Items where Division is "Leeds Beckett University 2020/21 > Carnegie School of Education" and Year is 2021

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Beaton, MC and Codina, GN and Wharton, JC (2021) Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities. ISSN 1354-4187 DOI: https://doi.org/10.1111/bld.12399

Beaton, MC and Thomson, S and Cornelius, S and Lofthouse, R and Kools, Q and Huber, S (2021) Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives. Sustainability, 13 (4). p. 2167. ISSN 2071-1050 DOI: https://doi.org/10.3390/su13042167

Birkenshaw, C and Temple Clothier, A (2021) The strange case of querying Gove’s cultural capital legacy. Pedagogy Culture and Society. ISSN 1468-1366 DOI: https://doi.org/10.1080/14681366.2021.1933144

Blower, S and Berry, V and Bursnall, M and Gridley, N and Cohen, J and Loban, A and Mandefield, L and Mason-Jones, A and McGilloway, S and McKendrick, K and Mitchell, S and Pickett, K and Richardson, G and Teare, D and Tracey, L and Walker, S and Whittaker, K and Wright, J and Bywater, T (2021) Enhancing Social-Emotional Outcomes in Early Years (E-SEE): Randomized Pilot Study of Incredible Years Infant and Toddler Programs. Journal of Child and Family Studies, 30. pp. 1933-1949. ISSN 1062-1024

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Dobson, J and Dobson, T (2021) Empowering student voice in a secondary school: Character Education through project-based learning with students as teachers. Teacher Development, 25 (2). pp. 103-119. ISSN 1366-4530 DOI: https://doi.org/10.1080/13664530.2020.1865442

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Glazzard, J and Stones, S (2021) ‘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 DOI: https://doi.org/10.1080/13603124.2020.1829712

Glazzard, J and Stones, S (2021) Running Scared? A Critical Analysis of LGBTQ+ Inclusion policy in Schools. Frontiers in Sociology. ISSN 2297-7775 DOI: https://doi.org/10.3389/fsoc.2021.613283

Glazzard, J and Stones, S (2021) Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far? Frontiers in Education. ISSN 2504-284X DOI: https://doi.org/10.3389/feduc.2020.607939

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Haegele, JA and Maher, AJ (2021) Male autistic youth experiences of belonging in integrated physical education. Autism. p. 136236132110186. ISSN 1362-3613 DOI: https://doi.org/10.1177/13623613211018637

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Lander, V and Fairchild, N (2021) "Seeing beyond: Perspectives of Black children in English ECEC." In: Sage Handbook of Global Childhoods. Sage. ISBN 9781529717815

Linfield, R (2021) Finding the Fun in Healthy Living. Primary Science (168). pp. 9-10. ISSN 0269-2465

Linfield, R and Holbrey, C (2021) Lava or vinegar? How science models can create misconceptions. Primary Science, 167. pp. 10-11. ISSN 0269-2465

Lofthouse, R and Hollweck, T (2021) Contextual coaching: levering and leading school improvement through collaborative professionalism. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854 DOI: https://doi.org/10.1108/IJMCE-01-2021-0019

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Morley, D and Miller, A and Rudd, J and Issartel, J and Goodway, J and O’Connor, D and Harvey, S and Ogilvie, P and van Rossum, T (2021) Exploring Coaches’ Perceptions of the Feasibility of a Movement-Oriented Games-Based Assessment Within “Made to Play” Programs. International Sport Coaching Journal. pp. 1-12. ISSN 2328-918X DOI: https://doi.org/10.1123/iscj.2020-0038

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Page, D (2021) Atmospheres, spaces and job crafting: home visits in Alternative Provision. Research Papers in Education, 38 (1). pp. 102-120. ISSN 0267-1522 DOI: https://doi.org/10.1080/02671522.2021.1961292

Page, D (2021) Family engagement and compassion fatigue in Alternative Provision. International Journal of Inclusive Education. pp. 1-14. ISSN 1360-3116 DOI: https://doi.org/10.1080/13603116.2021.1938713

Pierlejewski, M (2021) “I feel like two different teachers”: the split self of teacher subjectivity. Pedagogy, Culture and Society. ISSN 1747-5104 DOI: https://doi.org/10.1080/14681366.2021.1924845

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Van Rossum, T and Foweather, L and Hayes, S and Richardson, D and Morley, D (2021) Expert recommendations for the design of a teacher-oriented movement assessment tool for children aged 4-7 years: a Delphi study. Measurement in Physical Education and Exercise Science. pp. 1-11. ISSN 1091-367X DOI: https://doi.org/10.1080/1091367x.2021.1876070