Items where Division is "REF UoA Output Collections > REF2021 UoA23: Education" and Year is 2019

A

Anderson, Anthony David (2019) Happy accidents? Music teacher perceptions of curriculum design at Key Stage 3 in the English secondary school. Doctoral thesis, Birmingham City University.

Anderson, Anthony David and Barton-Wales, Sarah (2019) Musical culture and the primary school: an investigation into parental attitudes to Whole Class Ensemble Teaching in the English primary school and potential impacts on children’s musical progress. British Journal of Music Education, 36 (3). pp. 267-279. ISSN 0265-0517

B

Blackburn, Carolyn (2019) Family members' perceptions of a Singing Medicine project in a children’s hospital. Nursing children and young people, 32 (3). ISSN 2046-2336

Blackburn, Carolyn and Harvey, M.E. (2019) ‘We weren’t prepared for this’: Parents experiences of information and support following the premature birth of their infant. Infants & Young Children, 32 (3). pp. 172-185. ISSN 0896-3746

Breen, Damian and Meer, Nasar (2019) Securing Whiteness?: Critical Race Theory (CRT) and the securitization of Muslims in Education. Identities: Global Studies in Culture and Power, 26 (5). pp. 595-613. ISSN 1070-289X

C

Cui, Vanessa and French, Amanda and O'Leary, Matt (2019) A missed opportunity? How the UK’s teaching excellence framework fails to capture the voice of university staff. Studies in Higher Education. ISSN 0307-5079

D

Dakka, Fadia (2019) Competition, innovation and diversity in higher education: dominant discourses, paradoxes and resistance. British Journal of Sociology of Education. pp. 1-15. ISSN 0142-5692

Dakka, Fadia and Smith, Rob (2019) An Exploration of Rhythms in the Contemporary Academy: Time, Space and Affect. In: Theory and Method in Higher Education Research. Emerald Publishing, pp. 153-171. ISBN 9781838678425

Duckworth, Vicky and Smith, Rob (2019) Further educations: transformative teaching and learning for adults in times of austerity. In: Being an Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Community Education. Palgrave, London, pp. 151-177. ISBN 9783319972084

F

Fautley, Martin (2019) Assessment Policy and Practice in Secondary Schools in the English National Curriculum. In: The Oxford Handbook of Assessment Policy and Practice in Music Education. OUP.

Fautley, Martin (2019) Curriculum Planning and Primary Music. Primary Music Magazine, 3 (1). pp. 8-16.

Fautley, Martin (2019) Teach Through Music Evaluation Report. Project Report. BCU.

Fautley, Martin (2019) Teach Through Music-What we have learned. Project Report. BCU.

Fautley, Martin (2019) The assessment of classroom music in the lower secondary school: The English experience. In: The Oxford Handbook of Philosophical and Qualitative Perspectives on Assessment in Music. Oxford University Press, New York, pp. 395-409.

Fautley, Martin and Daubney, Alison (2019) Curriculum and assessment in music education – the research context. Other. Incorporated Society of Musicians (ISM), London.

Fautley, Martin and Daubney, Alison (2019) The Whole Class Ensemble Tuition programme in English Schools – a Brief Introduction. British Journal of Music Education. ISSN 0265-0517

Fautley, Martin and Kinsella, Victoria (2019) Stringcredibles Research Report. Project Report. BCU.

Fautley, Martin and Kinsella, Victoria and Whittaker, Adam (2019) Models of teaching and learning identified in Whole Class Ensemble Tuition. British Journal of Music Education, 36 (3). pp. 243-252. ISSN 0265-0517

French, Amanda (2019) Academic writing as identity-work in higher education: Forming a ‘professional writing in higher education habitus’. Studies in Higher Education. ISSN 0307-5079

French, Amanda (2019) Academic writing as identity-work in higher education: forming a ‘professional writing in higher education habitus’. Studies in Higher Education.

K

Kendall, Alex and Hopkins, T. (2019) Inside Out Literacies: Learning About Literacy Learning with a Peer-Led Prison Reading Scheme. International Journal of Bias, Identity and Diversities in Education (IJBIDE), 4 (1). pp. 82-99. ISSN 2379-7363

Kinsella, Victoria and Fautley, Martin (2019) Partnership Work in Music Education for Children with Disabilities – An English Case Study. In: European Perspectives on Music Education - Joint (AD)venture music. Helbling Verlag, Innsbruck, Austria. ISBN 9783990690178

Kinsella, Victoria and Fautley, Martin and Whittaker, Adam (2019) Exchanging Notes Research Report. Project Report. Youth Music, Online.

L

Ludgate, Shannon (2019) Pedagogical approaches surrounding the touchscreen: The child and practitioner perspective. Global Studies of Childhood, 9 (4). pp. 318-334. ISSN 2043-6106

Lyndon, H. and Bertram, T. and Brown, Z. and Pascal, Chris (2019) Pedagogically mediated listening practices; the development of pedagogy through the development of trust. European Early Childhood Education Research Journal, 27 (3). pp. 360-370. ISSN 1752-1807

la Velle, Linda and Kendall, Alex (2019) Building research-informed teacher education communities: a UCET Framework. Impact, 5. pp. 66-69.

O

O'Connor, Jane (2019) Document Analysis. In: Practical Research Methods in Education: An Early Researcher's Critical Guide. Routledge, London. ISBN 9780815393566

O'Leary, Matt and Cui, Vanessa and French, Amanda (2019) Understanding, recognising and rewarding teaching quality in higher education: an exploration of the impact and implications of the Teaching Excellence Framework. Project Report. University and College Union, London.

O'Leary, Matt and Savage, Suzanne (2019) Breathing new life into the observation of teaching and learning in higher education: moving from the performative to the informative. Professional Development in Education. ISSN 1941-5257

O'Leary, Matt and Smith, Rob and Cui, Vanessa and Dakka, Fadia (2019) The role of leadership in prioritising and improving teaching and learning in further education. Project Report. Further Education Trust for Leadership, London.

O'Leary, Matt and Wood, Phil (2019) Moving Beyond Teaching Excellence: developing a different narrative for England’s higher education sector. International Journal of Comparative Education and Development, 21 (2). pp. 112-126. ISSN 2396-7404

P

Pascal, Chris (2019) Contested spaces in early childhood research: advocating a dialogic approach. European Early Childhood Education Research Journal, 27 (2). pp. 153-156. ISSN 1752-1807

S

Simcock, Peter and Machin, Richard (2019) It’s not just about where someone lives: educating student social workers about housing related matters to promote an understanding of social justice. Social Work Education: The International Journal, 38 (8). pp. 1041-1053. ISSN 1470-1227

Simon, Cotterill (2019) Call me Fei: Chinese-speaking students’ decision whether or not to use English names in classroom interaction. Language, Culture and Curriculum.

Smith, Rob and Duckworth, Vicky (2019) Research, adult literacy and criticality: catalysing hope and dialogic caring. In: Resisting the neo-liberal discourse in Education: local, national and transnational perspectives. Policy Press, London.

Smith, Rob and Duckworth, Vicky (2019) Transformative Learning in English Further Education. In: Handbook of Vocational Education and Training. Springer. ISBN 9783319497891

Smith, Rob and Duckworth, Vicky (2019) Transformative teaching and learning in further education: summative report. Project Report. University and College Union, London.

V

Vigurs, Katy (2019) Exorcising an ethnography in limbo. In: The Lost Ethnographies: Methodological Insights from Projects that Never Were. Emerald. ISBN 9781787147744

W

Wade, Alex (2019) Extended Play: Hands on With Forty Years of English Amusement Arcades. In: Hands on Media History: A new methodology in the humanities and social sciences. Routledge, Abingdon, pp. 145-159. ISBN 9781138577497

Whittaker, Adam (2019) Tinctoris and signa congruentiae: a new perspective. Early Music History, 38. pp. 269-303. ISSN 0261-1279

Whittaker, Adam and Fautley, Martin and Kinsella, Victoria and Anderson, Anthony David (2019) Geographical and social demographic trends of A-level music students. Discussion Paper. Royal College of Music.