Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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The semiotic work of the hands in scientific inquiry
Sakr, M., Jewitt, C. and Price, S. 2014. The semiotic work of the hands in scientific inquiry. Classroom Discourse. 5 (1), pp. 51-70. https://doi.org/10.1080/19463014.2013.868078Article
‘Wrighting’ the self: new technologies and textual subjectivities
Sakr, M. 2012. ‘Wrighting’ the self: new technologies and textual subjectivities. Learning, Media and Technology. 37 (1), pp. 119-123. https://doi.org/10.1080/17439884.2012.636366Article
Feedback: ensuring it leads to enhanced learning
Boud, D. 2015. Feedback: ensuring it leads to enhanced learning. Clinical Teacher. 12 (1), pp. 3-7. https://doi.org/10.1111/tct.12345Article
All about… multilingualism & critical thinking
Burghardt, V., Barnaby, B. and Robertson, L. 2015. All about… multilingualism & critical thinking. Nursery World. 2015 (16), pp. 17-20. https://doi.org/10.12968/nuwa.2015.16.17Article
Editorial
Otterstad, A. and Osgood, J. 2015. Editorial. Reconceptualizing Educational Research Methodology. 6 (1). https://doi.org/10.7577/rerm.1508Article
Reimagining site-walks: sites for rich learning
Rooney, D., Gardner, A., Willey, K., Reich, A., Boud, D. and Fitzgerald, T. 2015. Reimagining site-walks: sites for rich learning. Australasian Journal of Engineering Education. 20 (1), pp. 19-30. https://doi.org/10.7158/D13-011.2015.20.1Article
Making the 'here' and 'now': rethinking children's digital photography with Deleuzian concepts
Sakr, M. and Kucirkova, N. 2015. Making the 'here' and 'now': rethinking children's digital photography with Deleuzian concepts. in: Hackett, A., Procter, L. and Seymour, J. (ed.) Children's Spatialities: Embodiment, Emotions and Agency London, UK. Palgrave Macmillan. pp. 54–74Book chapter
Flexible frameworks and building blocks
Bravenboer, D. and Workman, B. 2015. Flexible frameworks and building blocks. in: Helyer, R. (ed.) Facilitating Work-Based Learning: A Handbook for Tutors London Palgrave Macmillan. pp. 52-72Book chapter
The development of a pilot tool for examining engagement and involvement in screen-based activities in the early years
Harding, J. 2015. The development of a pilot tool for examining engagement and involvement in screen-based activities in the early years. PhD thesis Middlesex UniversityPhD thesis
The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives
Scollan, A. 2015. The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015Conference paper
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015Conference paper
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015Conference paper
Teaching and learning about child rights: a study of implementation in 26 countries
Jerome, L., Emerson, L., Lundy, L. and Orr, K. 2015. Teaching and learning about child rights: a study of implementation in 26 countries. UNICEF PFP & Queen's University Belfast.Project report
Art of play: contemporary art and play processes
de Rijke, V., Sinker, R., Tate, C. and Pajaczowska, R. (ed.) 2015. Art of play: contemporary art and play processes. Tate publishers.Edited Book
Collaborative creativity to enhance wellbeing in early years settings
Sakr, M. and Harding, J. 2015. Collaborative creativity to enhance wellbeing in early years settings. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015Conference paper
Parent-child closeness in art-making with digital and non-digital technologies
Sakr, M. 2015. Parent-child closeness in art-making with digital and non-digital technologies. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015Conference paper
Exploring and extending practitioner responses to young children’s art-making
Sakr, M. 2015. Exploring and extending practitioner responses to young children’s art-making. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015Conference paper
Collaborative creativity in digital text-making: challenging notions of personal ownership
Sakr, M. 2015. Collaborative creativity in digital text-making: challenging notions of personal ownership. Doncaster University Conference: Digital Pedagogies. Doncaster, UK 03 - 03 Jul 2015Conference paper
Schematic or subversive? Ready-made imagery in children’s digital art-making
Sakr, M. 2015. Schematic or subversive? Ready-made imagery in children’s digital art-making. Sheffield University Symposium on Childhood & The Digital Age. Sheffield, UK 2015Conference item
Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions [article]
Robertson, L., Kinos, J., Barbour, N., Pukk, M. and Rosqvist, L. 2015. Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions [article]. Early Child Development and Care. 185 (11-12), pp. 1815-1827. https://doi.org/10.1080/03004430.2015.1028392Article
Can digital technology be used to improve reflection in order to develop students’ critical thinking?
Barnaby, B. and Burghardt, V. 2015. Can digital technology be used to improve reflection in order to develop students’ critical thinking? Digital Technologies (2015). Doncaster, UK 2015Conference poster
Nurturing thinking skills in early years professionals
Burghardt, V., Barnaby, B., Scollan, A. and Farini, F. 2015. Nurturing thinking skills in early years professionals. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015Conference item
Reflections of early childhood studies students on their critical thinking skills
Barnaby, B. and Burghardt, V. 2015. Reflections of early childhood studies students on their critical thinking skills. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015Conference item
Transdisciplinary professional learning and practice
Gibbs, P. (ed.) 2015. Transdisciplinary professional learning and practice. Dordrecht Springer.Edited Book
The impact of work-based research projects at postgraduate level
Costley, C. and Abukari, A. 2015. The impact of work-based research projects at postgraduate level. Journal of Work-Applied Management. 7 (1), pp. 3-14. https://doi.org/10.1108/JWAM-10-2015-006Article
Educational knowledge in professional practice: a transdisciplinary approach
Costley, C. 2015. Educational knowledge in professional practice: a transdisciplinary approach. in: Gibbs, P. (ed.) Transdisciplinary Professional Learning and Practice Springer. pp. 121-133Book chapter
Reflective teaching in higher education
Ashwin, P., Boud, D., Coate, K., Hallet, F., Keane, E., Krause, K., Lebowitz, B., MacLaren, I., McArthur, J., McCune, V. and Tooher, M. 2015. Reflective teaching in higher education. Bloomsbury Publishing.Book
Engineers' professional learning: a practice-theory perspective
Reich, A., Rooney, D., Gardner, A., Willey, K., Boud, D. and Fitzgerald, T. 2015. Engineers' professional learning: a practice-theory perspective. European Journal of Engineering Education. 40 (4), pp. 366-379. https://doi.org/10.1080/03043797.2014.967181Article
Student satisfaction or happiness? : a preliminary rethink of what is important in the student experience
Gibbs, P. and Dean, A. 2015. Student satisfaction or happiness? : a preliminary rethink of what is important in the student experience. Quality Assurance in Education. 23 (1), pp. 5-19. https://doi.org/0.1108/QAE-10-2013-0044Article
12 teachers’ use of writing in displays of young children’s artwork
Sakr, M., Connelly, V. and Wild, M. 2015. 12 teachers’ use of writing in displays of young children’s artwork. in: Archer, A. and Breur, E. (ed.) Multimodality in Writing: The state of the art in theory, methodology and pedagogy De Gruyter Brill.Book chapter
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
Boud, D., Lawson, R. and Thompson, D. 2015. The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development. 34 (1), pp. 45-59. https://doi.org/10.1080/07294360.2014.934328Article
Happiness and education: troubling students for their own contentment
Gibbs, P. 2015. Happiness and education: troubling students for their own contentment. Time & Society. 24 (1), pp. 54-70. https://doi.org/10.1177/0961463X14561780Article
What can higher education learn from the workplace?
Boud, D. and Rooney, D. 2015. What can higher education learn from the workplace? in: Dailey-Hebert, A. and Dennis, K. (ed.) Transformative Perspectives and Processes in Higher Education Cham, Switzerland. Springer. pp. 195-209Book chapter
Work based knowledge: creation, recognition and use - a paradigm shift for higher education
Costley, C., Doncaster, K., Garnett, J. and Ferreira, I. 1999. Work based knowledge: creation, recognition and use - a paradigm shift for higher education. in: Researching work and learning: a first international conference: conference proceedings. Leeds School of Continuing Education, University of Leeds. pp. 53-60Book chapter
Work based learners’ engagement with the university: an exploratory study
Costley, C., Shukla, N. and Inceoglu, I. 2010. Work based learners’ engagement with the university: an exploratory study. London Middlesex University.Project report
General credit: a recognition of lifewide learning
Costley, C. 2014. General credit: a recognition of lifewide learning. in: Jackson, N. and Willis, J. (ed.) Lifewide learning & education in universities and colleges Lifewide Education.Book chapter
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of SuttonConference keynote
Troubling the notion of satisfied students
Gibbs, P. and Dean, A. 2014. Troubling the notion of satisfied students. Higher Education Quarterly. 68 (4), pp. 416-431. https://doi.org/10.1111/hequ.12039Article
Deliberation, capability and action research: knowledge and becoming
Gibbs, P. 2014. Deliberation, capability and action research: knowledge and becoming. Educational Action Research. 22 (3), pp. 428-440. https://doi.org/10.1080/09650792.2013.874955Article
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex UniversityConference poster
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