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Number of items: 56.
A
Abrahams, I;
Reiss, MJ;
Sharpe, R;
(2014)
The impact of the 'Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work.
RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
, 32
(3)
pp. 263-280.
10.1080/02635143.2014.931841.
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B
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Baars, S;
Bernardes, E;
Elwick, AR;
Malortie, A;
McAleavy, T;
McInerney, L;
Menzies, L;
+ view all
(2014)
Lessons from London schools: Investigating the success.
(Centre for London
).
CfBT Education Trust: Reading, UK.
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Bentall, C;
(2014)
Literature review on communication skillls teaching.
Health Education England PSU: London, UK.
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Bentall, C;
(2014)
Study of the views on teaching and learning within health qualifications in England.
National Health Service (NHS): London, UK.
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Bentall, C;
(2014)
Approaches to developing pedagogical skills in the new Higher Education teacher.
In: Cunningham, B, (ed.)
Professional Life in Modern British Higher Education.
(pp. 26-44).
Institute of Education Press: London, UK.
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Bentall, C;
Allen, H;
(2014)
Learning Theories: A Critique. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 6, Unit 1.
FAIMER Centre for Distance Learning, CenMEDIC, London, UK.
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Bentall, C;
Bourn, D;
McGough, H;
Hodgson, A;
Spours, K;
(2014)
Global Learning for Global Colleges: Creating opportunities for greater access to international learning for 16-25 year olds.
Journal of Further and Higher Education
, 38
(5)
pp. 621-640.
10.1080/0309877X.2013.817001.
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Bourn, D;
(2014)
School Linking and Global Learning - Teachers' Reflections.
(Development Education Research Centre Research Reports
12
, pp. pp. 1-44
).
Development Education Research Centre, Institute of Education, University College London: London, UK.
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Bourn, D;
(2014)
The Theory and Practice of Global Learning.
(Development Education Research Centre Research Reports
11
).
Development Education Research Centre, Institute of Education, University College London in partnership with the Global Learning Programme: London, UK.
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Brant, JW;
(2014)
The state of initial teacher education in England and what's happening in business and economics.
Teaching Business & Economics
, 18
(1)
pp. 12-13.
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C
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Crisan, C;
(2014)
The case of the square root: ambiguous treatment and pedagogical implications for prospective mathematics teachers.
In: Pope, S, (ed.)
Edited proceedings of BCME 8, University of Nottingham, Apr 2014.
(pp. pp. 75-82).
British Society for Research into Learning Mathematics: Nottingham, UK.
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Crisan, C;
Rodd, M;
(2014)
Talking the talk…but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers?
In: Hobbs, L and Törner, G, (eds.)
Taking an international perspective on "out-of-field" teaching: proceedings and agenda for research and action from the 1st Teaching Across Specialisations (TAS) Collective Symposium.
(pp. pp. 25-26).
TAS Collective: Porto, Portugal.
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D
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Dann, R;
(2014)
Assessment as Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice.
Assessment in Education: Principles, Policy & Practice
, 21
(2)
pp. 149-166.
10.1080/0969594X.2014.898128.
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Davies, P;
Sanders, D;
Amos, R;
(2014)
Learning in cultivated gardens and other outdoor landscapes.
In: Boulter, C and Reiss, M and Sanders, D, (eds.)
Darwin-inspired Learning.
(pp. 47-58).
Sense Publishers: Rotterdam, The Netherlands.
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Durden, G;
(2014)
Starting from Where They Start.
Teaching Business and Economics
, 18
(1)
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Durden, G;
(2014)
Demonstrating progress in Economics and Business Studies: Making the starter the plenary.
Teaching Business and Economics
, 18
(2)
pp. 20-21.
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G
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González-Weil, C;
Gómez Waring, M;
Ahumada Albalay, G;
Bravo González, P;
Salinas Tapia, E;
Avilés Cisternas, D;
Pérez, JL;
(2014)
Contribution of Collaborative Work to Teacher Reflection
and the Transformation of Pedagogical Practices of School
and University Science Teachers // Contribución del trabajo colaborativo en la reflexión docente y en la transformación de las prácticas pedagógicas de profesores de ciencia escolares y universitarios.
Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana
, 51
(2)
pp. 75-85.
10.7764/PEL.51.2.2014.6.
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González-Weil, C;
Gómez Waring, M;
Ahumada Albayay, G;
Bravo González, P;
Salinas Tapia, E;
Avilés Cisternas, D;
Pérez, JL;
(2014)
Principios de Desarrollo Profesional Docente construidos por y para Profesores de Ciencia: una propuesta sustentable que emerge desde la indagación de las propias prácticas / Principles of Teacher Professional Development built by and for Science Teachers: a sustainable proposal that emerges from the inquiry of self-practices.
Estudios pedagógicos (Valdivia)
, 40
(Especial)
pp. 105-126.
10.4067/S0718-07052014000200007.
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González-Weil, C;
Merino-Rubilar, C;
Ahumada, G;
Arenas, A;
Salinas, V;
Bravo, P;
(2014)
The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education.
Procedia - Social and Behavioral Sciences
, 116
pp. 4199-4204.
10.1016/j.sbspro.2014.01.916.
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H
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Hamblin, Declan;
(2014)
Physical Education assessment from 2014: assessing without limits.
Research in Teacher Education
, 4
(2)
pp. 25-33.
10.15123/uel.8917w.
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Hardman, MA;
(2014)
How might educational research into children’s ideas about light be of use to teachers?
Physics Education
, 49
(6)
pp. 644-653.
10.1088/0031-9120/49/6/644.
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Hargreaves, E;
(2014)
The practice of promoting primary pupils’ autonomy: examples of teacher feedback.
Educational Research
, 56
(3)
pp. 295-309.
10.1080/00131881.2014.934554.
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Heuberger, M;
(2014)
'Worldmindedness' and Development Education: A Teacher Voice.
(Global Learning Programme Innovation Fund Research Series
1
).
Global Learning Programme (GLP) – England: London, UK.
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Hodgen, J;
Tomei, A;
McAlinden, M;
(2014)
Mathematical transitions: a report on the mathematical and statistical needs of students undertaking undergraduate studies in various disciplines.
Higher Education Authority: York, UK.
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Hunt, F;
(2014)
Learner councils in South African schools: Adult involvement and learners' rights.
Education, Citizenship and Social Justice
, 9
(3)
pp. 268-285.
10.1177/1746197914545928.
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K
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Kyza, E;
Levinson, R;
(2014)
SSIBL: A theory-informed instructional framework for enhancing students' understanding and action on socio-scientific issues through an inquiry approach.
Presented at: EAPRIL 2014, Nicosia, Cyprus.
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L
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Lambert, D;
Hopkin, J;
(2014)
A possibilist analysis of the geography national curriculum in England.
International Research in Geographical and Environmental Education
, 23
(1)
pp. 64-78.
10.1080/10382046.2013.858446.
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Leaton Gray, SH;
Scott, D;
Auld, E;
(2014)
Curriculum Development: A Report for the International Baccalaureate Organisation (IBO).
International Baccalaureate Organisation: The Hague, Netherlands.
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Levinson, R;
Dos Santos, WP;
De Carvalho, LM;
(2014)
The political dimension of environmental education into research of Brazilian journals of science education.
Revista Brasileira de Pesquisa em Educacao em Ciencias
, 14
(2)
pp. 199-213.
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Lin, K;
Starkey, H;
(2014)
Networked young citizens and citizenship education in the digital age: a virtual ethnographic research into Chinese university students' civic learning via cyber civic participation.
In: Cowan, S and Jin, T and Cowan, L and Pan, Z, (eds.)
New Directions for Education in China.
(pp. 169-189).
IOE Press: London, UK.
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Loo, SY;
(2014)
Placing 'knowledge' in teacher education in the English further education sector: an alternative approach based on collaboration and evidence-based research.
British Journal of Educational Studies
, 62
(3)
pp. 337-354.
10.1080/00071005.2014.959465.
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M
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Marks, Rachel;
(2014)
The Dinosaur in the Classroom: what we stand to lose through ability-grouping in the primary school.
FORUM
, 56
(1)
pp. 45-54.
10.2304/forum.2014.56.1.45.
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McCulloch, S;
Reiss, M;
Jinman, P;
Wathes, C;
(2014)
The RCVS codes of conduct: what's in a word?
VETERINARY RECORD
, 174
(3)
pp. 71-72.
10.1136/vr.f7520.
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Morgan, C;
(2014)
Beyond communication: using language for researching curriculum, pedagogy and policy in mathematics education.
Didactica Mathematicae
, 36
pp. 33-56.
10.14708/dm.v36i0.690.
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Morgan, C;
Craig, T;
Schuette, M;
Wagner, D;
(2014)
Language and communication in mathematics education: an overview of research in the field.
ZDM
, 46
(6)
pp. 843-853.
10.1007/s11858-014-0624-9.
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Mujtaba, T;
Reiss, MJ;
(2014)
A SURVEY OF PSYCHOLOGICAL, MOTIVATIONAL, FAMILY AND PERCEPTIONS OF PHYSICS EDUCATION FACTORS THAT EXPLAIN 15-YEAR-OLD STUDENTS' ASPIRATIONS TO STUDY PHYSICS IN POST-COMPULSORY ENGLISH SCHOOLS.
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
, 12
(2)
pp. 371-393.
10.1007/s10763-013-9404-1.
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Mujtaba, T;
Reiss, MJ;
Hodgson, A;
(2014)
Motivating and supporting young people to study mathematics: A London perspective.
London Review of Education
, 12
(1)
pp. 121-142.
10.18546/LRE.12.1.11.
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Murdan, S;
Blum, N;
Francis, S;
Slater, E;
Alem, N;
Munday, M;
Taylor, J;
+ view all
(2014)
The Global Pharmacist.
School of Pharmacy and Development Education Research Centre, Institute of Education, University College London: London, UK.
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O
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Osler, A;
Starkey, H;
(2014)
Learning for cosmopolitan citizenship: theoretical debates and young people's experiences.
In: Gearon, L, (ed.)
Learning to Teach Citizenship in the Secondary School.
(pp. 281-292).
Routledge: London, United Kindom.
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P
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Pratt, D;
Ainley, J;
(2014)
Chance Re-encounters: 'Computers in Probability Education' revisited.
In: Wassong, T and Frischemeier, D and Fischer, PR and Hochmuth, R and Bender, P, (eds.)
Mit Werkzeugen Mathematik und Stochastik lernen – Using Tools for Learning Mathematics and Statistics.
(pp. 165-177).
Springer Spektrum: Wiesbaden, Germany.
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Price, S;
Levinson, R;
Davies, P;
(2014)
How can research underpin teaching in UCL Biosciences?
In:
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R
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Reiss, MJ;
White, J;
(2014)
An aims-based curriculum illustrated by the teaching of science in schools.
Curriculum Journal
, 25
(1)
pp. 76-89.
10.1080/09585176.2013.874953.
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Reiss, M;
(2014)
Teaching evolution whilst acknowledging creationism.
Dialogue Australasia
pp. 5-8.
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Reiss, M;
(2014)
What place does science have in an aims-based curriculum?
School Science Review
, 95
(352)
pp. 9-14.
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Reiss, M;
Mujtaba, T;
(2014)
How can we get more students to study mathematics or physics?
In:
Engineering UK 2014.
(pp. 67-68).
EngineeringUK: London.
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Reiss, MJ;
(2014)
Sex education and science education in faith-based schools.
In:
International Handbook of Learning, Teaching and Leading in Faith-Based Schools.
(pp. 261-276).
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Reiss, MJ;
(2014)
What Significance does christianity have for science education?
In:
International Handbook of Research in History, Philosophy and Science Teaching.
(pp. 1637-1662).
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Reiss, MJ;
(2014)
The curriculum and subject knowledge.
In: Suissa, J and Winstanley, C and Marples, R, (eds.)
Education, Philosophy and Well-being: New perspectives on the work of John White.
(pp. 26-38).
Routledge: London, UK.
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Rodd, M;
Reiss, M;
Mujtaba, T;
(2014)
Qualified, But Not Choosing STEM at University: Unconscious Influences on Choice of Study.
Canadian Journal of Science, Mathematics and Technology Education
, 14
(4)
pp. 330-345.
10.1080/14926156.2014.938838.
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Rodger, Fiona B;
(2014)
Peer-coaching in higher education: an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values.
Doctoral thesis (Ed.D), UCL (University College London).
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S
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Shain, F;
Dann, R;
Watts, L;
(2014)
Raising Attainment at Key Stage One in Stoke-on-Trent Phase One Report: Case Study Research 2014.
Keele University: Keele University, UK.
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Sheldrake, R;
Mujtaba, T;
Reiss, MJ;
(2014)
Calibration of self-evaluations of mathematical ability for students in England aged 13 and 15, and their intentions to study non-compulsory mathematics after age 16.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
, 64
pp. 49-61.
10.1016/j.ijer.2013.10.008.
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Smith, CA;
(2014)
Gender and participation in mathematics and further mathematics A-levels: a literature review for the Further Mathematics Support Programme.
Institute of Education, University College London: London, UK.
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Starkey, H;
Akar, B;
Jerome, L;
Osler, A;
(2014)
Power, pedagogy and participation: Ethics and pragmatics in research with young people.
Research in Comparative and International Education
, 9
(4)
pp. 426-440.
10.2304/rcie.2014.9.4.426.
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T
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Tereshchenko, A;
(2014)
New migration, new challenges: Eastern European migrant pupils in English schools.
King's College London: London, UK.
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Tunnicliffe, SD;
(2014)
Concepts or Context? Hands on Science in Early Learning, its Crucial Role. Understanding from the Pri-Sci-Net Project.
In: Costa, MFM and Pombo, P and Dorrio, BV, (eds.)
Hands-on Science: Science Education with and for Society.
(pp. 68-71).
Hands-on Science Network: Braga, Portugal.
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