Education
| Title | Education |
|---|---|
| Alternative | HSE - Ed |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Some first steps towards training teachers to use literature
Lazar, G. 2003. Some first steps towards training teachers to use literature. IATEFL Special Interest Groups Newsletter in memory of Gillian Porter Ladousse.Article
Food for thought: metaphors in the EFL classroom
Lazar, G. 2004. Food for thought: metaphors in the EFL classroom. in: Pulverness, A. (ed.) IATEFL 2003: Brighton Conference Selections Whitstable IATEFL. pp. 125-127Book chapter
A cross-cultural awareness workshop: language, communication and difference
Odeniyi, V. and Lazar, G. 2011. A cross-cultural awareness workshop: language, communication and difference. The Teacher Trainer. 25 (1), pp. 2-8.Article
Literature and language teaching: exploring literary texts with the language learner
Lazar, G. 1996. Literature and language teaching: exploring literary texts with the language learner. TESOL Quarterly. 30 (4), pp. 773-776. https://doi.org/10.2307/3587934Article
Using novels in the language-learning classroom
Lazar, G. 1990. Using novels in the language-learning classroom. ELT Journal. 44 (3), pp. 204-214. https://doi.org/10.1093/elt/44.3.204Article
Using literature at lower levels
Lazar, G. 1994. Using literature at lower levels. ELT Journal. 48 (2), pp. 115-124. https://doi.org/10.1093/elt/48.2.115Article
A window on literature
Lazar, G. 1999. A window on literature. Cambridge Cambridge University Press.Book
Genre as implicit methodology in a collaborative writing initiative
Lazar, G. and Ellis, E. 2011. Genre as implicit methodology in a collaborative writing initiative. International Journal of English Studies. 11 (1), pp. 155-168.Article
Meanings and metaphors: activities to practise figurative language
Lazar, G. 2003. Meanings and metaphors: activities to practise figurative language. Cambridge Cambridge University Press.Book
Literature and language teaching: a guide for teachers and trainers
Lazar, G. 1993. Literature and language teaching: a guide for teachers and trainers. Cambridge Cambridge University Press.Book
Using figurative language to expand students' vocabulary
Lazar, G. 1996. Using figurative language to expand students' vocabulary. ELT Journal. 50 (1), pp. 43-51. https://doi.org/10.1093/elt/50.1.43Article
Authoring online materials for academic writing: issues and opportunities
Hale, L. and Lazar, G. 2007. Authoring online materials for academic writing: issues and opportunities. in: Alexander, O. (ed.) New approaches to materials development for language learning: proceedings of the 2005 joint BALEAP/SATEFL conference Oxford, UK Peter Lang. pp. 301-314Book chapter
The talking cure: from narrative to academic argument
Lazar, G. 2011. The talking cure: from narrative to academic argument. in: Bhatia, V., Hernández, P. and Pérez-Paredes, P. (ed.) Researching Specialized Languages Amsterdam John Benjamins Publishing Company.Book chapter
Happiness and education: recognising a fundamental attunement
Gibbs, P. 2014. Happiness and education: recognising a fundamental attunement. in: Papastephanou, M. (ed.) Philosophical Perspectives on Compulsory Education Springer. pp. 183-191Book chapter
When will I be a teacher?
Gibbs, P. 2014. When will I be a teacher? in: Reid, A., Hart, E. and Peters, M. (ed.) A Companion to Research in Education Springer. pp. 193-195Book chapter
Adopting consumer time and the marketing of higher education
Gibbs, P. 2010. Adopting consumer time and the marketing of higher education. in: Molesworth, M., Scullion, R. and Nixon, E. (ed.) The marketisation of higher education and the student as consumer London Routledge. pp. 52-63Book chapter
Doing work based research: approaches to enquiry for insider research
Costley, C., Elliott, G. and Gibbs, P. 2010. Doing work based research: approaches to enquiry for insider research. London Sage.Book
Exploring the notion of quality in quality higher education assessment in a collaborative future
Maguire, K. and Gibbs, P. 2013. Exploring the notion of quality in quality higher education assessment in a collaborative future. Quality in Higher Education. 19 (1), pp. 41-55. https://doi.org/10.1080/13538322.2013.774220Article
Does student engagement in self-assessment calibrate their judgement over time?
Boud, D., Lawson, R. and Thompson, D. 2013. Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education. 38 (8), pp. 941-956. https://doi.org/10.1080/02602938.2013.769198Article
"Your tern now my tern later": a tribute to the outlaw writer Russell Hoban
de Rijke, V. 2013. "Your tern now my tern later": a tribute to the outlaw writer Russell Hoban. Children's Literature in Education. 44 (4), pp. 281-294. https://doi.org/10.1007/s10583-012-9190-3Article
Engineers’ professional learning: through the lens of practice
Rooney, D., Willey, K., Gardner, A., Boud, D., Reich, A. and Fitzgerald, T. 2013. Engineers’ professional learning: through the lens of practice. in: Williams, B., Figueiredo, J. and Trevelyan, J. (ed.) Engineering Practice in a Global Context: Understanding the Technical and Social CRC Press/Balkema. pp. 265-280Book chapter
Feedback models for learning, teaching and performance
Molloy, E. and Boud, D. 2014. Feedback models for learning, teaching and performance. in: Spector, J., Merrill, M., Elen, J. and Bishop, M. (ed.) Handbook of Research on Educational Communications and Technology New York, NY. Springer. pp. 413-424Book chapter
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013Conference paper
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013Conference paper
Conflicting values in reflection on professional practice
Siebert, S. and Costley, C. 2013. Conflicting values in reflection on professional practice. Higher Education, Skills and Work-based Learning. 3 (3), pp. 156-167. https://doi.org/10.1108/HESWBL-07-2011-0032Article
Evaluation of the current status and knowledge contributions of professional doctorates
Costley, C. 2013. Evaluation of the current status and knowledge contributions of professional doctorates. Quality in Higher Education. 19 (1), pp. 7-27. https://doi.org/10.1080/13538322.2013.772465Article
Using the Phoebe pedagogic planner to enhance student learning and engagement in undergraduate psychology courses
Hager, J., Basiel, A., Howarth, M. and Zoubir, T. 2013. Using the Phoebe pedagogic planner to enhance student learning and engagement in undergraduate psychology courses. in: Wankel, C. and Blessinger, P. (ed.) Increasing student engagement and retention using classroom technologies: classroom response systems and mediated discourse technologies Emerald Group Publishing Limited.Book chapter
Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2013. Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity. Higher Education. 66 (1), pp. 93-104. https://doi.org/10.1007/s10734-012-9592-6Article
A model for student adoption of online interactivity
Karamanos, N. and Gibbs, P. 2012. A model for student adoption of online interactivity. Research in Post-Compulsory Education. 17 (3), pp. 321-334. https://doi.org/10.1080/13596748.2012.700108Article
The business value of structured workplace learning
Costley, C. and Critten, P. 2012. The business value of structured workplace learning. Global Focus Magazine. 6 (1), pp. 14-17.Article
Rethinking models of feedback for learning: the challenge of design
Boud, D. and Molloy, E. 2013. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38 (6), pp. 698-712. https://doi.org/10.1080/02602938.2012.691462Article
A Heideggerian phenomenology approach to higher education as workplace: a consideration of academic professionalism
Gibbs, P. 2009. A Heideggerian phenomenology approach to higher education as workplace: a consideration of academic professionalism. Studies in Philosophy and Education. 29 (3), pp. 275-285. https://doi.org/10.1007/s11217-009-9175-xArticle
Heidegger: time, work and the challenges for higher education
Gibbs, P. 2010. Heidegger: time, work and the challenges for higher education. Time & Society. 19 (3), pp. 387-403. https://doi.org/10.1177/0961463X09354438Article
Higher education quality and work-based learning: two concepts not yet fully integrated
Gibbs, P. and Armsby, P. 2010. Higher education quality and work-based learning: two concepts not yet fully integrated. Quality in Higher Education. 16 (2), pp. 185-187. https://doi.org/10.1080/13538322.2010.485729Article
Work based learning pedagogies and academic development
Costley, C. and Dikerdem, M. 2011. Work based learning pedagogies and academic development. London, UK Middlesex University.Project report
SRA final report: evaluation: work based learning scheme pilot: cohort 1: 2008-2010
Maguire, K., Costley, C. and Scott Hunt, S. 2010. SRA final report: evaluation: work based learning scheme pilot: cohort 1: 2008-2010. Institute for Work Based Learning Middlesex University.Project report
Margaret Miles: the educational journey of a comprehensive school campaigner
Hoare, L. 2012. Margaret Miles: the educational journey of a comprehensive school campaigner. FORUM . 54 (1), p. 91–102. https://doi.org/10.2304/forum.2012.54.1.91Article
Decision-making for feedback
Boud, D. and Molloy, E. 2012. Decision-making for feedback. in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 202-218Book chapter
Written feedback: what is it good for and how can we do it well?
Jolly, B. and Boud, D. 2012. Written feedback: what is it good for and how can we do it well? in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 104-124Book chapter
Changing conceptions of feedback
Molloy, E. and Boud, D. 2012. Changing conceptions of feedback. in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 11-33Book chapter
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