Items where Author is "Ade-Ojo, Gordon O."
Article
Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765 and Duckworth, Vicky
(2019)
Forms of institutionalised symbolic violence and resistance in the
journey of a cohort of adult literacy learners.
International Journal of Educational Research, 98.
pp. 336-344.
ISSN 0883-0355 (Print), 1873-538X (Online)
(doi:10.1016/j.ijer.2019.08.008)
Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765 and Yacoub, Raed
(2019)
Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in ESOL and literacy learning: A case study of the use of a computerised environment (SCRATCH) in an ESOL class.
Studies in the Education of Adults, 51 (1).
pp. 89-108.
ISSN 0266-0830 (Print), 1478-9833 (Online)
(doi:10.1080/02660830.2019.1572441)
Duckworth, Vicky and Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765
(2016)
Journey through transformation: A case study of two literacy learners.
Journal of Transformative Education, 14 (4).
pp. 285-304.
ISSN 1541-3446 (Print), 1552-7840 (Online)
(doi:10.1177/1541344616644682)
Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765 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. ORCID: https://orcid.org/0000-0002-1098-0765, 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. ORCID: https://orcid.org/0000-0002-1098-0765 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. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765
(2009)
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)
Conference or Conference Paper
Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765
(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 - 01 Apr 2010, University of Greenwich, London.
(Unpublished)
Monograph
Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765
(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. ORCID: https://orcid.org/0000-0002-1098-0765
(2010)
Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course.
Project Report.
LSIS, London, UK.
(Unpublished)
Thesis
Ade-Ojo, Gordon O. ORCID: https://orcid.org/0000-0002-1098-0765
(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.