Items where Division is "Institute of Education" and Year is 2020

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Jump to: A | B | C | E | F | G | H | J | K | M | P | R | S | T | V | W | Z

Number of items: 46.

A

Al-Siyabi, M. A. and Dimitriadi, Y. (2020) Opportunities and challenges of mobile learning implementation in schools in Oman. International Journal of Mobile and Blended Learning (IJMBL), 12 (3). pp. 32-48. ISSN 1941-8647 doi: https://doi.org/10.4018/IJMBL.2020070103

Alatiq, A. (2020) Exploring Resistance to Change and Teacher Attitude towards Educational Change in Female Schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094603

Almuwaiziri, F. (2020) Solving Mathematical Word Problems Using Passively Received Visualisation (PRV) and Self-constructed Visualisation (SCV): The Case of Primary School Students with Attention Deficit Hyperactivity Disorder (ADHD) in Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094606

Alshamrani, W. (2020) An investigation into the effectiveness of the leadership development of female headteachers working in girls’ state secondary schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110815

Alsubaie, A. (2020) An Investigation into Experiences and Perceptions of School Performance Evaluation (SPE) in Secondary Schools in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00101656

B

Badi, N. (2020) Reading comprehension performance, self-efficacy perceptions, and causal attributions within a Collaborative Strategic Reading (CSR) approach and an attributional feedback intervention. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110818

Bamber, V. (2020) Language Teacher Education for TEYL: What do Trentino-South Tyrol LETs’ perceptions of their professional learning reveal about best practice professional development? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094457

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2020) Values stop play? Teachers’ attitudes to the early years outdoor environment. Early Child Development and Care, 190 (1). pp. 12-20. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2019.1653548

C

Cracknell, J. (2020) Early career teachers’ reflections of teaching in an age of performativity. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110817

E

Elliott, G. (2020) Reading for Meaning: Interventions to ameliorate children’s reading comprehension difficulties. A randomised controlled trial to investigate whether interventions in oral language and text-based strategies improve the reading comprehension skills of students aged between 11 and 13. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00106095

F

Farrugia, M. T. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2020) Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education, 7 (1). 1817253. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2020.1817253

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Muldoon, C. (2020) Empowering Women from the bottom to the top; parents, community and partnership. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Majid, N. and Yan, M. (2020) Constructing self: gender, social background and ethnicity in developing educational identities. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542

G

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2020) Listening and good language teachers. In: Griffiths, C. and Tajeddin, Z. (eds.) Lessons from Good Language Teachers. Cambridge University Press, pp. 246-259. doi: https://doi.org/10.1017/9781108774390

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fisher, L., Hofweber, J. and Krüsemann, H. (2020) Getting creative in the languages classroom. In: Kohl, K., Dudrah, R., Gosler, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi: https://doi.org/10.11647/obp.0206.07

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C. (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12670

H

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Courtney, L., Ul-Abadin, Z. and Burn, K. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528

J

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, ed. (2020) Challenging gender stereotypes in education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) Introduction to challenging gender stereotypes in education. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) Sexism, sexual harassment and sexual violence in schools. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) What next? In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) A feminist poststructuralist analysis of Discourses invoked in the construction of women’s leadership identities in higher education. In: Samier, E. A. and Milley, P. (eds.) Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges. Routledge, Abingdon, pp. 1-33. ISBN 9780367272906

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) The formation of gender identity and gender stereotypes. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) A whole school approach. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

K

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2020) The role of professionals and play in the Early Years, in challenging gender stereotypes in education. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. SAGE, London, pp. 53-64. ISBN 9781526494542

Karaoz, I. (2020) Affordances of digital technologies for autonomous language learning: a Q-methodological research. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108502

M

Majid, S. (2020) English to Malay and back again: an analysis of lecturers' code switching in English classrooms. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089400

Mansouri, K. (2020) Research into practice: implementing strategy and metacognition-based instruction in the teaching of EFL listening for Algerian university teachers and students. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00095650

Matthews, B. and Majid, N. (2020) What is it about mathematics that causes anxiety for pupils? Primary Mathematics, 24 (2). pp. 25-27.

Muqaibal, M. H. (2020) Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00096634

P

Perumal, R., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Mitchell Viesca, K., Ennser-Kananen, H. and Routarinne, S. (2020) What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England. In: Kirsch, C. and Duarte, J. (eds.) Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education. Routledge Research in Languages Education. Routledge, pp. 52-72. ISBN 9780367181352