Items where Division is "Leeds Beckett University 2022/23 > Carnegie School of Education" and Year is 2021

A

Archer, J and Linfield, R (2021) "How ‘messiness’ in Design and Technology can inspire creative teaching and learning." In: McDonald, R and Gibson, P, (eds.) Inspiring Primary Learners Insights and Inspiration Across the Curriculum. Routledge. ISBN 9780429024597 DOI: https://doi.org/10.4324/9780429024597

Asiyanbola, OA and El Khantouti, I and Akinwale, A and Ahenkora-Duodu, K and Imam, R and Toukebri, R and Mohanty, J (2021) An Analytical Outlook of the Commercial Space Industry for the Last Frontier: Potential Entrepreneurial Evaluation of the African Space Sector. New Space, 9 (3). pp. 169-186. ISSN 2168-0256 DOI: https://doi.org/10.1089/space.2020.0016

B

Beaton, M (2021) "Hearing their voices: the role of the SENCO in facilitating the participation of all learners." In: Beaton, MC and Codina, GN and Wharton, JC, (eds.) Leading on Inclusion The Role of the SENCO. Nasen spotlight . Routledge, Abingdon, Oxon, pp. 163-170. ISBN 9780367420505

Boyle, RC (2021) A response to Taylor. The Psychology of Education Review, 45 (2). pp. 17-22. ISSN 0262-4087 DOI: https://doi.org/10.53841/bpsper.2021.45.2.17

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Edwards, T and Beaton, M (2021) "The SENCO role: leading on assessment." In: Beaton, MC and Codina, GN and Wharton, JC, (eds.) Leading on Inclusion The Role of the SENCO. Nasen Spotlight . Routledge, Abingdon, Oxon, pp. 99-108. ISBN 9780367420505

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Gridley, N and Hickey, G and Bywater, T and McGilloway, S and Blower, S and Whitaker, K and Berry, V (2021) The Challenges of Assessing Sample Representativeness within Community-Based Evaluations of Parenting Programmes delivered in England and Ireland. Health and Social Care in the Community. ISSN 0966-0410 DOI: https://doi.org/10.1111/hsc.13535

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Haegele, JA and Maher, AJ (2021) A creative non-fiction account of autistic youth integrated physical education experiences. Disability & Society. pp. 1-20. ISSN 0968-7599 DOI: https://doi.org/10.1080/09687599.2021.2007361

Hunter, S (2021) Decolonizing White Care: Relational Reckoning with the Violence of Coloniality in Welfare. Ethics and Social Welfare, 15 (4). pp. 344-362. ISSN 1749-6535 DOI: https://doi.org/10.1080/17496535.2021.1990370

J

Jones, E and Leask, B and Brandenburg, U and de Wit, H (2021) Global Social Responsibility and the Internationalisation of Higher Education for Society. Journal of Studies in International Education, 25 (4). pp. 330-347. ISSN 1028-3153 DOI: https://doi.org/10.1177/10283153211031679

K

Kopp, E and Kálmán, O and Beaton, M (2021) Hataratlepes es Inkluzio – Tanarok Tanulasanak Tamogatasa. Új Kutatasok a Neveléstudományokban; Család a nevelés és az oktatás fókuszában. ISSN 2062-090X

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Lander, V (2021) "Hopeful or Hopeless? Teacher Education in Turbulent Times." In: Heidrich, L and Mecheril, P and Karakaşoğlu, Y and Shure, S, (eds.) Regimes of Belonging, Schools and Migrations: Teaching in (Trans)National Constellations. Springer, pp. 419-435. ISBN 9783658291884 DOI: https://doi.org/10.1007/978-3-658-29189-1

Lofthouse, R and Beaton, M and Kools, Q and Kopp, E (2021) Valuing knowledge exchange and professional learning for educational inclusion: understanding professional dilemmas in policy and practice contexts. Pedagógusképzés, 20 (48). pp. 5-26. ISSN 0133-2570

Lofthouse, R and Whiteside, R and Rose, A (2021) Understanding coaching efficacy in education through activity systems: privileging the nuances of provision. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854 DOI: https://doi.org/10.1108/IJMCE-02-2021-0036

la Velle, L and Newman, S (2021) ITE in England and the CV-19 Pandemic: challenges and opportunities. In: Paper given at UCET R&I Symposium, 19 January 2021, Virtual. (Unpublished)

la Velle, L and Newman, S (2021) ITE in England and the CV-19 Pandemic: challenges and opportunities. In: Presentation for Bath Spa University, 21 January 2021, Online. (Unpublished)

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Maher, AJ and Haegele, JA and Sparkes, AC (2021) ‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education and Society. pp. 1-15. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2021.1897562

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Portman, R and Levy, A and Maher, A and Fairclough, S (2021) Co-developing peer interventions in health-related contexts: A case study from exercise referral. Health Education Journal, 81 (1). pp. 17-28. ISSN 0017-8969 DOI: https://doi.org/10.1177/00178969211045106

Portman, RM and Levy, AR and Maher, AJ and Fairclough, SJ (2021) Multi-Stakeholder Retrospective Acceptability of a Peer Support Intervention for Exercise Referral. International Journal of Environmental Research and Public Health, 18 (4). ISSN 1660-4601 DOI: https://doi.org/10.3390/ijerph18041720

S

Shi (史加祥), J and Jain, P (2021) Understanding the Outcomes of the China–England Mathematics Teacher Exchange: Observations of a Shanghai Teacher. ECNU Review of Education. p. 209653112110187. ISSN 2096-5311 DOI: https://doi.org/10.1177/20965311211018705