Items where Division is "Leeds Beckett University 2020/21 > Carnegie School of Education" and Year is 2020

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Number of items: 23.


Atkinson, SJ and Takriti, RA and Elhoweris, H (2020) Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England. Education 3-13. ISSN 0300-4279 DOI:


Burton, S (2020) Whats the point of initial teacher training? Former trainee voice on the influence of in-service ITT upon the prectice of established post-compulsory teachers. Research in Post-Compulsory Education, 25 (3). pp. 337-358. ISSN 1359-6748 DOI:


Dobson, T and Stephenson, L and De Arede, A (2020) Writing a Novel with Roma Primary School Children: Tensions in Disrupting Aetonormativity. Children's Literature in Education. ISSN 0045-6713 DOI:


Fabri, M and Fenton, G and Andrews, PCS and Beaton, MC (2020) Experiences of higher education students on the autism spectrum: Stories of low mood and high resilience. International Journal of Disability, Development and Education. ISSN 1034-912X DOI:

Farrell, F and Lander, V and Shaw, S (2020) Britishness, Identity and Belonging. Project Report. UNSPECIFIED.


Glazzard, J and Jindal-Snape, D and Stones, S (2020) Transitions into and through higher education : the lived experiences of students who identify as LGBTQ+. Frontiers in Education, 5 (81). ISSN 2504-284X DOI:

Glazzard, J and Stones, S (2020) ‘Nothing fazes me, I can do it all’: Developing headteacher resilience in a complex and challenging educational climate. International Journal of Leadership in Education. ISSN 1360-3124 (In Press)

Glazzard, J and Stones, S (2020) A rigorous approach to the teaching of reading? Systematic synthetic phonics in initial teacher education. Frontiers in Education. ISSN 2504-284X DOI:

Glazzard, J and Szreter, B (2020) Developing students' mental health literacy through the power of sport. Support for Learning, 35 (2). pp. 222-251. ISSN 0268-2141 DOI:


Hylton, K and Evans, A and Agergaard, S and Campbell, PI and Lenneis, V (2020) ‘Black Lives Matter:’ sport, race and ethnicity in challenging times. European Journal for Sport and Society. ISSN 1613-8171 DOI:


Lander, V and Nicholson, LJ (2020) Cinderella Academics: Teacher Educators in the Academy. In: Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Palgrave Macmillan, pp. 235-253. ISBN 9783030468897 DOI:

Linfield, R and Nabb, D (2020) The science says... Primary Science, 164. p. 7. ISSN 0269-2465

Lofthouse, RM and Greenway, C and Davies, P and Davies, D and Lundholm, C (2020) Pre-service teachers’ conceptions of their own learning : does context make a difference? Research Papers in Education. ISSN 1470-1146 DOI:

la Velle, L and Newman, S and Montgomery, C and Hyatt, D (2020) Initial Teacher Education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching. ISSN 0260-7476 DOI:


Morley, D and Banks, T and Haslingden, C and Kirk, B and Parkinson, S and Van Rossum, T and Morley, I and Maher, A (2020) Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study. European Physical Education Review. ISSN 1356-336X DOI:


Newman, S and Latifi, A (2020) Vygotsky, education, and teacher education. Journal of Education for Teaching. ISSN 0260-7476 DOI:

Nicholson, L and Lander, V (2020) The Control Beliefs of Teacher Educators regarding their Research Engagement. Educational Review. ISSN 0013-1911 DOI:


Page, D (2020) Family engagement in Alternative Provision. British Educational Research Journal. ISSN 0141-1926 DOI:

Page, D (2020) ‘Poor worm, thou art infected!’: Seduction and colonisation in Further Education. In: Caliban's Dance: FE after The Tempest. Trentham Books, London. ISBN 9781858569246


Stephenson, L and Dobson, T (2020) Releasing the Socio-Imagination: Children’s voices on Creativity, Capability and Mental Well-being. Support for Learning, 35 (4). pp. 454-472. ISSN 0268-2141 DOI:

Stones, S and Glazzard, J (2020) Tales from the chalkface: using narratives to explore agency, resilience and identity of gay teachers. Frontiers in Sociology. ISSN 2297-7775 DOI:

Sutcliffe, R and Linfield, R and Riley, G (2020) Re-valuing the role of the Personal Tutor : Face to face meetings to engage student teachers in professional conversations A research summary working paper by Ruth Sutcliffe, Rachel Linfield and Gaynor Riley. Working Paper. Leeds Beckett University.


Temple Clothier, A and Matheson, D (2020) Twelve Tips for Using Co-creation for Value Creation and Professional Development. MedEdPublish, 9 (1). ISSN 2312-7996 DOI:

This list was generated on Fri Sep 17 05:12:05 2021 BST.