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Group by: Creators | Item Type
Jump to: C | E | G | H | J | P | R | S | T
Number of items: 23.

C

Clarke, Rolf (2014) An Analysis of the Importance of Religious Education in a Catholic Primary School. UNSPECIFIED thesis, UNSPECIFIED.

E

Edwards-Leis, Christine E (2013) Knowing Where the Shoe Pinches: Using the Mental Model Mode to Understand How Primary Pupils Can Design Intelligently. In: UNSPECIFIED.

G

Glackin, Maureen and James, Maria (2009) From Values to Vocation: Designing and delivering Primary PG Masters Modules at St Mary’s University College. In: UNSPECIFIED The Higher Education Academy.

H

Hast, Michael (2015) Children’s developing theories of motion: Subjectivity and shift.

Hast, Michael (2014) Collaborating with the ‘more capable’ self: Achieving conceptual change in early science education through underlying knowledge structures.

Hast, Michael (2011) Explicit versus tacit knowledge in early science education: The case of primary school children’s understanding of object speed and acceleration. UNSPECIFIED thesis, UNSPECIFIED.

Hast, Michael (2012) Tacit knowledge assessment in early science education: A new horizon in learning and instruction? In: UNSPECIFIED.

Hast, Michael (2015) Underlying knowledge assessment in primary science education: The interaction of teacher’s self-competence and perceived competence of children. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2010) Explicit versus tacit knowledge in early science education: The case of primary school children’s understanding of object speed and acceleration. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2010) Explicit versus tacit knowledge in early science education: The case of primary school children’s understanding of object speed and acceleration. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2010) Explicit versus tacit knowledge in early science: Young children’s understanding of object speed and acceleration. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2010) Explicit versus tacit knowledge in early science: Young children’s understanding of object speed and acceleration.

Hast, Michael and Howe, Christine (2011) Towards a complete commonsense theory of motion: The interaction of dimensions in children’s predictions of natural object motion.

Hast, Michael and Howe, Christine (2010) Young children’s explicit and tacit understanding of object speed and acceleration. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2009) Young children’s explicit and tacit understanding of object speed and acceleration. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2009) Young children’s explicit and tacit understanding of object speed and acceleration. In: UNSPECIFIED.

Hast, Michael and Howe, Christine (2012) The development of children’s understanding of speed change: A contributing factor towards commonsense theories of motion.

Hast, Michael and Howe, Christine (2013) The development of children’s understanding of speed change: A contributing factor towards commonsense theories of motion.

J

Jackson, Dot (2009) How do I learn to inspire and support my primary education students’ creativity in design and technology?: Finding the courage to move from craft to creativity in primary design and technology.

P

Pearson, Julie (2011) Adapting the boundaries in primary physical education: an account of my learning, my educational influence and improved practice.

R

Rutland, Marion; Aston, Sally; Haffenden, Debbie; Hope, Gill; Jackson, Dot; Prajapat, Bhav; Rogers, Maggie and Seidel, Martin (2011) Perceptions of primary design and technology: Initial teacher education students' experiences. In: UNSPECIFIED Sense Publishers.

S

Saunders, Linda (2015) Progression in primary English. Sage.

T

Tulloch, Karen; Cullen, Judith; Jones, Enid; Saunders, Linda and Turner, Gillian (2012) Primary English across the curriculum. Learning Matters.

This list was generated on Sat Sep 23 04:40:54 2017 BST.