Items where SHU Author is "Adams, Gill"

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Number of items: 24.

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GANNON, Susanne, TAYLOR, Carol, ADAMS, Gillian, DONAGHUE, Helen, HANNAN-SWAIN, Stephanie, HARRIS-EVANS, Jean, HEALEY, Joan and MOORE, Patricia (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, Space and Society.

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BOYLAN, Mark, ADAMS, Gill, WILLIS, Benjamin, COLDWELL, Michael and DEMACK, Sean (2018). Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education, 6 (3), 360-407.

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ADAMS, Gill (2018). A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation’. Studies in Continuing Education.

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ADAMS, Gill (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching and teacher education, 67, 161-170.

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POVEY, Hilary, ADAMS, Gill, DEMISSIE, Fufy and CHRONAKI, Anna (2019). Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas. Proceedings of the Tenth International Mathematics Education and Society Conference.

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CHRONAKI, Anna, ADAMS, Gill, ANDRADE, Melissa, BRUNO, Gustavo, DEMISSIE, Fufy, MARCONE, Renato, PARA, Aldo, POVEY, Hilary, SWANSON, Dalene, VALERO, Paola and YOLCU, Ayse (2019). Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts. Proceedings of the Tenth International Mathematics Education and Society Conference.

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ADAMS, Gill and POVEY, Hilary (2018). “Now There’s Everything to Stop You”: Teacher autonomy then and now. In: JURDAK, Murad and VITHAL, Renuka, (eds.) Socio-political dimensions of mathematics education: Voices from margin to mainstream. ICME-13 Monographs . Springer, 209-230.

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POVEY, Hilary and ADAMS, Gill (2018). Possibilities for mathematics education? : Aphoristic fragments from the past. The Mathematics Enthusiast, 15 (1-2), 159-177.

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POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie (2017). “Its Influence Taints All”: Urban Math-ematics Teachers Resisting Performativity through Engagement with the Past. The Journal of Urban Mathematics Education, 10 (2), 52-65.

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POVEY, Hilary and ADAMS, Gill (2017). Thinking forward : using stories from the recent past in mathematics education in England. In: CHRONAKI, Anna, (ed.) Mathematics Education : Proceedings of 9th International Conference of Mathematics Education and Society (MES) Conference, Volos, Greece, April 2017. Thessaly, Greece, International Conference of Mathematics Education and Society (MES), 803-811.

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ADAMS, Gill and POVEY, Hilary (2016). Workshop report: Using data from a history of Smile to overcome 'historic loneliness'. In: BSRLM Day conference, Loughborough University, 11 June 2016.

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POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2016). How making for a purpose in mathematics can provoke mathematical meaning making. Philosophy of Mathematics Education Journal, 31.

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WILLIAMS, Louise, NIXON, Sarah, HENNESSY, Claire, MAHON, Elizabeth and ADAMS, Gill (2016). Inspiring to inspire: developing teaching in Higher Education. Cogent Education, 3, 1-12.

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POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie (2016). "Its influence taints all": mathematics teachers resisting performativity through engagement with the past. In: 13th International Congress on Mathematical Education, Hamburg, 24-31 July 2016. (Unpublished)

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POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2016). “It was all led by them”: opening up opportunities for making mathematics through a children’s exhibition. Proceedings of the British Society for Research into Learning Mathematics, 36 (1), 82-87.

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BOYLAN, Mark, DEMACK, Sean, WILLIS, Benjamin, STEVENS, Anna, ADAMS, Gill and VERRIER, Diarmuid (2015). Multiplicative reasoning professional development programme : evaluation. Project Report. London, Department for Education.

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BOYLAN, Mark, ADAMS, Gill, COLDWELL, Michael, WILLIS, Benjamin and DEMACK, Sean (2018). Context and Implications Document for: Theorising variation in engagement in professional and curriculum development: Performativity, capital, systems and purpose. Review of Education, 6 (3), 408-410.

POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2018). Time for work: finding worth-while-ness in making mathematics. In: ERNEST, Paul, (ed.) Philosophy of Mathematics Education Today. Dordrecht, Springer. (In Press)

ADAMS, Gill (2014). 'It doesn't have to be like this': Women mathematics teachers' experience of professional learning. Proceedings of the British Society for Research into Learning Mathematics, 34 (1), 1-6.

HENNESSY, Claire, ADAMS, Gill, MAHON, Elizabeth, NIXON, Sarah, PRATT, Andrea and WILLIAMS, Louise (2014). Discovering inspiring teaching: immersive models of staff development. Quality Assurance in Education, 22 (3), 240-254.

STARCZEWSKA, Ania, HODKINSON, Alan and ADAMS, Gill (2013). Poland, Special education in. In: REYNOLDS, Cecil R., VANNETS, Kimberly J. and FLETCHER-JANZEN, Elaine, (eds.) Encyclopedia of special education : reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. John Wiley & Sons, Inc..

ADAMS, Gill (2013). Women teachers' experiences of learning mathematics. Research in Mathematics Education, 15 (1), 87-88.

ADAMS, Gill (2012). Pushing the boundaries : Women teachers’ experiences of learning mathematics. Proceedings of the British Society for Research into Learning Mathematics, 32 (2), 5-10.

STARCZEWSKA, Ania, HODKINSON, Alan and ADAMS, Gill (2011). Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland. Journal of Research in Special Educational Needs, 12 (3), 162-169.

This list was generated on Sun Apr 21 23:24:22 2019 UTC.