Items where Division is "Carnegie School of Education" and Year is 2023

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Archer, N (2023) Walking a desire track: Montessori pedagogy as resistance to normative pathways. Pedagogy Culture and Society. ISSN 0965-9757 (In Press)

Archer, N and Albin-Clark, J (2023) Playing social justice: How do early childhood teachers enact the right to play through resistance and subversion? Prism. pp. 1-22. ISSN 2514-5347 DOI: https://doi.org/10.24377/prism.article714

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Corazzi, S (2023) The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university? London Review of Education, 21 (1). pp. 1-10. ISSN 1474-8460 DOI: https://doi.org/10.14324/LRE.21.1.14

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Davies, C and Kong, S and Hendry, A and Archer, N and McGillion, M and Gonzalez-Gomez, N (2023) Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19. Journal of Early Childhood Research. pp. 1-20. ISSN 1476-718X

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Giese, M and Haegele, JA and Maher, AJ (2023) The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education. Journal of Teaching in Physical Education. pp. 1-7. ISSN 0273-5024 DOI: https://doi.org/10.1123/jtpe.2022-0239

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Haegele, JA and Holland, SK and Wilson, WJ and Maher, AJ and Kirk, TN and Mason, A (2023) Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review. pp. 1-15. ISSN 1356-336X DOI: https://doi.org/10.1177/1356336x231202658

Haegele, JA and Maher, AJ (2023) Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences. Educational Researcher. pp. 1-31. ISSN 0013-189X DOI: https://doi.org/10.3102/0013189X231176287

Horsley, N and Bilgili, Ö (2023) Making Diversity Count: an inclusive approach to counting the people of Europe: a discussion with Özge Bilgili. [UNSPECIFIED]

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Lander, A and Kay, K and Holloman, T (2023) Introduction: The long road ahead. In: COVID-19 and Racism: Counter-Stories of Colliding Pandemics. Policy Press Shorts Research, 1 . Bristol University Press, Bristol, pp. 1-9. ISBN 9781447366751 DOI: https://doi.org/10.51952/9781447366751.int001

Lander, A and Nicholson, LJ and Goenechea Permisan, C (2023) Breaking the cycle of couscous pedagogy: Are future teachers empowered to teach in multicultural societies? Journal of Education for Teaching. pp. 1-15. ISSN 0260-7476

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Martin, D (2023) Research supporting service transformation: Family Drug and Alcohol Courts and understanding the factors that contribute to their success. International Journal for Transformative Research, 10 (1). pp. 1-7. ISSN 2353-5415 DOI: https://doi.org/10.2478/ijtr-2023-0001

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Newman, S (2023) Editorial What works in initial teacher education? Journal of Education for Teaching, 49 (5). pp. 747-752. ISSN 0260-7476 DOI: https://doi.org/10.1080/02607476.2023.2269757

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Pierlejewski, M (2023) Doppelganger as Method. In: Child as Method International Symposium, 05-07 June 2023, Manchester, UK. DOI: https://doi.org/10.48420/24073236.v1

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Setter, J and Knight, R-A and Whitworth, N (2023) Re-evaluating the assessment of phonetic skills: what we learned during the pandemic. In: The 20th International Congress of Phonetic Sciences (ICPhS), 07 August 2023 - 11 August 2023, Prague.

Stephenson, L and Björk Thorkelsdóttir, R and Dunbar, KL and Karameri, K and Jónsdóttir, JG (2023) Creative Pedagogy as a Practice of Resistance: Rhizo-textual analysis of Artist Educators’ Practices within Differing European Curriculum Policy Contexts. Journal for Research in Arts and Sports Education, 7 (3). pp. 59-77. ISSN 2535-2857 DOI: https://doi.org/10.23865/jased.v7.5286

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Van Rossum, T and Ogilvie, P (2023) How to unlock underachieving children's potential to move and learn: Reporting on the Fit2Learn intervention. Physical Education Matters, 18 (3). pp. 32-36. ISSN 1751-0988