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

Archer, N (2022) Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy. Policy Futures in Education. ISSN 1478-2103 DOI: https://doi.org/10.1177/14782103221138013

Archer, N and Albin-Clark, J (2022) Telling stories that need telling A dialogue on resistance in Early Childhood Education. Forum for Promoting 3-19 Comprehensive Education, 64 (2). pp. 21-29. ISSN 0963-8253 DOI: https://doi.org/10.3898/forum.2022.64.2.02

Atkinson, S and Martin, CR (2022) Early detection of risk of reading difficulties using a working memory assessment battery. British Educational Research Journal. ISSN 0141-1926 DOI: https://doi.org/10.1002/berj.3821

Ayliffe, P and Bartle, H and Joyce, P and Stubbs, K and Atkinson, S and Beaton, M (2022) "The ADVOST project: Facilitating voice and agency in the early years classroom." In: Biddulph, J and Rolls, L and Flutter, J, (eds.) Unleashing Children’s Voices in New Democratic Primary Education. Unlocking Research . Routledge, Abingdon. ISBN 9781032016443

Bancroft, K and Greenspan, S (2022) Facilitators and barriers of inclusion: a critical incident technique analysis of one non-binary Physical Education teacher’s workplace experiences. Sport, Education and Society. pp. 1-13. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2022.2034143

Beaton, M and Burke, A and Dharan, V and Galkiene, A and Kyrö-Ämmälä, O and Lakkala, S and Löfström, J and Maxwell, G (2022) Education For All: Approaches to Teacher Education for Inclusion: An Invited Policy Brief. In: UNESCO World Higher Education Conference 2022, 18 May 2022 - 20 May 2022, Barcelona.

Bligh, C and Newman, S (2022) Second language acquisition for EAL learners: from philosophical understandings to classroom practices. Impact (15).

Boyle, RC (2022) We are not ‘Mixed’, we are ‘All’: understanding the educational experiences of mixed ethnicity children to enhance learner agency. Education 3-13, 50 (4). pp. 471-482. ISSN 0300-4279 DOI: https://doi.org/10.1080/03004279.2022.2052237

Cassidy, C and Wall, K and Robinson, C and Arnott, L and Beaton, M and Hall, E (2022) Bridging the theory and practice of eliciting the voices of young children: findings from the Look Who’s Talking project. European Early Childhood Education Research Journal. pp. 1-16. ISSN 1350-293X DOI: https://doi.org/10.1080/1350293x.2022.2026431

Dobson, T (2022) “A structure that other people are directing”: Doctoral Students’ Writing of Qualitative Theses in Education. The Qualitative Report, 27 (4). pp. 997-1010. ISSN 2160-3715 DOI: https://doi.org/10.46743/2160-3715/2022.5151

Dobson, T and Stephenson, L (2022) A trans-European perspective on how artists can support teachers, parents and carers to engage with young people in the creative arts. Children & Society. ISSN 0951-0605 DOI: https://doi.org/10.1111/chso.12580

Eldred, L and Gough, B and Glazzard, J (2022) Male pre-service teachers: navigating masculinities on campus and on placement. Gender and Education. pp. 1-15. ISSN 0954-0253 DOI: https://doi.org/10.1080/09540253.2022.2078794

Gridley, N (2022) Parental perceptions of an indoor bouldering programme for toddlers and pre-schoolers in England: an initial exploratory study. Journal of Adventure Education and Outdoor Learning. pp. 1-17. ISSN 1472-9679 DOI: https://doi.org/10.1080/14729679.2022.2027795

Jayman, M and Glazzard, J and Rose, A (2022) Tipping point: The staff wellbeing crisis in higher education. Frontiers in Education, 7. ISSN 2504-284X DOI: https://doi.org/10.3389/feduc.2022.929335

Kakos, M (2022) A third space for inclusion: multilingual teaching assistants reporting on the use of their marginal position, translation and translanguaging to construct inclusive environments. International Journal of Inclusive Education. ISSN 1360-3116 DOI: https://doi.org/10.1080/13603116.2022.2073060

Korte, S-M and Burton, S and Keskitalo, P and Turunen, T and Beaton, M and Lee, C-KJ and Kong, S-C and Wang, L and Smith, D and Munday, J (2022) Teacher Education in the Frontline: Improving Teachers' Future Digital Competencies for the Enhancement of Learning Outcomes and to Promote Equality: Invited Policy Brief. In: UNESCO World Higher Education Conference 2022, 18 May 2022 - 20 May 2022, Barcelona. (Unpublished)

Ktenidis, A (2022) Navigating dis/ableist school playgrounds and toilets with geographic maturity: stories of young people with dwarfism from their secondary education. Children's Geographies. ISSN 1473-3285 DOI: https://doi.org/10.1080/14733285.2022.2099246

Lofthouse, R and Gunning, C (2022) "A Manifesto for Attuned Teaching." In: McGovern, W and Gillespie, A and Woodley, H, (eds.) Understanding Safeguarding for Children and their Educational Experiences: a guide for Students, ECTs and School Support Staff. Emerald, Croydon, UK. ISBN 9781802627107

Maher, A and Haegele, J and Sparkes, A (2022) Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment. Disability and Society. ISSN 0968-7599 DOI: https://doi.org/10.1080/09687599.2022.2116560

Maher, A and Parkinson, S and Thomson, A (2022) The Influence of a Special School Placement on Prospective Teachers’ Views About the Nature, Purpose, and Value of Physical Education in England: A Gramscian Critique. Quest. pp. 1-19. ISSN 0033-6297 DOI: https://doi.org/10.1080/00336297.2022.2091462

Maher, A and Van Rossum, T and Morley, D (2022) Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education. British Educational Research Journal. ISSN 0141-1926 DOI: https://doi.org/10.1002/berj.3832

Maher, AJ and Haegele, JA (2022) The authenticity of disability simulations through empathetic imaginings: the perspectives of visually impaired people. Educational Review. ISSN 0013-1911 DOI: https://doi.org/10.1080/00131911.2022.2119207

Maher, AJ and McVeigh, J and Thomson, A and Knight, J (2022) Exclusion, inclusion and belonging in mainstream and disability sport: Jack’s story. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X DOI: https://doi.org/10.1080/2159676x.2022.2111457

Maitland, J and Glazzard, J (2022) Finding a way through the fog: school staff experiences of the Covid-19 pandemic. Cambridge Journal of Education. pp. 1-23. ISSN 0305-764X DOI: https://doi.org/10.1080/0305764x.2022.2040954

Newman, S (2022) Teacher education under attack. Journal of Education for Teaching, 48 (1). ISSN 0260-7476 DOI: https://doi.org/10.1080/02607476.2021.2014241

Okwei, ET-O and Forson, A and Proven-Adzri, E and Ahenkora-Duodu, K and Kalognia, J and Abotsi-Masters, S and Andorful, F (2022) Promoting radio astronomy in Ghana through school visits and Astronomy Clubs. Physics Education, 57 (5). ISSN 0031-9120 DOI: https://doi.org/10.1088/1361-6552/ac832b

Portman, R and Levy, A and Maher, A and Fairclough, S (2022) A commentary on the development of a physical activity community-based peer intervention: Theoretical and practical insights from the social identity approach. The European Health Psychologist, 22 (5). pp. 858-863.

Smith, H and Lander, V (2022) Finding ‘pockets of possibility’ for anti‐racism in a curriculum for student teachers: From absence to action. Curriculum Journal. ISSN 0958-5176 DOI: https://doi.org/10.1002/curj.177

Stephenson, L and Gridley, N (2022) ‘Moving from intervention to integration’: an evaluation of early interventions into mental health and wellbeing across Lambeth schools with a focus on creative therapies. Technical Report. Leeds Beckett, Leeds.

Stewart-Hall, C and Rabiger-Hakak, P and Lander, A and Grant, V (2022) Resisting whiteness: anti-racist leadership and professional learning in majority White senior leadership teams in English schools. Curriculum Journal. ISSN 0958-5176 DOI: https://doi.org/10.1002/curj.196

Takriti, R and Atkinson, S and Rickett, B and Mohamad, F and Al Dhaheri, M (2022) “Crying and Chaos” – Starting School Experiences of Teachers in the United Arab Emirates (UAE). International Journal of Educational and Life Transitions, 1 (1). pp. 1-15. ISSN 2754-2890 DOI: https://doi.org/10.5334/ijelt.26

Vijayavarathan-R, K and Óskarsdóttir, E and Beaton, M and Turunen, T and Kagan, O and Flotskaya, N and Bulanova, S (2022) Development of Teacher Self-Efficacy for Teaching in Rural Schools in The Circumpolar North: Lessons for Teacher Education. Journal of Teacher Education and Educators, 11 (3). pp. 293-308. ISSN 2147-5407

Wilkinson, C (2022) The need for Qualified School Teacher Mentors for Initial Teacher Training, Early Career Teachers and Beyond: Why don’t school teacher mentors need a qualification in mentoring? Educational Process International Journal, 11 (3). pp. 7-31. ISSN 2147-0901 DOI: https://doi.org/10.22521/edupij.2022.113.1