Items where Author is "Hramiak, Alison"

HRAMIAK, Alison (2015). Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school. Cogent Education, 2 (1).

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

HRAMIAK, Alison (2017). Time travel for beginners … or How technology can be used for historical research. In: ITTE 31st International Conference, Kingston-upon-Hull, 20-22nd June 2017.

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.

HRAMIAK, Alison, BOULTON, H. and IRWIN, Brian (2009). Trainee teachers' use of blogs as private reflections for professional development. Learning, Media and Technology, 34 (3), 259-269.

HRAMIAK, Alison (2022). It's who I am not what I do. SIoE.

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.

HRAMIAK, Alison (2014). Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training,. Professional development in education, 40 (1), 147-163.

BOULTON, Helen and HRAMIAK, Alison (2014). Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training. Technology, Pedagogy and Education, 23 (2), 151-165.

HRAMIAK, Alison (2014). Using a mixed-methods approach in classroom research to investigate challenges and issues of culture with beginning teachers in schools. Other. SAGE.

BOULTON, Helen and HRAMIAK, Alison (2012). E-flection: the development of reflective communities of learning for trainee teachers through the use of shared online web logs. Reflective Practice, 13 (4), 503-515.