Items for Education in 2022

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Number of items: 28.

B

Betts, Tab (2022) Radically collaborative learning environments. In: Oprandi, Paolo and Betts, Tab (eds.) Ideas for Active Learning. University of Sussex Library, UK, pp. 39-47. ISBN 9780995786271

Bokhove, Christian and Hampden-Thompson, Gillian (2022) Country and school family composition’s effects on mathematics achievement. School Effectiveness and School Improvement. pp. 1-23. ISSN 0924-3453

C

Crossouard, Barbara, Dunne, Mairead, Szyp, Carolina, Madu, Tessy and Teekin, Bela (2022) Rural youth in southern Nigeria: fractured lives and ambitious futures. Journal of Sociology, 58 (2). pp. 218-235. ISSN 1440-7833

Crossouard, Barbara and Oprandi, Paolo (2022) Decolonising formative assessment. In: Theory and Method in Higher Education Research. Emerald, London, pp. 181-196. ISBN 9781804553848

D

Daley, Stephanie, Farina, Nicolas, Hughes, Laura, Armsby, Elise, Akarsu, Nazire, Pooley, Joanna, Towson, Georgia, Feeney, Yvonne, Tabet, Naji, Fine, Bethany and Banerjee, Sube (2022) Covid-19 and the quality of life of people with dementia and their carers—The TFD-C19 study. PLoS ONE, 17 (1). e0262475. ISSN 1932-6203

Danvers, Emily and Hinton-Smith, Tamsin (2022) Marginalisation and Mixed Feelings: Supporting Students of Gypsy, Roma and Traveller Heritage Imagining Higher Education in the UK. Compare: a journal of comparative and international education. ISSN 0305-7925 (Accepted)

Delprato, Marcos (2022) Educational gender gap in sub-Saharan Africa: does the estimation method matter? A comparison using a sample of opposite sex twins. International Journal of Educational Development, 95. pp. 1-10. ISSN 0738-0593

Delprato, Marcos and Frola, Alessia (2022) Zones of educational exclusion of out-of-school youth. International Journal of Educational Development, 88. a102532. ISSN 0738-0593

Delprato, Marcos, Frola, Alessia and Antequera, Germán (2022) Indigenous and non-Indigenous proficiency gaps for out-of-school and in-school populations: a machine learning approach. International Journal of Educational Development, 93. ISSN 0738-0593

Delprato, Marcos, Paparella, Carla and Perusia, Juan Cruz (2022) Un diagnóstico del abandono a nivel secundario en la provincia de Entre Ríos (Argentina). Project Report. University of Sussex.

G

Gericke, Niklas, Hudson, Brian, Olin-Scheller, Christina and Stolare, Martin (2022) Researching powerful knowledge and epistemic quality across school subjects. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and curriculum: epistemic quality across school subjects. Bloomsbury Publishing, London, pp. 1-16. ISBN 9781350167094

Gericke, Niklas, Hudson, Brian, Olin-Scheller, Christina and Stolare, Martin (2022) Trajectories of epistemic quality and powerful knowledge across school subjects. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and curriculum: epistemic quality across school subjects. Bloomsbury publishing, London, pp. 198-221. ISBN 9781350167094

Gooda, Theresa (2022) Reading re-cognized: fostering collaborative reading pedagogies to reconstruct reading teaching practice with secondary English teachers. Doctoral thesis (PhD), University of Sussex.

H

Haeri Mazanderani, Fawzia, Danvers, Emily, Hinton-Smith, Tamsin and Webb, Rebecca (2022) Contortion, loss and moments for joy: insights into writing groups for international doctoral students. Teaching in Higher Education. pp. 1-16. ISSN 1356-2517

Hall, M and Hampden-Thompson, G (2022) The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform. International Journal of Science Education. pp. 1-20. ISSN 0950-0693

Hudson, Brian (2022) Evaluating epistemic quality in primary school mathematics in Scotland. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects. Bloomsbury Publishing plc, London, pp. 17-35. ISBN 9781350167094

Hudson, Brian (2022) Teachers as curriculum makers for school mathematics of high epistemic quality. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and quality: implications for innovation in teacher education policy and practice. Reinventing Teacher Education . Bloomsbury Publishing plc, London, pp. 145-166. ISBN 9781350178403

K

Kirby, Perpetua, Villani, Michela and Webb, Rebecca (2022) Children’s Covid-19 writing and drawings and the existential imperative to educate for uncertainty. Children & Society. pp. 1-22. ISSN 0951-0605

Kosbar, Yasser (2022) Sticky objects and cruel desires: exploring the journeys of Egyptian women postgraduates into and out of UK higher education. Doctoral thesis (PhD), University of Sussex.

L

Loquet, Monique, Hudson, Brian and Wegner, Anke (2022) Epistemic quality of physical education in a high school in France. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and curriculum: epistemic quality across school subjects. Bloomsbury publishing, London, pp. 37-53. ISBN 9781350167094

M

Morrice, Linda (2022) Will the war in Ukraine be a pivotal moment for refugee education in Europe? International Journal of Lifelong Education, 41 (3). pp. 251-256. ISSN 0260-1370

Morris, Charlotte, Hinton-Smith, Tamsin, Marvell, Rosa and Brayson, Kimberley (2022) Gender back on the agenda in higher education: perspectives of academic staff in a contemporary UK case study. Journal of Gender Studies, 31 (1). pp. 101-113. ISSN 0958-9236

P

Pinnick, Sue (2022) Using role play to explore professional situations for practice-based courses. In: Betts, Tab and Oprandi, Paolo (eds.) 100 Ideas for Active Learning. University of Sussex Library, UK, pp. 393-398. ISBN 9780995786271

S

Stolare, Martin, Hudson, Brian, Gericke, Niklas and Olin-Scheller, Christina (2022) Implications of powerful professional knowledge for innovation in teacher education policy and practice. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and quality: implications for innovation in teacher education policy and practice. Reinventing Teacher Education . Bloomsbury Publishing, London, pp. 225-241. ISBN 9781350178403

Stolare, Martin, Hudson, Brian, Gericke, Niklas and Olin-Scheller, Christina (2022) Powerful professional knowledge and innovation in teacher education policy and practice. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and quality: implications for innovation in teacher education policy and practice. Reinventing Teacher Education . Bloomsbury Publishing, London, pp. 1-21. ISBN 9781350178403

W

Webb, Rebecca and Foster, Kathy (2022) Championing a not knowing Transformative Pedagogy and Practice: re-envisioning the role of the ECEC Practitioner. In: Solvason, Carla and Webb, Rebecca (eds.) Exploring and Celebrating the Early Childhood Practitioner An Interrogation of Pedagogy, Professionalism and Practice. London and New York Routledge Early Education, Taylor & Francis, pp. 98-110. ISBN 9781032072746

Wegner, Anke, Hudson, Brian and Loquet, Monique (2022) Epistemic quality of language learning in a primary classroom in Germany. In: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina and Stolare, Martin (eds.) International perspectives on knowledge and curriculum: epistemic quality across school subjects. Bloomsbury publishing, London, pp. 55-77. ISBN 9781350167094

Westbrook, Jo, Baleeta, Margaret, Dyer, Caroline and Islei, Annette (2022) Re-imagining a synchronous linguistic landscape of public and school uses of Runyoro-Rutooro and Runyankore-Rukiga in early childhood education in Western Uganda. Journal of Multilingual and Multicultural Development. pp. 1-14. ISSN 0143-4632

This list was generated on Wed Nov 30 08:07:05 2022 GMT.