Items where Subject is "X100 Training Teachers"

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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)

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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

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

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

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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.

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

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 (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

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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

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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)

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

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

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

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

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 (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 (2021) 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. (In Press)

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 (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

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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

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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

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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

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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

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

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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.