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Number of items at this level: 26.

B

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BARRETT, Elizabeth (2017). Tied to the worldly work of writing: parent as ethnographer. Journal of Intellectual Disabilities.

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BEVINS, Stuart, DANIELS, Tony, FORSTER, George, PERRY, Emily, PRICE, Gareth and WINDALE, Mark (2016). Design of an engineering curriculum and 12 STEM modules for the Thai Basic Education Ministry (OBEC). Project Report. Sheffield Hallam University.

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BOYLAN, Mark, DEMACK, Sean, STEVENS, Anna, COLDWELL, Michael and STIELL, Bernadette (2016). An Evaluation of the Further Mathematics Support Programme : Research Report. Project Report. Sheffield Hallam University.

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BRACEWELL, Diana, JORDAN, Julie, PRICE, Gareth, OLLEY, Chris and WALKER, John (2017). RBPT Workshops in Mohali and Tezpur, 2017 Report of the Workshops at IISER, Mohali, and the University of Tezpur, January 2017. Project Report. Sheffield Hallam University.

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BULLOUGH, Andy (2016). Does intelligent life exist beyond our planet? An exercise in estimation and problem solving. School Science Review, 97 (360), 61-62.

C

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CAMPBELL, Stephen Christopher (2017). The social construction of dyslexia in UK higher education. Doctoral, Sheffield Hallam University.

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CULLINEY, Martin (2017). Escaping the rural pay penalty: longitudinal analysis of rural/urban youth earnings in Britain. Work, Employment and Society, 31 (3), 429-446.

H

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HANNAM-SWAIN, Stephanie (2017). The additional labour of a disabled PhD student. Disability and Society. (In Press)

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HARRISON, Neil and MCCAIG, Colin (2017). Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries. British Educational Research Journal, 1-20. (In Press)

HODGE, Nick (2016). Schools without labels. In: RUNSWICK-COLE, Katherine, MALLETT, Rebecca and TIMIMI, Sami, (eds.) Re-thinking autism: diagnosis, identity and equality. London, Jessica Kingsley Publishers, 185-203.

J

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JAY, Tim, WILLIS, Benjamin, THOMAS, Peter, TAYLOR, Roberta, MOORE, Nicolas, BURNETT, Cathy, MERCHANT, Guy and STEVENS, Anna (2017). Dialogic Teaching : Evaluation Report and Executive Summary. Project Report. London, UK, Education Endowment Foundation.

K

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KELLOCK, Anne and SEXTON, Julia (2017). Whose space is it anyway? Learning about space to make space to learn. Children's Geographies, 1-13. (In Press)

L

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LEATHERLAND, Julia and BEARDON, Luke (2016). Introducing FAMe™: Can improved teacher access to individualised classroom support information impact positively on levels of anxiety in autistic pupils? ‘The Bridge: Journal for Educational Research-Informed Practice’, 3 (2). (In Press)

M

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MCCAIG, Colin (2017). Book Review: Access and Expansion Post-Massification: Opportunities and Barriers to Further Growth in Higher Education Participation Jongbloed, Ben W.A and Vossensteyn, Hans (eds.), 2015. Widening Participation and Lifelong Learning, 19 (2), 167-172.

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MCCAIG, Colin, HARRISON, Neil, MOUNTFORD-ZIMDARS, Anna, MOORE, Den, MAYLOR, Uvanney, STEVENSON, Jacqueline, ERTLE, Hubert and CARASSO, Helen (2016). Closing the gap: understanding the impact of institutional financial support on student success. Project Report. Office for Fair Access.

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MCCAIG, Colin and LIGHTFOOT, Nicola (2017). A dual pricing mechanism: modelling the English higher education market? In: European Educational Research Association Annual Conference 2017, Copenhagen, 21-24 August 2017. (Unpublished)

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MCCAIG, Colin, STEVENSON, Jacqueline and MADRIAGA, Manuel (2017). Partnership working in widening participation policy: collaboration in a competitive climate. In: BERA Annual Conference 2017, Brighton, 4-6tSeptember 2017. (Unpublished)

MOORE, Nicolas (2017). Book Review - Goodman, K., Fries, P.H. and Strauss, S.L. (2016) Reading : The Grand Illusion . New York & London: Routledge. ISBN 9781138999299. Literacy, 51 (2), p. 120.

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MORRISON, Andrew (2017). Bourdieu and higher education research: a bricolage approach. Higher Education Review, 49 (3), 53-75.

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MORRISON, Andrew (2017). A sociologist teaches history: some epistemological and pedagogical reflections. Educational Studies, 53 (3), 233-246.

N

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NEGRETTI, Raffaella and MCGRATH, Lisa (2018). Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12-31.

S

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SLATER, Jen, JONES, Charlotte and PROCTER, Lisa (2017). Troubling school toilets : resisting discourses of 'development' through a critical disability studies and critical psychology lens. Discourse : Studies in the Cultural Politics of Education, 1-12. (In Press)

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SMITH, Jill (2017). Thinking and doing advocacy and consent in disabled children's childhood studies research. In: RUNSWICK-COLE, Katherine, CURRAN, Tillie and LIDDIARD, Kirsty, (eds.) The Palgrave handbook of disabled children’s childhood studies. Palgrave. (In Press)

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TAYLOR, Carol, FAIRCHILD, Nikki, KORO-LJUNGBERG, Mirka, CAREY, Neil, BENOZZO, Angelo and ELMENHORST, Constanse (2017). Improvising bags choreographies: Disturbing normative ways of doing research. Qualitative Inquiry.

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TAYLOR, Carol and GANNON, Susanne (2018). Doing time and motion diffractively: Academic life everywhere and all the time. International Journal of Qualitative Studies in Education. (In Press)

TOBIA, Tom (2016). Makerversity DIY: Hands on Learning in Schools. [Video]

This list was generated on Wed Jan 17 20:05:09 2018 UTC.