Items where Division is "Faculties > Faculty of Education & Humanities > Initial Teacher Education"

B

• Bracey, M., Bracey, P. and Kirkland, S. (2014) Chapter 7: History. In: Smith, P. and Dawes, L. (eds.) Subject Teaching in Primary Education :. London: Sage. pp. 129-148.
• Bracey, M., Bracey, P. and Kirkland, S. (2014) Chapter 7: History. In: Smith, P. and Dawes, L. (eds.) Subject Teaching in Primary History. London: Sage. pp. 129-148.
• Bracey, P. (2016) Editor. Primary History. 71 London: Historical Association. 0966-6559.
• Bracey, P. (2016) 'Shaping the future', black history and diversity: teacher perceptions and implications for curriculum development. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 44(1), pp. 101-112. 0300-4279.
• Bracey, P. (2017) Big Picture History: enabling children to get a sense of the past. Workshop presented to: Northern History Forum: Making Connections, Leeds Trinity University, 31 March 2017.
• Bracey, P. (2018) Editorial. Primary History. 78, p. 4. 0966-6559.
• Bracey, P. (2015) From home to the front. World War I (1914-18) in the primary classroom. Primary History. 69, pp. 14-19. 0966-6559.
• Bracey, P. (2007) Is inclusion good enough? Examination of an Irish dimension in the English history curriculum. Paper presented to: Anglo Irish Research Symposium, Northampton, 17-18 June 2007. (Unpublished)
• Bracey, P. (2008) Mainstreaming black history in schools. Workshop presented to: Making the Most of It: Black History and British Education, University of Northampton, 12 July 2008. (Unpublished)
• Bracey, P. (2008) Perceptions of an Irish dimension in the English history curriculum: implications for diversity within the curriculum. Paper presented to: European Association of History Educators (EUROCLIO) 15th Annual International Professional Development Conference: The Past in the Present: Identity, Diversity and Values Through History Teaching, University of the West of England, Bristol, 4 - 5 March 2008. (Unpublished)
• Bracey, P. (2010) Perceptions of the contribution of an Irish dimension in the English history curriculum. Educational Review. 62(2), pp. 203-213. 0013-1911.
• Bracey, P. (2011) Shaping the Future curriculum project resources: opportunity or surplus to requirements? Workshop presented to: Irish Association for Social, Scientific and Environmental Education (IASSEE) 10th Annual Conference: Learning for the Twenty-First Century: From Research to Practice, St. Patrick’s College, Drumcondra, Dublin, 04 – 05 February 2011. (Unpublished)
• Bracey, P. (2012) Shaping the Future: enhancing black history and diversity? Paper presented to: European Conference on Educational Research (ECER) 2012, University of Cadiz, 18-21 September 2012. (Unpublished)
• Bracey, P. (2016) So was everyone an Ancient Egyptian? Developing an understanding of the world in Ancient times. Primary History. 73, pp. 12-17. 0966-6559.
• Bracey, P. (2010) Teaching diversity in the history classroom. In: Davies, I. (ed.) Debates in History Teaching. London: Routledge. pp. 172-186.
• Bracey, P. (2006) Teaching for diversity? Exploring an Irish dimension in the school history curriculum since c.1970. History of Education. 35(6), pp. 619-635. 1464-5130.
• Bracey, P. (2016) The riches of Benin. Workshop presented to: Inspiring Primary History, British Museum, London, 30 January 2016. (Unpublished)
• Bracey, P. (2014) Using Big Picture History to make sense of Benin 900-1300. Workshop presented to: Northern History Forum, Leeds Trinity University, 19 November 2014. (Unpublished)
• Bracey, P. (2014) What do we mean by Big Picture History? Primary History. 68, pp. 10-15. 0966-6559.
• Bracey, P. and Crawford, H. (2016) Going beyond the topic: making links and connections at Key Stage and Key Stage 2. Workshop presented to: Historical Association Annual Conference 2016, Harrogate, 20-21 May 2016. (Unpublished)
• Bracey, P., Darius, J. and Gove-Humphries, A. (2017) Teaching diversity in the history classroom. In: Davies, I. (ed.) Debates in History Teaching. 2nd ed. London: Routledge. pp. 202-212.
• Bracey, P. and Gove-Humphries, A. (2003) An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society. Curriculum Journal. 14(2), pp. 201-215. 1469-3704.
• Bracey, P., Gove-Humphries, A. and Jackson, D. (2006) Refugees and evacuees: enhancing historical understanding through Irish historical fiction with Key Stage 2 and early Key Stage 3 pupils. Education 3-13. 34(2), pp. 103-112. 1475-7575.
• Bracey, P. and Jackson, D. (2008) Teaching a controversial aspect of Irish history across Key Stages 1, 2 and 3: from justification to application. Practical presented to: European Association of History Educators (EUROCLIO) 15th Annual International Professional Development Conference: The Past in the Present: Identity, Diversity and Values Through History Teaching, University of the West of England, Bristol, 4 - 5 March 2008. (Unpublished)
• Bracey, P., Jackson, D. and Gove-Humphries, A. (2008) Exploring significant individuals as heroes to challenge Anglo-centric norms in Key Stage 2 history (7 – 11). In: Vella, Y. (ed.) Transforming History Teaching - Transforming Society. Malta: University of Malta. pp. 19-32.
• Bracey, P., Jackson, D. and Gove-Humphries, A. (2011) They did things differently then: diversity and challenge from Key Stage 1. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 39(4), pp. 373-382. 0300-4279.
• Bracey, P., McDonald, C., Billins, K., Kaup, K. and Knight, M. (2014) Eweka's story: Benin, big picture history and the National Curriculum for History 2014. Primary History. (67), pp. 24-28. 0966-6559.
• Burns, J. and Bracey, P. (2001) Boys' underachievement: issues, challenges and possible ways forward. Westminster Studies in Education. 24(2), pp. 155-166. 1470-1359.

C

• Caldwell, H. (2018) Mobile technologies as a catalyst for pedagogic innovation within teacher education. International Journal of Mobile and Blended Learning (IJMBL). 10(2), pp. 50-65. 1941-8647.
• Caldwell, H. (2018) Mobile technologies as a catalyst for pedagogic innovation within teacher education. International Journal of Mobile and Blended Learning (IJMBL). 10(2), pp. 50-65. 1941-8647.
• Caldwell, H. and Bird, J. (2015) Teaching with Tablets. London: SAGE. 9781473906792.
• Caldwell, H., Bird, J. and Mayne, P. (2017) Lessons in Teaching Computing in Primary Schools. 2nd ed. London: SAGE. 9781473970403.
• Caldwell, H. and Bugby, M. (2018) The use of technology to build digital communities. In: Sykes, G. and Teszenyi, E. (eds.) Young Children and their Communities: Understanding Collective Social Responsibility. London: Routledge.
• Caldwell, H. and Bugby, M. (2018) The use of technology to build digital communities. In: Sykes, G. and Teszenyi, E. (eds.) Young Children and their Communities : Understanding Collective Social Responsibility. London: Routledge. pp. 121-134.
• Caldwell, H. and Cox, A. (2018) Technology-enabled learning communities: how technology can facilitate high quality social learning in online environments within the field of teacher education. www.meshguides.org.
• Caldwell, H. and Cullingford-Agnew, S. (2017) Technology for SEND in Primary Schools: a Guide for Best Practice. London: SAGE. 9781526402363.
• Caldwell, H. and Grantham, S. (2018) Planning computing in the national curriculum. In: Sewell, K. (ed.) Planning the Primary National Curriculum: a Complete Guide for Trainees and Teachers. 2nd ed. London: SAGE. pp. 194-205.
• Caldwell, H. and Heaton, R. (2016) The interdisciplinary use of blogs and online communities in teacher education. International Journal of Information and Learning Technology. 33(3), pp. 142-158. 2056-4880.
• Caldwell, H. and Honeyford, G. (2014) Blogging to support digital literacy in schools and universities. In: Younie, S., Leask, M. and Burden, K. (eds.) Teaching and Learning with ICT in the Primary School. 2nd ed. London: Routledge. pp. 24-38.
• Caldwell, H. and Honeyford, G. (2014) Computing and digital literacy. In: Smith, P. and Dawes, L. (eds.) Subject Teaching in Primary Education. London: SAGE. pp. 43-64.
• Caldwell, H. and Smith, N. (2017) The online learning hive: transfer to practice within a MOOC community of educators. In: Morris, L. and Tsolakidis, C. (eds.) ICICTE 2017: International Conference on Information Communication Technologies in Education: Proceedings: Rhodes, Greece - 6-8 July, 2017 :. ICICTE. pp. 160-169.
• Caldwell, H. and Smith, N. (2017) The online learning hive: transfer to practice within a MOOC community of educators. In: Morris, L. and Tsolakidis, C. (eds.) ICICTE 2017: International Conference on Information Communication Technologies in Education: Proceedings: Rhodes, Greece - 6-8 July, 2017 :. ICICTE. pp. 160-169.
• Caldwell, H., Whewell, E., Bracey, P., Heaton, R., Crawford, H. and Shelley, C. (2021) Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools. Cambridge Journal of Education. 51(2), pp. 231-246. 0305-764X.
• Caldwell, H., Whewell, E., Malloch, G. and Garrett, B. (2020) Digital Learning Across Boundaries : Augmented and virtual reality supporting effective international learning. NAACE Advancing Education Journal. Summer 202, pp. 23-29.
• Caldwell, H., Whewell, E., Malloch, G. and Garrett, B. (2020) Digital Learning Across Boundaries: Augmented and virtual reality supporting changemaking in an international context. Poster presented to: University of Northampton’s (UON) Learning and Teaching Conference 2020 (Online)., University of Northampton - virtual, 2020-06-16 - 2020-06-16.
• Clark, H., Royal, P., WEST, H., McGlone, P. F., Walker, A. P. S., Devine, S. L., Barlow, J., Albon, D. D., Elfer, D. P., Norman, D. A., Sigman, D. A., Graham, C., Hutchinson, C., Harris, D. G., Upton, L., Thomas, J., Jephcott, M., Whewell, E., Lumsden, E., Revell, E., Hodgson, A., Salt, K., Lochrie, P., Brown, P. F., Murray, D. A., Murray, D. P., Lubrano, M., Day, K. and Gribble, J. (2020) Wellbeing and Nurture: Physical and Emotional Security in Childhood. APPG Fit and Healthy Childhoods.
• Clark, H., Royal, P., WEST, H., Randall, D. V., Murray, D. A., Coleman, N., Griggs, D. G., Whewell, E., Foster, S., Bayfield, A. S., Wright, C., Thornton-Bousefield, K., Denington, J., Williams, S., Rollins, N., Healey, M., Sexton, K., Pearson, J., Platt, G., Crichton, M., Davies, C., Dryer, G., Harris, J., Palmer, G. and Wilson, D. (2019) The Primary PE and School Sport Premium. APPG Fit and Healthy Childhoods.
• Clark, H., Royal, P., WEST, H., Randall, D. V., Silk, P. M., Patnail, D. A., Shahid, S., Yelling, D. M., Coleman, N., Wright, C., Kay, S., Bagnall, P., Sigman, D. A., Adams, S., Albon, D. D., Murray, D. A., Murray, D. P., Hodgson, A., Hill, R., Whewell, E., Palmer, G., Lee, D., Javor, A., Lubrano, M., Salt MBE, K., Lochrie, P., Thomas, J., Jephcott, M., Norman, D. A., Manners, D. L., Pearson, J., Murray, J. and Howells, D. K. (2019) Mental Health Through Movement. APPG Fit and Healthy Childhoods.
• Cox, A. and Sykes, G. (2016) Introduction. In: Cox, A. and Sykes, G. (eds.) The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Sage. ix-xiv.
• Cox, A. and Sykes, G. (2016) The mirror in the hat shop. In: Cox, A. and Sykes, G. (eds.) The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Sage. pp. 172-177.
• Crawford, H. (2017) Editor. Primary History. London: The Historical Association. 0966-6559.
• Crawford, H. (2016) Learning about the past through a study of toys and games. Primary History. 74, pp. 6-8. 0966-6559.
• Crawford, H. (2017) Oxford International Primary History: Student Book 1. Oxford: Oxford University Press. 9780198418092.
• Crawford, H. (2017) Oxford International Primary History: Student Book 2. Oxford: Oxford University Press. 9780198418108.
• Crawford, H. (2018) Oxford International Primary History: Teacher's Guide. Oxford: Oxford University Press. 9780198418214.
• Crawford, H. (2020) Significant Individuals - Oxfordshire. Historical Association.
• Crawford, H. (2015) Using Development Matters to plan learning for history in the Foundation stage. Primary History. 69, pp. 6-8. 0966-6559.
• Crawford, H. (2016) Using artefacts to develop young children's understanding of the past. Primary History. 72, pp. 6-8. 0966-6559.
• Crawford, H. (2015) Using role-play to develop young children's understanding of the past. Primary History. 71, pp. 6-8. 0966-6559.
• Crawford, H. and Kirkland, S. (2016) Developing big picture history through locality studies. Seminar Presentation presented to: Midlands History Forum, University of Birmingham, 15 October 2016.

G

• Gove-Humphries, A., Bracey, P. and Jackson, D. (2013) Why are you so angry Grace? Teaching and learning about Grace O’Malley as a significant woman at Key Stage 1. Primary History. 65, pp. 22-23. 0966-6559.
• Gove-Humphries, A., Bracey, P. and Jackson, D. (2017) Why is diversity so important? How can we approach it? Primary History. 75, pp. 8-12. 0966-6559.

H

• Heaton, R. (2014) Moving mindsets: re-conceptualising the place of visual culture as multi-sensory culture in primary art education. Canadian Review of Art Education. 41(1), pp. 77-96. 0384-1839.
• Heaton, R. and Crumpler, A. (2017) Sharing mindfulness: a moral practice for artist teachers. International Journal of Education and the Arts. 18(26) 1529-8094.
• Heaton, R. and Crumpler, A. (2017) Sharing mindfulness: a moral practice for artist teachers. International Journal of Education and the Arts. 18(26) 1529-8094.
• Hickman, R. and Heaton, R. (2016) Visual art. In: Wyse, D., Hayward, L. and Pandya, J. (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. London: Sage. pp. 343-358.

M

• Murray, J. and Cousens, D. (2020) Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 48(1), pp. 37-53. 0300-4279.

S

• Sayers, J. and Bracey, P. (2014) Mathematics into History go: enhancing Mathematics and History through fieldwork at a castle. Mathematics Teaching. (241), pp. 29-33.
• Shrive, H., Whewell, E. and Tiplady, H. (2022) The why, how and when of LGBT+ education. Birmingham City University Education Journal Magazine. 3(1), 27- 32.
• Smith, N. and Caldwell, H. (2016) Literally stepping through algorithms: visualising algorithms with sorting networks. Math+Code ‘Zine. 2(1)
• Smith, N., Caldwell, H. and Richards, M. (2017) A comparison of MOOC development and delivery approaches. In: Childs, M. and Soetanto, R. (eds.) Online Learning for Stem Subjects: International Examples of Technologies and Pedagogies in Use. London: Routledge. pp. 101-112.
• Smith, N., Caldwell, H., Richards, M. and Bandara, A. (2017) A comparison of MOOC development and delivery approaches. International Journal of Information and Learning Technology. 34(2), pp. 152-164. 2056-4880.
• Smith, N., Caldwell, H., Richards, M. and Bandara, A. (2017) A comparison of MOOC development and delivery approaches. International Journal of Information and Learning Technology. 34(2) 2056-4880.
• Sykes, G. (2015) A space to learn: providing a generous environment. In: Cox, A. and Tarry, E. (eds.) Playful Pedagogies: Young Children Learning in International and Multicultural Contexts. Woodbridge: John Catt Educational Ltd. pp. 53-61.
• Sykes, G. (2015) Learning outdoors: come rain or shine. In: Cox, A. and Tarry, E. (eds.) Playful Pedagogies: Young Children Learning in International and Multicultural Contexts. Woodbridge: John Catt Educational Ltd. pp. 63-71.
• Sykes, G. (2016) You as a landscape architect. In: Cox, A. and Sykes, G. (eds.) The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Sage. pp. 88-109.
• Sykes, G. (2016) You as a partner in the lives of children, families and communities. In: Cox, A. and Sykes, G. (eds.) The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Sage. pp. 134-151.
• Sykes, G., Cox, A. and Underwood, C. (2016) You as a collaborator in learning. In: Cox, A. and Sykes, G. (eds.) The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Sage. pp. 56-67.

T

• Tiplady, H. and Whewell, E. (2022) LGBT+ Education in Primary Schools : A collaborative investigation into teachers’ perceptions of why, how and when LGBT+ content could be taught in primary schools. Poster presented to: Learning and Teaching Conference 2022, Waterside campus, University of Northampton, 2022-06-23 - 2022-06-23.

W

• Whewell, E. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England. A phenomenological case study. PhD thesis. University of Northampton.
• Whewell, E. (2019) Primary Physical Education Teacher Identity. In: Peters, M. A. (ed.) Encyclopedia of Teacher Education : Living Edition. Springer. pp. 1-5.
• Whewell, E., Cox, A. and Theinert, K. (2021) Sharing Practice in an International Context – a Critique of the Benefits of International Exchanges for Trainee Teachers. The eastern european journal of transnational relations. 4(1), pp. 33-48.