Items where Subject is "D16 Study and teaching"

B

1. 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.
2. Bracey, P. (2018) Editorial. Primary History. 78, p. 4. 0966-6559.
3. 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.
4. 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.
5. 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.
6. Bracey, P. (2016) The riches of Benin. Workshop presented to: Inspiring Primary History, British Museum, London, 30 January 2016. (Unpublished)
7. 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.
8. Bracey, P. (2014) What do we mean by Big Picture History? Primary History. 68, pp. 10-15. 0966-6559.
9. 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 (Unpublished)
10. 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 (Unpublished)
11. 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 (Unpublished)
12. Bracey, P. (2010) Teaching diversity in the history classroom. In: Davies, I. (ed.) Debates in History Teaching. London: Routledge. pp. 172-186.
13. 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.
14. 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)
15. 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)
16. 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)
17. 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.
18. 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)
19. 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.
20. 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.
21. 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.
22. 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)
23. 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.
24. 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.

C

1. Crawford, H. (2018) Oxford International Primary History: Teacher's Guide. Oxford: Oxford University Press. 9780198418214.
2. Crawford, H. (2017) Oxford International Primary History: Student Book 2. Oxford: Oxford University Press. 9780198418108.
3. Crawford, H. (2017) Oxford International Primary History: Student Book 1. Oxford: Oxford University Press. 9780198418092.
4. Crawford, H. (2016) Learning about the past through a study of toys and games. Primary History. 74, pp. 6-8. 0966-6559.
5. Crawford, H. (2016) Using artefacts to develop young children's understanding of the past. Primary History. 72, pp. 6-8. 0966-6559.
6. Crawford, H. (2015) Using role-play to develop young children's understanding of the past. Primary History. 71, pp. 6-8. 0966-6559.
7. Crawford, H. (2015) Using Development Matters to plan learning for history in the Foundation stage. Primary History. 69, pp. 6-8. 0966-6559.
8. 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

1. 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.
2. Gray, D. (2013) Putting undergraduates on trial: using the Old Bailey online in teaching and assessment. Invited Presentation presented to: Our Criminal Past: Educating Historians of Crime: Classroom, Archives, Community, Leeds Metropolitan University, 06 September 2013. (Unpublished)
3. Gray, D. (2009) Getting the bloggers to read: using weblogs in undergraduate teaching. Invited Presentation presented to: E-learning Near and Far: Using Technology in Teaching History, University of Wolverhampton, 11 November 2009. (Unpublished)
4. Gray, D. (2008) Putting undergraduates on trial: using the Old Bailey Online as a teaching tool. Paper presented to: The Metropolis on Trial Conference, The Open University, Milton Keynes, 10 - 12 July 2008. (Unpublished)
5. Gray, D. (2008) The Old Bailey Online as an EBA (enquiry based learning). Paper presented to: 10th HEA/HCA (Higher Education Academy/History Classic Archaeology) Annual Conference, Lady Margaret's Hall, University of Oxford, England, April 2008. (Unpublished)

H

1. Harris, R. and Foreman-Peck, L. (2004) Stepping into other people's shoes: teaching and assessing empathy in the secondary history curriculum. International Journal of Historical Teaching, Learning and Research. 4(2), pp. 1-14. 1472-9466.
2. Harris, R. and Foreman-Peck, L. (2001) Learning to teach history writing: discovering what works. Educational Action Research. 9(1), pp. 97-109. 1747-5074.

M

1. McCormack, M. (2012) Teaching the Victorian city (blog post). Journal of Victorian Culture Online.

R

1. Rothery, M. (2017) "A dangerous weapon in the researcher's armoury": DIY digitisation in the study of social history. DIY Digitization.
2. Rothery, M. (2006) Constructing the scaffolding: the National Census and the English landed gentry family in the Victorian period. Family & Community History. 9(2), pp. 91-109. 1463-1180.

S

1. 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.

W

1. Wang, N. and Underwood, M. J. (2016) ‘Why did the relatively small Chinese community in London’s East End produce such a strong cultural reaction in late Victorian Britain?’ Should we be exploring this question in history lessons in UK schools? And if so why and how? Paper presented to: STORIES Conference, Faculty of Education, Oxford University, 15-16 March 2016. (Unpublished)
2. Watley, G. (2013) The shaping of identities through childhood and adolescent schooling and non-compulsory education: a Northamptonshire Caribbean example. Invited Presentation presented to: Interdisciplinary Research in Histories of Education and Childhood (DOMUS) Research Seminar, University of Birmingham, 11 March 2013. (Unpublished)
3. Watley, G. (2011) What I learned? Poetry as history: the multifaceted transitions of a researcher. Performance at: Early Career Researchers' Annual Conference University of Northampton, 30 June 2011.
4. Watley, G. (2009) Students' use of Northamptonshire Black History Association archives as an inspiration to recognise, include and develop oral history as a functional methodology. Paper presented to: History of Education Society UK, Sheffield, 04-06 December 2009. (Unpublished)