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Number of items at this level: 61.

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 (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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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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BELL, Jason, MILES, Richard and WARD, Thomas (2014). Towards a Pólya-Carlson dichotomy for algebraic dynamics. Indagationes Mathematicae, 25 (4), 652-668.

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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 (Unpublished)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.

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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.

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D'AMBROS, Paula, EVEREST, Graham, MILES, Richard and WARD, Thomas (2000). Dynamical systems arising from elliptic curves. Colloquium Mathematicum, 84-85 (1), 95-107.

DANIELS, Karen (2017). Children's engagement with iPads in early years classrooms: Exploring peer cultures and transforming practices. In: BURNETT, Cathy, MERCHANT, Guy, SIMPSON, Alyson and WALSH, Maureen, (eds.) The case of the iPad mobile literacies in education. Singapore, Springer, 195-210.

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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.

E

EINSIEDLER, Manfred, LIND, Douglas, MILES, Richard and WARD, Thomas (2001). Expansive subdynamics for algebraic Z^d-actions. Ergodic Theory and Dynamical Systems, 21 (6), 1695-1729.

EVEREST, Graham, MILES, Richard, STEVENS, Shaun and WARD, Thomas (2010). Dirichlet series for finite combinatorial rank dynamics. Transactions of the American Mathematical Society (TRAN), 362 (1), 199-227.

EVEREST, Graham, MILES, Richard, STEVENS, Shaun and WARD, Thomas (2007). Orbit-counting in non-hyperbolic dynamical systems. Journal für die reine und angewandte Mathematik, 608, 155-182.

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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: DOOLEY, Thérèse and GEUEDET, Ghislaine, (eds.) Proceedings of the Tenth Congress of the European. Dublin, Ireland, Institute of Education, Dublin City University, 1545-1552.

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MILES, Richard (2001). Dynamical systems arising from units in Krull rings. Aequationes Mathematicae, 61 (1-2), 113-127.

MILES, Richard (2006). Expansive algebraic actions of countable abelian groups. Monatshefte für Mathematik, 147 (2), 155-164.

MILES, Richard (2010). Finitely represented closed orbit subdynamics for commuting automorphisms. Ergodic Theory and Dynamical Systems, 30 (6), 1787-1802.

MILES, Richard (2008). Homoclinic points of non-expansive automorphisms. Aequationes Mathematicae, 26 (1-2), 1-18.

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MILES, Richard (2015). Orbit growth for algebraic flip systems. Ergodic Theory and Dynamical Systems, 35 (8), 2613-2631.

MILES, Richard (2008). Periodic points of endomorphisms on solenoids and related groups. Bulletin of the London Mathematical Society, 40 (4), 696-704.

MILES, Richard (2013). Synchronization points and associated dynamical invariants. Transactions of the American Mathematical Society (TRAN), 365, 5503-5524.

MILES, Richard (2007). Zeta functions for elements of entropy rank one actions. Ergodic Theory and Dynamical Systems, 27 (2), 567-582.

MILES, Richard (2017). A dynamical zeta function for group actions. Monatshefte für Mathematik, 182 (3), 683-708.

MILES, Richard (2008). The entropy of algebraic actions of countable torsion-free abelian groups. Fundamenta Mathematicae, 201, 261-282.

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MILES, Richard (2015). A natural boundary for the dynamical zeta function for commuting group automorphisms. Proceedings of the American Mathematical Society (PROC), 143 (7), 2927-2933.

MILES, Richard and BJÖRKLUND, Michael (2009). Entropy range problems and actions of locally normal groups. Discrete and Continuous Dynamical Systems - Series A, 25 (3), 981-989.

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MILES, Richard, STAINES, Matthew and WARD, Thomas (2015). Dynamical invariants for group automorphisms. In: BHATTACHARYA, Siddhartha, DAS, Tarun, GHOSH, Anish and SHAH, Riddhi, (eds.) Recent trends in ergodic theory and dynamical systems : international conference in honor of S.G. Dani's 65th birthday, December 26-29, 2012, Vadodara, India. Contemporary Mathematics (631). American Mathematical Society, 231-258.

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MILES, Richard and WARD, Thomas (2015). Directional uniformities, periodic points, and entropy. Discrete and Continuous Dynamical Systems - Series B, 20 (10), 3525-3545.

MILES, Richard and WARD, Thomas (2006). Mixing actions of the rationals. Ergodic Theory and Dynamical Systems, 26 (6), 1905-1911.

MILES, Richard and WARD, Thomas (2008). Orbit-counting for nilpotent group shifts. Proceedings of the American Mathematical Society (PROC), 137, 1499-1507.

MILES, Richard and WARD, Thomas (2006). Periodic point data detects subdynamics in entropy rank one. Ergodic Theory and Dynamical Systems, 26 (6), 1913-1930.

MILES, Richard and WARD, Thomas (2008). Uniform periodic point growth in entropy rank one. Proceedings of the American Mathematical Society (PROC), 136 (1), 359-365.

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

MILES, Richard and WARD, Thomas (2010). A directional uniformity of periodic point distribution and mixing. Discrete and Continuous Dynamical Systems - Series A, 30 (4), 1181-1189.

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MILES, Richard and WARD, Thomas (2016). The dynamical zeta function for commuting automorphisms of zero-dimensional groups. Ergodic Theory and Dynamical Systems. (In Press)

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

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POUNTNEY, Richard and SAID, Martin (2018). Developing effective learners through a school/university partnership in curriculum making. Impact, 3.

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

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

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)

R

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REMPE-GILLEN, Emma (2018). Primary school teacher experiences in cross-phase professional development collaborations. Professional development in education, 44 (3), 356-368.

This list was generated on Sun Aug 19 10:32:58 2018 UTC.