Items where Division is "Carnegie School of Education" and Year is 2024

Article

Albin-Clark, J and Archer, N and Chesworth, L (2024) Storying hopeful resistances to datafication: Cracks, spacetimematterings and figurations of agency within the more-than-human ecologies of early childhood education and care. Contemporary Issues in Early Childhood. pp. 1-18. ISSN 1463-9491 DOI: https://doi.org/10.1177/14639491241267947

Anderson, SK and Ozsezer-Kurnuc, S and Jain, P (2024) Judging Student Teacher Effectiveness: A Systematic Review of Literature. British Journal of Educational Studies. pp. 1-33. ISSN 0007-1005 DOI: https://doi.org/10.1080/00071005.2024.2374070

Archer, N (2024) Walking a desire track: Montessori pedagogy as resistance to normative pathways. Pedagogy Culture and Society. pp. 1-19. ISSN 1468-1366 DOI: https://doi.org/10.1080/14681366.2024.2355097

Archer, N (2024) The development of Birth to Five Matters guidance: Reflections on the critical agency and collective advocacy of an English early childhood coalition. Early Years. pp. 1-15. ISSN 0957-5146 DOI: https://doi.org/10.1080/09575146.2024.2387343

Belkin, L and Lander, A and McCormack, M (2024) Impossible visibilities of Black and Global Majority staff at an ethnically diverse English university. International Journal of Qualitative Studies in Education. pp. 1-16. ISSN 0951-8398 DOI: https://doi.org/10.1080/09518398.2024.2348812

Hardwick, AE and Huntley, T and Maher, A and Whitehead, A (2024) “It’s just been learning on the job”: becoming and developing as a ParaHockey coach. Sports Coaching Review. pp. 1-14. ISSN 2164-0629 DOI: https://doi.org/10.1080/21640629.2024.2343570

Horsley, N and Kakos, M and Koehler, C and Kooijman, K and Tudjman, T (2024) Online schooling and the digital divide: challenges and opportunities for migrant students’ online inclusion. Intercultural Education. pp. 1-10. ISSN 1467-5986 DOI: https://doi.org/10.1080/14675986.2024.2349863

Kakos, M (2024) Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students. Intercultural Education. pp. 1-16. ISSN 1467-5986 DOI: https://doi.org/10.1080/14675986.2024.2349473

Kong, S-C and Korte, S-M and Burton, S and Keskitalo, P and Turunen, T and Smith, D and Wang, L and Lee, JC-K and Beaton, MC (2024) Artificial Intelligence (AI) literacy – an argument for AI literacy in education. Innovations in Education and Teaching International. pp. 1-7. ISSN 1470-3297 DOI: https://doi.org/10.1080/14703297.2024.2332744

Lakkala, S and Beaton, MC and Kokko, K (2024) A conceptual analysis of inclusive education in terms of participation and agency. Support for Learning. pp. 1-12. ISSN 0268-2141 DOI: https://doi.org/10.1111/1467-9604.12477

Maher, A and Quarmby, T and Hooper, O and Wells, V and Slavin, L (2024) Culture, power, and ideology: The purpose and value of PE in alternative provision schools in England. Educational Review. pp. 1-18. ISSN 0013-1911 DOI: https://doi.org/10.1080/00131911.2024.2392555

Maher, A and Quarmby, T and Hooper, O and Wells, V and Slavin, L (2024) Physical education in alternative provision schools: A case of spatial (in)justice? British Educational Research Journal (BERJ). pp. 1-18. ISSN 0141-1926 DOI: https://doi.org/10.1002/berj.4064

Maher, AJ and Haegele, JA (2024) Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement. British Journal of Sociology of Education. pp. 1-16. ISSN 0142-5692 DOI: https://doi.org/10.1080/01425692.2024.2334272

Maher, AJ and Haegele, JA and Swanston, D (2024) The purpose and value of a summer camp for visually impaired young people. British Journal of Visual Impairment. pp. 1-11. ISSN 0264-6196 DOI: https://doi.org/10.1177/02646196241261608

Nerantzi, C and Gillaspy, E and Sinfield, S and Karatsiori, M and Burns, T and Hunter, A and Seat, H and Tasler, N (2024) Like the sea: Living communityship as a form of participatory leadership within the creativity for learning in HE (#creativeHE) community. Innovations in Education and Teaching International, 61 (5). pp. 1058-1074. ISSN 1470-3297 DOI: https://doi.org/10.1080/14703297.2023.2256700

Newman, S (2024) Editorial Teacher education: familiar themes in changing times. Journal of Education for Teaching, 50 (4). pp. 547-549. ISSN 0260-7476 DOI: https://doi.org/10.1080/02607476.2024.2377826

Newman, S and Archer, N (2024) Maria Montessori and the Mystery of Language Acquisition. Journal of Montessori Research, 10 (1). pp. 1-11. ISSN 2378-3923 DOI: https://doi.org/10.17161/jomr.v10i1.21686

Pierlejewski, M (2024) Doppelganger as method: A framework for examining datafication. Contemporary Issues in Early Childhood. pp. 1-11. ISSN 1463-9491 DOI: https://doi.org/10.1177/14639491241273927

Pierlejewski, M and Murtagh, L and Humphreys, H (2024) The simple view of teaching: Authorised pedagogies, curriculum and the neoliberal learner in preservice teacher education. Asia-Pacific Journal of Teacher Education. ISSN 1359-866X (In Press)

Poynter, E (2024) My girl, old girl: Keywords, Collocations and Gender in British Children’s Fiction. Journal of Language and Literature, 24 (1). pp. 27-40. ISSN 1410-5691 DOI: https://doi.org/10.24071/joll.v24i1.7497

Qazi, AS and Schmid, D and Gridley, N and Lambourne, K and Daly-Smith, AJ and Tomporowski, PD (2024) The effects of acute exercise on long-term episodic memory: a systematic review and meta-analysis. Frontiers in Cognition, 3. pp. 1-26. ISSN 2813-4532 DOI: https://doi.org/10.3389/fcogn.2024.1367569

Sharma-Brymer, V and Kakos, M and Koehler, C and Denkelaar, M (2024) Supporting the educational integration of young people seeking asylum and refuge: Good practices from Germany, Sweden and the UK. Intercultural Education. pp. 1-20. ISSN 1467-5986 DOI: https://doi.org/10.1080/14675986.2024.2349475

Whitworth, N (2024) Learning to produce and transcribe cardinal vowels: speech and language therapy students’ perception of task difficulty. Clinical Linguistics & Phonetics. pp. 1-19. ISSN 0269-9206 DOI: https://doi.org/10.1080/02699206.2024.2336252

Wilkinson, C (2024) School-Based Teacher Mentoring – further evidence for the ‘Cinderella’ metaphor? Educational Process International Journal, 13 (1). pp. 15-34. ISSN 2147-0901 DOI: https://doi.org/10.22521/edupij.2024.131.2

Book Section

Kakos, M and Cooper, P (2024) "Identity as difference: On distinctiveness, cool and inclusion." In: Cefai, C, (ed.) Nurturing the wellbeing of students in difficulty: The legacy of Paul Cooper. Peter Lang, Oxford, UK, pp. 35-52. ISBN 9781803743431, 9781803743448, 9781803743424 DOI: https://doi.org/10.3726/b21409

Monograph

Stephenson, L and Patel, N (2024) Story Exchange Project: Empowering pupil voice through drama worldbuilding - Impact Report. Project Report. Leeds Beckett.