assessment of professional practice

Betteney, Mark, Barnard, Jane and Lambirth, Andrew (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education, 41 (4). pp. 433-447. ISSN 0261-9768 (Print), 1469-5928 (Online) (doi:https://doi.org/10.1080/02619768.2018.1471464)

beginner teachers

Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

Bourdieu

Betteney, Mark, Barnard, Jane and Lambirth, Andrew (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education, 41 (4). pp. 433-447. ISSN 0261-9768 (Print), 1469-5928 (Online) (doi:https://doi.org/10.1080/02619768.2018.1471464)

communities of practice

Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

Decoding

Betteney, Mark and Brooks, Greg (2015) Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary Comparative Studies, 2 (1). pp. 57-72. ISSN 2059-4976 (Print), 2059-4984 (Online)

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

documentation

Betteney, Mark (2010) All for one, and one for all: If texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44 (2). pp. 91-97. ISSN 1741-4369 (online) (doi:https://doi.org/10.1111/j.1741-4369.2010.00551.x)

early career teachers

Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

Early reading

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

Fluency

Betteney, Mark and Brooks, Greg (2015) Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary Comparative Studies, 2 (1). pp. 57-72. ISSN 2059-4976 (Print), 2059-4984 (Online)

Mentor

Betteney, Mark, Barnard, Jane and Lambirth, Andrew (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education, 41 (4). pp. 433-447. ISSN 0261-9768 (Print), 1469-5928 (Online) (doi:https://doi.org/10.1080/02619768.2018.1471464)

Music/literacy connection

Betteney, Mark and Brooks, Greg (2015) Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary Comparative Studies, 2 (1). pp. 57-72. ISSN 2059-4976 (Print), 2059-4984 (Online)

Notation

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

NQT

Betteney, Mark, Barnard, Jane and Lambirth, Andrew (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education, 41 (4). pp. 433-447. ISSN 0261-9768 (Print), 1469-5928 (Online) (doi:https://doi.org/10.1080/02619768.2018.1471464)

Pedagogy

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

Betteney, Mark (2010) All for one, and one for all: If texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44 (2). pp. 91-97. ISSN 1741-4369 (online) (doi:https://doi.org/10.1111/j.1741-4369.2010.00551.x)

Phonics

Betteney, Mark and Brooks, Greg (2015) Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary Comparative Studies, 2 (1). pp. 57-72. ISSN 2059-4976 (Print), 2059-4984 (Online)

policy-as-text

Betteney, Mark (2010) All for one, and one for all: If texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44 (2). pp. 91-97. ISSN 1741-4369 (online) (doi:https://doi.org/10.1111/j.1741-4369.2010.00551.x)

power

Betteney, Mark (2010) All for one, and one for all: If texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44 (2). pp. 91-97. ISSN 1741-4369 (online) (doi:https://doi.org/10.1111/j.1741-4369.2010.00551.x)

RCT notation

Betteney, Mark and Brooks, Greg (2015) Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary Comparative Studies, 2 (1). pp. 57-72. ISSN 2059-4976 (Print), 2059-4984 (Online)

situated learning

Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

Symbol recognition

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

teacher education

Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

teachers and teaching

Betteney, Mark (2010) All for one, and one for all: If texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44 (2). pp. 91-97. ISSN 1741-4369 (online) (doi:https://doi.org/10.1111/j.1741-4369.2010.00551.x)

teaching practice

Betteney, Mark, Barnard, Jane and Lambirth, Andrew (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education, 41 (4). pp. 433-447. ISSN 0261-9768 (Print), 1469-5928 (Online) (doi:https://doi.org/10.1080/02619768.2018.1471464)

Transfer

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.