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Backman, Erik; Humberstone, Barbara and Loynes, Christopher (2014) Urban nature: inclusive learning through youth work and school work. Recito Förlag.
Balchin, Tom; Hymer, Barry and Matthews, Dona J. (2008) The Routledge international companion to gifted education. Routledge.
Bloxham, Susan; den Outer, Birgit; Hudson, Jane and Price, Margaret (2015) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria.
Boyd, Pete (2016) Realistic clinical practice: proposing an inquiry-based pedagogy for teacher education. In: UNSPECIFIED Wydawnictwo Attyka.
Boyd, Pete and Szplit, Agnieszka (2016) Epilogue: student teacher inquiry. In: UNSPECIFIED Wydawnictwo Attyka.
Boyd, Pete and Szplit, Agnieszka (2016) Prologue. In: UNSPECIFIED Wydawnictwo Attyka.
Briscoe, Clare (2016) Harnessing the power of feedback in Assessment for Learning. [Report]
Clarke, David A.G. and Mcphie, Jamie (2014) Becoming animate in education: immanent materiality and outdoor learning for sustainability.
Clarke, Emma and Visser, John (2017) How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour?
Copping, Adrian (2016) Exploring connections between creative thinking and higher attaining writing.
Dean, M. and Levis, Annie (2015) Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers.
Elton-Chalcraft, Sally; Cammack, Paul and Harrison, Liz (2016) Segregation, integration, inclusion and effective provision: a case study of perspectives from special educational needs children, parents and teachers in Bangalore, India.
Ensor, Yasmin (2016) What can art teachers do to promote the benefits of studying art and design?
Hymer, Barry (2009) Giftedness as a living concept: what is a living theory approach to Action Research and how can it contribute to gift creation through student-led enquiry? In: UNSPECIFIED Wiley.
Hymer, Barry (2009) "I consider implications for future practice:" How can I continue to influence my own learning, the learning of others, and the schools and learning communities of which I am part? In: UNSPECIFIED Wiley.
Hymer, Barry (2011) An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education? In: UNSPECIFIED.
Jackson, Alison (2017) Editorial: Teacher Education Advancement Network Journal, 9 (1).
Lockney, Karen and Proudfoot, Kevin (2013) Writing the Unseen Poem: can the writing of poetry help to support pupils' engagement in the reading of poetry?
Loynes, Christopher (2016) If you want to learn to navigate throw away the map!
Loynes, Christopher (2015) Learning without walls: the many faces of outdoor education. In: UNSPECIFIED.
Loynes, Christopher (2015) Residential outdoor learning in schools: ‘next’ practices. In: UNSPECIFIED.
Loynes, Christopher (2016) Transition camps, a Learning Away case study.
Loynes, Christopher (2015) Well-being led from the ground up: keeping the State at bay in education. In: UNSPECIFIED.
Loynes, Christopher (2015) The craft of outdoor life: Ruskin, human/nature relations and outdoor practices today. In: UNSPECIFIED.
Loynes, Christopher (2015) The impact of residential experiences on pupils’ health and learning. In: UNSPECIFIED.
Loynes, Christopher (2014) The legacy of the use of maps in outdoor education: breaking the link between maps and navigation and the experience of place. In: UNSPECIFIED.
Prince, Heather; Allin, Linda and Hansen Sandseter, Ellen Beate (2013) Outdoor play and learning in early childhood from different cultural perspectives.
Roberts, John (2009) Collaborative learning: what effects will this have during a creative writing session, on younger children in a mixed age setting? UNSPECIFIED thesis, UNSPECIFIED.
Thomas, Lorraine (2017) The masters in teaching and learning: lessons to be learnt and key stakeholder perceptions.
Torres, JT and Anguiano, Carlos J. (2016) Interpreting feedback: a discourse analysis of teacher feedback and student identity.
Turtle, Christina; Convery, Ian and Convery, Katie (2015) Forest Schools and environmental attitudes: a case study of children aged 8–11 years.
Twiselton, Samantha (2002) Beyond the curriculum: learning to teach primary literacy. UNSPECIFIED thesis, UNSPECIFIED.
Twiselton, Samantha (2004) The role of teacher identities in learning to teach primary literacy.
Walbank, Nancy (2009) Catholic Schools in a Country of Many Faiths. In: UNSPECIFIED.
Warner, Diane (2009) Enquiring into student teachers’ attitudes towards cultural diversity. In: UNSPECIFIED.
Whitehead, Jack (2016) Practice and theory in action research: living-theories as frameworks for action. In: UNSPECIFIED Palgrave Macmillan US.
Wright, Victoria; Loughlin, Theresa and Hall, Val (2017) Lesson observation and feedback in relation to the developing identity of student teachers.