Items where Division is "Institute of Education" and Year is 2022

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Jump to: A | B | D | E | F | G | H | J | K | L | M | O | P | R | S | T | W | Y | Z

Number of items: 53.

A

Abbou, F. Z. (2022) The identities and lived/career experiences of Algerian female academics at universities: a feminist postcolonial perspective. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110980

B

Bury, J. (2022) Developing and enhancing communicative competence among foreign language learners in Japan. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110391

D

Dwek, I. G. ORCID: https://orcid.org/0009-0009-1416-8094 (2022) How do educational experiences and deaf identity relate to employment success? PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114118

E

El Morally, R., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2022) Is science, technology, engineering and mathematics in higher education sexist and racist? all surface, no substance. Equity in Education & Society, 1 (2). pp. 216-236. ISSN 2752-6461 doi: https://doi.org/10.1177/27526461221105591

F

Fajardo, I. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-022-05648-2

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Akhtar, Z., (2022) 'Enriching lives’: supporting women out of the criminal justice system. Report. University of Reading

Furneaux, C. (2022) Materials for developing writing skills. In: Norton, J. and Buchanan, H. (eds.) The Routledge Handbook of Materials Development for Language Teaching. Routledge Handbooks in Applied Linguistics. Routledge, London, pp. 244-260, 560 pages. ISBN 9781003262473 doi: https://doi.org/10.4324/b22783-21

G

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Aptitude or motivation: which is the better predictor of successful language learning? In: Macaro, E. and Woore, R. (eds.) Debates in Second Language Education. Routledge, Abingdon, pp. 106-121. ISBN 9780367442132 doi: https://doi.org/10.4324/9781003008361

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal, 50 (2). pp. 186-207. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2045679

Gómez-Merino, N., Fajardo Bravo, I., Ferrer Manchón, A. M. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of the Deaf, 167 (3). pp. 313-333. ISSN 1543-0375 doi: https://doi.org/10.1353/aad.2022.0030

H

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2022) ‘I just want to feel like I’m part of everyone else.’ How schools unintentionally contribute to the isolation of students who identify as LGBT+. The Cambridge Journal of Education, 52 (2). pp. 155-173. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2021.1965091

Hickman, D. (2022) A grounded theory study of secondary pupils’ and teachers’ perceptions and conceptualisations of reading and reader identity, and the influence of policy and place. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113229

Hoskins, K. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2022) Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education. Widening Participation and Lifelong Learning, 24 (1). pp. 114-138. ISSN 1466-6529 doi: https://doi.org/10.5456/WPLL.24.1.114

J

Jeffreys, P. (2022) To what extent can social media influence parental engagement in a primary school? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113036

Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2022) Does a specialist typeface affect how fluently children with and without dyslexia process letters, words and passages? Dyslexia, 28 (4). pp. 448-470. ISSN 1099-0909 doi: https://doi.org/10.1002/dys.1727

K

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson, T., Pieridou, M., Quinn, S. F. and Liu, J. (2022) Making partnerships work: proposing a model to support parent‑practitioner partnerships in the early years. Early Childhood Education Journal, 50. pp. 639-661. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-021-01181-6

Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Roehr-Brackin, K. and Macrory, G. (2022) Metalinguistic awareness in early foreign language learning. In: McManus, K. and Schmidt, M. S. (eds.) How Special are Early Birds? Foreign Language Teaching and Learning. EuroSLA Studies. Language Science Press, pp. 93-117. ISBN 9783985540471

Kent, M. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2022) Mark’s story. In: Khosrow-Pour, M. (ed.) Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, pp. 1609-1625. ISBN 9781668435427 doi: https://doi.org/10.4018/978-1-6684-3542-7.ch084

Knight, J. (2022) Square pegs in round holes: a study around student aspiration in a high performing international school environment. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115652

L

Lanvers, U. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Can we design language education policy and curricula for a motivated learner? Self Determination Theory and the UK language crisis. Language Learning Journal, 50 (2). pp. 223-237. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046353

M

Majid, N., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S. and Happle, A., (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading

McCullagh, C. (2022) A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108722

Mitchell Viesca, K., Teemant, A., Alisaari, J., Enser-Kananen, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Perumal, R. and Routarinne, S. (2022) Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries. Teaching and Teacher Education, 113. 103649. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2022.103649

O

Oliver, A. (2022) A case study of teachers' professional identity and professional learning. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115735

P

Pawson, G. (2022) Supervision in the early years: a case study of ten nurseries within the private sector. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114445

Porter, A. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Research in primary languages: contribution to teacher professional development. In: McManus, K. and Schmid, M. S. (eds.) How special are early birds? Foreign language teaching and learning. EuroSLA studies (6). Language Science Press, Berlin, pp. 57-88. ISBN 9783985540471

Porter, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Myles, F. and Holmes, B. (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50 (2). pp. 208-217. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046358

Porter, J. (2022) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education, 69 (6). pp. 2059-2073. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952

Porter, J. (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Busby, A., Wellsted, D., Cooper, P. and Murray, L., (2022) Report: Extension of the impact of Early years Provision in Children’s Centres (EPICC) trial on child cognitive and socio-emotional development. Report. Nuffield Foundation

Purser, L. (2022) What do we need to teach new teachers about child mental health? The Buckingham Journal of Education, 3 (1). pp. 47-77. ISSN 2633-4909 doi: https://doi.org/10.5750/tbje.v3i1.2059

R

Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Bradley, G., Foulkes, C. and Happle, A. (2022) Place based learning in skills in schools and science teacher education programmes: student perspectives to moving learning online due to Covid-19. In: AMPS Proceedings Series 23 Online Education: Teaching in a Time of Change, 21-23 Apr 2021, Online, pp. 146-155. (ISSN 2398-9467.)

Roberts, R. (2022) A critical overview of ITE in England. In: Goodwyn, A., Manuel, J., Roberts, R., Scherff, L., Sawyer, W., Durrant, C. and Zancanella, D. (eds.) International Perspectives on English Teacher Development. Routledge, Abingdon, Oxon, pp. 79-92. ISBN 9781003168140 doi: https://doi.org/10.4324/9781003168140-9