Items where Subject is "L Education > LB Theory and practice of education"

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Barnes, Janine(2015)Changing perceptions of ICT at KS3 : a critical investigation using activity theory.Doctoral thesis, University of Wales Trinity Saint David.

Barnes, JanineandWaters, Jane(2018)Reform of Initial Teacher Education in Wales: taking an analytical approach to the issues using activity theory.In: Teacher education policy and practice: international perspectives and inspirations. Key concepts (1). Foundation for the Development of the Education System Polish National Agency for the Erasmus+ Programme Al. Jerozolimskie 142a, 02-305 Warsaw www.frse.org.pl | kontakt@frse.org.pl, Warsaw, pp. 148-166. ISBN 978-9949-29-023-9

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Cooze, Angela(2018)A critical exploration of a Professional Learning Community as a mechanism for developing whole-school approaches to literacy in Wales.Doctoral thesis, University of Wales Trinity Saint David.

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Davies, Susan M. B.andHowes, Andrew(2007)Prosiect dysgu cydradd. Facilitating teacher engagement in more inclusive practice. Research report.UNSPECIFIED.

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Gealy, Ann-MarieandTinney, GlendaandMacDonald, NatalieandWaters, Jane(2020)A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales.Professional Development in Education. pp. 298-314. ISSN 1941-5265

Grigg, RussellandLewis, Helen(2016)A-Z of Learning Outside the Classroom.Other. Bloomsbury Publishing.

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Hopwood, Mererid(2017)Curo'n Hyderus ar y Drws Tri Enw.威尔士Journal of Education, 19 (1). pp. 69-89. ISSN 2059-3708

Hughes, SionedandLewis, Helen(2020)Tensions in current curriculum reform and the development of teachers’ professional autonomy.Curriculum Journal. ISSN 0958-5176

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Jones, ColinandPenaluna, KathrynandPenaluna, Andrew(2020)Value creation in entrepreneurial education: towards a unified approach.Education and Training. ISSN 0040-0912

Jones, KenandAngelle, PamelaandLohmann-Hancock, Caroline(2019)Local implementation of national policy: social justice perspectives from the USA, India, and Wales.In: Cultures of Social Justice Leadership. Palgrave Macmillan, pp. 1-18. ISBN 978-3-030-10873-1 (In Press)

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Ketcha Djiffouet, Annel Ludovic(2019)An Investigation into the Acquisition of Tacit Knowledge in e-Learning Environments: An Experimental Study.Doctoral thesis, University of Wales Trinity Saint David.

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Lewis, Helen(2017)Supporting the development of young children's metacognition through video stimulated reflective dialogue.Early Child Development and Care. ISSN 0300-4430

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MacDonald, Natalie(2014)Autistic Spectrum Disorder: Behaviour Therapy, Relationship Therapy and Play; A Combined Future?Masters thesis, University of Wales Swansea.

MacDonald, Natalie(2016)Early Intervention Multi-agency case study.[Teaching Resource] (Unpublished)

MacDonald, NatalieandGealy, Ann-MarieandTinney, Glenda(2019)Exploring the effect of an attachment intervention in areas of multiple deprivation on adult–child interaction and the implications for children's social, emotional and behavioural development.Early Child Development and Care. ISSN 1476-8275

MacDonald, NatalieandWaters, Jane(2016)The Early Years Foundation Stage: Theory and Practice Chapter 3 The National Picture.In: The Early Years Foundation Stage; Theory and Practice 3rd Edition. Sage, pp. 58-59. ISBN 978-1-47390-820-8

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Penaluna, Kathryn(2021)Through a design education lens: Are we reinventing the wheel for entrepreneurial education?Doctoral thesis, University of Wales Trinity Saint David.

Pitman, Jessica(2014)An investigation into the actions of parenting educators that affect learners' self-esteem, underpinned by Malcom Knowles' (1998) theory of how adults mature through learning.Masters thesis, University of Wales, Trinity Saint Davids.

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Rekers, AngelaandWaters-Davies, Jane(2021)‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School.In: Outdoor Learning and Play Pedagogical Practices and Children's Cultural Formation. Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 34) (34). Springer open access, pp. 145-160. ISBN 978-3-030-72597-6

Riley, Howard(2014)Drivers of creativity: how theory can inform contemporary practice in the art school curriculum and beyond.International Journal of Arts Education, 8. ISSN 2326-9944

Riley, Howard(2019)Learning drawing: Sustaining the primacy of visualcy within a neo-liberal artschool curriculum.Drawing: Research, Theory, Practice, 4 (2). pp. 299-309. ISSN 2057-0384

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Siencyn, Sian Wyn(2008)Y plentyn bach : cyflwyniad i astudiaethau plentyndod cynnar.Cyhoeddiadau Coleg y Drindod, Caerfyrddin.

Southern, Alex(2020)创造力通过念力:艺术和Wellbeing in Education (AWE) Professional Learning Programme.International Journal of Education through Art, 16 (3). pp. 319-332. ISSN 17435234

Southern, Alex(2016)The Ministry of Education Film Experiment From Post-War Visual Education to 21st Century Literacy.Palgrave Macmillan.

Southern, Alex(2019)The Power of creative learning through the Arts: economic imperative or social good?Power and Education, 11 (2). pp. 175-190. ISSN 17577438

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Tinney, Glenda(2013)Perceptions and understanding of Education for Sustainable Development and Global Citizenship (ESDGC) by teachers and teacher trainees and the opportunities and challenges of integrating ESDGC into early childhood learning within the Foundation Phase.Masters thesis, University of Wales Trinity Saint David.

Tinney, GlendaandMerriman, Eileen(2018)Early Years Education and Education for Sustainable Development and Global Citizenship (ESDGC)- Two Sides of the Same Coin?威尔士Journal of Learning and Teaching in Higher Education, 1 (1). pp. 71-76. ISSN 2396-7285

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Waters, Jane(2016)The Foundation Phase in Wales – time to grow up?威尔士Journal of Education, 18 (1). pp. 179-198. ISSN 2059-3708

Waters, JaneandMacDonald, Natalie(2020)Exploring the use of a rating scale to support professional learning in early years pre-school staff: the experience of one local authority in Wales.Early Years (CEYE).

Waters, JaneandSharpling, Elaine(2020)Changing the Lens: mapping the development of research dispositions in programmes of Initial Teacher Education (ITE).威尔士Journal of Education, 22 (1). pp. 165-183. ISSN 2059-3716