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Items where Division is "Improving Equity and Inclusion through Education" and Year is 2019

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Number of items: 23.

Alyami, R. and Floyd, A. (2019) Female school leaders’ perceptions and experiences of decentralisation and distributed leadership in the Tatweer system in Saudi Arabia. Education Sciences, 9 (1). 25. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci9010025

Baxter, J. and Floyd, A. (2019) Strategic narrative in multi-academy trusts in England: principal drivers for expansion. British Educational Research Journal, 45 (5). pp. 1050-1071. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3550

Du, X. and Wong, B. (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41 (15). pp. 2136-2155. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2019.1662135

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Investigating the PDR process in a UK university: continuing professional development or performativity? Professional Development in Education (formerly Journal of In-service Education). ISSN 1941-5257 doi: https://doi.org/10.1080/19415257.2019.1696874

Floyd, A. and Mhlanga, T., (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading.

Floyd, A. and Preston, D. (2019) Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41 (4). pp. 430-443. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080x.2019.1625220

Fuller, C. and Lloyd, V. (2019) Martial arts and well-being: connecting communities and promoting health. Routledge, pp116. ISBN 9781138213555

Harris, R. and Bilton, H. (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416

Harris, R. and Graham, S. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570

Harris, R. and Ormond, B. (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764

Hong, Y. and Fuller, C. (2019) Alone and ‘left behind’: a case study of ‘left-behind children’ in rural China. Cogent Education, 6 (1). 1654236. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2019.1654236

Kambouri-Danos, M., Ravanis, K., Jameau, A. and Boilevin, J.-M. (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-019-00937-5

Kambouri-Danos, M. and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2019.20.11.38

Kemp, P. E. J., Wong, B. and Berry, M. G. (2019) Female performance and participation in computer science: a national picture. ACM Transactions on Computing Education, 20 (1). 4. doi: https://doi.org/10.1145/3366016

Lindsay, H. and Floyd, A. (2019) Experiences of using the researching professional development framework. Studies in Graduate and Postdoctoral Education, 10 (1). pp. 54-68. ISSN 2398-4686 doi: https://doi.org/10.1108/SGPE-02-2019-049

Majid, N. and Bobik-Dawes, R. (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics, 23 (3). pp. 23-25. ISSN 1465-0495

Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208

Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. (2019) Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 38 (2). pp. 157-175. ISSN 0332-3315 doi: https://doi.org/10.1080/03323315.2018.1484302

Shafran, R., Zysk, E. and Williams, T. (2019) CBT for a fear of morphing: a case illustration. In: Dimidjian, S. (ed.) Evidence-­Based Practice in Action. Guilford Press, New York, pp. 244-256. ISBN 9781462539765

Taggart, G. (2019) Cultivating ethical dispositions in early childhood practice for an ethic of care: a contemplative approach. In: Langton, R. (ed.) Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury, New York. ISBN 9781350067486

Trakulphadetkrai, N. V., Aerila, J.-A. and Yrjänäinen, S. (2019) Bringing mathematics alive through stories. In: Kerry-Moran, K. J. and Aerila, J.-A. (eds.) Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Educating the Young Child (16). Springer, pp. 199-225. ISBN 9783030192655 doi: https://doi.org/10.1007/978-3-030-19266-2_11

Wong, B. and Chiu, Y.-L. T. (2019) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review, 71 (2). pp. 218-233. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2017.1363718

Wong, B. and Chiu, Y.-L. T. (2019) ‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students. British Journal of Sociology of Education, 40 (7). pp. 868-882. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2019.1604209

This list was generated on Sun Nov 28 15:27:19 2021 UTC.

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