Education
| Title | Education |
|---|---|
| Alternative | HSE - Edu |
| Faculty | Faculty of Health, Social Care and Education |
Latest research outputs
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Learning to read with meaning: early literacy and young Pakistani British children.
Robertson, L. 2001. Learning to read with meaning: early literacy and young Pakistani British children. 22nd Annual Ethnography in Education Research Forum on “Situating literacies and learning”. Philadelphia, PA, USA 02 - 03 Mar 2001Conference paper
Parallel literacy classes and multilingual flexibility: learning to read in English, Urdu and classical Arabic in England
Robertson, L. 2003. Parallel literacy classes and multilingual flexibility: learning to read in English, Urdu and classical Arabic in England. European Conference on Educational Research. Hamburg, Germany 17 - 20 Sep 2003Conference paper
Opening or closing? Learning to read in three parallel literacy classes and developing multilingual flexibility.
Robertson, L. 2004. Opening or closing? Learning to read in three parallel literacy classes and developing multilingual flexibility. 15th Sociolinguistics Symposium on "Culture, contact, and change". Newcastle upon Tyne, UK 01 - 04 Apr 2004Conference paper
Opening doors to community language schools: towards a new European research agenda.
Robertson, L. 2004. Opening doors to community language schools: towards a new European research agenda. 2nd International JTET Conference “Sustainable development. Culture. Education”. Tallinn, Estonia 14 - 16 Apr 2004Conference keynote
Multilingual flexibility and literacy learning in an Urdu community school.
Robertson, L. 2005. Multilingual flexibility and literacy learning in an Urdu community school. AERA annual meeting on "Demography and democracy in the era of accountability". Montréal, Canada 11 - 15 Apr 2005Conference paper
Celebrations of learning in parallel literacy classes: bilingual children and early literacy.
Robertson, L. 2005. Celebrations of learning in parallel literacy classes: bilingual children and early literacy. European Conference on Educational Research (ECER). Dublin, Ireland 07 - 10 Sep 2005Conference paper
Simultaneous and complementary literacy learning.
Robertson, L. 2005. Simultaneous and complementary literacy learning. British Educational Research Association Annual Conference. Wales, UK 14 - 17 Sep 2005Conference paper
Multilingual methodologies: capturing and representing bilingual children’s voices.
Robertson, L. 2006. Multilingual methodologies: capturing and representing bilingual children’s voices. 16th European Early Childhood Education Research Association (EECERA) Conference: 'Democracy and culture in early childhood education'. Reykjavik, Iceland 30 Aug - 02 Sep 2006Conference paper
The role of community groups and community language schools in initial teacher education (ITE)
Robertson, L. 2006. The role of community groups and community language schools in initial teacher education (ITE). BERA Annual Conference. Warwick, UK 06 - 09 Sep 2006Conference paper
Bilingual teaching assistants and learning in early years settings.
Drury, R. and Robertson, L. 2007. Bilingual teaching assistants and learning in early years settings. 17th European Early Childhood Education Research Association (EECERA) Conference: 'Exploring Vygotsky’s ideas: crossing borders'. Prague, Czech Republic 29 Aug - 01 Sep 2007Conference paper
Parallel literacy classes and hidden strengths: learning to read in English, Urdu and classical Arabic
Robertson, L. 2002. Parallel literacy classes and hidden strengths: learning to read in English, Urdu and classical Arabic. Reading. 36 (3), pp. 119-126. https://doi.org/10.1111/1467-9345.00198Article
Teaching and learning in community language schools.
Robertson, L. 2005. Teaching and learning in community language schools. National Association for Language Development in the Curriculum (NALDIC).Working paper
The role of community groups and community language schools in initial teacher education (ITE).
Robertson, L. 2007. The role of community groups and community language schools in initial teacher education (ITE). London Multiverse.Technical report
From Karelia to Kashmir: a journey into bilingual children's story-reading experiences within school and community literacy practice.
Robertson, L. 1997. From Karelia to Kashmir: a journey into bilingual children's story-reading experiences within school and community literacy practice. in: Gregory, E., Strickland, D. and Genishi, C. (ed.) One child, many worlds: early learning in multicultural communities. David Fulton. pp. 163-175Book chapter
Early literacy and young emergent bilingual pupils: the exclusive nature of the national curriculum and the national literacy strategy
Robertson, L. 2000. Early literacy and young emergent bilingual pupils: the exclusive nature of the national curriculum and the national literacy strategy. in: Walraven, G., Parsons, C., Veen, D. and Day, C. (ed.) Combating social exclusion through education Garant Publishers. pp. 189-206Book chapter
Excluded voices: educational exclusion and inclusion.
Robertson, L. and Hill, R. 2001. Excluded voices: educational exclusion and inclusion. in: Mike, C. and Hill, D. (ed.) Schooling and equality: fact, concept and policy. Kogan Page. pp. 73-94Book chapter
Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community learning
Parke, T., Drury, R., Kenner, C. and Robertson, L. 2002. Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community learning. Journal of Early Childhood Literacy. 2 (2), pp. 195-220. https://doi.org/10.1177/14687984020022004Article
Multilingual flexibility and literacy learning in an Urdu community school.
Robertson, L. 2004. Multilingual flexibility and literacy learning in an Urdu community school. in: Gregory, E., Long, S. and Volk, D. (ed.) Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. Routledge. pp. 171-181Book chapter
Learning to read 'properly' by moving between parallel literacy classes.
Robertson, L. 2006. Learning to read 'properly' by moving between parallel literacy classes. Language and education. 20 (1), pp. 44-61. https://doi.org/10.1080/09500780608668709Article
Multilingual learning: stories from schools and communities in Britain.
Conteh, J., Martin, P. and Robertson, L. 2007. Multilingual learning: stories from schools and communities in Britain. Trentham Books.Book
One in the crossfire: early years foundation stage, national curriculum and every child matters
Robertson, L. 2009. One in the crossfire: early years foundation stage, national curriculum and every child matters. in: Hill, D. and Robertson, L. (ed.) Equality in the primary school: promoting good practice across the curriculum. Continuum.Book chapter
Developing links between communities, schools and teacher training
Robertson, L. 2010. Developing links between communities, schools and teacher training. in: Lytra, V. and Martin, P. (ed.) Sites of multilingualism: complementary schools in Britain today. Trentham Books.Book chapter
A day in the life of a bilingual practitioner: ways of mediating knowledge [Norway]
Drury, R., Cable, C. and Robertson, L. 2008. A day in the life of a bilingual practitioner: ways of mediating knowledge [Norway]. 18th European Early Childhood Education Research Association (EECERA) Conference: 'Reconsidering the basics in early childhood education'. Stavanger, Norway 03 - 06 Sep 2008Conference paper
A day in the life of a bilingual practitioner: ways of mediating knowledge [UK]
Cable, C., Drury, R. and Robertson, L. 2009. A day in the life of a bilingual practitioner: ways of mediating knowledge [UK]. 2nd International Conference on Multilingualism on 'Making multilingualism meaningful: linking theory to practice'. London, UK 19 - 20 Jun 2009Conference paper
Bilingual practitioners constructing mediation. “In a middle person I am a bridge.”
Robertson, L. 2009. Bilingual practitioners constructing mediation. “In a middle person I am a bridge.”. 19th European Early Childhood Education Research Association (EECERA) Conference: 'Diversities in Early Childhood Education'. Strasbourg, France 26 - 29 Aug 2009Conference paper
A young bilingual child starting school: learning in an English nursery class.
Robertson, L. and Drury, R. 2010. A young bilingual child starting school: learning in an English nursery class. 20th European Early Childhood Education Research Association (EECERA) Conference: ‘Knowledge and Voice in Early Childhood: Who Knows, Who Speaks, Who Listens?’. Birmingham, UK 06 - 08 Sep 2010Conference paper
Work based learning partnerships and structural capital: the case of Middlesex University.
Garnett, J. 2002. Work based learning partnerships and structural capital: the case of Middlesex University. DProf thesis Middlesex UniversityDProf thesis
As if: childhood as a metaphor a psychoanalytic examination of twentieth century texts depicting childhood in the garden and the school.
de Rijke, V. 2000. As if: childhood as a metaphor a psychoanalytic examination of twentieth century texts depicting childhood in the garden and the school. PhD thesis Middlesex UniversityPhD thesis
Assessing work based learning.
Garnett, J. and Workman, B. 2006. Assessing work based learning. HEA Conference: "Bringing research and teaching together". Millennium Gloucester Hotel, London 24 Nov 2006Conference paper
Work-based learning at higher education level: value, practice and critique
Lester, S. and Costley, C. 2010. Work-based learning at higher education level: value, practice and critique. Studies in Higher Education. 35 (5), pp. 561-575. https://doi.org/10.1080/03075070903216635Article
Supporting pedagogy and practice in early years settings
Allen, S. and Whalley, M. 2010. Supporting pedagogy and practice in early years settings. Exeter Learning Matters.Book
The development of work based learning for sustainable environmental education.
Garelick, H., Rounce, K. and Garnett, J. 2007. The development of work based learning for sustainable environmental education. World Environmental Education Congress 2007. Durban, South Africa 02 - 06 Jul 2007Conference paper
How does your learning style affect your ability to learn in the workplace?
Workman, B. 2011. How does your learning style affect your ability to learn 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. 22-38Book chapter
Learning through work in health and social sciences.
Workman, B. 2009. Learning through work in health and social sciences. in: Garnett, J., Costley, C. and Workman, B. (ed.) Work based learning: a journey to the core of higher education. London Middlesex University Press.Book chapter
A training pack for HCAs.
Workman, B. 2005. A training pack for HCAs. Chichester Aeneas Press.Book
Supporting the transition year: educational and clinical partnerships in developing a work based learning programme.
Bennett, C., Workman, B., Mallik, M. and Leitermann, M. 2001. Supporting the transition year: educational and clinical partnerships in developing a work based learning programme. 3rd RCN Joint Education Forums' Conference, Education: Partners in Practice. Eastbourne 15 - 17 Feb 2001Conference paper
The accreditation process.
Workman, B. 2002. The accreditation process. Anticoagulation Specialist Association Conference. Regent's College, London 03 Jul 2002Conference paper
'Casing the joint' the insider researcher; exploring the work context in preparation for project work.
Workman, B. 2006. 'Casing the joint' the insider researcher; exploring the work context in preparation for project work. UALL WBL Conference. University of Northampton 24 - 25 Apr 2006Conference paper
Pushing the boundaries in accrediting experiential learning.
Workman, B. and Armsby, P. 2007. Pushing the boundaries in accrediting experiential learning. SEEC Annual Conference: Credit After Burgess - Emerging Issues. University of the West of England, Bristol 22 Jun 2007Conference paper
Mapping the WBL continuum workshop.
Armsby, P. and Workman, B. 2007. Mapping the WBL continuum workshop. UALL Work Based Learning: a multi-dimensional approach to knowledge. Middlesex University Jul 2007Conference paper
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