Items where Subject is "L Education (General)"
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- L Education (541)
- L Education (General) (541)
- L Education (541)
A
Abson, Emma (2012) The impact of group projects on learning, teaching and assessment in a year 3 BA course. Compass: The Journal of Learning and Teaching at the University of Greenwich, 4. pp. 33-41. ISSN 2044-0073
Acton, Thomas (2006) Book Review: Gypsy Traveller Students in Secondary Schools: Culture Identity and Achievement. Chris Derrington and Sally Kendall. Stoke-on-Trent: Trentham Books, 2004. Pp. xii+206. ISBN 1-85856-320-8 (pbk): £17.99. Traveller Education: Changing Times, Changing Technologies. Ken Marks. Stoke-on-Trent: Trentham Books, 2004. Pp. vi+30. ISBN 1-85856-351-8 (pbk) £10.99. Traveller Education: Accounts of Good Practice. Chris Tyler (ed.). Stoke-on-Trent: Trentham Books, 2004. Pp. xii+164. ISBN 1-85856-308-9 (pbk): £16.99. Journal of Multilingual and Multicultural Development, 27 (4). pp. 353-355. ISSN 0143-4632 (Print), 1747-7557 (Online) (doi:https://doi.org/10.2167/jmmd514b.0)
Ade-Ojo, G. O. ORCID: 0000-0002-1098-0765 and Duckworth, V.
(2016)
Moments in transformation: Trainee and newly qualified Lifelong learning teachers’ reconceptualization of assessment in practice.
In: Faculty of Education and Health Seminar Series, June 2016, Univeresity of Greenwich, London.
(Unpublished)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2021)
Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum.
Academia Letters:173.
(doi:https://doi.org/10.20935/AL173)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2010)
Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report.
Report.
Learning and Skills Improvement Service (LSIS), London, UK.
(Unpublished)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2022)
Of the new dominant: a preliminary exploration of the dominance of ‘IT literacy’ in organizational processes.
In: Federation of European Literacy Association Conference 2022, 4th July to 6th July 2022, Dublin.
(Unpublished)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2009)
Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009).
Project Report.
National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, UK.
(Unpublished)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2012)
Theory, ideology and the danger of totalitarianism: implications for knowledge enquiry and policy making.
In: Africa Speaks Lecture Series, 14 May 2012, University of South Africa, Pretoria, South Africa.
(Unpublished)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2014)
Towards a functional curriculum model of social literacy: literacy for specific purposes.
In: Duckworth, Vicky and Ade-Ojo, Gordon
ORCID: 0000-0002-1098-0765, (eds.)
Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy.
Routledge Research in Education, 1
.
Routledge, London, UK, pp. 11-27.
ISBN 9780415741248
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2013)
Towards a functional curriculum model of social literacy: literacy for specific purposes.
In: International Symposium on Comparative Sciences (ISCS), 8-11 Oct 2013, Sofia, Bulgaria.
(Unpublished)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky
(2015)
Adult Literacy Policy and Practice from Intrinsic Values to Instrumentalism.
Palgrave Pivot Research Monographs
.
Palgrave Pivot (Macmillan), UK.
ISBN 9781137535108
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky
(2014)
Introduction: is practice keeping pace with theory?
In: Duckworth, Vicky and Ade-Ojo, Gordon
ORCID: 0000-0002-1098-0765, (eds.)
Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy.
Routledge Research in Education, 1
.
Routledge, London, UK, pp. 1-11.
ISBN 9780415741248
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765, Markowski, Marianne
ORCID: 0000-0003-4652-3168, Essex, Ryan
ORCID: 0000-0003-3497-3137, Stiell, Marlon and Jameson, Jill
ORCID: 0000-0002-9545-8078
(2022)
A systematic scoping review and textual narrative synthesis of physical and mixed-reality simulation in pre-service teacher training.
Journal of Computer Assisted Learning.
pp. 1-14.
ISSN 0266-4909 (Print), 365-2729 (Online)
(doi:https://doi.org/10.1111/jcal.12653)
Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Oguledo, Ngozi
(2023)
Exploring an alternative framework for measuring the assessment literacy of secondary school science teachers in England: the attitude-driven model.
IJMCS, 9 (1):1.
pp. 5-24.
ISSN 2059-4976 (Print), 2059-4984 (Online)
Ade-Ojo, Gordon O. ORCID: 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: 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)
Ade-Ojo, Gordon O. ORCID: 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)
Aiello, Emilia, Donovan, Claire ORCID: 0000-0002-6105-7794, Duque, Elena, Fabrizio, Serena, Flecha, Ramon, Holm, Poul, Molina, Silvia, Oliver, Esther and Reale, Emanuela
(2020)
Effective strategies that enhance the social impact of social sciences and humanities research.
Evidence & Policy, 17 (1).
pp. 131-146.
ISSN 1744-2648 (Print), 1744-2656 (Online)
(doi:https://doi.org/10.1332/174426420X15834126054137)
Ainley, Pat (1993) Class and skill: changing divisions of knowledge and labour. Cassell Education Series . Cassell, London, UK. ISBN 0304326798
Ainley, Patrick (2008) Education and climate change – some systemic connections. British Journal of Sociology of Education, 29 (2). pp. 213-223. ISSN 0142-5692 (Print), 1465-3346 (Online) (doi:https://doi.org/10.1080/01425690701837570)
Ainley, Patrick (2006) Education and ecology under globalisation. In: Dhindsa, H., Kyeleve, I., Chukwu, O., Bee, L., Taha, H., Baimba, A. and Upex, S., (eds.) Shaping the future of science, mathematics and technical education. Universiti Brunei Daussalam, Brunei, pp. 243-253. ISBN 9991711759
Ainley, Patrick (2013) Education and the reconstitution of social class in England. Research in Post-Compulsory Education, 18 (1-2). pp. 46-60. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2013.755814)
Ainley, Patrick (2007) Education policy and social class: the selected works of Stephen J. Ball. Journal of Education Policy, 22 (6). pp. 714-717. ISSN 0268-0939 (Print), 1464-5106 (Online) (doi:https://doi.org/10.1080/02680930701390685)
Ainley, Patrick (1999) New Labour and the end of the Welfare State? In: Taylor, Gerald R., (ed.) The Impact of New Labour. Macmillan, Basingstoke, pp. 93-105. ISBN 0333739914
Ainley, Patrick (2007) "Review of 'Education failure and working class white children in Britain'". London Review of Education, 5 (3). pp. 313-321. ISSN 1474-8460 (doi:https://doi.org/10.1080/14748460701661377)
Ainley, Patrick (2007) [Review] Education and the Labour Government: an evaluation of two terms: Geoffrey Walford. London Review of Education, 5 (1). pp. 83-93. ISSN 1474-8460 (paper) 1474-8479 (electronic) (doi:https://doi.org/10.1080/14748460701243366)
Ainley, Patrick (1998) Rhetoric and reality: learning and information theory. In: Ranson, Stewart, (ed.) Inside the learning society. Cassell Education Series . Cassell, London, UK, pp. 42-57. ISBN 0304701823
Ainley, Patrick (2007) Students as producers of knowledge: a popular education workshop. In: Joint event of the Society for Research into Higher Education’s (SRHE) Student Experience Network and the British Sociological Association’s (BSA) Researching Students Study Group, 13 Feb 2007, University of Warwick. (Unpublished)
Ainley, Patrick (2009) What Education Studies is and what it might be. Educationalfutures, 2 (1). pp. 3-13. ISSN 1758-2199
Ainley, Patrick (2009) The knowledge is out there. British Journal of Sociology of Education, 30 (2). pp. 251-258. ISSN 0142-5692 (doi:https://doi.org/10.1080/01425690802700362)
Ainley, Patrick and Allen, Martin (2012) Hard times for education in England. Educationalfutures, 5 (1). pp. 15-28. ISSN 1758-2199
Ainley, Patrick and Allen, Martin (2010) Lost Generation? New strategies for youth and education. Continuum International Publishing Group, London, UK. ISBN 9781441134707
Ainley, Patrick and Allen, Martin (2009) What has gone wrong with education in England and how to start putting it right. In: Devine, Pat, Pearman, Andrew and Purdy, David, (eds.) Feelbad Britain: how to make it better. Lawrence & Wishart Limited, London, UK, pp. 169-181. ISBN 9781905007936
Ainley, Patrick and Canaan, Joyce E. (2006) Critical hope at the chalkface: an English perspective. Cultural Studies ↔ Critical Methodologies, 6 (1). pp. 94-106. (doi:https://doi.org/10.1177/1532708605282813)
Ainley, Patrick and Weyers, Mark (2008) The variety of student experience, investigating the complex dynamics of undergraduate learning in Russell and non-Russell universities in England. In: Canaan, Joyce E. and Shumar, Wesley, (eds.) Structure and Agency in the Neoliberal University. Routledge Research in Education . Routledge / Taylor & Francis, New York / London, pp. 131-152. ISBN 978-0-415-95672-7 (hbk), 978-0-415-89801-0 (pbk), 978-0-203-92768-7 (eISBN)
Allen, Martin and Ainley, Patrick (2007) Education make you fick, innit?: what's gone wrong in England's schools, colleges and universities and how to start putting it right. Tufnell Press, London, UK. ISBN 978-1872767673
Allen, Martin and Ainley, Patrick (2012) Why young people can't get the jobs they want and what can be done about it. Soundings, 51. pp. 54-65. ISSN 1362-6620 (Print), 1741-0797 (Online) (doi:https://doi.org/10.3898/136266212802019399)
Allison, Ewa Barbara (2010) Pedagogy - how is it influenced in primary schools? A comparative study of literature about pedagogical influences in primary schools in England and Poland, with a focus on English primary schools. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 38 (1). pp. 55-67. ISSN 0300-4279 (Print), 1475-7575 (Online) (doi:https://doi.org/10.1080/03004270903099819)
Anderson, David, Gray, David ORCID: 0000-0002-3881-5083 and Chadwick, Alan
(2003)
Museums, keyworkers and lifelong learning: A European survey.
International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft, 49 (3-4).
pp. 343-362.
ISSN 0020-8566 (Print), 1573-0638 (Online)
(doi:https://doi.org/10.1023/A:1025359520992)
Archer, Louise (1998) The social construction of identities by British-Muslim pupils aged 14-15 years. PhD thesis, University of Greenwich.
Armstrong, Kirsty, Ackroyd, Karen Victoria and Burke, Linda (2012) The role of the emergency care practitioner in the provision of health advice and health promotion to patients within the UK National Health Service. Journal of Interprofessional Care, 26. pp. 64-65. ISSN 1469-9567 (online) (doi:https://doi.org/10.3109/13561820.2011.609625)
Atwal, Anita, DeCosta, Helen, Mantell, Andrew and Mobbs, Sarah (2018) Service users and academics teaching together in nurse education. The Nursing Times.
Azevedo, Flávio, Liu, Meng, Pennington, Charlotte, Pownall, Madeleine, Evans, Thomas ORCID: 0000-0002-6670-0718, Parsons, Sam, Elsherif, Mahmoud, Micheli, Leticia, Moreau, David and (FORRT Community), FORRT
(2021)
Towards a culture of open scholarship: the role of pedagogical communities.
Technical Report.
UK Parliament, UK.
Azevedo, Flávio, Liu, Meng, Pennington, Charlotte R., Madeleine, Pownall, Evans, Thomas Rhys ORCID: 0000-0002-6670-0718, Parsons, Sam, Elsherif, Mahmoud Medhat, Micheli, Leticia and Westwood, Samuel J.
(2022)
Towards a culture of open scholarship: the role of pedagogical communities.
BMC Research Notes, 15:75.
ISSN 1756-0500 (Online)
(doi:https://doi.org/10.1186/s13104-022-05944-1)
B
Back, Jenny, Borthwick, Alison, Field, Jenny, Hall, Michael, Parker, Gemma and Woodham, Liz (2019) Teaching times tables. In: ATM-MA 2019 Conference, 15 - 18 Apr 2019, Warwick, UK. (Unpublished)
Bacon, L. and MacKinnon, L. (2014) A flexible framework for metacognitive modelling and development. In: Proceedings of the 9th International Conference on e-Learning, ICEL. Academic Conferences and Publishing International Ltd., Sonning Common (UK), pp. 7-14. ISBN 978-163266830-1 ISSN 2048-8882
Bailey, Bill (2008) Technical education. In: McCulloch, Gary M. and Crook, David, (eds.) The Routledge International Encyclopedia of Education. Routledge / Taylor & Francis, New York; London, pp. 591-593. ISBN 978-0-415-27747-1
Baker-Kukona, Anuenue ORCID: 0000-0003-4377-3057
(2021)
Contextual constraints on the activation of lexical forms by nonlinguistic sounds.
Journal of Experimental Psychology: Human Perception and Performance, 47 (7).
pp. 963-976.
ISSN 0096-1523
(doi:https://doi.org/10.1037/xhp0000919)
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)
Bartlett, D M ORCID: 0000-0002-5125-6466, Sims, Deborah and Salmon, Elysia
(2019)
Assessment strategies and employability in the environmental and engineering sectors.
In: Medway Festival of Learning and Teaching, 12 Sep 2019, Medway Campus, University of Greenwich.
(Unpublished)
Bartlett, Deborah ORCID: 0000-0002-5125-6466 and Sims, Deborah
(2023)
Interdisciplinary collaboration: working with employers and practitioners to inform curriculum design.
In: SHIFT 2023, 11th - 12th January 2023, University of Greenwich, Stockwell Street.
(Unpublished)
Bashir, Mohsin ORCID: 0000-0002-4783-6353 and Haq, Shoaib Ul
(2019)
Why madrassah education reforms don’t work in Pakistan.
Third World Quarterly, 40 (3).
pp. 595-611.
ISSN 0143-6597 (Print), 1360-2241 (Online)
(doi:https://doi.org/10.1080/01436597.2019.1570820)
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)
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)
Bijlhout, Diola (2019) Integrating literacy, health and well-being for adolescents (16 - 24). In: Annual ATEE Conference 2019, 14 - 16 Aug 2019, Bath Spa University, UK. (In Press)
Bisson, Marie-Josée ORCID: 0000-0002-9539-6508, Baker-Kukona, Anuenue
ORCID: 0000-0003-4377-3057 and Lengeris, Angelos
(2021)
An ear and eye for language: mechanisms underlying second language word learning.
Bilingualism: Language and Cognition, 24 (3).
pp. 549-568.
ISSN 1366-7289 (Print), 1469-1841 (Online)
(doi:https://doi.org/10.1017/S1366728920000723)
Blackstone, Tessa (2010) Linguistic forms and educational policy: The influence of Basil Bernstein. The British Journal of Sociology, 61 (s1). pp. 77-81. ISSN 1468-4446 (doi:https://doi.org/10.1111/j.1468-4446.2009.01265.x)
Bogaars, Alistair, Li, Yan and Zhang, Shuai ORCID: 0000-0002-9796-058X
(2022)
The challenge of authentic assessment.
Learning and Teaching Festival 2022, Greenwich Business School, London.
Bornholt, L.J., Maras, P.M. and Robinson, R.A. (2008) ‘I am–we are’: Personal and social pathways to further study, work and family life. Social Psychology of Education, 12 (3). pp. 345-359. ISSN 1381-2890 (Print), 1573-1928 (Online) (doi:https://doi.org/10.1007/s11218-008-9085-8)
Bowes, Simon, Hockham, Dave, Oxley, Natasha ORCID: 0000-0003-0011-7113 and Wallis, Jillian
(2018)
Embedding a professional feedback model in the teaching of drama.
In: SHIFT 2019 - Annual Learning and Teaching Conference, 4 January 2019, University of Greenwich, London, UK.
(Unpublished)
Bowie, Laura ORCID: 0000-0002-9084-2142
(2020)
Book Review
Student revolt in 1968: France, Italy and West Germany
by Ben Mercer, Cambridge, Cambridge University Press, 2019, 268 pp., US$99.99 (hardcover), ISBN 9781108484480.
The Sixties: A Journal of History, Politics and Culture, 13 (2).
pp. 160-172.
ISSN 1754-1336
(doi:https://doi.org/10.1080/17541328.2020.1830574)
Bradshaw, Noel-Ann (2010) Communicating history of mathematics. Mathematics Today, 46 (5). p. 249. ISSN 1361-2042
Bradshaw, Noel-Ann (2017) The Maths Arcade: A Tool for Supporting and Stretching Mathematics Undergraduates. In: Wood, Leigh N. and Breyer, Yvonne A., (eds.) Success in Higher Education: Transitions to, within and from University. Springer Singapore, Singapore, pp. 95-110. ISBN 978-981-10-2789-5 (doi:https://doi.org/10.1007/978-981-10-2791-8_6)
Bradshaw, Noel-Ann and Mann, Tony (2021) Welcoming students to the mathematics community: obstacles to “belonging”. MSOR Connections, 19 (2). pp. 75-86. ISSN 1473-4869 (Print), 2051-4220 (Online) (doi:https://doi.org/10.21100/msor.v19i2.1268)
Bradshaw, Noel-Ann, McCartney, Mark and Mann, Tony (2011) Using history in mathematics teaching - some open education resources for the future. In: Green, David, (ed.) CETL-MSOR Conference 2010. The Higher Education Academy / The Maths, Stats & OR Network, Birmingham, UK, pp. 23-28. ISBN 978-0-9555914-9-5
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2022)
BBC radio 4 'Thinking Allowed' - Regeneration, gentrification and urban removal of Caribbean communities in Peckham.
BBC Radio 4, Broadcasting House, London.
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2020)
Fund the future: empower and educate1st.
[Video]
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2020)
Fund the future: protect education for all.
[Video]
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2021)
Grow Our Histories - SLG Oral history project.
[Audio]
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2022)
Keeping the ‘old’ Peckham alive! Regeneration, gentrification and the impact on the Caribbean community in Peckham.
In: Copleston Remix: Love & Respect, 16th -18th September 2022, Copleston Centre.
(Unpublished)
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2022)
Levelling up! ‘The Gentrification of Peckham and Black urban removal worldwide’.
In: Black History Walks, 20 February 2022, Online.
(Unpublished)
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2022)
Peckham Heritage Society: Black people's empowerment through wealth creation, and the experiences of the Windrush generation and their families in Peckham and London.
In: Regeneration, Gentrification & urban removal: impact on the Caribbean community in Peckham., 23rd September 2022, Peckham Heritage Society.
(Unpublished)
Brown, Charmaine ORCID: 0000-0002-6471-9706
(2023)
Rights in Focus - Gentrification of Peckham and Black urban removal worldwide.
In: Rights in Focus - 'Gentrification of Peckham and Black Urban removal worldwide' lecture and a walking tour of Peckham focusing on this work., 21st - 22nd April 2023, UAL Camberwell College of Art and South London Gallery, London.
Brunskell-Evans, Heather (2008) New public management of Higher education, Foucault and power. In: Power: Forms, Dynamics and Consequences, 22-24 Sep 2008, University of Tampere, Finland. (Unpublished)
Burke, L.M. (2006) Competition or collaboration – the tensions within the purchaser provider relationship in nurse education. Journal of Nursing Management, 14. pp. 160-169. ISSN 1365-2834 (Online) (doi:https://doi.org/10.1111/j.1365-2934.2006.00568.x)
Burke, L.M. (2008) Education and training consortia: leading the way for the new NHS. Journal Of Advanced Nursing, 31 (4). pp. 865-874. ISSN 1365-2648 (online) (doi:https://doi.org/10.1046/j.1365-2648.2000.01363.x)
Burke, L.M. (1997) Teachers of nursing: presenting a new model of practice. Journal Of Nursing Management, 77 (5). pp. 295-300. ISSN 1365-2834 (online) (doi:https://doi.org/10.1046/j.1365-2834.1997.00019.x)
Burke, L.M. and Wilson, A.M. (1997) Mental models and metaphors and their use in the education of nurses. Journal Of Nursing Management, 5 (6). pp. 351-357. ISSN 1365-2834 (online) (doi:https://doi.org/10.1046/j.1365-2834.1997.00030.x)
Burke, Linda, Marks-Maran, Diane J., Ooms, Ann, Webb, Marion and Cooper, Denise (2009) Towards a pedagogy of work-based learning: perceptions of work-based learning in foundation degrees. Journal of Vocational Education and Training, 61 (1). pp. 15-33. ISSN 1747-5090 (Online) (doi:https://doi.org/10.1080/13636820902819917)
Burke, Linda M. (2003) Integration into higher education: key implementers’ views on why nurse education moved into higher education. Journal Of Advanced Nursing, 42 (4). pp. 382-389. ISSN 1365-2648 (online) (doi:https://doi.org/10.1046/j.1365-2648.2003.02630.x)
Burke, Linda M. (2006) The process of integration of schools of nursing into higher education. Nurse Education Today, 26 (1). pp. 63-70. ISSN 0883-0355 (online) (doi:https://doi.org/10.1016/j.nedt.2005.07.006)
Burke, Linda M. and Harris, Debbie (2000) Education purchasers' views of nursing as an all-graduate profession. Nurse Education Today, 20. pp. 620-628. ISSN 0260-6917 (online) (doi:https://doi.org/10.1054/nedt.2000.0484)
Burke, Linda M. and Smith, Pam (2000) Developing an audit tool for health promotion learning opportunities in clinical placements. Nurse Education Today, 20 (6). pp. 475-484. ISSN 2000-0465 (online) (doi:https://doi.org/10.1054/nedt.2000.0465)
C
Cagliesi, Maria and Hawkes, Denise (2015) Mind the gap between the policy announcements and implementation: The Youth Contract and Jobcentre Plus advisers' role as careers educators for 18–24-year olds. London Review of Education, 13 (2). pp. 60-69. ISSN 1474-8460 (Print), 1474-8479 (Online) (doi:https://doi.org/10.18546/LRE.13.2.06)
Chadwick, David, Gan, Diane ORCID: 0000-0002-0920-7572 and Frangiskatos, Dimitrios
(2011)
An educational paradigm for teaching computer forensics.
In: Enhancing Employability of Computing Students.
The Higher Education Academy, Information and Computer Sciences, University of Ulster at Jordanstown, UK.
ISBN 9780956522030
Channon, Alex (2014) Book Review: 21st Century Jocks: Sporting Men and Contemporary Heterosexuality. International Review for the Sociology of Sport, 49 (6). pp. 761-768. ISSN 1012-6902 (Print), 1461-7218 (Online) (doi:https://doi.org/10.1177/1012690214549778)
Channon, Alex (2013) ‘Do you hit girls?’ Some striking moments in the career of a male martial artist. In: Sánchez García, Raúl and Spencer, Dale C., (eds.) Fighting Scholars: Habitus and Ethnographies of Martial Arts and Combat Sports. Key Issues in Modern Sociology Series . Anthem Press, London, UK, pp. 95-110. ISBN 9780857283320
Channon, Alex (2014) Towards the "undoing" of gender in mixed-sex martial arts and combat sports. Societies, 4 (4). pp. 587-605. ISSN 2075-4698 (Print), 2075-4698 (Online) (doi:https://doi.org/10.3390/soc4040587)
Chen, Tzu-ling (Charline), Goodman, David, Morrison, Alastair ORCID: 0000-0002-0754-1083 and Wang, Mei-jung (Sebrina)
(2023)
International internships, language competency, and employability: perceptions of and gaps between students and industry stakeholders.
Advances in Hospitality and Tourism Research (AHTR).
pp. 1-21.
ISSN 2147-9100
(doi:https://doi.org/10.30519/ahtr.1133594)
Choak, Clare (2011) Asking questions: Interviews and evaluations. In: Bradford, Simon and Cullen, Fin, (eds.) Research and Research Methods for Youth Practitioners. Routledge / Taylor & Francis, Abingdon, Oxon, UK, pp. 90-112. ISBN 9780415570855 (doi:https://doi.org/10.4324/9780203802571)
Chopra, Priti (2021) Anti-violence curriculum development. [Video]
Chopra, Priti (2022) Curriculum development and its role in student game play. In: UK None in Three Policy Forum: Keeping young people safe, 24th March 2022, Online. (Unpublished)
Chopra, Priti (2021) Ni3 Conference 2021- Translating the findings into curricular content to accompany the games. In: Ni3 Conference 2021, 27th September- 1st October 2021, Online.
Chopra, Priti (2011) (Re)claiming ‘truth’: (de)constructing learning identities through (un)validated knowledge. In: Mobility Language Literacy: An international conference examining transnational, translocal and global flows of people, language and literacy through the lens of social practice, 19-21Jan 2011, Vineyard Conference Centre, Claremont, Cape Town, South Africa. (Unpublished)
Chopra, Priti (2012) Rethinking internationalisation at 'home' on an ESOL teacher education programme. In: British Association for International and Comparative Education Conference 2012, 8-10 Sep 2012, Churchill College, University of Cambridge. (Unpublished)
Chopra, Priti (2020) Teachers’ participation in school decision-making processes and practices: the case of an Indian government secondary school. Italian Journal of Sociology of Education, 12 (1). pp. 44-55. ISSN 2035-4983 (Online) (doi:https://doi.org/10.14658/pupj-ijse-2020-1-4)
Chopra, Priti (2012) Widening participation through intercultural learning. In: International Conference Discourse Power and Resistance: Impact, 2-4 April 2012, University of Plymouth. (Unpublished)
Chopra, Priti, Datta, Savita and Mishra, Veena (2013) The student experience in India. In: Kandiko, Camille B. and Weyers, Mark, (eds.) The Global Student Experience: An International and Comparative Analysis. International Studies in Higher Education . Routledge, London, UK, pp. 172-191. ISBN 9780415809269
Chopra, Priti, Fray, Christine, Nanfuka, Esther and Patil, Prarthana (2021) Teacher talk on designing inclusive anti-violence learning resources. In: DIG Autumn Conference 2021: Contemporary Issues in Equality and Diversity, 22nd September 2021, Online - University of Greenwich - Faculty of Liberal Arts and Sciences. (Unpublished)
Chopra, Priti and Miller, Paul (2021) Curriculum to support the prevention of intimate partner violence in the UK. The None in Three project in the UK - None in Three Centre for the Global Prevention of Gender-based Violence . The University of Huddersfield, Huddersfield, UK. ISBN 978-1862182097
Chopra, Priti, Sathe, Prachi, Gowda, Veena, Morarka, Vandita and Panicker, Anne (2021) Developing policy. In: Preventing Gender Bias and Gender-based Violence : Discovering Possibilities | Ni3 India, 24th September 2021, Online.
Clarke, Sandra (2011) Teaching dry subjects without tears. Compass: The Journal of Learning and Teaching at the University of Greenwich, 3. pp. 3-6. ISSN 2044-0081
Clegg, Sue, McManus, Mike, Smith, Karen and Todd, Malcolm J. (2006) Self-development in support of innovative pedagogies: peer support using email. International Journal for Academic Development, 11 (2). pp. 91-100. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/13601440600924421)
Collins, Amanda and Holmshaw, Janet (2008) Early detection: a survey of secondary school teachers' knowledge about psychosis. Early Intervention in Psychiatry, 2 (2). pp. 90-97. ISSN 1751-7893 (online) (doi:https://doi.org/10.1111/j.1751-7893.2008.00063.x)
Compton, Martin and Gilmour, Alison ORCID: 0000-0003-2256-1995
(2020)
From “Top Tips” to “Transformation”: (re)constructing harmonious relationships with digital pedagogies.
In: ALT Winter Conference 2020, 14-16 December 2020, Online.
(Unpublished)
Copperman, Jeanette and Newton, Paul D. ORCID: 0000-0002-8525-6763
(2007)
Linking social work agency perspectives on interprofessional education into a school of nursing and midwifery.
Journal of Interprofessional Care, 21 (2).
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ISSN 1356-1820 (Print), 1469-9567 (Online)
(doi:https://doi.org/10.1080/13561820701197522)
Corney, Roslyn H. (1999) Changes in patient satisfaction and experience in primary and secondary care: the effect of general practice fundholding. British Journal of General Practice (BJGP), 49 (438). pp. 27-30. ISSN 0960-1643 (Print), 1478-5242 (Online)
Costantino, Anna (2021) Performative education inside and outside the ethics of care: three provocations. Scenario, 15 (2):2. pp. 27-46. ISSN 1649 - 8526 (Online) (doi:https://doi.org/10.33178/scenario)
Couch, R., Barratt, C., Dhesi, S., Stewart, Jill ORCID: 0000-0002-3031-8082 and Page, A.
(2016)
Research and evidence based environmental health.
In: Battersby, S., (ed.)
Clay’s handbook of Environmental Health.
Taylor & Francis, Oxford, UK, pp. 102-127.
ISBN 978-0415716710
Coulson-Thomas, Colin (2008) Developing directors, key questions for the training and development community. Industrial and Commercial Training, 40 (7). pp. 364-373. ISSN 0019-7858 (doi:https://doi.org/10.1108/00197850810912234)
Crawley, Daisy ORCID: 0000-0001-9901-1110, Zhang, Lei, Jones, Emily, Ahmad, Jumana
ORCID: 0000-0001-5271-0731, Oakley, Beth, San José Cáceres, Antonia, Charman, Tony, Buitelaar, Jan, Murphy, Declan, Chatham, Christopher, den Ouden, Hanneke and Loth, Eva
(2020)
Modeling flexible behavior in childhood to adulthood shows age-dependent learning mechanisms and less optimal learning in autism in each age group.
PLoS Biology, 18 (10):e3000908.
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(doi:https://doi.org/10.1371/journal.pbio.3000908)
D
Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2016) The Larnaca Declaration on Learning Design. Journal of Interactive Media in Education, 2016 (1):7. pp. 1-24. ISSN 1365-893X (doi:https://doi.org/10.5334/jime.407)
Dawson, Andrew (2001) Why run a web discussion forum? In: Higher Education Academy, History Subject Centre Annual Conference, 2001, University of Lancaster, Lancaster, UK. (Unpublished)
Dennison, Paul (2009) Redefining knowledge in an information world – a polemic. In: Society for Research into Higher Education : Annual Conference - Challenging Higher Education: knowledge, policy and practice, 8-10 December 2009, Newport, Wales.
Dennison, Paul (2010) Reflective practice: the enduring influence of Kolb’s Experiential Learning Theory. Compass: The Journal of Learning and Teaching at the University of Greenwich, 09/10 (1). pp. 23-28. ISSN 2044-0081
Dhesi, S. and Stewart, Jill ORCID: 0000-0002-3031-8082
(2015)
The developing role of evidence-based environmental health: Perceptions, experiences, and understandings from the front line.
SAGE Open, 5 (4).
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Dibley, Lesley ORCID: 0000-0001-7964-7672
(2021)
Reflection, resilience, reset: overcoming obstacles to grow a nursing research career.
In: Gastrointestinal Nurses’ Congress of Australia (GENCA) conference, 28-30th May 2021, Gold Coast, Brsibane, Australia (delivered online).
(Unpublished)
Dilnot, Andrew, Donovan, Claire ORCID: 0000-0002-6105-7794, Fagan, Colette, Goodman, Roger, Oancea, Alis and Walmsley, Ian
(2015)
Impact and knowledge exchange in an evolving research environment.
In: Impact and Knowledge Exchange in an Evolving Research Environment.
Impact in an evolving research environment
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University of Oxford.
Do Nascimento Correia, Nuno ORCID: 0000-0002-9999-9162
(2021)
Co-organising hackathons with students: opportunities and best practices.
Compass: Journal of Learning and Teaching, 14 (2).
pp. 1-7.
ISSN 2044-0081
(doi:https://doi.org/10.21100/compass.v14i2.1216)
Dominguez, Laura and Arche, Maria (2022) Early use of null and overt subjects in L2 Spanish: evidence from two oral tasks. In: McManus, Kevin and Schmid, Monika S., (eds.) How special are early birds?: Foreign language teach- ing and learning. EuroSLA Studies 6 . Language Science Press, Berlin, pp. 183-218. ISBN 978-3961103898; 978-3985540471 (doi:https://doi.org/10.5281/zenodo.6811427)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2009)
Capturing the impacts of publicly funded social sciences and humanities research.
In: Congress of the Humanities and Social Sciences, 01 May 2009, Ottawa, Canada.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2008)
Das zweiköpfige Lama zähmen: Die australische suche nach den besten evaluierungsmethoden für die geisteswissenschaften [Taming the Pushmi-pullyu: State of the art in evaluating humanities research quality – A view from down under].
In: Lack, E and Markschies, C, (eds.)
Qualitätsstandards in den Geisteswissenschaften [What the Hell is Quality? Quality standards in the humanities].
Campus Verlag, Frankfurt, Germany, pp. 74-98.
ISBN 978-3593387499
Donovan, Claire ORCID: 0000-0002-6105-7794
(2016)
Defining and measuring broader impacts.
In: Evaluating Broader Impacts: The state of the art, National Science Foundation Workshop, 11 Feb 2016, Washington DC, USA.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2018)
Demonstrating impact.
In: Impact of Science 2018, 14 Jun 2018, Ottawa, Canada.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2019)
Do we need a feminist bibliometrics.
In: Excellence and Equality: Critical perspectives on gender and knowledge in the humanities and social sciences, 26-28 Jun 2019, Canberra, Australia.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2018)
Indicators for SSH impact.
In: Impact of Science Finding Shared Approaches to Assess, Enable, and Accelerate Impacts of Science on Society, Network for Advancing & Evaluating the Societal Impact of Science (AESIS), 14 Jun 2018, Ottawa, Canada.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2017)
Moral panic and the impact agenda.
In: SRHE Annual Research Conference 2017, 06-08 Dec 2017, Newport, UK.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2015)
New perspectives on measuring impact in science: evaluating the benefits of participatory health research.
In: International Scientific Meeting on the Impact of Participatory Health Research, 01 - 03 Jun 2015, ZiF (Centre for Interdisciplinary Research), Bielefeld University, Germany.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2007)
The RQF: models, strategies and likely outcomes.
In: The Australian Financial Review Higher Education Summit, 01 Apr 2007, Melbourne, Australia.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2007)
Scope, limits and role of impact evaluation.
In: Science Impact: Rethinking the Impact of Basic Research on Society and the Economy Conference Report.
FWF Austrian Science Fund 2007, pp. 37-41.
ISBN 978-3200010178
Donovan, Claire ORCID: 0000-0002-6105-7794
(2009)
Simplicity versus sophistication: evaluation frameworks compared.
In: New frontiers in evaluation of impacts of medical research: International Workshop 2009.
Swedish Research Council, pp. 8-9.
Donovan, Claire ORCID: 0000-0002-6105-7794
(2012)
Value added stats: measuring the value of culture.
In: Association of British Orchestras Annual Conference, 18-20 Jan 2012, Liverpool, UK.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2005)
The governance of social science and everyday epistemology.
Public Administration, 83 (3).
pp. 597-615.
ISSN 0033-3298 (Print), 1467-9299 (Online)
(doi:https://doi.org/10.1111/j.0033-3298.2005.00464.x)
Donovan, Claire ORCID: 0000-0002-6105-7794
(2013)
A holistic approach to valuing our culture.
In: Symposium on Public Engagement and Impact: Articulating Value in Art and Design, 23 May 2013, Institute of Contemporary Art, London, UK.
(Unpublished)
Donovan, Claire ORCID: 0000-0002-6105-7794 and Gulbrandsen, Magnus
(2018)
Introduction: measuring the impact of arts and humanities research in Europe.
Research Evaluation, 27 (4).
pp. 285-286.
ISSN 0958-2029 (Print), 1471-5449 (Online)
(doi:https://doi.org/10.1093/reseval/rvy019)
Donovan, Claire ORCID: 0000-0002-6105-7794 and Hansen, Martin
(2016)
Assessing the impact of research and innovation: an analysis of evidence, metrics and narratives used in REF 2014 business and management impact submissions.
In: SPRU 50th Anniversary Conference, 07-09 Sep 2016, Sussex, UK.
(Unpublished)
Dray, Beattie, Burke, Linda, Hursta, Heather M., Ferguson, Anne and Marks-Marana, Diane (2011) Enhancing the employability of newly qualified staff nurses: a pilot study. Journal of Further and Higher Education, 35 (3). pp. 299-315. ISSN 1469-9486 (Online) (doi:https://doi.org/10.1080/0309877X.2011.558890)
Dray, Beattie, Perkins, Andrew, Faller Frisch, Lynn and Burke, Linda (2010) Numeracy competence requirements for admission to undergraduate degree programmes: a case study of a programme to prepare pre-registration nursing student candidates for a numeracy entrance test. Journal of Further and Higher Education, 34 (1). pp. 83-96. ISSN 1469-9486 (Online) (doi:https://doi.org/10.1080/03098770903477128)
Driscoll, Patricia, Lambirth, Andrew and Roden, Judith (eds.) (2015) The Primary Curriculum: a Creative Approach. Sage, London. ISBN 9781473903647
Duckworth, Vicky and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (eds.)
(2014)
Landscapes of specific literacies in contemporary society: exploring a social model of literacy.
Routledge Research in Education, 1
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Routledge, London, UK.
ISBN 9780415741248
Dutton, Kay and Rapley, Eve ORCID: 0000-0002-7672-6129
(2014)
Peer observation and review of teaching in college higher education.
Supporting Higher Education in College Settings.
SEDA, pp. 21-26.
ISBN 978-1902435589
ISSN 978-1-902435-58-9 (Print), 978-1-902435-58-9 (Online)
Dymoke, Sue, Lambirth, Andrew and Wilson, Anthony (eds.) (2013) Making poetry matter: International research on poetry pedagogy. Bloomsbury Academic, London / New York. ISBN 9781441101471
Dymoke, Sue, Lambirth, Andrew, Wilson, Anthony and Barrs, Myra (eds.) (2015) Making Poetry Happen: Transforming the Poetry Classroom. Bloomsbury, London. ISBN 9781472508058
de Freitas, Sara and Jameson, Jill ORCID: 0000-0002-9545-8078 (eds.)
(2012)
The e-learning reader.
The Continuum International Publishing Group / Bloomsbury Publishing Plc, London, UK.
ISBN 9781441143778 (hbk), 9781441191410 (pbk)
E
Eldred, Janine, Robinson-Pant, Anna, Nabic, Rafat, Chopra, Priti, Nussey, Charlotte and Bown, Lalage (2014) Women's right to learning and literacy. Compare: A Journal of Comparative and International Education, 44 (4). pp. 655-675. ISSN 0305-7925 (Print), 1469-3623 (Online) (doi:https://doi.org/10.1080/03057925.2014.911999)
Ellis, Jennifer and Miller, Paul (2014) Providing higher education in post-modern times: what do university mission statements tell us about what they believe and do? Research in Comparative and International Education, 9 (1). pp. 83-91. ISSN 1745-4999 (Online) (doi:https://doi.org/10.2304/rcie.2014.9.1.83)
Evans, David Thomas ORCID: 0000-0001-6874-3845
(2019)
HIV and sexually acquired infections: foundations for midwifery students' practice.
[Teaching Resource]
Evans, David Thomas ORCID: 0000-0001-6874-3845
(2019)
Senior Fellows: See One! Do One! Teach One!
AdvanceHE, York / On-line.
Evans, David Thomas ORCID: 0000-0001-6874-3845
(2021)
“The trouble with normal …” Covid-19’s legacy and the multipotentiality for co-creating teaching, learning and assessing.
In: Turner, Denise and Fanner, Michael, (eds.)
Creative Learning and Practice in the Social Work and Health Professions: Lessons from Covid 19.
Critical Publishing, St Albans, Herts, UK.
(Submitted)
Evans, Thomas Rhys ORCID: 0000-0002-6670-0718, Branney, Peter, Clements, Andrew and Hatton, Ella
(2021)
Improving evidence-based practice through preregistration of applied research: barriers and recommendations.
Accountability in Research: Policies and Quality Assurance.
ISSN 0898-9621 (Print), 1545-5815 (Online)
(doi:https://doi.org/10.1080/08989621.2021.1969233)
F
Fanghanel, Alexandra ORCID: 0000-0002-4041-561X
(2017)
Promoting feminist and queer pedagogies.
In: Zukunft Fachdidaktik, 2017, Schlierbach, Austria.
(Unpublished)
Farkas, Bence, Krajcsi, Attila, Janacsek, Karolina ORCID: 0000-0001-7829-8220 and Nemeth, Dezso
(2023)
The complexity of measuring reliability in learning tasks: an illustration using the Alternating Serial Reaction Time task.
Behavior Research Methods.
pp. 1-17.
ISSN 1554-351X (Print), 1554-3528 (Online)
(doi:https://doi.org/10.3758/s13428-022-02038-5)
Fergy, Sue, Marks-Maran, Di, Ooms, Ann, Shapcott, Jean and Burke, Linda (2011) Promoting social and academic integration into higher education by first year student nurses: the APPL project. Journal of Further and Higher Education, 35 (1). pp. 107-120. ISSN 1469-9486 (Online) (doi:https://doi.org/10.1080/0309877X.2010.540318)
Feridun, Mete (2016) Impact of education and poverty on terrorism in Turkey: An empirical investigation. Applied Research in Quality of Life, 11 (1). pp. 41-48. ISSN 1871-2584 (Print), 1871-2576 (Online) (doi:https://doi.org/10.1007/s11482-014-9353-z)
Field, Jenny (2016) Can China teach the UK anything about education in primary maths? Primary Mathematics, 19 (3). ISSN 1465-0495
Field, Jenny (2019) Whole school approaches to teaching and learning times tables. In: Mathematics Mastery Conference 1, 04 Mar 2019, University Of Greenwich (Avery Hill Campus). (Unpublished)
Flynn, Ryan and Newbutt, Nigel (2006) Innovations in learning and teaching approaches using game technologies - can "The Movies" teach how to make a movie? ITALICS: Innovation in Teaching and Learning in Information and Computer Sciences, 5 (3). ISSN 1473-7507 (doi:https://doi.org/10.11120/ital.2006.05030002)
Force, Susan, Goss-Sampson, Mark and Harris, Sarah (2022) Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes. Compass: The Journal of Learning and Teaching, 15 (2). pp. 1-11. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v15i2.1339)
Fox, Kenneth and Lambirth, Andrew (2012) Film and pedagogy: Learning about teaching at the movies. In: Bahloul, Maher and Graham, Carolyn, (eds.) Lights! Camera! Action and the Brain: The Use of Film in Education. Cambridge Scholars Publishing, Newcastle upon Tyne, UK, pp. 61-81. ISBN 9781443836579
Frostick, Caroline, Phillips, Gemma, Renton, Adrian and Moore, Derek (2015) The educational and employment aspirations of adolescents from areas of high deprivation in London. Journal of Youth and Adolescence, 45 (6). pp. 1126-1140. ISSN 0047-2891 (Print), 1573-6601 (Online) (doi:https://doi.org/10.1007/s10964-015-0347-4)
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Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2019)
Embedding employability in course design: an international experience.
In: Advance HE’s Annual Teaching and Learning Conference 2019, Teaching in the spotlight: Innovation for teaching excellence, 02 - 04 Jul 2019, Northumbria University, Newcastle upon Tyne, UK.
(Unpublished)
Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2020)
Employability transition in Higher Education: case study of Chinese international students in the UK.
In: Advance-HE Employability Symposium 2020: Breaking the mould.
(Submitted)
Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2021)
Engaging students affectively to stimulate social presence in online learning.
Compass: The Journal of Learning and Teaching at the University of Greenwich, 14 (2).
ISSN 2044-0081
(doi:https://doi.org/10.21100/compass.v14i2.1205)
Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2021)
Engaging students in online learning: technology-integrated distance learning for Chinese students at partner institutions in China.
Compass: The Journal of Learning and Teaching at the University of Greenwich, 14 (3).
ISSN 2044-0081
(doi:https://doi.org/10.21100/compass.v14i3.1220)
Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2020)
Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience.
Compass: The Journal of Learning and Teaching at the University of Greenwich, 13 (1).
ISSN 2044-0073 (Print), 2044-0081 (Online)
(doi:https://doi.org/10.21100/compass.v13i1.1057)
Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2020)
Seeking effective pedagogy for online learning.
[Working Paper]
Gao, Xiaowen ORCID: 0000-0002-6682-6193
(2021)
The goal of employability development.
Advance HE: News and Views.
Gao, Xiaowen ORCID: 0000-0002-6682-6193 and Ngoasong, Michael
(2020)
Curriculum adaptation in online learning environments.
[Working Paper]
(Submitted)
Garrod, Neil (2008) England: merging to progress. In: Garrod, Neil and Macfarlane, Bruce, (eds.) Challenging boundaries: managing the integration of post-secondary education. Routledge / Taylor & Francis, New York, NJ, USA, pp. 77-92. ISBN 978-0-415-98931-2 (hbk) 978-0-415-98932-9 (pbk) 978-0-203-88514-7 (eBook)
Garrod, Neil and Macfarlane, Bruce (2008) Careers. In: Garrod, Neil and Macfarlane, Bruce, (eds.) Challenging boundaries: managing the integration of post-secondary education. Routledge / Taylor & Francis, New York, NJ, USA, pp. 161-172. ISBN 978-0-415-98931-2 (hbk) 978-0-415-98932-9 (pbk) 978-0-203-88514-7 (eBook)
Garrod, Neil and Macfarlane, Bruce (2008) Further, higher, better? In: Garrod, Neil and Macfarlane, Bruce, (eds.) Challenging boundaries: managing the integration of post-secondary education. Routledge / Taylor & Francis, New York, NJ, USA, pp. 3-12. ISBN 978-0-415-98931-2 (hbk) 978-0-415-98932-9 (pbk) 978-0-203-88514-7 (eBook)
Garrod, Neil and Warr, Liz (2008) Curriculum. In: Garrod, Neil and Macfarlane, Bruce, (eds.) Challenging boundaries: managing the integration of post-secondary education. Routledge / Taylor & Francis, New York, NJ, USA, pp. 187-200. ISBN 978-0-415-98931-2 (hbk) 978-0-415-98932-9 (pbk) 978-0-203-88514-7 (eBook)
Gibbs, Paul, Jameson, Jill ORCID: 0000-0002-9545-8078 and Elwick, Alex (eds.)
(2019)
Values of the University in a Time of Uncertainty.
Springer International Publishing, Cham, Switzerland.
ISBN 978-3030159696
Gibson, Gabriella and Feugère, Lionel ORCID: 0000-0003-0883-5224
(2017)
Participation in lecture ‘Say It with Sound’ of the Royal Institution Christmas lectures 2017.
[Video]
Gibson, Poppy Francis and Smith, Sarah (2018) Digital literacies: preparing pupils and students for their information journey in the twenty-first century. Information and Learning Science, 119 (12). pp. 733-742. ISSN 2398-5348 (Print), 2398-5348 (Online) (doi:https://doi.org/10.1108/ILS-07-2018-0059)
Gilmour, Alison ORCID: 0000-0003-2256-1995
(2021)
Let’s talk about webcams, and a pedagogy of kindness.
Compass: Journal of Learning and Teaching, 14 (2):1.
ISSN 2044-0081
(doi:https://doi.org/10.21100/compass.v14i2.1177)
Gilmour, Alison ORCID: 0000-0003-2256-1995
(2018)
What are student perceptions of good feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice.
In: Assessment and Feedback: QAA Scotland Webinar Series, 25-29 Jun 2018.
(Unpublished)
Gilmour, Alison ORCID: 0000-0003-2256-1995 and Pegg, Ann
(2015)
From transition points to transition process – developing our conceptual understanding of “transition”.
In: 12th International Enhancement Themes Conference - Enhancement and Innovation in Higher Education, 09-11 Jun 2015, Glasgow, UK.
(Unpublished)
Gokulsing, K. Moti, Tysome, Tony and Ainley, Patrick (1996) Beyond competence: the National Council for Vocational Qualifications framework and the challenge to higher education in the new millennium. Avebury, Aldershot, UK. ISBN 1859723519
Gomoluch, Karen and Bailey, Bill (2010) Training teachers for further and technical education: staff perceptions of changing demands and policies at Bolton from 1950 to 1988. Journal of Vocational Education and Training, 62 (2). pp. 139-152. ISSN 1363-6820 (Print), 1747-5090 (Online) (doi:https://doi.org/10.1080/13636821003728916)
Gore, Tim (2008) Cross-cultural partnerships must talk to build trust. SciDev.Net.
Gore, Tim (2008) Global research collaboration: the UKIERI India-UK initiative – lessons from practice for sustainable international partnerships. The Observatory on Borderless Higher Education. (Unpublished)
Gore, Tim (2008) Globalising knowledge. In: ACU Conference of Executive Heads, 28-30 Nov 2008, Hyderabad, India.
Gore, Tim (2008) Globalizing knowledge. In: Going Global 3: the UK's International Education Conference, 3-5 Dec 2008, ExCel, London, UK. (Unpublished)
Gore, Tim (2008) The UK India Education and Research Initiative (UKIERI): reflections on 'the complexities of global partnerships in higher education'. GlobalHigherEd.
Graham, Deryn (2007) Semantic and conceptual structures in module design. In: Semantic and Conceptual Structures Workshop, 29 Mar 2007, University of Bolton.
Graham, Deryn, Benest, Ian and Nicholl, Peter (2007) Cognitive issues in information visualisation design for interaction for the visually impaired. In: Banissi, Ebad, Burkhard, Remo Aslak, Grinstein, Georges, Stuart, Liz, Wyeld, Theodor G., Andrienko, Gennady, Dykes, Jason, Jern, Mikael, Faiola, Anthony, Groth, Dennis, Ursyn, Anna, Cowell, Andrew J. and Hou, Ming, (eds.) 11th International Conference Information Visualization IV 2007 4-6 July 2007 Zurich Switzerland. IEEE Computer Society, Los Alamitos, USA, pp. 917-920. ISBN 0 7695 2900 3
Graham, Deryn, Benest, Ian and Nicholl, Peter (2007) Interaction design for teaching visually impaired students. Proceedings of the IASK International Conference E-Activity and Leading Technologies 2007. International Association for Scientific Knowledge, pp. 80-89. ISBN 9789729939754
Graham, Deryn, Benest, Ian and Nicoll, Peter (2010) Learning in an inclusive multi-modal environment. Journal of Cases on Information Technology, 12 (3). pp. 28-44. ISSN 1548-7717 (Print), 1548-7725 (Online) (doi:https://doi.org/10.4018/jcit.2010070102)
Gravelle, Maggie (2011) [Book Review] Primary school teacher deployment: a comparative study. Professional Development in Education, 37 (4). pp. 642-643. ISSN 1941-5257 (Print), 1941-5265 (Online) (doi:https://doi.org/10.1080/19415257.2011.570019)
Gravelle, Maggie (2011) [Book review] Fair trade for teachers: transferability of teacher qualifications in the Commonwealth. Professional Development in Education, 37 (3). pp. 473-474. ISSN 1941-5257 (Print), 1941-5265 (Online) (doi:https://doi.org/10.1080/19415257.2011.565207)
Gravelle, Maggie (2010) Mufaro's beautiful daughters: promoting first languages within the context of literacy hour. In: Gravelle, Maggie, (ed.) Planning for bilingual learners: an inclusive curriculum. Trentham Books Ltd, Stoke-on-Trent, UK. ISBN 9781858561752
Gravelle, Maggie (ed.) (2010) Planning for bilingual learners: an inclusive curriculum. In: Gravelle, Maggie, (ed.) Trentham Books Ltd, Stoke-on-Trent, UK. ISBN 9781858561752
Gravelle, Maggie (2006) The widening participation agenda: is it working? Race Equality Teaching, 24 (3). pp. 8-13. ISSN 1478-8551 (Print), 1743-7717 (Online)
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Gravelle, Margaret (2005) Bilingualism; bilingualism, learning and inclusion. Multiverse. pp. 1-14.
Gravelle, Margaret (2006) ‘I work in partnership with mainstream colleagues’: models of support. Naldic Quarterly, 4 (2). ISSN 1751-2182
Gravelle, Margaret (1996) Supporting bilingual learners in schools. Trentham Books Ltd, Stoke on Trent, UK. ISBN 1858560535
Gravelle, Margaret (2003) "Weighing the turkey does not make it fat":a reappraisal of assessment of bilingual learners. Race Equality Teaching, 20 (4). pp. 1-7. ISSN 1478-8551 (Print), 1743-7717 (Online)
Gravelle, Margaret (2002) A real purpose and audience:ICT and English. Computer Education (1). ISSN 0010-4590
Gravelle, Margaret and Keel, Pat (1999) Teaching community languages. Race Equality Teaching, 17 (2). pp. 48-50. ISSN 1478-8551 (Print), 1743-7717 (Online)
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SAGE Publications Ltd., London, UK.
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Headington, Rita, Callnon, Duncan, Barron, Hetty and Smith, Michael (2011) Food for thought: the students’ perspective of assessment and feedback. In: Redefining the Student Experience: directions for learning, teaching and assessment, 5 July 2011, University of Greenwich. (Unpublished)
Headington, Rita and Hales, Alison (2010) “Practising what we preach”: social constructivism and course design. Compass: The Journal of Learning and Teaching at the University of Greenwich (2). pp. 17-30. ISSN 2044-0081
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Heatley, Sue, Allibone, Lorraine, Ooms, Ann, Burke, Linda and Akroyd, Karen (2011) Providing writing and language support for students who have English as a second language – a pilot study. Journal of Vocational Education and Training, 63 (1). pp. 101-114. ISSN 1747-5090 (Online) (doi:https://doi.org/10.1080/13636820.2010.529500)
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Heaton‐Shrestha, Celayne, May, Steve and Burke, Linda (2009) Student retention in Higher Education: what role for Virtual Learning Environments? Journal of Further and Higher Education, 31 (1). pp. 83-92. ISSN 1469-9486 (Online) (doi:https://doi.org/10.1080/03098770802645189)
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(8).
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Lewis, Jane, Mooney, Ann, Brady, Louca-Mai, Gill, Chloe, Henshall, Amanda, Willmott, Natasha, Owen, Charlie, Evans, Kate and Statham, June (2010) Special educational needs and disability: Understanding local variation in prevalence, service provision and support (Research Report DCSF-RR211). Research Report DCSF (RR211). Department for Children, Schools and Families (DCSF), London, UK. ISBN 978-1847756442
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Loth, Eva, Ahmad, Jumana ORCID: 0000-0001-5271-0731, Chatham, Chris, López, Beatriz, Carter, Ben, Crawley, Daisy, Oakley, Bethany, Hayward, Hannah, Cooke, Jennifer, San José Cáceres, Antonia, Bzdok, Danilo, Jones, Emily, Charman, Tony, Beckmann, Christian, Bourgeron, Thomas, Toro, Roberto, Buitelaar, Jan, Murphy, Declan and Dumas, Guillaume
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The meaning of significant mean group differences for biomarker discovery.
PLoS Computational Biology, 17 (11):e1009477.
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ISSN 1553-734X (Print), 1553-7358 (Online)
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Madonia, Giuseppina (2022) Making a compulsory course compelling. Compass: Journal of Learning and Teaching, 15 (1):1. pp. 1-8. ISSN 2044-0081
Magaji, A. (2022) Trainee teachers’ classroom assessment practices: towards a pedagogy of learning. In: Assessment in Higher Education (AHE) Conference: Contemporary assessment practice in the new age of higher education., 22 Jun - 24 Jun 2022, Manchester, UK. (In Press)
Magaji, A. and Ade-Ojo, G. ORCID: 0000-0002-1098-0765
(2023)
Trainee teachers’ classroom assessment practices: Towards evaluating trainee teachers’ learning experience in a teacher education program.
Social Sciences & Humanities Open, 7 (1):100467.
ISSN 2590-2911 (Online)
(doi:https://doi.org/10.1016/j.ssaho.2023.100467)
Magaji, A., Cabral, A., Lambirth, A., McDonald, R., Brett, A. and Philpott, C. (2021) Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders. Compass: Journal of Learning and Teaching, 14 (2). pp. 1-10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1186)
Magaji, A., Cabral, A., Lambirth, A., McDonald, R., Brett, A. and Philpott, C. (2021) Working together with teachers and senior leaders in a teacher-led professional development through a model of action research, collaboration, and facilitation. In: SHIFT 2021, 13 Jan 2021. (Unpublished)
Magaji, Ade (2022) Editorial: Climate education and sustainability. ASE International Journal, 14. pp. 4-5.
Magaji, Ade (2021) Promoting learning in the science classroom using an innovative model of learning discourse. In: ASE International conference, 12 Jan 2022, UK - online. (Unpublished)
Magaji, Adewale (2019) Engaging trainee teachers in assessment for learning: creating a pedagogy of learning. In: Engaging trainee teachers in assessment for learning: creating a pedagogy of learning., 16 Sep 2019 and 14 Jan 2020, University of Greenwich, London. (Unpublished)
Magaji, Adewale (2021) Promoting problem-solving skills among secondary science students through problem based learning. International Journal of Instruction, 14 (4). pp. 549-566. ISSN 1694-609X (Print), 1308-1470 (Online) (doi:https://doi.org/10.29333/iji.2021.14432a)
Magaji, Adewale (2021) Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students. IMPACT Journal of the Chartered College of Teaching (12).
Magaji, Adewale and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765
(2023)
Trainee teachers’ classroom assessment practices: towards evaluating trainee teachers’ learning experience in a teacher education program.
Social Sciences & Humanities Open, 7 (1):100467.
pp. 1-9.
ISSN 2590-2911 (Online)
(doi:https://doi.org/10.1016/j.ssaho.2023.100467)
Magaji, Adewale and Neesam, Marc (2020) Editorial Association for Science Education International Journal.
Mann, Tony (2023) Assessment as a barrier to inclusion. MSOR Connections, 21 (1). pp. 4-8. ISSN 2051-4220 (doi:https://doi.org/10.21100/msor.v21i1.1412)
Mann, Tony (2003) Cheats offer lesson in learning. Times Higher Education Supplement (THES), 1590. p. 14. ISSN 0049-3929
Maras, Pamela F. (2007) Psychology and education: addressing anti-social behaviour and raising achievement. In: 11th National Conference of the Chinese Psychological Society, Nov 2007, Kaifeng, China. (Unpublished)
Maras, Pamela F. (2007) Social psychology and education: raising achievement and reducing risk. In: 13th South African Psychology Congress, 28-31 Aug 2007, Durban, South Africa. (Unpublished)
Maras, Pamela F. (1996) Whose are the Es in EBDs? Emotional and Behavioural Difficulties, 1 (1). pp. 14-21. ISSN 1363-2752 (doi:https://doi.org/10.1080/13632759608549769)
Maras, Pamela F. and Archer, Louise (1997) "Tracy's in the home corner, Darren's playing lego, or are they?" Gender issues and identity in education. Feminism and Psychology, 7 (2). pp. 264-274. ISSN 0959-3535
Maras, Pamela F., Bornholt, Laurel J. and Robinson, R.A. (2008) Planned pathways from school to study, work and family life in regional Australia. In: ANZCIES (36th Annual Conference), 24-27 Nov 2008, Perth, Australia. (Unpublished)
Maras, Pamela F. and Brown, Rupert (2000) Effects of different forms of school contact on children’s attitudes toward disabled and nondisabled peers. British Journal of Educational Psychology, 70. pp. 337-351. ISSN 0007-0998
Maras, Pamela F. and Kutnick, Peter (1999) Emotional and behavioural difficulties in schools: consideration of relationships between theory and practice. Social Psychology of Education, 3 (3). pp. 135-153. ISSN 1381-2890 (Print), 1573-1928 (Online) (doi:https://doi.org/10.1023/A:1009618701899)
Maras, Pamela F., Lewis, A. and Simonds, Laura M. (1999) Elephants, donuts and hamburgers: young children co-operating to co-operate and co-operating to compete in two primary schools. Educational Psychology, 19 (3). pp. 245-258. ISSN 0144-3410 (doi:https://doi.org/10.1080/0144341990190301)
Maravala, Persis-Jadé (2022) 'Goodnight, sleep tight': working within a collapsing system. In: University of Greenwich PhD Symposium - A Phenomenology of Misfits: Discrepancies Between Body and World, 8th June 2022, University of Greenwich, Bathway Theatre.
Marie, Jennifer (2018) Students as partners. In: Davies, Jason P. and Pachler, Norbert, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. IOE Press, UCL, pp. 35-47. ISBN 978-1-78277-256-9
Marie, Jennifer (2017) Student–staff partnerships: Students partnering with staff to improve education. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press, London, pp. 245-247. ISBN 9781787350878
Marie, Jennifer (2018) The relationship between research-based education and student–staff partnerships. In: Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina, (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press, London, pp. 30-40. ISBN 9781787351110
Marie, Jenny (2020) Empowering students to enhance education at their university. In: Lowe, Tom and El Hakim, Yassein, (eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice. SEDA series . Routledge, United Kingdom, pp. 198-208. ISBN 978-0367085490
Marie, Jenny, Arif, Mahmoud and Joshi, Tejas (2016) UCL ChangeMakers projects: supporting staff/student partnership on educational enhancement projects. Student Engagement in Higher Education Journal, 1 (1). pp. 1-5. ISSN 2399-1836
Marie, Jenny and Azuma, Fumika (2018) Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2 (1). pp. 70-77. ISSN 2399-1836
Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267
Marie, Jenny, MacKenzie, Sally, Rowett, Steve and Wright, Moira (2017) Barriers to engagement at UCL. The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 286-292. ISSN 2055-4990
Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)
Marie, Jenny, Rowett, Steve, MacKenzie, Sally, Wright, Moira and Lusk, Sandra (2017) Which lenses best help us make our practices inclusive? The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 303-305. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.689)
Marie, Jenny A. (2016) Student views on the value of feedback. Journal of Education and Training Studies, 4 (6). pp. 207-213. ISSN 2324-805X (Print), 2324-8068 (Online) (doi:https://doi.org/10.11114/jets.v4i6.1523)
Markowski, Marianne ORCID: 0000-0003-4652-3168 and Foster, John
ORCID: 0000-0002-7662-8203
(2021)
Evaluation of the digital support technician apprenticeship scheme as currently implemented by the Bexley training hub.
Project Report.
The University of Greenwich, London, UK.
Marks-Maran, Diane (2015) Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher. Nurse Education in Practice, 15 (6). pp. 472-479. ISSN 1471-5953 (doi:https://doi.org/10.1016/j.nepr.2015.01.001)
Marno, Hanna, Danyi, Robert, Vekony, Teodora, Janacsek, Karolina ORCID: 0000-0001-7829-8220 and Nemeth, Dezso
(2021)
Prompting teaching modulates children's encoding of novel information by facilitating higher-level structure learning and hindering lower-level statistical learning.
Cognition, 213:104784.
ISSN 0010-0277
(doi:https://doi.org/10.1016/j.cognition.2021.104784)
Martin, Mary ORCID: 0000-0002-3568-6423
(2021)
Play cultures, social worlds and youth in familial settings, 1700-1904.
In: Marten, James, (ed.)
Oxford Handbook of the History of Youth Culture.
Oxford University Press, Oxford.
ISBN 978-0190920753
(In Press)
(doi:https://doi.org/10.1093/oxfordhb/9780190920753.001.00)
Martin, Mary ORCID: 0000-0002-3568-6423
(2019)
Religion and adolescence from 1700-1900: autonomy, ritual and community.
In: 12th Annual Conference of the Society for the Study of Childhood in the Past: Rebels Without a Cause? Accessing and Exploring Adolescents/Adolescence in the Past, 30 Oct - 01 Nov 2019, Sheffield, UK.
(Unpublished)
Martin, Mary Clare ORCID: 0000-0002-3568-6423
(2011)
Church, state and locality: revisiting the historiography of “state” and “religious infrastructures” in England and Wales, 1740-1870.
In: International Standing Committee of the History of Education. 33rd conference. State, education and society: new perspectives on an old debate, 26-29 Jul 2011, San Luis Potosi, Mexico.
(Unpublished)
Masikunas, George, Panayiotidis, Andreas and Burke, Linda (2007) The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning. Journal of Research in Learning Technology, 15 (1). pp. 3-20. ISSN 2156-7077 (online) (doi:https://doi.org/10.1080/09687760600837090)
Masikunis, George, Panayiotidis, Andreas and Burke, Linda (2009) Changing the nature of lectures using a personal response system. Innovations in Education and Teaching International, 46 (2). pp. 199-212. ISSN 1470-3297 (Print), 1470-3300 (Online) (doi:https://doi.org/10.1080/14703290902843935)
McCartney, Mark, Bradshaw, Noel-Ann and Mann, Tony (2011) Mathematical motivators: using the history of mathematics to enrich the curriculum. MSOR Connections, 11 (2). pp. 14-16. ISSN 1473-4869
McNay, I. (2010) Research quality assessment. In: Peterson, Penelope, Baker, Eva and McGaw, Barry, (eds.) International Encyclopedia of Education. Elsevier Ltd., Oxford, UK, pp. 307-315. ISBN 978-0-08-044894-7 (doi:https://doi.org/10.1016/B978-0-08-044894-7.00879-4)
McNay, Ian ORCID: 0000-0002-6096-4640
(2014)
Debate: Does research quality assessment increase output and give value for money? (Non-theme article).
Public Money & Management, 35 (1).
pp. 67-68.
ISSN 0954-0962 (Print), 1467-9302 (Online)
(doi:https://doi.org/10.1080/09540962.2015.986888)
McNay, Ian (2012) Leading strategic change in Higher Education - closing the implementation gap. Leadership and Governance in Higher Education – Handbook for Decision-makers and Administrators, 2012 (4).
McNay, Ian ORCID: 0000-0002-6096-4640
(2017)
TEF: why and how? Ideological and operational imperatives driving policy.
Compass: Journal of Learning and Teaching, 10 (2).
ISSN 2044-0073 (Print), 2044-0081 (Online)
(doi:https://doi.org/10.21100/compass.v10i2.487)
McNay, Ian (2007) Values, principles and integrity: academic and professional standards in higher education. Higher Education Management and Policy, 19 (3). pp. 43-66. ISSN 1682-3451
McNay, Ian (2012) The new decade: A watershed in UK higher education? Higher Education Review, 45 (1). pp. 5-29. ISSN 0018-1609
McNiece, Rosie and Jolliffe, Flavia (1998) An investigation into regional differences in educational performance in the National Child Development Study. Educational Research, 40 (1). pp. 17-30. ISSN 0013-1881 (Print), 1469-5847 (Online) (doi:https://doi.org/10.1080/0013188980400102)
Mercer-Mapstone, Lucy and Marie, Jennifer (2019) Practical guide: scaling up student-staff partnerships in higher education. Technical Report. University of Edinburgh, Edinburgh.
Miller, Denise ORCID: 0000-0001-9947-0616
(2020)
Educational Equity Services – Launch Event.
[Video]
Miller, Denise A ORCID: 0000-0001-9947-0616
(2021)
Black British female managers’ experiences of working for children and young people’s services.
In: University of Greenwich Research Cafe, 23/03/2021, Online.
(Unpublished)
Miller, Denise A ORCID: 0000-0001-9947-0616
(2020)
CALL FOR PAPERS - Decolonising the school curriculum.
UCL Press.
Miller, Denise A ORCID: 0000-0001-9947-0616
(2021)
DECP Annual Conference.
In: Division of Educational and Child Psychology virtual conference 25-26 March | Online, 23-24/03/2021, Online.
(Unpublished)
Miller, Denise A ORCID: 0000-0001-9947-0616
(2023)
Methods for change: Constructivist Grounded Theory (CGT).
In: Rodekirchen, M., Pottinger, M., Briggs, L., Barron, A., Eseonu, T., Hall, S. and Browne, A.L., (eds.)
Methods for Change Volume 2: Impactful social science methodologies for 21st century problems.
Methods for Change
.
Aspect and The University of Manchester, Manchester, pp. 1-9.
Miller, Denise A ORCID: 0000-0001-9947-0616
(2022)
The SEND Green Paper: opportunities and challenges ahead.
In: Webinar - The SEND Green Paper: Opportunities and Challenges Ahead, 15th June 2022, Online.
Miller, Denise A ORCID: 0000-0001-9947-0616
(2021)
Sit with the Editors.
[Video]
Miller, Denise A ORCID: 0000-0001-9947-0616, Soni, Anita, Hobbs, Charmian, Gibbs, Simon, Malagoli, Chiara, Morgan, Gavin and Lauchlan, Fraser
(2021)
Guest Editorial – Black Lives Matter: making a difference for racial justice.
Educational and Child Psychology, 38 (4).
pp. 5-8.
ISSN 0267-1611 (Print), 2396-8702 (Online)
Miller, Denise A ORCID: 0000-0001-9947-0616, Surendran, Shone and Towers, Emma
(2023)
Decolonising the school curriculum: a special feature.
London Review of Education, 21 (1):6.
pp. 1-5.
ISSN 1474-8460 (Print), 1474-8479 (Online)
(doi:https://doi.org/10.14324/LRE.21.1.06)
Miller, Paul (2019) BAME teacher progression in England: towards a conceptual model. International Studies in Educational Administration (ISEA), 47 (3). pp. 18-35. ISSN 1324-1702
Miller, Paul (2016) Caribbean perspectives - developing successful and effective school leadership. In: Pashiardis, Petros and Johansson, Olof, (eds.) Successful School Leadership: International Perspectives. Bloomsbury, London, UK, pp. 81-91. ISBN 978-1472586377
Miller, Paul (ed.) (2017) Cultures of Educational Leadership: Global and Intercultural Perspectives. Intercultural Studies in Education . Palgrave Macmillan, London, UK. ISBN 978-1137585677
Miller, Paul (2016) Cultures of educational leadership: researching and theorising common issues in different world contexts. In: Miller, Paul, (ed.) Cultures of Educational Leadership: Global and Intercultural Perspectives. Intercultural Studies in Education . Palgrave, pp. 1-23. ISBN 978-1137585677 (doi:https://doi.org/10.1057/978-1-137-58567-7_1)
Miller, Paul (2014) Education for all in the Caribbean: promise, paradox and possibility. Research in Comparative and International Education, 9 (1). pp. 1-3. ISSN 1745-4999 (Online) (doi:https://doi.org/10.2304/rcie.2014.9.1.1)
Miller, Paul (2016) Exploring School Leadership in England and the Caribbean: New Insights from a Comparative Approach. Bloomsbury, London, UK. ISBN 978-1474251709
Miller, Paul (2008) International teacher migration and the Commonwealth teacher recruitment protocol: assessing its impact and the implementation process in the United Kingdom. European Education, 40 (3). pp. 89-101. ISSN 1056-4934 (Print), 1944-7086 (Online) (doi:https://doi.org/10.2753/EUE1056-4934400305)
Miller, Paul (2019) Leadership as sustainability: context and primary school principals in Jamaica. Journal of School Leadership, 29 (2). pp. 130-149. ISSN 1052-6846 (doi:https://doi.org/10.1177/1052684619832153)
Miller, Paul (2015) Politics, religion and social connections: pillars for progression among primary teachers in Jamaica. School Leadership and Management, 35 (3). pp. 237-250. ISSN 1363-2434 (Print), 1364-2626 (Online) (doi:https://doi.org/10.1080/13632434.2014.905468)
Miller, Paul (2019) Race and ethnicity in educational leadership. In: Bush, Tony, Bell, Les and Middlewood, David, (eds.) Principles of Educational Leadership & Management. Sage, pp. 223-238. ISBN 978-1526431738
Miller, Paul (ed.) (2019) Race, Education and Educational Leadership in England: An Integrated Analysis. Bloomsbury. ISBN 978-1350068605
Miller, Paul (ed.) (2013) School Leadership in the Caribbean: perceptions, practices, paradigms. Symposium Books, Oxford, UK. ISBN 978-1873927816
Miller, Paul (2018) Schooling as development: the role and task of school principals in national economic transformation. Leading & Managing, 24 (1). pp. 1-15. ISSN 1329-4539
Miller, Paul (2019) The political dichotomy of school leadership: policy, practice, social justice - evidence from sixteen countries. Research in Educational Administration and Leadership (REAL), 4 (3). pp. 469-492. ISSN 2564-7261 (Online) (doi:https://doi.org/10.30828/real/2019.3.2)
Miller, Paul, Kelly, Kemesha and Spawls, Nicola (2013) Getting past the gatekeeper: safeguarding and access issues in researching HIV+ children in Jamaica. Policy Futures in Education, 11 (2). pp. 167-174. ISSN 1478-2103 (doi:https://doi.org/10.2304/pfie.2013.11.2.167)
Miller, Paul, Roofe, Carmel and Garcia-Carmona, Marina (2019) School leadership, curriculum diversity, social justice and critical perspectives in education. In: Angelle, Pamela S. and Torrance, Deirdre, (eds.) Cultures of Social Justice Leadership: An Intercultural Context of Schools. Intercultural Studies in Education . Palgrave, pp. 93-119. ISBN 978-3030108748 (doi:https://doi.org/10.1007/978-3-030-10874-8_5)
Miller, Paul and Shotte, Gertrude (2010) Franchising education: challenges and opportunities for coping with the economic recession and the provision of higher education in the United Kingdom. Policy Futures in Education, 8 (6). pp. 644-652. ISSN 1478-2103 (Online) (doi:https://doi.org/10.2304/pfie.2010.8.6.644)
Miller, Paul Washington (2018) Overseas trained teachers (OTTs) in England: surviving or thriving? Management in Education, 32 (4). pp. 160-166. ISSN 0892-0206 (Print), 1741-9883 (Online) (doi:https://doi.org/10.1177/0892020618795201)
Monks, Claire ORCID: 0000-0003-2638-181X and Smith, Peter
(2010)
Peer, self and teacher nominations of participant roles taken in victimisation by five- and eight-year-olds.
Journal of Aggression, Conflict and Peace Research, 2 (4).
pp. 4-14.
ISSN 1759-6599 (Print), 2042-8715 (Online)
(doi:https://doi.org/10.5042/jacpr.2010.0532)
Monks, Claire P. ORCID: 0000-0003-2638-181X
(2011)
Peer-victimisation in preschool.
In: Monks, Claire P. and Coyne, Iain, (eds.)
Bullying in different contexts.
Cambridge University Press, Cambridge, UK, pp. 12-35.
ISBN 9780521114813 (hbk) 9780521132596 (pbk) 9780511854033 (eBook)
Monks, Claire P. ORCID: 0000-0003-2638-181X and Coyne, Iain (eds.)
(2011)
Bullying in different contexts.
In: Monks, Claire P. and Coyne, Iain, (eds.)
Cambridge University Press, Cambridge, UK.
ISBN 9780521114813 (hbk), 9780521132596 (pbk), 9780511854033 (eBook)
Monks, Claire P. ORCID: 0000-0003-2638-181X, Palermiti, Annalisa, Ortega, Rosario and Costabile, Angela
(2011)
A cross-national comparison of aggressors, victims and defenders in preschools in England, Spain and Italy.
The Spanish Journal of Psychology, 14 (1).
pp. 133-144.
ISSN 1138-7416 (Print), 1988-2904 (Online)
(doi:https://doi.org/10.5209/rev_SJOP.2011.v14.n1.11)
Monks, Claire P. ORCID: 0000-0003-2638-181X, Smith, Peter K., Naylor, Paul, Barter, Christine, Ireland, Jane L. and Coyne, Iain
(2009)
Bullying in different contexts: Commonalities, differences and the role of theory.
Aggression and Violent Behavior, 14 (2).
pp. 146-156.
ISSN 1359-1789
(doi:https://doi.org/10.1016/j.avb.2009.01.004)
Moon, Amy ORCID: 0000-0001-5795-3206
(2022)
A cross-sectional study of social factors in predicting aspects of student resilience.
In: British Psychological Society Social Section Annual Conference, 5th - 7th September 2022, Greenwich.
(Unpublished)
Morgan, Julia ORCID: 0000-0001-6218-7593
(2022)
Early childhood education and care for Syrian refugee children in Lebanon, Jordan and Turkey.
In: Mcleod, Naomi, Okon, Emem Effiong, Garrison, Diane, Boyd, Diane and Daly, Angela, (eds.)
Global Perspectives of Early Childhood Education: Valuing Local Cultures.
Education
.
SAGE Publications Ltd., London.
ISBN 1529717833; 978-1529717839; 978-1529604771; 978-1529604764; 978-1529604757; 978-1529717839; 978-1529717822
(In Press)
Morgan, Julia ORCID: 0000-0001-6218-7593, Leeson, Caroline and Carter Dillon, Rebecca
(2013)
How can schools support children with a parent in prison?
Pastoral Care in Education, 31 (3).
pp. 199-210.
ISSN 0264-3944 (Print), 1468-0122 (Online)
(doi:https://doi.org/10.1080/02643944.2013.788063)
Morgan, Julia ORCID: 0000-0001-6218-7593 and Sengedorj, Tumendelger
(2023)
Practitioner perspectives on the challenges of implementing ‘alternative’ early childhood education (ECE) provision for nomadic children in Mongolia.
Children and Youth Services Review, 147:106848.
ISSN 0190-7409
(doi:https://doi.org/10.1016/j.childyouth.2023.106848)
Morgan, Julia ORCID: 0000-0001-6218-7593 and Tumendelger, Sengedor
(2022)
Early childhood education for nomadic children in Mongolia.
In: McLeod, Naomi, Okon, Emem Effiong, Garrison, Diane, Boyd, Diane and Daly, Angela, (eds.)
Global Perspectives on Early Childhood Education: Valuing Local Cultures.
Education
.
SAGE Publications Ltd., London.
ISBN 1529717833; 978-1529717839; 978-1529604771; 978-1529604764; 978-1529604757; 978-1529717839; 978-1529717822
(In Press)
Morgan, Robert ORCID: 0000-0002-7891-2662
(2023)
Behaviourism in schools: The Friday Morning Show.
[Audio]
Morgan, Robert ORCID: 0000-0002-7891-2662
(2020)
Primary First Editorial.
Primary First (29).
p. 3.
Morgan, Robert ORCID: 0000-0002-7891-2662
(2021)
Religious Education – a creative freedom to teach innovatively.
In: McDonald, Roger and Gibson, Poppy
ORCID: 0000-0002-5971-8565, (eds.)
Inspiring Primary Learners: Insights and Inspiration Across the Curriculum.
Routledge, Abingdon, pp. 186-202.
ISBN 9780367110659
Morgan, Robert ORCID: 0000-0002-7891-2662
(2019)
Wasted formative assessment.
In: University of Greenwich SHIFT Conference 2019, 04 Jan 2019, London, UK.
(Unpublished)
Morgan, Robert ORCID: 0000-0002-7891-2662
(2019)
A broad and balanced curriculum in primary schools.
In: Ogier, Susan, (ed.)
A broad and balanced curriculum in primary schools.
Learning Matters, London, pp. 256-267.
ISBN 9781526469427
Muller, Anna-Maria, Taylor, Luke and William, Anna (2017) Forensic science education and training: a tool–kit for lecturers and practitioner trainers. In: William, Anna, Cassella, John Paul and Maskell, Peter D., (eds.) Forensic Science Education and Training: A Tool–kit for Lecturers and Practitioner Trainers. Wiley, Germany, pp. 179-196. ISBN 978-1118689233; 978-1118689158
Mundy, Julia ORCID: 0000-0001-7970-3507
(2012)
The propensity of students to undertake homework in the absence of formal rewards: a teaching note.
Accounting Education, 21 (5).
pp. 529-537.
ISSN 0963-9284 (Print), 1468-4489 (Online)
(doi:https://doi.org/10.1080/09639284.2012.673389)
Muwanga-Zake, Johnnie W.F., Parkes, Mitchell and Gregory, Sue (2010) Blogging at university as a case study in instructional design: challenges and suggestions towards professional development. International Journal of Education and Development Using Information and Communication Technology, 6 (1). pp. 14-29. ISSN 1814-0556
N
Najjingo Mangheni, Margaret, Ekirikubinza-Tibatemwa, Lillian and Forsythe, Lora ORCID: 0000-0001-9931-4453
(2010)
Gender issues in agricultural education within African universities.
Discussion Paper.
Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), Kampala, Uganda.
Natzler, Michael and Evans, David Thomas ORCID: 0000-0001-6874-3845
(2021)
Student relationships, sex and sexual health. Higher Education policy Institute report 139.
Higher Education Policy Unit, London.
Newbutt, Nigel and Donegan, Mick (2010) A brief review: assistive technology and autism, a proposal for virtual tools for improved communication and emotional recognition. In: Society for Information Technology & Teacher Education (SITE) 2010 21st International Conference, 31 March 2010, San Diego, CA, United States. (Unpublished)
Newman, Victor and Phillips, Paul A. (2022) The Research Impact Strategy Playbook: Getting ready for the research impact revolution. Research Impact Strategy Group (RISG) . Knowledgeworks Books - Impactofimpact.com, Kent, United Kingdom. ISBN 978-0956988836
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Nwabude, Aaron A.R. (2010) Pilot study on the impact of VLE on mathematical concepts acquisition within secondary education in England. World Academy of Science, Engineering and Technology, 69. pp. 1-6. ISSN 2010-376X (Print), 2010-3778 (Online)
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Oakley, Bethany ORCID: 0000-0002-1968-134X, Tillmann, Julian
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Ojo, Oluwaseyi ORCID: 0000-0002-1098-0765
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CODESRIA, Oxford, UK, pp. 193-215.
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International Journal of Comparative and International Journal of Comparative and Applied Criminal Justice.
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Ortega, Rosario, Romera, Eva M. and Monks, Claire P. ORCID: 0000-0003-2638-181X
(2009)
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European Early Childhood Education Research Journal, 17 (3).
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ISSN 1350-293X (Print), 1752-1807 (Online)
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Ortega, Rosario, Romera, Eva M., Mérida, Rosario and Monks, Claire ORCID: 0000-0003-2638-181X
(2009)
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Infancia y Aprendizaje, 32 (3).
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Children as Co-creators in Chiffchaff Children's Theatre Productions: defining methodology and evidencing children's role in the creative process.
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(Unpublished)
Oxley, Natasha ORCID: 0000-0003-0011-7113
(2017)
A Double Bill stage adaption of Jill Murphy's Peace at Last! and Whatever Next!, by Chiffchaff Children's Theatre.
[Creative Performance or Reading]
Oxley, Natasha ORCID: 0000-0003-0011-7113
(2020)
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Page, Damien (2011) Fundamentalists, priests, martyrs and converts: a typology of first tier management in Further Education. Research in Post-Compulsory Education, 16 (1). pp. 101-121. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2011.549738)
Page, Damien (2011) I-deals in further education? A new approach to managerial job design. Management in Education, 25 (4). pp. 182-187. ISSN 0892-0206 (Print), 1741-9883 (Online) (doi:https://doi.org/10.1177/0892020611420633)
Page, Damien (2013) Metaphors of faith and routine resistance: First Tier Managers in further education. Literacy Information and Computer Education Journal (LICEJ), 4 (4). pp. 1168-1174. ISSN 2040-2589
Page, Damien (2010) Power and resistance in further education: Findings from a study of first-tier managers. Power and Education, 2 (2). pp. 126-139. ISSN 1757-7438 (doi:https://doi.org/10.2304/power.2010.2.2.126)
Page, Damien (2014) Recruitment and transition of construction lecturers in Further Education: The perspective of middle managers. In: BELMAS 2014, 11-13 Jul 2014, Stratford Upon Avon, Avon, UK.
Page, Damien (2010) Routine resistance and the absence of trust: first tier managers in Further Education. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, Greenwich, London, UK. (Unpublished)
Page, Damien (2013) Teacher misbehaviour: An analysis of disciplinary orders by the General Teaching Council for England. British Educational Research Journal, 39 (3). pp. 545-564. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1080/01411926.2012.674103)
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Page, Damien (2012) The bad apples? teacher misbehaviour and discipline. In: 8th Annual Conference of the British Education Studies Association (BESA): Changing Futures, 27-28 Jun 2012, University of Hull, Hull, UK. (Unpublished)
Page, Damien (2013) The recruitment and transition of construction lecturers in Further Education: The perspective of middle managers. Educational Management Administration & Leadership, 41 (6). pp. 819-836. ISSN 1741-1432 (Print), 1741-1440 (Online) (doi:https://doi.org/10.1177/1741143213488379)
Papadaki, Elena ORCID: 0000-0002-6653-4334, Milliken, Sarah
ORCID: 0000-0001-7151-8753, Lammin, Hannah
ORCID: 0000-0002-9752-9335, Athique Winterbottom, Anushka, McArthur, Angela, Rabourdin, Caroline
ORCID: 0000-0002-9694-0384 and Isa, Susanne
(2023)
Embedding Equality, Diversity and Inclusion in the curriculum.
In: SHIFT 2023 conference, 11 and 12 January 2023, London, University of Greenwich.
(Unpublished)
Papadopoulou, Marianna (2012) The ecology of role play: intentionality and cultural evolution. British Educational Research Journal, 38 (4). pp. 575-592. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1080/01411926.2011.569005)
Papadopoulou, Marianna and Birch, Roy (2009) 'Being in the World’: the event of learning. Educational Philosophy and Theory, 41 (3). pp. 270-286. ISSN 1469-5812 (online) (doi:https://doi.org/10.1111/j.1469-5812.2007.00390.x)
Papadopoulou, Marianna and Sidorenko, Ewa (2021) Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative. British Educational Research Journal (BERA). ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3770)
Papapolydorou, Maria (2013) Direct, indirect and relational: social class manifestations in teenage students’ accounts. Youth & Policy, 111. pp. 25-43. ISSN 0262-9798
Papapolydorou, Maria (2010) Educational inequalities in Greece, Sweden and the United Kingdom: A comparative analysis of the origins. In: Mattheou, Dimitris, (ed.) Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education - a comparative perspective. Springer Netherlands, Dordrecht, Netherlands / Heidelberg, Germany / London, UK / New York, USA, pp. 119-134. ISBN 9789048185337 (doi:https://doi.org/10.1007/978-90-481-8534-4_8)
Papapolydorou, Maria (2014) 'When you see a normal person …': Social class and friendship networks among teenage students. British Journal of Sociology of Education, 35 (4). pp. 559-577. ISSN 0142-5692 (Print), 1465-3346 (Online) (doi:https://doi.org/10.1080/01425692.2013.782811)
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Reduced functional connectivity supports statistical learning of temporally distributed regularities.
NeuroImage, 260:119459.
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Parsons, Carl (2010) Achieving zero permanent exclusions from school, social justice and economy. FORUM, 52 (3). pp. 395-404. ISSN 0963-8253 (doi:https://doi.org/10.2304/forum.2010.52.3.395)
Parsons, Carl (2013) Challenged school – challenged society: Stacking the odds against the poor. Educational Review, 65 (3). pp. 267-283. ISSN 0013-1911 (Print), 1465-3397 (Online) (doi:https://doi.org/10.1080/00131911.2013.772127)
Parsons, Carl (2009) Explaining sustained inequalities in ethnic minority school exclusions in England—passive racism in a neoliberal grip. Oxford Review of Education, 35 (2). pp. 249-265. ISSN 0305-4985 (Print), 1465-3915 (Online) (doi:https://doi.org/10.1080/03054980902814492)
Parsons, Carl (2012) Schooling the Estate Kids. Studies in Professional Life and Work, 7 . Sense Publishers, Rotterdam, Netherlands. ISBN 9789462090118
Parsons, Carl and Knowles, Catherine (2009) Evaluating a formalised peer mentoring programme: student voice and impact audit. Pastoral Care in Education, 27 (3). pp. 205-218. ISSN 0264-3944 (Print), 1468-0122 (Online) (doi:https://doi.org/10.1080/02643940903133888)
Parsons, Carl, Maras, Pamela, Knowles, Catherine, Bradshaw, Vicki, Hollingworth, Katie and Monteiro, Helen (2008) Formalised peer mentoring pilot evaluation. Project Report. Canterbury Christ Church University / Department for Children, Schools and Families, Canterbury, UK. (doi:9781847751430)
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Green Books, Brighton, UK.
ISBN 978-1900322607
Patterson, Jennifer ORCID: 0000-0002-8254-7602
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Proceedings of ECEL 2009: the 8th European Conference on e-Learning.
Academic Publishing Limited, Reading, UK, pp. 37-38.
ISBN 978-1-906638-52-8 (CD)
Patterson, Jennifer ORCID: 0000-0002-8254-7602
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Punch drunk on Research Impact: a critical analysis of textual power politics.
Power and Education, 5 (1).
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Patterson, Jennifer ORCID: 0000-0002-8254-7602
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Reading states of climax: masculine expression and the language of orgasm in the writings of the surrealist philosopher and poet, André Breton.
In: Still, Judith and Worton, Michael, (eds.)
Textuality and Sexuality: Reading theories and practices.
Manchester University Press, Manchester, UK.
ISBN 978-0719036057
Patterson, Jennifer ORCID: 0000-0002-8254-7602
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These clothes don't fit!: identity, hybridity and education in the city.
International Journal of Social Ecology and Sustainable Development, 5 (2).
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ISSN 1947-8402 (Print), 1947-8410 (Online)
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In: DPR 9: The Discourse, Power, Resistance Conference, 30 Mar - 1 Apr 2010, University of Greenwich, London, UK.
(Unpublished)
Pellegrini, Anthony (2010) Games and play mean different things in an educational context [Correspondence]. Nature, 467 (7311). p. 27. ISSN 0028-0836 (Print), 1476-4687 (Online) (doi:https://doi.org/10.1038/467027c)
Pellegrini, Anthony D., Bohn-Gettler, Catherine M., Dupuis, Danielle, Hickey, Meghan, Roseth, Cary and Solberg, David (2010) An empirical examination of sex differences in scoring preschool children’s aggression. Journal of Experimental Child Psychology, 109 (2). pp. 232-238. ISSN 0022-0965 (doi:https://doi.org/10.1016/j.jecp.2010.11.003)
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Pentaris, Panagiotis ORCID: 0000-0001-5593-8555 and Oresanya, Abiola
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Child protection vocabulary in the Children Act 1989: power, ambiguity and heerogeneity.
Greenwich Social Work Review, 2 (2).
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Phillips, Edward (2009) Legal method and legal reflection: experiential learning in the law school. In: The Third Legal Education Symposium Legal Education in Context and in Practice, 13 March 2009, University College Dublin. (Unpublished)
Philpott, Chris (2012) Assessment for self-directed learning in music education. In: Philpott, Chris and Spruce, Gary, (eds.) Debates in music teaching. The Debates in Subject Teaching Series . Routledge / Taylor & Francis, London / New York, pp. 153-168. ISBN 978-0-415-59761-6 (hbk), 978-0-415-59762-3 (pbk), 978-0-203-11744-6 (ebk)
Philpott, Chris (2012) The justification for music in the curriculum: music can be bad for you. In: Philpott, Chris and Spruce, Gary, (eds.) Debates in Music Teaching. The Debates in Subject Teaching Series . Routledge / Taylor & Francis, London / New York, pp. 48-63. ISBN 978-0-415-59761-6 (hbk), 978-0-415-59762-3 (pbk), 978-0-203-11744-6 (ebk)
Philpott, Chris and Spruce, Gary (eds.) (2012) Debates in music teaching. The Debates in Subject Teaching Series . Routledge / Taylor & Francis, London / New York. ISBN 978-0-415-59761-6 (hbk), 978-0-415-59762-3 (pbk), 978-0-203-11744-6 (ebk)
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Ethnography and Education, 13 (2).
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Rapley, Eve ORCID: 0000-0002-7672-6129 and Talbot, Michael
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Reilly, Dawn ORCID: 0000-0003-2317-4700, Warren, Elizabeth
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Rudolph, Julia ORCID: 0000-0003-4878-3537
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Parents as child sexual abuse prevention educators: obstacles and opportunities.
In: Children and Childhoods Conference, 12th - 13th July 2022, University of Suffolk.
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Rudolph, Julia ORCID: 0000-0003-4878-3537
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Parents as protectors: a brief parent-focused child sexual abuse prevention module.
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Rudolph, Julia ORCID: 0000-0003-4878-3537, Zimmer-Gembeck, Melanie, Walsh, Kerryann, Shanley, Dianne and Hawkins, Russell
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VDM Verlag.
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International Higher Education, 2004 (37).
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Peabody Journal of Education, 80 (1).
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Improving written communication using a blended-learning approach and self-regulated learning dimensions.
Compass: The Journal of Learning and Teaching, 14 (1):Herdan.
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Routledge, Milton Park, Abingdon-on-Thames, Oxfordshire, England, UK.
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Saukkonen, Sakari, Moilanen, Pentti, Mathew, David and Rapley, Eve ORCID: 0000-0002-7672-6129
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Power, democracy and progressive schools.
In: Raiker, Andrea and Rautiainen, Matti, (eds.)
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Routledge, London, UK.
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