O. and Duckworth, Vicky (2016) Journey through transformation: A case study of two literacy learners. Journal of Transformational Education, 14 (3). pp. 1-20. ISSN 1541-3446 (In Press) (doi:10.1177/1541344616644682)
Ade-Ojo, Gordon O. (2014) Evaluation of an e-peer tutorial model for mature trainee teachers. World Journal on Educational Technology, 6 (1). pp. 107-125. ISSN 1309-1506 (Print), 1309-0348 (Online)
Sowe, Nicola and Ade-Ojo, Gordon O. (2014) Teacher trainers' attitudes towards the use of digital recordings in collaborative feedback: A qualitative study. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 50-63. ISSN 2059-4976 (Print), 2059-4984 (Online)
Ade-Ojo, Gordon O. and Sowe, Nicola (2012) Physical and psychological factors inhibiting the use of technology in the provision of collaborative feedback. Compass: The Journal of Learning and Teaching, 6. ISSN 2044-0073 (Print), 2044-0081 (Online) (In Press)
Ade-Ojo, Gordon O., Berlach, Richard G. and Canen, Ana (2011) Emerging themes, frameworks and underpinning values from the "Special International Roundtable on Higher Education, Lifelong Learning and Social Inclusion: Common interests, uncommon goals". Occasional Papers in Education & Lifelong Learning: An International Journal, 5 (1-2). pp. 107-112.
Ade-Ojo, Gordon O. and Adeyeye, Mike (2011) Epistemic groundings for the role of literacy in sustainable development at local governance level. Occasional Papers in Education & Lifelong Learning: An International Journal, 5 (1-2). pp. 53-65.
Ade-Ojo, Gordon O. (2011) Beyond locutionary denotations: exploring trust between practitioners and policy. Research in Post-Compulsory Education, 16 (2). pp. 263-274. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:10.1080/13596748.2011.576582)
Ade-Ojo, Gordon O. (2011) Practitioners’ perception of the impact of the vision of policy-makers on practice: The example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:10.1080/02671520903257997)
Ade-Ojo, Gordon O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. Procedia - Social and Behavioral Sciences, 29. pp. 503-519. ISSN 1877-0428 (doi:10.1016/j.sbspro.2011.11.269)
Ade-Ojo, Gordon O. (2010) Designing and piloting PTLLS ESOL: Appendix 4: provider’s final report. Project Report. Learning and Skills Improvement Service (LSIS), London, UK. (Unpublished)
Ade-Ojo, Gordon O. (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).
Ade-Ojo, Gordon O. (2010) Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course. Project Report. LSIS, London, UK. (Unpublished)
Ade-Ojo, Gordon O. (2010) Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. In: International Conference on Special Education (ICOSE 2010), 16-18 Apr 2010, Kyrenia, North Cyprus. (Unpublished)
Ade-Ojo, Gordon O. (2010) Do teachers trust policy and policy makers?: between the rhetoric of policy and the reality of implementation in UK literacy policy since 2001. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, University of Greenwich, London. (Unpublished)
Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: Dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional Papers in Education & Lifelong Learning, 3 (1-2). pp. 95-112. ISSN 1755-6902
Ade-Ojo, Gordon O. (2008) Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. EdD thesis, University of Greenwich.