Items where Subject is "CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training"

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Number of items at this level: 70.

A

Anderson, Anthony David (2021) Music Teachers are Curriculum Designers. BERA Blog.

Anderson, Anthony David (2021) Topic choices: Revealing concealed processes of curriculum sequencing in English secondary school Music classrooms. The Curriculum Journal. ISSN 1469-3704

Aubrey, Carol and Ward, K. (2013) Early years practitioners' views on early personal, social and emotional development. Emotional and Behavioural Difficulties, 18 (4). pp. 435-447. ISSN 13632752 (ISSN)

Axtell, Ian James (2021) From Shifting Sands to Disappearing in Dunes: Using critically reflexive autoethnography to rethink place, position and purpose in general classroom music teacher education. Doctoral thesis, Birmingham City University.

B

Basit, T.N. and Eardley, A. and Borup, R. and Shah, H. and Slack, K. and Hughes, A. (2015) Higher education institutions and work-based learning in the UK: employer engagement within a tripartite relationship. Higher Education, 70 (6). pp. 1003-1015. ISSN 00181560 (ISSN)

Bates, S. and Groll, A. and Saunders, C. and Smith, Rob (2018) The teacher educator experience: “Guardians of the Pedagogy”? In: Identity and resistance in Further Education. Routledge, London, pp. 28-37. ISBN 9781351232951

Birmingham, Victoria (2022) The implications of the Government’s “assessment without levels’’ reform for teachers in primary schools. Doctoral thesis, Birmingham City University.

Blackburn, Carolyn (2010) Foetal alcohol spectrum disorders (FASD): raising awareness in early years settings. British Journal of Special Education, 37 (3). pp. 122-129.

Blackburn, Carolyn (2021) Recognising a child with FASD in educational settings. In: Prevention, Recognition and Management of Fetal Alcohol Spectrum Disorders. Springer, Switzerland. ISBN 9783030739652

Blackburn, Carolyn (2016) Relationship-based early intervention services for children with complex disabilities: lessons from New Zealand. International Journal of Birth and Parenting Education, 3 (3). pp. 27-30.

Blackburn, Carolyn (2021) Supporting a child with FASD in the classroom. In: Prevention, Recognition and Management of Fetal Alcohol Spectrum Disorders. Springer, Switzerland. ISBN 9783030739652

Blackburn, Carolyn and Puttick, Mary-Rose and Luong, Thi Thu Thuy and Trang, Dinh Nguyen Trang Thu (2022) Towards an ecological model of inclusive practice for children with special educational needs in Vietnam: perceptions of primary school teachers. Practice: Contemporary Issues in Practitioner Education. ISSN 2578-3866

Bolton, Christopher J. (2020) Because of you, this is me: An Auto ethnographic study of drama in practice. Doctoral thesis, Birmingham City University.

Boyce-Tillman, June and Anderson, Anthony David (2022) Musical development then and now: in conversation with June Boyce-Tillman. British Journal of Music Education, 39 (1). pp. 51-66. ISSN 0265-0517

Burns, Kathryn and Cahill-Jones, Tom and Carter, Claudia and Stint, Charmaine and Veart, Laura (2021) STEAM Approaches Handbook. Birmingham City University, Birmingham. ISBN 9781904839965

D

Devaney, Kirsty (2018) How Composing Assessment in English Secondary Examinations Affect Teaching and Learning Practices. Doctoral thesis, Birmingham City University.

Devaney, Kirsty and Fautley, Martin (2015) Music A level Assessment of Composing – Research into teacher attitudes. Incorporated society of Musicians. pp. 1-6.

F

Fautley, Martin (2012) Developing musical leadership. In: Teaching Secondary Music. SAGE Publications Inc., pp. 98-108. ISBN 9781446288900 (ISBN); 9780857023933 (ISBN)

Fautley, Martin and Anderson, Anthony David and Kinsella, Victoria and Devaney, Kirsty and Whittaker, Adam (2021) Sound and Music Go Compose Project 2020. Project Report. Birmingham City University.

Fautley, Martin and Axtell, Ian and Davey-Nicklin, Kelly (2017) Popular music meta-pedagogy in music Teacher education. In: The Routledge Research Companion to Popular Music Education. Routledge.

Fautley, Martin and Kinsella, Victoria (2022) Cultural capital and secondary school music education in England, featuring the ‘Stormzy vs Mozart’ furore. In: Music Is What People Do. Helbling, pp. 203-218. (In Press)

Fautley, Martin and Kinsella, Victoria (2017) Independent Evaluation of the OHMI Teaching Pilot. Project Report. Birmingham City University, Birmingham City University.

French, Amanda (2011) ‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students? Journal of Academic Writing, 1 (1). pp. 228-238. ISSN 2225-8973

French, Amanda and Worsley, Jenny (2009) Double-entry journals: developing an embedded programme of writing development for first year Early Childhood Studies degree students. Enhancing Learning in the Social Sciences, 2 (2). pp. 1-26. ISSN 1756-848X

G

Garbett, Georgina (2022) A story about stories: An investigation into the role of storytelling in professional education. Doctoral thesis, Birmingham City University.

H

Hatcher, Richard (2011) Professional learning for creative teaching and learning. In: The Routledge International Handbook of Creative Learning. The Routledge International Handbook Series . Routledge, pp. 404-415. ISBN 9780415817974

Hill, Joanne (2021) Growing Your Own: The Impact of School Direct on the Training of Primary Teachers. Doctoral thesis, Birmingham City University.

Hulme, Moira and Wood, Jeffrey S. (2022) The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education, 46. ISSN 1469-9486

J

Jones, David R. and Gardner, Trang and Bui, Hong (2021) Vietnamese Early Career Academics’ Identity Work: Balancing Tensions between East and West. Studies in Higher Education, 47 (6). pp. 1284-1296. ISSN 0307-5079

K

Kendall, Alex and Gibson, M. and Himsworth, C. and Palmer, K. and Perkins, H. (2016) Listening to old wives' tales: small stories and the (re)making and (re)telling of research in HE/FE practitioner education. Research in Post-Compulsory Education, 21 (1-2). pp. 116-136. ISSN 13596748 (ISSN)

Khong, Hang and Celik, Ismail and Le, Tinh T. T. and Lai, Van Thi Thanh and Nguyen, Andy and Bui, Hong (2022) Examining Teachers’ Behavioural Intention for Online Teaching After COVID-19 Pandemic: A Large-Scale Survey. Education and Information Technologies. ISSN 1360-2357

Kinsella, Victoria and Fautley, Martin (2017) Creativity: Getting it Right in a Week. Critical Publishing, England. ISBN 9781911106845

Kinsella, Victoria and Thorpe, Vicki (2020) Re-thinking accountability measures for secondary school arts in England: lessons we could learn from New Zealand. Arts Education Policy Review. ISSN 1063-2913

L

Lambert, Louise (2021) Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space. Professional Development in Education. ISSN 1941-5257

Lambert, Louise (2020) What matters in Initial Teacher Education? Posthuman enquiries. Doctoral thesis, Birmingham City University.

Ludgate, Shannon and Blackburn, Carolyn and Mears, Clair (2021) Small steps and stronger relationships: Parents’ experiences of home schooling children with special educational needs and disabilities (SEND). Journal of Research in Special Educational Needs. ISSN 1471-3802

M

Matchett, Elaine (2022) It starts when teachers are training. Adoption & Fostering. ISSN 0308-5759

Matchett, Elaine (2020) The educational experiences and reflexive capacities of care leavers in one Local Authority in England. Doctoral thesis, Birmingham City University.

McCarthy, Robyn and Blackburn, Carolyn and Mukherjee, Raja and Fleming, Kate and Allely, Lauren and Cook, Penny A. (2022) “I'm always up against a brick wall with them”: Parents' experiences of accessing support for their child with a newly recognised developmental disorder. British Journal of Special Education. ISSN 0952-3383

Millard, E. and Wheatcroft, L. (2015) Responding to gender differences. In: Learning to Teach in the Primary School. Learning to Teach in the Primary School Series . Routledge, pp. 400-419. ISBN 9780415818193

Mogra, Imran (2022) Developing Essential Values through Traditional Tales: Voices of Malawian Primary School Teachers. In: Bloomsbury Handbook of Religious Education in the Global South. Bloomsbury. ISBN 9781350105836

Mogra, Imran (2020) Fundamental British Values: Are they fundamental? In: Debates in Primary Education. Debates in Subject Teaching . Routledge, London, pp. 46-61. ISBN 9780367548865

Mogra, Imran (2022) An Islamic Perspective on Ethics in Educational Research. In: Corporate Social Responsibility and University Governance. Advances in Business Ethics Research . Springer Nature, Switzerland. ISBN 9783030775315

Mogra, Imran (2016) Learning through observations: the potential of Collective Worship in primary schools. Pastoral Care in EducationAn International Journal of Personal, Social and Emotional Development, 35 (1). pp. 3-12.

Mogra, Imran (2022) Maktab Teachers and Behaviour Education: Ruminations from a Teacher Education Programme in the UK. In: Supporting Modern Teaching In Islamic Schools: Pedagogical Best Practice For Teachers. Routledge, Singapore. ISBN 9781032044866

Mogra, Imran (2016) Perceptions of the value of Collective Worship amongst trainee teachers in England. Journal of Beliefs and Values, 37 (2). pp. 172-185. ISSN 13617672 (ISSN)

Mogra, Imran (2022) Religious Education 5-11 A Guide for Teachers. 5-11 Series . Routledge, Abingdon, Oxon. ISBN 9780367257699

Mogra, Imran (2018) Trainee Teachers’ Learning about Collective Worship in Primary Schools. Australian Journal of Teacher Education, 43 (7). ISSN 1835-517X

Mogra, Imran (2013) A faith dimension on the landscape of teachers: Muslim teachers on recruitment, retention and career advancement. Australian Journal of Teacher Education, 38 (7). pp. 18-30. ISSN 1835-517X

Mogra, Imran and Guo, Xi (2022) Using Web 3D and WebXR Game to Enhance Engagement in Primary School Learning. In: 2022 IEEE International Symposium on Multimedia (ISM 2022), 5th - 7th December 2022, Naples, Italy. (In Press)

N

Nassem, Elizabeth Mary (2017) The complexity of children's involvement in school bullying. Journal of Children's Services, 12 (4). ISSN 10.1108/JCS-03-2017-0009

O

O'Leary, Matt (2015) Breaking free from the regulation of the State: the pursuit to reclaim lesson observation as a tool for professional learning in Further Education. In: Further Education and the Twelve Dancing Princesses. Trentham Books. ISBN 9781858566405

O'Leary, Matt (2015) Measurement as an obstacle to improvement: moving beyond the limitations of graded lesson observations. In: Readings for Reflective Teaching in Further, Adult and Vocational Education. Reflective Teaching . Bloomsbury Publishing, pp. 281-287. ISBN 9781472586490

O'Leary, Matt (2017) Monitoring and measuring teaching excellence in higher education: from contrived competition to collective collaboration’. In: Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence. Emerald Publishing, Bingley, pp. 75-107. ISBN 978-1-78714-762-1

O'Leary, Matt (2014) Power, Policy and Performance: learning lessons about lesson observation from England's further education colleges. FORUM, 56 (2). pp. 209-222. ISSN 0963-8253

O'Leary, Matt (2016) Reclaiming Lesson Observation - Supporting excellence in teacher learning. Routledge. ISBN 9781138656604

O'Leary, Matt (2012) Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education, 37 (5). pp. 694-714. ISSN 0309-877X

O'Leary, Matt and Brooks, Val (2013) Raising the stakes: classroom observation in the further education sector in England. Professional Development in Education, 40 (4). pp. 530-545. ISSN 1941-5257

O'Leary, Matt and Smith, Rob (2012) Earthquakes, cancer and cultures of fear: qualifying as a Skills for Life teacher in an uncertain economic climate. Oxford Review of Education, 38 (4). pp. 437-454. ISSN 0305-4985

O'Leary, Matt and Wood, Phil (2016) Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector. Professional Development in Education, 43. pp. 1-19. ISSN 1941-5257

P

Popovic, Celia (2010) Myth busting: an examination of teachers’ beliefs about first‐year medical students. How well do teachers know their students? Innovations in Education and Teaching International, 47 (2). pp. 141-154. ISSN 1470-3297

S

Savage, Jonathan and Fautley, Martin (2016) Assessment processes and digital technologies. In: Music, Technology, and Education: Critical Perspectives. SEMPRE Studies in The Psychology of Music . Routledge, pp. 210-224. ISBN 9781472426208

Shaw, Luan (2022) Facilitating the Transition from Student to Professional through Instrumental Teacher Education: A Case Study with Main Reference to the Royal Birmingham Conservatoire. Doctoral thesis, Birmingham City University.

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) Transformative teaching and learning in further education: summative report. Project Report. University and College Union, London.

Smith, Rob and O'Leary, Matt (2013) New Public Management in an age of austerity: knowledge and experience in further education. Journal of Educational Administration and History, 45 (3). pp. 244-266. ISSN 0022-0620

Sodiq, Abdulla and Di Biase, Rhonda (2022) “We cannot do away with exams: Parents believe in them, so does the wider community”. Reimagining the examination system in the Maldives. Prospects. ISSN 1573-9090

T

Taylor, K. (2010) Assessing cross-curricular learning. In: Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. Routledge Taylor & Francis Group, pp. 142-156. ISBN 0203840275 (ISBN); 9780203840276 (ISBN)

Taylor, P. (2015) Learning about professional growth through listening to teachers. Professional Development in Education. ISSN 19415257 (ISSN)

Taylor, Philip Robert (2018) The complexity of teacher professional growth – experiences of professional learning and development, including practice-based inquiry. Doctoral thesis, Birmingham City University.

This list was generated on Wed Nov 30 15:12:27 2022 UTC.

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