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Number of items at this level: 32.

A

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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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ADAMS, Gill and POVEY, Hilary (2017). “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. Springer. (In Press)

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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.

B

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BAILEY, Chris J, BURNETT, Cathy and MERCHANT, Guy (2016). Assembling literacies in virtual play. In: MILLS, Kathy, STORNAIUOLIO, Amy, SMITH, Anna and ZACHER PANDYA, Jessica, (eds.) Handbook of Writing, Literacies and Education in Digital Cultures. London, Routledge. (In Press)

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BOYLAN, Mark (2016). National curriculum sub-levels: assessment practices as assemblage. In: Third Manchester Conference on Mathematics Education and Contemporary theory, Manchester, 18-21 July 2016. (Unpublished)

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BOYLAN, Mark, COLDWELL, Michael, MAXWELL, Bronwen and JORDAN, Julie (2017). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education. (In Press)

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BOYLAN, Mark and WILLIS, Benjamin (2015). Independent study of computing at School Master Teacher programme. Project Report. Sheffield Hallam University.

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BURNETT, Cathy (2013). Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts? Education 3-13, 43 (2), 197-208.

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BURNETT, Cathy (2013). Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools. Educational Review, 66 (2), 192-209.

BURNETT, Cathy (2016). The digital age and its implications for learning and teaching in the primary school. Discussion Paper. York, Cambridge Primary Review Trust.

BURNETT, Cathy, DANIELS, Karen and SAWKA, Vicky (2016). Teaching Strategies. In: WYSE, Dominic and ROGERS, Sue, (eds.) A Guide to Early Years and Primary Teaching. Sage, 125-144.

BURNETT, Cathy and MERCHANT, Guy (2016). Assembling virtual play in the classroom. In: Literacy, media, technology: past, present and future. Bloomsbury Academic.

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BURNETT, Cathy and MERCHANT, Guy (2017). Opening the case of the IPad : what matters and where next? The Reading Teacher, 71 (2), 239-242.

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BURNETT, Cathy and MERCHANT, Guy (2017). Using stacking stories to investigate children’s virtual world play in a primary classroom. Other. Sage.

BURNETT, Cathy, MERCHANT, Guy and PARRY, Becky (2016). Past, present, future. In: Literacy, media, technology: past, present and future. Bloomsbury Academic.

D

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DANIELS, Karen (2016). Young children in an education context : apps, cultural agency and expanding communicative repertoires. In: KUCIRKOVA, Natalia and FALLOON, Garry, (eds.) Apps, technology and younger learners : international evidence for teaching. London, Routledge, 280-292. (In Press)

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DEMISSIE, Fufy (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13.

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HRAMIAK, Alison (2017). A Step-by-Step Approach to Using Grounded Theory: From Data to Articles Using a Study of the Cultural Adaptations of Trainee Teachers. Other. Sage.

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HRAMIAK, Alison (2017). Using the Dynamic Model of Educational Effectiveness to explore development of practice by Teach First beginning teachers. Journal for Educational Research Online, 9 (1), 190-209.

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HRAMIAK, Alison (2017). The impact of doctoral studies on personal and professional lives. Work Based Learning e-Journal International, 7 (1), 20-39.

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JACKSON, Colin and POVEY, Hilary (2014). Intimations of class in response to innovative mathematics pedagogy in initial teacher education. In: ROGERSON, Alan, (ed.) Proceedings of 12th International Conference of the Mathematics Education into the 21st Century Project, Montenegro, September, 2014 : the future of mathematics education in a connected world. Mathematics Education for the Future.

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JACKSON, Colin and POVEY, Hilary (2016). "No, it just didn't work": a teacher's reflections on all attainment teaching. In: CERME 10 : 10th Congress for European Research in Mathematics Education, Dublin, 1st - 5th February 2017. (Submitted)

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JACKSON, Colin and POVEY, Hilary (2017). "No, it just didn't work": a teacher's reflections on all-attainment teaching. In: Proceedings of 10th Congress for European Research in Mathematics Education (CERME10), Dublin, February, 2017. not yet known. (In Press)

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MILES, Richard and WARD, Thomas (2010). A dichotomy in orbit-growth for commuting automorphisms. Journal of the London Mathematical Society, 81 (3), 715-726.

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POUNTNEY, Richard and MCPHAIL, Graham (2017). Researching the interdisciplinary curriculum : the need for ‘translation devices’. British Educational Research Journal. (In Press)

POVEY, Hilary (2017). Engaging (with) mathematics and learning to teach. An integrated approach to mathematics preservice education. Münster, Germany, WTM-Verlag. (In Press)

POVEY, Hilary (2014). Transformative learning through educative assessment: one student's experience of a learning journal. In: ROGERSON, Alan, (ed.) Proceedings of 12th International Conference of the Mathematics Education into the 21st Century Project, Montenegro, September, 2014 : the future of mathematics education in a connected world. Mathematics Education for the Future.

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POVEY, Hilary (2015). The teaching of mathematics in undergraduate secondary initial teacher education: some students' responses to enquiry based pedagogy with transformative intentions. In: ROGERSON, Alan, (ed.) The Mathematics Education for the Future Project : Proceedings of the 13th International Conference Mathematics Education in a Connected World. Conference proceedings in mathematics education (1). WTM-Verlag, 327-328.

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POVEY, Hilary and ADAMS, Gill (2017). Possibilities for mathematics education? : Aphoristic fragments from the past. The Mathematics Enthusiast. (In Press)

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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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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.

R

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REMPE-GILLEN, Emma (2017). Primary school teacher experiences in cross-phase professional development collaborations. Professional development in education. (In Press)

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