Items where Division is "Faculty of Arts, Humanities and Social Science > Institute of Education > Teaching and Learning"
Number of items at this level: 32.
Allen, J., Potter, J., Sharp, J. and Turvey, K. (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231
Billingsley, B., Taber, K., Riga, F. and Newdick, H. (2012) Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education. ISSN 0157-244X doi: 10.1007/s11165-012-9317-y
Billingsley, B., Taber, K. S., Riga, F. and Newdick, H. (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X
Davies, T. (2010) The place of the school as a community of practice for creative action. In: Mazurkiewicz, G. (ed.) Evaluation in pedagogical supervision. Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138. ISBN 9788323330172
Dyson, M., Lonsdale, M. and Papaefthimiou, M. (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144.
Francis-Brophy, E. and McCrum, E. (2010) Evaluation of online mentoring project supporting young people who are NEET or at risk of becoming NEET in Reading and Wokingham. Project Report. ESD toolkit
Fuller, C. , Goodwyn, A. C., Francis-Brophy, E. and Harding, R. C. (2010) Advanced skills teachers: summary report. Project Report. University of Reading, Institute of Education, Reading. pp14. (Unpublished)
Fuller, K. D. and Malvern, D. D. (2010) Challenge and change: a history of the Nuffield A-level Physics Project. Institute of Education, University of Reading, Reading, pp278. (Unpublished)
Goodwyn, A. C., Fuller, C. L. and Protopsaltis, A. (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished)
Kempe, A. (2011) Drama and the education of young people with special needs. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 165-169. ISBN 9789460913310
Kempe, A. (2011) Laughter in the Dark: ethical aspects of drama education. In: Drama to Inspire: a London Drama Guide to excellent practice in drama for young people. Trentham Books, Stoke on Trent, pp. 10-20. ISBN 9781858564760
Kempe, A. (2011) What dramatic literature teaches about disability. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 171-175. ISBN 9789460913310
Kempe, A. (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228
Kempe, A. (2012) ‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228
Kempe, A. (2011) Where do drama teacher’s come from? Initial investigations into the formation of professional identity. New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3. ISSN 1178-7708
Kempe, A. and Tissot, C. (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: 10.1111/j.1467-9604.2012.01526.x
Kempe, A. J. (2009) Training drama teachers: a perspective from England. In: Teaching Theatre Today 2nd Ed. Palgrave, New York, 221 -240. ISBN 0230619002
Sandström Kjellin, M., Stier, J., Einarson, T., Davies, T. and Asunta, T. (2010) Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33 (2). pp. 201-218. ISSN 0261-9768 doi: 10.1080/02619761003631823
Schonmann, S. and Kempe, A. J. (2010) An anthology of voices: an analysis of trainee drama teacher's monologues. British Journal of Educational Studies, 58 (3). pp. 1-19. ISSN 1467-8527 doi: 10.1080/00071001003636349
Sturman, L. and Taggart, G. (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions. British Educational Research Journal, 34 (1). 117-134. ISSN 0141-1926 doi: 10.1080/01411920701492159
Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22 (2). pp. 99-118. ISSN 2077-2327
Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95 (6). pp. 1000-1025. ISSN 0036-8326 doi: 10.1002/sce.20459
Taggart, G. (2010) Religious and spiritual identity and citizenship education in the UK. In: Soininen, M. and Merisuo-Storm, T. (eds.) Looking at Diversity in Different Ways. University of Turku, Turku, Finland, pp. 95-119.
Taggart, G. (2011) Don't we care?: the ethics and emotional labour of early years professionalism. Early Years, 31 (1). pp. 85-95. ISSN 0957-5146 doi: 10.1080/09575146.2010.53694
Taggart, G. (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67.
Treffers-Daller, J. (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: 10.1177/1367006911403213
Warner, L. (2010) Overseas trained teachers: part of a problem or part of a solution? Teacher Education Advancement Network Journal, 1 (2).