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Items where Subject is "LB Theory and practice of education"

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Number of items at this level: 90.

B

Bebbington, Warren, Dirks, Nicholas B., Price, David, Rand, Jane, Stolker, Carel, O'Sullivan, Helen and Yates, Lyn (2018) What is it like to take a leadership role at a university? Times Higher Education.

Bright, Graham, Pugh, Carole and Clarke, Matthew (2017) Youth work, agonistic democracy and transgressive enjoyment in England. In: Pickard, Sarah and Bessant, Judith, (eds.) Young People Re-Generating Politics in Times of Crises. Palgrave studies in young people and politics . London, Palgrave Macmillan, pp. 315-332

Bright, Graham, Thompson, Naomi, Hart, Peter and Hayden, Bethany (2018) Faith-based Youth Work: Education, Engagement and Ethics. In: Alldred, Pam, Cullen, Fin, Edwards, Kathy and Fusco, Dana, (eds.) Sage Handbook of Youth Work Practice. Sage (In Press)

C

Calvert, Mike (2015) Tandem: a vehicle for change. In: Böcker, Jessica and Stauch, Anette, (eds.) Konzepte aus der Sprachlehrforschung - Impulse für die Praxis : Festschrift für Karin Kleppin. Peter Lang, pp. 45-64

Calvert, Mike and Brammerts, H. (2003) Learning by communication in tandem. In: Lewis, T. and Walker, L., (eds.) Autonomous Language Learning in Tandem. Academy Electronic Publications Limited, pp. 45-59

Chan, Cheri and Clarke, Matthew (2014) The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong. Asia-Pacific Journal of Teacher Education, 42 (3). pp. 291-304.

Clarke, Matthew (2006) Beyond Antagonism? The Discursive Construction of ‘New’ Teachers in the United Arab Emirates. Teaching Education, 17 (3). pp. 225-237.

Clarke, Matthew (2018) Democracy and education: In spite of it all. Power and Education, 10 (2). pp. 112-124.

Clarke, Matthew (2014) Dialectics and dilemmas: psychosocial dimensions of ability grouping policy. Critical Studies in Education, 55 (2). pp. 186-200.

Clarke, Matthew (2018) Education beyond reason and redemption: A detour through the death drive. Pedagogy, Culture and Society.

Clarke, Matthew (2009) The Ethico‐politics of Teacher Identity. Educational Philosophy and Theory, 41 (2). pp. 185-200.

Clarke, Matthew (2015) ‘Knowledge is power’? A Lacanian entanglement with political ideology in education. Critical Studies in Education, 56 (1). pp. 71-85.

Clarke, Matthew (2015) Lacanian perspectives on education policy analysis. In: Gulson, Kalervo N., Clarke, Matthew and Petersen, Eva Bendix, (eds.) Education policy and contemporary theory : implications for research. Routledge, pp. 103-120

Clarke, Matthew (2007) Language Policy and Language Teacher Education in the United Arab Emirates. TESOL Quarterly, 41 (3). pp. 583-591.

Clarke, Matthew (2008) Language teacher identities: Co-constructing discourse and community. New perspectives on language & education . Clevedon, Multilingual Matters

Clarke, Matthew (2018) NonModern Education, or, Education Without Qualities: An Essay on Robert Musil’s Essayism. Other Education: The Journal of Educational Alternatives, 7 (2). pp. 75-87.

Clarke, Matthew (2006) Reflective practice: A foundation for action research and effective teaching. In: Warne, Anne, O'Brien, Michael, Syed, Zafar and Zuriek, Mary, (eds.) Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi, HCT Press, pp. 11-20

Clarke, Matthew (2012) Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy. Journal of Education Policy, 27 (2). pp. 173-191.

Clarke, Matthew (2013) Terror/enjoyment: performativity, resistance and the teacher’s psyche. London Review of Education, 11 (3). pp. 229-238.

Clarke, Matthew (2012) The (absent) politics of neo-liberal education policy. Critical Studies in Education, 53 (3). pp. 297-310.

Clarke, Matthew (2009) The discursive construction of interpersonal relations in an online community of practice. Journal of Pragmatics, 41 (11). pp. 2333-2344.

Clarke, Matthew (2016) The intimate alterity of identity. In: Barkhuizen, Gary, (ed.) Reflections on language teacher identity. New York, Routledge, pp. 264-269

Clarke, Matthew (2012) The other side of education: A Lacanian critique of neoliberal education policy. Other Education: The Journal of Educational Alternatives, 1 (1). pp. 46-60.

Clarke, Matthew (2014) The sublime objects of education policy: quality, equity and ideology. Discourse: Studies in the Cultural Politics of Education, 35 (4). pp. 584-598.

Clarke, Matthew and Gallagher, Kay (2008) Revitalizing curriculum : A UAE perspective. In: Hayes, David and Sharkey, Judy, (eds.) Revitalizing a curriculum for school-age learners. Alexandria, VA, TESOL Publications, pp. 11-30

Clarke, Matthew, Hamston, Julie and Love, Kristina (2007) New teachers on the job: Investigating trajectories of HCT B.Ed. graduates. In: Stephenson, Lauren and Davidson, Peter, (eds.) Teacher education and continuing professional development: Insights from the Arabian Gulf. Dubai, TESOL Arabia Publications, pp. 95-112

Clarke, Matthew and Hennig, Barbara (2013) Motivation as Ethical Self-Formation. Educational Philosophy and Theory, 45 (1). pp. 77-90.

Clarke, Matthew and Moore, Alex (2013) Professional standards, teacher identities and an ethics of singularity. Cambridge Journal of Education, 43 (4). pp. 487-500.

Clarke, Matthew and Morgan, Brian (2011) Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts. In: Hawkins, Margaret, (ed.) Social justice language teacher education. Bristol, Multilingual Matters, pp. 63-85

Clarke, Matthew and Otaky, D. (2006) Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates. International Journal of Educational Development, 26 (1). pp. 111-122.

Clarke, Matthew and Phelan, Anne (2017) Teacher Education and the Political : the power of negative thinking. Routledge

Clarke, Matthew and Phelan, Anne (2015) The power of negative thinking in and for teacher education. Power and Education, 7 (3). pp. 257-271.

Clarke, Matthew and Sheridan, Lynn (2016) Heroes and Villains: The insistence of the imaginary and the novice teacher’s need to believe. Asia-Pacific Journal of Teacher Education, 45 (2). pp. 194-206.

Creasy, Rob (2018) The taming of education: evaluating contemporary approaches to learning and teaching. London, Palgrave Macmillan

E

Elliott, Heather (2014) Forest School in an inner city? Making the impossible possible. Education 3-13. pp. 1-9.

Evans, Ros (2007) E-learning communities in Initial Teacher Training: How can undergraduate trainees be encouraged to participate in online discussion during final school experience. Reflecting education, 3 (1). pp. 134-149.

Evans, Ros and Bellett, Eileen (2006) Establishing effective e-learning communities within the teaching profession: comparing two projects to discover the necessary ingredients. Electronic journal of e-learning, 4 (2). pp. 119-126.

F

Forrester, Gillian and Garratt, Dean (2016) Education policy unravelled. London, Bloomsbury

G

Garratt, Dean and Forrester, Gillian (2012) Education policy unravelled. London, Continuum

Gillies, Donald (2008) Quality and equality: the mask of discursive conflation in education policy texts. Journal of Education Policy, 23 (6). pp. 685-699.

Gulson, Kalervo, Clarke, Matthew and Bendix-Petersen, Eva (2015) Education policy and contemporary theory: Implications for research. London, Routledge

H

Hammersley-Fletcher, Linda, Clarke, Matthew and McManus, Vanessa (2017) Agonistic democracy and passionate professional development in teacher-leaders. Cambridge Journal of Education.

Heavey, Emily (2015) Narrative bodies, embodied narratives. In: De Fina, Anna and Georgakopoulou, Alexandra, (eds.) The handbook of narrative analysis. Wiley Blackwell

Heinemeyer, Catherine (2018) Adventures in Storyhacking - facilitating indirect inter-community dialogue through story. Teaching Artist Journal, 16 (3-4). (In Press)

Heinemeyer, Catherine R and Durham, Sally (2017) Is narrative an endangered species in schools? Secondary pupils' understanding of 'storyknowing'. Research in Education, 99 (1). pp. 31-55.

Hickman, Mike (2013) Engaging students with pre-recorded ‘live’ reflections on problem-solving with Livescribepens. Research in Mathematics Education, 15 (2). pp. 195-196.

Howell, Gillian, Higgins, Lee and Bartleet, Brydie-Leigh (2017) Community Music Practice: Intervention Through Facilitation. In: Mantie, Roger and Smith, Gareth Dylan, (eds.) The Oxford Handbook of Music Making and Leisure. New York, Oxford University Press, pp. 601-618

Hutchinson, Mark and Howell, Tim (2016) Imagined Structures: Creative Approaches towards Teaching Musical Analysis. In: Haddon, Liz and Burnard, Pamela, (eds.) Creative Teaching for Creative Learning in Higher Academic Music Education. London, Routledge, pp. 153-167

K

Kavanagh, Owen and Jones, Sue (2017) The Pros and Cons of Using Personal Response Systems in an Interactive Scientific Debate. British Journal of Education, Society & Behavioural Science, 19 (2). pp. 1-11.

Kean, Jenny (2016) It’s real life but is it fair? One approach to marking a final year team assessment for journalism students. In: Whatley, J and Nerantzi, C, (eds.) Teaching with Team Projects in Higher Education. Santa Rosa, California, Informing Science Press, pp. 107-115

L

Leach, Tony (2016) 'Cooling out the marks' the ideology and politics of vocational education in an age of austerity. In: Association for Research in Post-compulsory Education 2nd International Research Conference, 8-10 July 2016, Harris Manchester College, University of Oxford. (Submitted)

Leach, Tony (2018) Democracy in the classroom. Power and Education, 10 (2). pp. 181-194.

Leach, Tony (2015) Graduates'experiences and perceptions of career enactment: identity, transitions, personal agency and emergent career direction. Research in Post-Compulsory Education, 20 (1). pp. 50-63.

Leach, Tony (2016) 'It seems at the moment my career is dependent on factors outside of my control.' Reflections on graduates' experiences of employment and career enactment in an era of economic uncertainty and austerity. British Journal of Guidance & Counselling, 45 (2). pp. 188-198.

Leach, Tony and Crisp, Andy (2016) ‘Students don’t always tell teachers the truth very often, do they.’ Reflections on the implications when teachers and students collaborate to investigate teaching practice. London Review of Education, 14 (3). pp. 54-64.

M

Mason, Mark and Clarke, Matthew (2010) Poststructuralism and education. In: Petersen, P, Baker, E and McGaw, B, (eds.) International encyclopaedia of education. Elsevier, pp. 175-182

Matthew, Clarke (2009) Doing identity work in teacher education: The case of a UAE teacher. In: Sultana, Ronald and Mazawi, Andre, (eds.) World yearbook of education 2010: Education and the Arab world: Political projects, struggles and geometries of power. New York, Routledge, pp. 145-162

Matthew, Clarke (2013) A tale of two teachers: Teacher identity and care of the self in an era of accountability. In: Benson, Phil and Cooker, Lucy, (eds.) The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy. Sheffield, Equinox, pp. 164-177

McCluskey-Dean, Clare (2016) An investigation into information literacy communities of practice in higher education. In: Value and Virtue Conference 2016, 5-6 July 2016, York St John University.

McKay, Jane and Garratt, Dean (2013) Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state. Journal of Education Policy, 28 (6). pp. 733-749.

McNiff, Jean (2011) New cultures of critical reflection in Qatar. Educational Action Research, 19 (3). pp. 279-296.

McNiff, Jean (2012) Travels around identity: transforming cultures of learned colonisation. Educational Action Research, 20 (1). pp. 129-146.

Moore, Alex and Clarke, Matthew (2016) "Cruel Optimism": Teacher attachment to professionalism in an era of performativity. Journal of Education Policy, 31 (5). pp. 666-677.

Morgan, Brian and Clarke, Matthew (2011) Identity in second language teaching and learning. In: Hinkel, Eli, (ed.) Handbook of research in second language teaching and learning. New York, Routledge, pp. 817-836

Morsy, Leila, Gulson, Kalervo and Clarke, Matthew (2014) Democracy, ‘sector-blindness’ and the delegitimation of dissent in neoliberal education policy. Discourse: Studies in the Cultural Politics of Education, 35 (3). pp. 444-461.

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Parker, Keither and Caddell, Julie (2017) Delivering teacher education in partnership. In: World-class teachers, world-class education. London, GuildHE, Cathedrals Group, pp. 67-81

Peters, Gary (2016) John Cage and the 'Freshening' of Education. Journal of Aesthetic Education. (In Press)

Pherali, Tejendra and Garratt, Dean (2014) Post-conflict identity crisis in Nepal: Implications for educational reforms. International Journal of Educational Development, 34. pp. 42-50.

Piper, Heather, Garratt, Dean and Taylor, Bill (2012) Child abuse, child protection, and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18 (5). pp. 583-598.

R

Rand, Jane (2013) Action learning and constructivist grounded theory: powerfully overlapping fields of practice. Action Learning: Research and Practice, 10 (3). pp. 230-243.

Rand, Jane (2015) Dimensions of knowing: a conceptual alternative to an unhelpful polarity between knowledge and skill. Research in Post-Compulsory Education, 20 (2). pp. 140-158.

Rand, Jane (2006) Mini-ethnography: a multi-method approach in an ESOL IT class. Reflecting education, 2 (1). pp. 85-102.

Rand, Jane (2016) Researching undergraduate social science research. Teaching in Higher Education, 21 (7). pp. 773-789.

Rand, Jane (2016) An evaluation of summative assessment feedback forms: students as co-creators of knowledge. In: Assessment in Higher Education (AHE) Seminar: Transforming Assessment and Feedback in Higher Education on a wider scale: the challenge of change at institutional level, 30 June 2016, Manchester. (Submitted)

Rand, Jane (2015) The significance of practice-based research: from personal understanding to shared knowledge. In: Value and Virtue Conference 2015, 9-10 June 2015, York St John University.

Relph, Tiffany Louise (2016) Categorising Interaction between Teachers and Students in ESOL Classrooms. Masters thesis, York St John University.

Ring, Kathy (2010) Supporting a playful approach to drawing. In: Broadhead, Pat, Howard, Justine and Wood, Elizabeth, (eds.) Play and Learning in the Early Years: From Research to Practice. Sage, pp. 113-126

S

Smith, Paul (2009) The Means to Grow Up: Reinventing apprenticeship as a developmental support in adolescence, by Robert Halpern. International Journal of Lifelong Education, 28 (6). pp. 803-804.

Spring, Hannah (2016) Online learning: the brave new world of massive open online courses and the role of the health librarian. Health Information and Libraries Journal, 33 (1). pp. 84-88.

Stern, Julian (2015) Children's Voice or Children's Voices? How Educational Research Can be at the Heart of Schooling. FORUM, 57 (1). pp. 75-90.

Stern, Julian (2017) Critical exchange: Avoiding schooling taboos: A reply to Rasmussen. Research in Education, 97 (1). pp. 30-32.

Stern, Julian (2017) Critical exchange: Religion and schooling in conversation. Research in Education, 97 (1). pp. 16-26.

Stern, Julian (2014) Loneliness and Solitude in Education: How to Value Individuality and Create an Enstatic School. Peter Lang

Stern, Julian (2015) Soul-searching and re-searching: action philosophy alone. Educational Action Research, 23 (1). pp. 104-115.

Stern, Julian (2016) Virtuous educational research : conversations on ethical practice. Religion, education and values . Peter Lang

T

Tsung, Linda and Clarke, Matthew (2009) Dilemmas of identity, language and culture in higher education in China. Asia Pacific Journal of Education, 30 (1). pp. 57-69.

V

Vincent, Jonathan (2016) The value of ignorance for teacher training on autism a reading of Jacques Rancière. In: Philosophy of Education symposium. (Unpublished)

W

Williams, Gweno (2013) Creative approaches to drama in the English classroom. In: Birketveit, Anna and Williams, Gweno, (eds.) Literature for the English classroom: theory into practice. Fagbokforlaget

Wood, Margaret (2011) ‘Closer to the ground’: issues of pupil ‘voice’ and the development of knowledge about schools. Turkish online journal of qualitative inquiry (TOJQI)., 2 (1). p. 1.

Wood, Margaret, Pennington, Andrew and Su, Feng (2018) Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945-1974). Journal of Educational Administration and History.

This list was generated on Fri Oct 19 08:54:33 2018 UTC.