Items where Subject is "LB2300 Higher Education"

Group by: CreatorsPublication Type
Number of items at this level: 120.

A

Abbott, R. (2013) Crossing thresholds in academic reading. Innovations in Education and Teaching International. pp. 1-11. ISSN 1470-3297

Andrews, M. and Goodman, D. (2014) Real Live Architectural Projects. In: Beyond the Campus: Higher Education and the Creative Economy, 23 June 2014, Kings College London. (Unpublished)

B

Ball, I., Banerjee, M., Holliman, A. and Tyndall, I. (2024) Investigating success in the transition to university: a systematic review of personal risk and protective factors influencing academic achievement. Educational Psychology Review, 36 (52). ISSN 1040726X

Barker, S. (1992) Winchester: History and Literature. King Alfred's College, York. ISBN 0907245048

Batten, J., Birch, P. D. J., Wright, J., Manley, A. J. and Smith, M. J. (2014) An exploratory investigation examining male and female students' initial impressions and expectancies of lecturers. Teaching in Higher Education, 19 (2). pp. 113-125. ISSN 1356-2517

Batten, J., Batey, J., Shafe, L., Gubby, L. and Birch, P. D. J. (2013) The influence of reputation information on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education, 38 (4). pp. 417-435. ISSN 0260-2938

Batten, J., Jessop, T. and Birch, P. D. J. (2018) Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire. Assessment & Evaluation in Higher Education, 44 (2). pp. 309-320. ISSN 0260-2938

Birch, P. D. J., Batten, J., Manley, A. J. and Smith, M. J. (2013) An exploratory investigation examining the cues that students use to form initial impressions and expectancies of lecturers. Teaching in Higher Education, 17 (6). pp. 660-672. ISSN 1356-2517

Birch, P. D. J., Batten, J. and Batey, J. (2016) The influence of student gender on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education, 41 (7). pp. 1065-1080. ISSN 0260-2938

Bowman, S. A. (2016) Digital Pedagogy and the Student Voice. In: The End of Wisdom?: The future of libraries in a digital age. Chandos Publishing. ISBN 9780081001776

Bowman, S. A. (2013) Please vacate the library! In: Umbrella 2013 Conference and Exhibition, 2-3 Jul 2013, The University of Manchester. (Unpublished)

Brown, G. and Edmunds, S. (2014) Undertaking pedagogic research using quantitative methods. In: Getting Started in Pedagogic Research within the STEM Disciplines. University of Birmingham STEM Education Centre on behalf of the National HE STEM Programme, Birmingham, pp. 13-20. ISBN 9781909557055

C

Cahalan, R., Comber, L., Gaire, D., Quin, E., Redding, E., Ni Bhriain, O. and O’Sullivan, K. (2019) Biopsychosocial characteristics of characteristics of contemporary and Irish university-level student dancers: A pilot study. Journal of Dance Medicine and Science. ISSN 1089-313X

Carey, L. (2023) COVID-19: How online learning impacted physiotherapy students on their practice placements. Undergraduate thesis, University of Chichester.

Childs, C. (2018) Embedding work based learning opportunities into an undergraduate curriculum through participation in a touring dance company. In: Enhancing Employability in Higher Education through Work Based Learning. Palgrave Macmillan, Switzerland, pp. 113-132. ISBN 9783319751658

Childs, C. (2014) The Identity of Dance in Higher Education in the UK. In: World Dance Alliance, 6 - 11 July 2014, University of Anger, France. (Submitted)

Childs, C. and Clegg, A. (2016) Dance Map - The Employability Journey. Documentation. Higher Education Academy, York.

Childs, C., Reed, S., Holt, D., Preece, K. and Pickard, A. (2015) Dance in Higher Education in the UK. In: Contemporising the past: envisioning the future 2014 WORLD DANCE ALLIANCE GLOBAL SUMMIT, 2015, Angers.

Crisp, P. (2018) Coaching placements and incidental learning – how reflection and experiential learning can help bridge the industry skills gap. Journal of Learning Development in Higher Education (13). pp. 1-28. ISSN 1759-667X

Crisp, P. (2021) Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections. Widening Participation and Lifelong Learning, 23 (1). pp. 169-177. ISSN 1466-6529

Crisp, P. (2019) Deep learning and self-sufficiency - rediscovering the joy of learning through doing: A case study of an HE disability - sport programme. Choregia Sport Management International Journal, 15 (1). pp. 1-14. ISSN 1791-4027

Crisp, P. (2020) Experience, Competence, and Developing Practitioner Skills – A Personal Reflection on how an On-Site Community Engagement Programme benefits HE Sport Coaching Students. Innovative practice in Higher Education, 4 (2). pp. 199-212.

Crisp, P. and Twitchen, A. (2013) Embedding Sports Leaders UK courses in an HEI course - a case study and recommendations. Project Report. Sports Leaders UK, Chichester. (Unpublished)

Croft, T., Duah, F. and Birgit, L. (2013) I'm worried about the correctness: Undergraduate students as producers of screen-casts of mathematical explanations for their peers - lecturer and student perceptions. International Journal of Mathematical Education in Science and Technology, 44 (7). pp. 1045-1055. ISSN 0020-739X

D

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. (2017) Mathematics Resilience : What we know from the pre-tertiary literature and what we found researching mathematics resilience. Proceedings of the British Society for Research into Learning Mathematics, 37 (2).

Duah, F., Croft, T. and Inglis, M. (2013) Can peer assisted learning be effective in undergraduate mathematics? International Journal of Mathematical Education in Science and Technology, 45 (4). pp. 552-565. ISSN 0020-739X

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

Duah, F. and Croft, T. (2011) What the engaged students tell us about mathematics. MSOR Connections, 11 (2). pp. 17-20. ISSN 1473-4869

E

Edmunds, S. and Brown, G. (2014) Undertaking pedagogic research using qualitative methods. In: Getting Started in Pedagogic Research within the STEM Disciplines. University of Birmingham STEM Education Centre on behalf of the National HE STEM Programme, Birmingham, pp. 21-28. ISBN 9781909557055

Edwards, B. and Lyndon, S. (2021) From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education. Widening Participation and Lifelong Learning, 23 (1). pp. 102-122. ISSN 1466-6529

Ellison, W. (2016) Designing the learning spaces of a university library. New Library World, 117 (5/6). pp. 294-307. ISSN 0307-4803

F

Fairchild, N. (2020) Queering the Data: The Somatechnics of English Early Childhood Education and Care Teachers. Somatechnics, 10 (1). pp. 52-72. ISSN 2044-0138

Foyle, N. (2018) Govegate and the Postcolonial Professor. Interventions: International Journal of Postcolonial Studies, 20 (1). pp. 100-105. ISSN 1369-801X

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Gladwin, T. E. (2018) Educating students and future researchers about academic misconduct and questionable collaboration practices. International Journal for Educational Integrity, 14 (10). ISSN 1833-2595

Goodman, D. (2023) From expert (?) to novice and back again... Creative Academic Magazine, 22. pp. 16-20.

Goodman, D. (2019) The Apprenticeship Experience at university: an exploration. e-Organisations & People, 26 (2). pp. 12-24. ISSN 2042-9797

H

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

Harper, C. (2017) Rosabeth M. Kanter’s mantra – Show up. Speak up. Look up.Team up.Never give up. Lift others up. In: Leadership Foundation for Higher Education, Aurora Conference, June 2017, London. (Unpublished)

Hiles, M. (2018) Cohort Culture and the Student Voice in Creative and Media Subjects in UK Higher Education. Doctoral thesis, Bournemouth University.

Hiles, M. (2018) ‘It was part of why I went for the course – specialisms feel like a no-brainer’: four student viewpoints that challenge the UK Film Industry and Government assumptions. In: Advance HE Teaching and Learning Conference, 3-5 July 2018, Conference Aston, Birmingham, UK.

Hiles, M. (2015) What really matters to undergraduates on Creative and Media courses: UK study into student voice. In: International Media Education Summit, 20-21 November 2015, Boston, USA.

Hiles, M. (2016) What really matters to undergraduates on creative and media courses: UK study into student voice. Journal of Media Practice, 17 (1). pp. 21-27. ISSN 1468-2753

Hiles, M. (2014) Why are Creative and Media undergraduates in the UK reporting lower satisfaction rates with their courses? In: International Media Education Summit, 20-21 November 2014, Metropolitan University, Prague.

Hodgson, C. I. and Sharp, B. (2000) National Governing Body Awards:a strategy for success. Journal of Vocational Education and Training, 52 (2). pp. 199-210. ISSN 1363-6820

Howe, D. (2019) To know slowly: How the Feldenkrais Method® has informed a dance performance and pedagogic pathway. IFF Feldenkrais Research Journal, 6. pp. 1-18. ISSN 1817-4000

Howe, D. (2017) Unknown Choices Unspoken Voices - Unpacking Creative Potential. IFF Feldenkrais Research Journal, 6. ISSN 1817-4000 (Submitted)

Hunter, V. (2013) Creative pathways: Developing lifelong learning for community dance practitioners. In: Lifelong Learning, the Arts and Community Cultural Engagement in the Contemporary University: International Perspectives. Universities and Lifelong Learning . Manchester University Press, Manchester. ISBN 9780719088018

K

Kelly, J. S. (2019) Influence of Outdoor and Adventure Activities on Subjective Measures of Resilience in University Students. Journal of Experiential Education, 42 (3). pp. 264-279. ISSN 2169-009X

Kilburn, V. (1996) Bognor Regis College: A Chronicle of the First Fifty Years from Emergency Training College to Institute of Higher Education. University of Chichester, Chichester, UK. (Unpublished)

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

L

Lawie, K. (2018) Autism in Adventure Education. Horizons Magazine (84). pp. 14-15. ISSN 1462-0677

Lee, J., Waldeck, D., Holliman, A., Banerjee, M. and Tyndall, I. (2022) Feeling Socially Anxious at University: An Interpretative Phenomenological Analysis. The Qualitative Report, 27 (4). pp. 897-919. ISSN 1052-0147

Leseure, M. (2019) Teaching operations planning at the undergraduate level. Sage Open, 9 (2). pp. 1-13. ISSN 2158-2440

Lyndon, S. and Edwards, B. (2023) How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness? Journal of Further and Higher Education, 48 (1). pp. 97-109. ISSN 1469-9486

Lyndon, S. and Edwards, B. (2022) Beyond listening: the value of co-research in the co-construction of narratives. Qualitative Research, 22 (4). pp. 613-631. ISSN 1741-3109

Lyndon, S. and Edwards, B. (2021) Beyond listening: the value of co-research in the co-construction of narratives. Qualitative Research. Qualitative Research. pp. 1-19. ISSN 1468-7941

Lyndon, S. and Hale, B. J. (2014) Evaluation of how the blended use of a Virtual Learning Environment (VLE) can impact on learning and teaching in a specific module. ELiSS, 6 (1). ISSN 1756-848X

M

MacKenzie, B. and Warwick, R. (2024) Communities and impact of a regional Business School: locating the discussion. In: The impact of a regional business school on its communities: a holistic perspective. Humanism in business series . Palgrave Macmillan, pp. 1-30. ISBN 9783031472534

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. (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

Matei, R. and Ginsborg, J. (2023) Why do music students attend counselling? A longitudinal study of reasons in one UK conservatoire. Journal of Research in Music Education, 71 (4). pp. 418-439. ISSN 0022-4294

McCray, J. and Joseph-Richard, P. (2021) Doctoral students’ well-being in United Kingdom business schools: A survey of personal experience and support mechanisms. The International Journal of Management Education, 19 (2). ISSN 14728117

McCray, J., Warwick, R., Palmer, A. and Thompson, T. (2020) Experiencing temporal patterns of action learning and the implications for leadership development. International Journal of Management Education, 19 (1). p. 100433. ISSN 1472-8117

McKee, J. and Harman, G. (2024) Subjective Perspectives: Foregrounding (the) self in dance practice. In: The Female Dancer: A Soma-scientific Approach. Routledge, London, pp. 237-248. ISBN 9781032466897

Mikuska, E. (2023) Paradigm Shift in Qualitative Inquiry: Impact of Higher Education on students studying Early Childhood Studies (ECS) Degree in SE England and Isle of Wight. In: International Conference; European Network for Qualitative Enquiry ENQI, 10th to 13th January 2023, Portsmouth, UK.

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. (2014) “Because I am a Mother, I am a better practitioner”: An unexpected theme arising from the analysis of pilot study. In: Society for Research into Higher Education, 9-10 December, Newport.

Mikuska, E. (2016) Deconstructing the ‘voice’ of students studying early childhood education and care (ECEC) that informs the teaching and learning strategies in higher education in the uk context (Hangdekonstrukció az óvónőképzésben: óvodapedagógiai módszertan az egyesült királyságban) Book of selected papers. In: 10th International Methodological Conference, 2016, Subotica, Serbia.

Mikuska, E. (2017) Embodied emotionality in teaching and researching in higher education. Módszertani Közlöny, 7 (1). pp. 190-199. ISSN 2217-4540

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

Mikuska, E. (2018) The Importance of Pilot Studies. [Videos]

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

Mikuska, E. and Kurowski, A. A. (2014) Mature students’ stories: a study investigating the complexity of interpretation. In: To Think is to Experiment, 30 April 2014, Centre for Narrative Research (CNR), in collaboration with NOVELLA (Narratives of Varied Everyday Lives and Linked Approaches), University of East London.

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

Muir, N. (2023) Building a sustainable healthcare workforce through innovative social partnerships. British Journal of Healthcare Management, 29 (7). pp. 159-161. ISSN 1759-7382

N

Nyberg, C. C. and Morris, E. (2023) Letter to the editor: "Revolutionizing Clinical Education: Opportunities and Challenges of AI Integration". European Journal of Physiotherapy. pp. 1-2. ISSN 2167-9169

O

Osgood, J., Taylor, C., Andersen, C. E., Benozzo, A., Carey, N., Elmenhorst, C., Fairchild, N., Koro-Ljungberg, M., Moxnes, A. R., Otterstad, A. M., Rantala, T. and Tobias-Green, K. (2020) Conferencing Otherwise: A Feminist New Materialist Writing Experiment. Cultural Studies - Critical Methodologies, 20 (6). pp. 596-609. ISSN 1532-7086

P

Paton, R. (2011) Challenging canonic based pedagogies in HE music curriculum. In: Creativity Symposium, 2011, Cambridge University. (Submitted)

R

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

Ritchie, L. (2017) California Dreaming. Effic Research Limited, London. ISBN 9781999794316

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

Ritchie, L. (2020) Images of Learning through Music: The Sounds of Cognition. International Journal of Management and Applied Research (IJMAR), 7 (3). pp. 257-266. ISSN 2056-757X

Ritchie, L. (2018) Opening the Curriculum through Open Educational Practices: International Experience. Open Praxis, 10 (2). pp. 201-208. ISSN 2304-070X

Ritchie, L. and Hall, B. (2019) Spaces for performance: becoming a professional. In: Reframing Space for Learning: Excellence and innovation in university teaching. UCL Institute of Education Press, London. ISBN 9781782772460

Ritchie, L. and Sharpe, B. T. (2021) Music Student’s Approach to the Forced Use of Remote Performance Assessments. Frontiers in Psychology, 12. ISSN 1664-1078

Robins, D. (2024) Size matters: research in a small university business school. In: The impact of a regional business school on its communities. Humanism in business series . Palgrave McMillan, pp. 65-85. ISBN 978-3-031-47253-4

Rodham, K. (2012) Combining academia and practice as a Health Psychologist. In: Health Psychology in Action. Wiley-Blackwell, Oxford, UK. ISBN 9780470667330

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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Sealy, W. (2018) Vocationalizing Event Management Degrees. Event Management: An International Journal, 22 (3). pp. 469-482. ISSN 1525-9951

Shelton, C. (2017) Giving up technology and social media: why university lecturers stop using technology in teaching. Technology, Pedagogy and Education, 26 (3). pp. 303-321. ISSN 1475-939X

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. (2012) University lecturers' thinking about technology, teaching and context. In: British Educational Research Association Annual Conference 2012, 4-6 Sep 2012, University of Manchester. (Submitted)

Shelton, C. (2014) “Virtually mandatory”: A survey of how discipline and institutional commitment shape university lecturers’ perceptions of technology. British Journal of Educational Technology, 45 (4). pp. 748-759. ISSN 1467-8535

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

Shelton, C. (2018) An ecological model for university faculty members’ thinking about technology. Journal of Computing in Higher Education, 30. pp. 279-297. ISSN 1042-1726

Smith, M. J. (2010) Students' perceptions of using reflective blogs in an undergraduate sport science module. In: BPS Department of Sport and Exercise Conference, 2010. (Submitted)

Smith, M. J., Runswick, O. R., Jewiss, M. and Birch, P. D. J. (2022) Examining the theory of challenge and threat states in athletes: do predictions extend to academic performance? Educational Psychology. pp. 1-18. ISSN 1469-5820

Solomon, Y., Croft, T., Duah, F. and Lawson, D. (2014) Reshaping understandings of teaching-learning relationships in undergraduate mathematics: Activity theory analysis of the role and impact of student internships. Learning, Culture and Social Interaction, 3 (4). pp. 323-333. ISSN 2210-6561

Stamatiou, E., Kildow, E., Spearing, F., Nodding, G. and Price, J.-P. (2022) Developing the Critical Verbatim Theater Artist during the Pandemic: A Transatlantic Collaboration. ArtsPraxis, 9 (1). pp. 13-33. ISSN 1552-5236

T

Thompson, B. (2019) Shifting Feminisms: Collaborative or Individualized Managers? An Exploratory Study in Three U.K. Universities. Gender in Management: An International Journal, 34 (4). pp. 287-305. ISSN 1754-2413

Tin, T. B. (2000) A study of group interaction patterns of overseas Malaysian students on British undergraduate programmes: framing of ideas. Doctoral thesis, University of Southampton; University of Chichester.

Turner, D. (2020) Mutual ‘App’reciation: Co-production as a model for delivering digital capability within social work education. Social Work Education, 40 (7). pp. 942-956. ISSN 1470-1227

Turner, D. (2017) Review of :The learning wheel: a model of digital pedagogy by Deborah Kellsey and Amanda Taylor- Beswick. Social Work Education, 36 (8). pp. 959-960. ISSN 1470-1227

Turner, D. (2016) 'Social media on trial': using technology to enhance inter-disciplinarity and practice experience in Higher Education. Educational Developments, 17 (4). pp. 23-24. ISSN 1469-3267

Turner, D. and Fanner, M. (2022) Digital connection in health and social work: lessons from COVID 19. Critical Publishing, Northwich, UK. ISBN 9781914171925

Turner, D., Landmann, M. and Kirkland, D. (2019) Making ideas “app”-en: The creation and evolution of a digital mobile resource to teach social work interviewing skills. Social Work Education, 39 (2). pp. 188-199. ISSN 0261-5479

Turner, D. and Low, K. (2023) ‘A significant positive impact’: Delivering the End Point Assessment for the Social Work Degree Apprenticeship. Social Work Education. pp. 1-17. ISSN 1470-1227

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Warwick, R. (2024) Management and leadership development: learning from our mistakes, successes, and the ripples we cause. . (Unpublished)

Warwick, R. (2024) The communities it takes to develop a leader. In: The impact of a regional business school on its communities: a holistic perspective. Humanism in business series . Palgrave Macmillan, pp. 175-202. ISBN 9783031472534

Warwick, R. (2024) The fragility of goodness, what good do we do as management educators? In: The impact of a regional business school on its communities: a holistic perspective. Humanism in business series . Palgrave Macmillan, pp. 293-318. ISBN 9783031472534

Warwick, R. and Board, D. (2024) Personal approaches to diversity and wider implications. In: The impact of a regional business school on its communities: a holistic perspective. Humanism in business series . Palgrave Macmillan, pp. 239-264. ISBN 9783031472534

Warwick, R. and MacKenzie, B. (2024) Writing and research methodology – how this book was written. In: The impact of a regional business school on its communities: a holistic perspective. Humanism in business series . Palgrave Macmillan, pp. 87-108. ISBN 9783031472534

Warwick, R., McCray, J. and Palmer, A. (2017) Action learning: ripples within and beyond the set. Leadership in Health Services, 30 (2). pp. 138-147. ISSN 1751-1879

Wilson, D., Spina, R. and Canaan, J. E. (2011) In praise of the carceral tour: Learning from the Grendon experience. The Howard Journal of Criminal Justice, 50 (4). pp. 343-355. ISSN 0265-5527

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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

Younie, S., Audain, J., Eloff, I., Leask, M., Procter, R. and Shelton, C. (2018) Mobilising knowledge through global partnerships to support research-informed teaching: five models for translational research. Journal of Education for Teaching, 44 (5). pp. 574-589. ISSN 0260-7476

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Zarabadi, S., Taylor, C. A., Fairchild, N. and Moxnes, A. R. (2019) Feeling Medusa: Tentacular troubling of academic positionality, recognition and respectability. Reconceptualizing Educational Research Methodology, 10 (2-3). pp. 87-111. ISSN 1892-042X

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