Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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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 (CUP).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 (CUP).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 (CUP).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
Building a scaffold: assessing experiential learning using open negotiated module templates
Workman, B. and Thomas Edison State College 2012. Building a scaffold: assessing experiential learning using open negotiated module templates. National Institute on the Assessment of Adult Learning 2012: Tradition and Innovation in a Competitive Environment. Caesars Atlantic City, N.J., USA 06 - 08 Jun 2012Conference item
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
How do you use learning contracts and action plans to demonstrate learning in the workplace?
Workman, B. 2011. How do you use learning contracts and action plans to demonstrate learning in the workplace? in: Jackson, C. and Thurgate, C. (ed.) Workplace learning in health and social care: a student's guide Maidenhead McGraw Hill. pp. 74-83Book chapter
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 European Early Childhood Education Research Association (EECERA) Conference: 'Values, Cultures & Contexts'. University of Tallin, Estonia 28 - 31 Aug 2013Conference paper
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd European Early Childhood Education Research Association (EECERA) Conference: 'Values, Cultures & Contexts'. University of Tallin, 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
Role virtue ethics and academic ethics: a consideration of academic freedom
Gibbs, P. 2013. Role virtue ethics and academic ethics: a consideration of academic freedom. International Journal of Educational Management. 27 (7), pp. 720-729. https://doi.org/10.1108/IJEM-10-2012-0124Article
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 Publishing Limited. pp. 47-79Book 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
Work based learning: learning for the student, the organisation and the HEI
Workman, B. 2010. Work based learning: learning for the student, the organisation and the HEI. Getting there by Degrees: Fast Track (two year Bachelor) Degrees and Flexible Learning Conference. Plymouth, UK 18 Jun 2010Conference item
Interpreting academic level descriptors for work based learning
Workman, B. and Maguire, A. 2011. Interpreting academic level descriptors for work based learning. in: Dhillon, B., Edmonds, T., Felce, A., Minton, A. and Wall, T. (ed.) Making employer and university partnerships work: accredited employer-led learning Faringdon, UK Libri.Book chapter
Work based projects: what they are and how to do them
Workman, B. and Helyer, R. 2010. Work based projects: what they are and how to do them. in: Helyer, R. (ed.) The work-based learning student handbook Palgrave Macmillan. pp. 127-154Book chapter
Flexible approaches to building awards using CPD and Work Based Learning – experiences from Middlesex University
Workman, B. 2010. Flexible approaches to building awards using CPD and Work Based Learning – experiences from Middlesex University. Getting There By Degrees. Plymouth 18 Jun 2010Conference paper
Work based learning: creative, imaginative and flexible approaches
Moore, T. and Workman, B. 2011. Work based learning: creative, imaginative and flexible approaches. The International Journal of Learning. 17 (12), pp. 67-80.Article
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
Building a cross-disciplinary team – experiences from a work-based learning CETL
Workman, B., Durrant, A., Critten, P., Partridge, S. and Doncaster, K. 2011. Building a cross-disciplinary team – experiences from a work-based learning CETL. in: Tallantyre, F. and Kettle, J. (ed.) Learning from experience in employer engagement York, UK The Higher Education Academy. pp. 26-33Book chapter
CETL for work based learning: enhancing innovation and creativity in teaching and learning
Workman, B., Armsby, P., Durrant, A. and Frame, P. 2011. CETL for work based learning: enhancing innovation and creativity in teaching and learning. Higher Education, Skills and Work-based Learning. 1 (3), pp. 273-288. https://doi.org/10.1108/20423891111179669Article
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
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