Items where Subject is "LB1705 Education and training of teachers and administrators"

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Number of items at this level: 75.

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Bentham, S. and Hutchins, R. (2012) Improving Pupil Motivation Together: Teachers and Teaching Assistants Working Collaboratively. Routlege, Abingdon, Oxon. ISBN 9780415584678

Benton, M., Bowie, R. A., Casson, A., Holt, J., James, M., Jarvis, P., McGuire, L., Podesta, E., Stone, G. and Hulbert, S. (2018) What really matters about teacher education at Cathedrals Group universities and colleges? Project Report. Cathedrals Group / National Institute for Christian Educational Research, Canterbury.

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Duah, F. (2010) Benchmarking Mentoring Practices for Effective Teaching of Mathematics and Science. Proceedings of the British Society for Research into Learning Mathematics, 30 (3). pp. 31-36.

Duah, F. and Croft, T. (2014) Faculty-student partnership in advanced undergraduate mathematics course design. Teaching and Learning Together in Higher Education (TLTHE), 1 (13). pp. 1-7. ISSN 2381-4268

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Edmunds, S. and Brown, G. (2010) AMEE Guide 48: Effective small group learning. Other. Association for Medical Education in Europe, Dundee.

Everley, S. (2015) Sport Pedagogy and Initial Teacher Education in England. In: Congreso Internacional de Formativo’, July 7th-10th 2015, Bogota, Colombia. (Unpublished)

Everley, S. (2021) Using Creative Arts-Based Research Methods in School Settings: Understanding and Empowering Children and Young People. Routledge, London. ISBN 9781138089440

Everley, S. and Flemons, M. (2020) Exploring and understanding your own experiences and beliefs as a physical education teacher. In: Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. Learning to Teach Subjects in the Secondary School (5). Routledge, London, pp. 54-70. ISBN 9780367209629

Everley, S. and Flemons, M. (2015) Teacher Values. In: Learning to Teach Physical Education in the Secondary School. Learning to teach subjects in the secondary school series: a companion to school experience (4). Routledge, London, New York. ISBN 9781138785984

Everley, S. and Wild, A. (2020) Planning for the contribution of physical education to cross-curricular activity. In: A Practical Guide to teaching Physical Education in the Secondary School. Routledge Teaching Guides (3). Routledge, London.

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Fairchild, N. (2012) “All that effort to get here: now what?” – Early Years Professionals reflect on their journey in light of the Nutbrown Review in England. In: TACTYC Annual Conference 2012, 10 Nov 2012, Birmingham U.K..

Fairchild, N. (2014) Can transformative learning support professional identity formation of Graduate Entry Pathway Early Years Professionals? HEA website. (Submitted)

Fairchild, N. (2012) EYPS – More important than ever. Early Years Educator, 14 (3). pp. 14-16.

Fairchild, N. (2013) The Early Years - Formal education too soon? In: University of Chichester Research Conference, 12 July 2013, University of Chichester, Bognor Regis. (Unpublished)

Fairchild, N. (2015) Early Years Teacher: a Posthuman identity. In: British Educational Research Association Annual Conference 2015, 15 - 17 September 2015, Queens University, Belfast.

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Harper, C. (2017) Building Bridges. In: The Association of National Teaching Fellows Conference, May 2017, Leeds Beckett.

Harvey, A. (2012) The nature and processes of effective professional development. In: The 12th International Congress on Mathematical Education, 8-15 July 2012, COEX, Seoul, Korea. (Submitted)

Hawkins, S. (2016) Outstanding primary teaching and learning: a journey through your early teaching career. Open University Press, Maidenhead. ISBN 9780335263660

Heaney, C. (2011) Enhancing professional development for the adventure educator. In: Adventure Education: An Introduction. Routledge, Abingdon, UK. ISBN 9780415571838

Holtby, R. (1989) Bishop William Otter. Otter Memorial Papers, 6 . West Sussex Institute of Higher Education, Chichester, West Sussex. ISBN 0948765496

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Kurowski, A. A. and Mikuska, E. (2023) From setting to strategy: a study into perspectives on higher education of experienced early years practitioners, a 'paradigm shift' on two levels. In: Papers of studies. [2022] 16th International Scientific Conference . University of Novi Sad, Serbia, pp. 93-103. ISBN 9788681960196

Kurowski, A. A. (2020) The language of dissent – how school leaders adjust to policy change. Educational Role of Language Journal, 2020-1 (3). pp. 43-61. ISSN 2657-9774

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Lander, V. (2011) Lehrer und Referendare auf ihre Tätigkeit in multikulturellen Klassen vorbereiten / Preparing teachers to teach in a culturally diverse society. In: Schule mit Migrationshintergrund / School with a migration background. Published by Waxmann Verlag on behalf of the Heinrich Böll Foundation, Munster / New York. ISBN 9783830924661

Laxton, D. and Horn, A. (2022) Kate as a Pedagogical Leader: Inspiring practice improvements through block play and beyond. Early Years Educator, 24. ISSN 2052-4617

Laxton, D. (2017) Trainee teachers really can be change agents. Early Years Educator, 19 (8). pp. 18-20. ISSN 1465-931X

Laxton, D. (2016) The future of teachers. Early Years Educator, 18 (4). pp. 14-16. ISSN 1465-931X

Lyndon, S. (2020) Early years practitioners’ personal and professional narratives of poverty. International Journal of Early Years Education, 30 (2). pp. 235-248. ISSN 0966-9760

Lyndon, S. (2016) Key questions in education: historical and contemporary perspectives. Journal of Education for Teaching, 43 (1). pp. 122-124. ISSN 0260-7476

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Mantle, M. (2017) Assessment of reflective writing (should we?). The difficulties of assessing reflective writing. In: University of Chichester - learning and teaching conference, 7th June 2017, University of Chichester. (Unpublished)

Mantle, M. (2013) Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective practice. In: Bera Annual Conference, 3 - 5 September 2013, University of Sussex. (Unpublished)

Mantle, M. (2018) How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn. Research in Education, 105 (1). pp. 60-73. ISSN 0034-5237

Mantle, M. (2016) Reflective Learning in Teacher Preparation - the movement away from HE- based learning. Physical Education Matters, 11 (3). pp. 72-73. ISSN 1751-0988

Mantle, M. (2012) Research and teaching: An investigation of student teachers' ability to reflect. In: What is Research-Led Teaching? Multi-Disciplinary Perspectives. Consortium for Research Excellence Support & Training (CREST), pp. 145-150.

Mantle, M. (2010) An exploration of the maturation of PGCE student teacher’s ability to reflect - using a range of reflective strategies to identify possible stages of development. Research in Education (83). pp. 26-35. ISSN 0034-5237

Mantle, M. (2010) The impact and effectiveness of reflective learning strategies on student teachers' ability to reflect. Physical Education Matters, 5 (2). pp. 26-29. ISSN 1751-0988

McGregor, G. P. (1978) The history of Bishop Otter College, Chichester, in relation to the development of teacher education in England and Wales, 1836-1976. Doctoral thesis, University of Southampton; University of Chichester.

Melara Gutiérrez, F. J. (2015) Sobre la formación del profesorado en el marco de las políticas lingüísticas andaluzas. About teacher training within the framework of Andalusia’s language policies. Revista Andalucia Educativa, 85. pp. 1-9. ISSN 2171-8768

Melara Gutiérrez, F. J. and Gonzalez Lopez, I. (2018) Effective teaching in the sphere of bilingual education: profile of teaching competences. In: New perspectives in bilingual education: research and innovation. University of Granada, Granada, Spain, pp. 309-314. ISBN 9788433863423

Melara Gutiérrez, F. J. and González López, I. (2016) Sketching the figure of a bilingual teacher: designing a profile of competencies. Revista Espanola de Pedagogia, 74 (264). pp. 357-380. ISSN 2174-0909

Mikuska, E. (2023) Policy and Governmentality of Early Childhood Education and Care in England. Pedagoška stvarnost, 68 (2). pp. 123-138. ISSN 0553-4569

Mikuska, E. (2023) Your emotional, personal life and achievements as an undergraduate. In: The Early Years Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and Levels 4 and 5. Routledge, London. ISBN 9781003154853

Mikuska, E. and Kurowski, A. A. (2023) Developing the practice of staff in partnership with employers. In: The Early Years Handbook for Students and Practitioners. Routledge, London, pp. 34-40. ISBN 9781003154853

Mikuska, E. (2013) Emotions as a specific aspect of Higher Education. In: CNR-NOVELLA research day - To think is to experiment, 1 May 2013, University of East London. (Unpublished)

Mikuska, E. (2013) Enter the world of the student's emotion. In: Research and Scholarship Conference, 03 Jul 2013, University of Chichester, Bognor Regis Campus. (Unpublished)

Mikuska, E. (2013) Epistemological issues which are fundamental to examining how mature students experience their undergraduate degree in the UK. Doctoral thesis, London Metropolitan University.

Mikuska, E. (2014) The relationship between higher education, emotion and gender: a qualitative study using text and interviews. Research Methods.

Mikuska, E. and Lyndon, S. (2018) Embodied professional early childhood education and care teaching practices. In: Conversations on Embodiment Across Higher Education. Routledge Research in Higher Education . Routledge, Abingdon. ISBN 9781138290044

Minett, E. (2010) Down on the farm! In: Herefordshire Primary Languages Conference, 8 Nov 2010, Herefordshire. (Submitted)

Minett, E. (2010) La sortie de Monsieur Grumpy - using big books in primary modern foreign languages. In: Sutton Primary Languages Conference, 15 Oct 2010, Sutton. (Submitted)

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Pulling, C., Eldridge, D. and Dillon, C. (2015) Practitioner behaviours during Key Stage 3 and Key Stage 4 invasion games lessons. Physical Education Matters, 10 (1). pp. 39-44. ISSN 1751-0988

Pulling, C., Eldridge, D. and Warner, J. (2018) Teacher perceptions of sports performance analysis methods within physical education. Physical Education Matters. ISSN 1751-0988

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Rayner, L., Laxton, D. and Horn, A. (2023) Helicopter stories to support children's development. Early Years Educator, 23 (18). pp. 38-39. ISSN 2052-4617

Reavey, D. (2016) Wanted! Outstanding teachers of science! Ten golden rules for teacher educators. In: Mejores docentes, mejores educadores [Better Teachers, Better Educators]. Ajibe Ediciones, Malaga, Spain. ISBN 978-84-9700-817-4

Richman, C. (2023) An investigation into the current Early Years crisis within England and how this affects the sector: looking at the opinions of previous and current practitioners. Undergraduate thesis, University of Chichester.

Ritchie, L. (2015) Fostering self-efficacy in higher education students. Other. Palgrave Macmillan, Baisingstoke, Hampshire.

Ruiz-Gallardo, J.-R. and Reavey, D. (2018) Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers. Journal of the Learning Sciences, 28 (1). pp. 73-107. ISSN 1050-8406

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Shelton, C. and Lansley, M. (2023) Where is technology in the ‘golden thread’ of teacher professional development? In: Towards a collaborative society through creative learning. IFIP World Conference on Computers in Education. Springer, Hiroshima, Japan, pp. 653-662. ISBN 9783031433924

Shelton, C. (2016) Beyond lesson recipes: first steps towards a repertoire for teaching primary computing. In: Constructionism 2016, 1-5 February 2016, Bangkok, Thailand.

Shelton, C. (2016) From Computational Thinking to Computational Participation. In: Information Technology in Teacher Education (ITTE) Annual Conference, 2nd July 2016, London.

Shelton, C. (2011) Teaching abroad: Using technology to support student teachers overseas. In: Society for Information Technology & Teacher Education International Conference, Mar 2011, Nashville, Tennessee. (Submitted)

Shelton, C. (2011) University lecturers' perceptions of the technology they use. In: Computer Assisted Learning Conference: Learning Futures: Education, Technology & Sustainability, 13-15 Apr 2011, Manchester Metropolitan University, Manchester. (Submitted)

Shelton, C. (2018) “You have to teach to your personality”: Caring, sharing and teaching with technology. Australasian Journal of Educational Technology, 34 (4). pp. 92-106. ISSN 1449-3098

Simmonds, D. (2012) Designing learning events. In: International Human Resource Development: Learning, Education and Training for Individuals and Organizations (3rd Edition). Kogan Page, London. ISBN 9780749461065

Spence, J. and Fleet, L. (2017) Chapter 12: Primary education. Discussion Paper. GuildHE, London, UK.

Stone, G. (2020) Narratives of early career teachers in a changing professional landscape. In: The Palgrave Handbook of Auto/Biography. Palgrave MacMillan, London, pp. 491-513. ISBN 9783030319731

Stone, G. (2015) 'Organizational' professional learning for performance in primary Initial Teacher Training. In: IPDA International Conference 2015, 27- 28 November 2015, Birmingham, UK. (Unpublished)

Stone, G. (2018) The shape of Initial Teacher Education in a Christian foundation university. In: Christianity, Education and Changing Contexts, 6-8 July 2018, Liverpool Hope University, UK. (Unpublished)

Student, A. (2023) Investigation of the relationship between ability grouping in English secondary school mathematics lessons and the development of internalised and externalised behaviour at post-school age: a comparison of ability grouping experiences and of internalised and externalised behaviour scores between the ages of 18 to 65. Undergraduate thesis, University of Chichester.

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Thompson, B. (2010) Extraordinary women: Senior women managers and leaders in initial teacher training... forging new identities. In: The British Educational Research Association Annual Conference, 1-4 Sep 2010, University of Warwick. (Submitted)

Thompson, B. Feminism and Management: a Contradiction in Terms? In: Smashing the Patriarchy, January 2014, Dundee University. (Unpublished)

Thompson, B. (2017) Gender, management and leadership in initial teacher education: Managing to Survive in the Education Marketplace? Gender and Education . Palgrave MacMillan. ISBN 9781137490506

Thompson, B. (2013) Policy, Practice and Principles: Narrative accounts from women in Higher Education. @ I don't care what you think, just do it'. In: Gender and Education Conference, April 2013, Southbank University London. (Unpublished)

Thompson, B. (2015) Succumbing, surviving, succeeding? Women managers in academia. Gender in Management: An International Journal, 30 (5). pp. 397-413. ISSN 1754-2413

Thompson, B. (2007) Working beyond the glass ceiling: women managers in initial teacher training in England. Gender and Education, 19 (3). p. 339. ISSN 0954-0253

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Young, M. and Reavey, D. (2017) Embedding Global Citizenship in Initial Teacher Education. In: International trends in preparation of early childhood teachers in a changing world. Wydawnictwo Akademii Pedagogiki Specjalnej, Warszawa, Poland, pp. 162-183. ISBN 9788364953842

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