Items where Subject is "Education > Educational Research"

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Number of items at this level: 290.

A

Adgar, Adam and Baglee, David (2008) Analysis of the skills gap and training requirements within the maintenance function. In: Proceedings of CM2008/MFPT2008. Coxmoor Publishing Company. ISBN 9781901892314

Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2017) Gender differences in motivation for participation in extra-curricular dance: Application of the Theory of Planned Behaviour. Research in Dance Education, 18 (2). pp. 150-160. ISSN 1464-7893

Atkinson, Stephanie (2009) Are Design and Technology Teachers Able to Meet the Challenges Inherent in the theme for this Conference ‘D&T – A Platform for Success’? Design and Technology Education: An International Journal, 14 (3). ISSN 1360-1431

Atkinson, Stephanie (2001) Cognitive Styles and Computer Aided Learning (CAL): Exploring Designer and User Perspectives. In: New Media in Technology Education - PATT11, 8-13 Mar 2001, Eindhoven University of Technology.

Atkinson, Stephanie (2009) Creativity in Design and Technology. In: D&T Conference for all Teachers of D&T, 2009, Cyprus.

Atkinson, Stephanie (2002) Creativity versus the need for high levels of performance. In: Teaching Design and Technology in Secondary Schools. Routledge Taylor Francis, pp. 161-176. ISBN 978-0415260732

Atkinson, Stephanie (2011) Creativity: A handbook for Teachers (Review). Design and Technology Education: An International Journal, 16 (1). ISSN 1360-1431

Atkinson, Stephanie (2000) The Development of Creativity versus the need for High Levels of Performance in Design and Technology. In: WOCATE Technology Education Conference - Consequences and Coming Challenges as Engendered by a Global Perspective, 2000.

Atkinson, Stephanie (2000) Does the Need for High Levels of Performance Curtail the Level of High Order Thinking Skills in Design and Technology Project Work. International Journal of Technology and Design Education, 10 (3). pp. 255-281. ISSN 0957-7572

Atkinson, Stephanie (2005) Does the preferred learning style of those training for a career in Design and Technology differ depending upon age? In: Inspire and Educate: DATA International Research Conference 2005.

Atkinson, Stephanie (2005) Does the preferred learning style of those training for a specific career differ depending upon age? In: Enhancing Learning & Performance Through Styles - European Learning Styles Information Network 9th Conference, 2005, University of Surrey, Guildford.

Atkinson, Stephanie (2013) Encouraging the imagination. In: Design Education: A Vision for the future. Loughborough Design Press, Leicestershire, pp. 52-60. ISBN 978-1-909671-03-4

Atkinson, Stephanie (2007) Explaining Creativity: The Science of Human Innovation. Educational Psychology, 27 (6). pp. 843-858. ISSN 0144-3410

Atkinson, Stephanie (2006) Factors Influencing Successful Achievement in Contrasting Design and Technology Activities in Higher Education. International Journal of Technology and Design Education, 16 (2). pp. 193-213. ISSN 09577572

Atkinson, Stephanie (2006) Footprints In shifting sands: Ten years of editorials from the DATA journal (1996-2005). Design and Technology Education: An International Journal, 11 (3). pp. 80-83. ISSN 1-898788-79-0

Atkinson, Stephanie (2015) How secure are Design and Technology trainee teachers in thier understanding of designing as portrayed in the latest National Curriculum documentation? In: PATT29: Pluality & Complementarity of approaches in Design and Technology Education, Marseille University.

Atkinson, Stephanie (2013) Increasing a student's understanding of designing through a new self-assessment and feedback approach. In: PATT27: Technology Education for the Future - A Play on Sustainability, 2 - 6 Dec 2013, University of Canterbury, Christchurch, New Zealand. (In Press)

Atkinson, Stephanie (2002) Initial Teacher Training for Secondary Teachers of Design and Technology. In: International Annual Conference of Technology Educators, 2002, Slovakia: Univerzita Mateja Bela.

Atkinson, Stephanie (2000) National Curriculum Design and Technology. In: NDETEB-2000 International Conference and Careers Convention for Design and Technology Education, 2000, Botswana.

Atkinson, Stephanie (2005) Promoting Equality in DATA. In: The Design & Technology Secondary Subject Leaders File. Wellesbourne : DATA 2005.

Atkinson, Stephanie (2006) Review: A framework for Design and Design Education; a reader containing key papers from the 1970s and 1980s. Design and Technology Education; An International Journal, 11 (1). pp. 68-70.

Atkinson, Stephanie (2003) Teaching Design and Technology in the Primary School. Teaching Design and Technology in the Primary School.

Atkinson, Stephanie (2012) What constitutes good learning in technology education: How can we ensure that teachers can provide it? In: 7th Biennial International Conference on Technology Education Research, 5-8 December 2012, Gold Coast, Queensland, Australia.

Atkinson, Stephanie (2012) What constitutes good learning in technology education: how can be ensure that technology edcation graduates can provide it? In: Technology Education Research Conference 2012, 5-8 Dec 2012, Griffith University.

Atkinson, Stephanie (2007) Why can't I design as well as other people? I thought I understood the process and what was required. In: PATT18 - Teaching and Learning Technology Literacy In The Classroom, May 2007, Glasgow University.

Atkinson, Stephanie (2004) A comparison of the relationship between creativity, learning style preference and achievement in GCSE and degree level in the context of design and technology project work. In: Creativity and Innovation DATA International Research Conference, Sheffield Hallam University.

Atkinson, Stephanie (2001) An exploration of cognitive style and computer aided learning from the perspective of the user and designer of such materials. In: BERA Conference, 15 Sep 2001, University of Leeds, UK.

Atkinson, Stephanie (2014) An imaginative use of a formative self-assessment and feedback tool to encourage a learner's understanding within a Higher Education context. In: 9th International Conference on Imagination and Education, Simon Fraser University Vancouver.

Atkinson, Stephanie (2003) An investigation into the relationship between preferred learning style and successful achievement in contrasting design and technology activities. In: Pupils Attitudes to Technology - PATT13, 21-24 Jun 2003, University of Glasgow, UK.

Atkinson, Stephanie (2000) An investigation into the relationship betwen teacher motivation and pupil motivation. Educational Psychology, 20 (1). pp. 46-57. ISSN 0144-3410

Atkinson, Stephanie (2003) The relationship between learning style preference, attitude to learning, appropriate prior knowledge and achievement in the context of computer aided learning in electronics. In: 8th annual conference of the European Learning Styles Information Network (ELSIN): Bridging Theory & Practice, 30 Jun - 2 Jul 2003, Centre for Management and Organizational Learning, Hull University Business School, UK.

Atkinson, Stephanie (2008) The shape of D&T Initial Teacher Training at Sunderland University. In: PATT20: Critical Issues in Technology Education Conference, Tel Aviv, Israel.

Atkinson, Stephanie and Sandwith, Angela (2012) A Passion for Designing. In: PATT26 - Technology Education in the 21st Century, 26-30 June 2012, Stockholm, Sweden.

Atkinson, Stephanie and Sandwith, Angela (2014) Passionate about designing. International Journal of Design and Technology, 24 (2). pp. 163-186. ISSN 0957-7572

Aylett, Ruth, Kappas, Arvid, Castellano, Ginevra, Bull, Susan, Barendregt, Wolmet, Paiva, Ana and Hall, Lynne (2015) I Know How That Feels - An Empathetic Robot Tutor. In: eChallenges e-2015, 25-26 Nov 2015, Vilnius, Lithuania.

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Bain, Richard, Cooper, Bridget and Sanders, Gail (2013) Breaking the Boundaries of Professional "Knowing" Through Alternative Narratives: or learning to love Michael Grive. Work-based learning e journal, 3 (1). pp. 45-75. ISSN 2044-7868

C

Chatzifotiou, Athanasia and Tait, Karen (2017) Education for Sustainable Development and the Eco-school Initiative in Two Primary and Two Early Years Settings in the North East of England. In: Sustainable Development Research at Universities in the United Kingdom. Springer. ISBN 978-3-319-47883-8 (In Press)

Clyde, Helen and Cooper, Bridget (2013) Been and gone: Emotion, learning and the impact of OFSTED on teacher education - part 2. In: University of Sunderland seminar series, Apr 2013, University of Sunderland. (Unpublished)

Clyde, Helen and Cooper, Bridget (2011) Emotions , learning and the impact of OFSTED on Teacher Education. In: Annual conference of UCET, Nov 3rd and 4th 2011, Hinkley Leicester UK.

Clyde, Helen and Cooper, Bridget (2014) An Inspector palls: the problematic impact of OFSTED on learning and affect in teaching education and implications for policy. In: BERA Conference 2014, 23-25 Sep 2014, Institute of Education, London.

Clyde, Helen and Cooper, Bridget (2013) Waiting for OFSTED affect, learning and the impact of inspection on teacher educators -part 1.BERA Annual conference, Sussex University September 2-5th September 2013. In: BERA Annual Conference Sussex University, 2-5 Sep 2013, Sussex University.

Convery, Andy (2008) Challenging Orthodoxies: improving Further Education Through Collaborative Research. In: CARN Conference, Liverpool.

Convery, Andy (2014) Classroom-based Action Research. In: Encyclopedia of Action Research. SAGE, pp. 103-107. ISBN 9781849200271

Convery, Andy (2009) Collaborative Action Research into Teaching Equality and Diversity in FE. In: CARN Conference, Athens.

Convery, Andy (2010) Evaluating Teachers; Accredited Action Research Projects. In: CARN Conference, Cambridge.

Convery, Andy (2007) Facilitating Teacher Action Research into ICT Pedagogy: Addressing Some Frequently-Unasked-Questions. In: Centyre for Sociocultural Activity Theory, 2007, University of Birmingham.

Convery, Andy (2012) How can we improve the quality of Student's Action Research Projects? In: CARN Conference, Canterbury.

Convery, Andy (2009) Improving Equality And Diversity Provision Across A Teacher Education Partnership. In: 33rd Collaborative Action Research Network (CARN) International Conference, 30 Oct - 1 Nov 2009, Campus of Athens College - Psychico College, Athens, Greece. (Unpublished)

Convery, Andy (2015) The OBAMA Project: Researching how to help vocational trainee-teachers to improve their teaching of Maths in their subject areas. In: CARN Conference, Minho.

Convery, Andy (2005) The Pedagogy of the Impressed: How Teachers Become Sacrificed On The Alter of Technological Vision. In: Discourse, Power & Resistance, 2005, Manchester Metropolitan University.

Convery, Andy (2012) Sharing bad practice - How can we improve the Quality of Students' Action Research Projects. In: 36th CARN/IPDC Conference 2012. Towards creative action; transformations and collaborations in practice., 23 - 25 Nov 2012, Ashford International Hotel, Ashford, Kent, England. (Unpublished)

Convery, Andy (2004) Supporting Teachers in The Creation of Critical Theory About ICT Use. In: BERA Conference, 18 Sep 2004, Manchester.

Convery, Andy (2011) What can we learn from New Teacher-Educators? In: CARN Conference, Vienna.

Convery, Andy (2006) Winners and Losers: Teachers' Experience of Action Research. In: Public Lecuture, Manchester Metropolitain University. (Unpublished)

Cooper, Bridget (2009) Affective issues in education Chapter in Warren, S (ed) Education studies: course companion to themes and contexts. London; Continuum. In: UNSPECIFIED Pending Details, TBA.

Cooper, Bridget (2003) Affective issues in teacher learning and the spread of good practice in ICT: The Ripple Project. In: British Educational Research Association Annual Conference: BERA 2003, 10-13th Sep 2003, Herriott Watt University, Edinburgh, UK.

Cooper, Bridget (2003) Agony and ecstasy in teacher learning with ICT- the Ripple Project: Assessing the whole school impact of installing two high quality ICT integrated classrooms in a primary school. In: BECTA Research Conference, 10 Mar 2003, London.

Cooper, Bridget (2003) Care - making the affective leap: more than a concerned interest in a learner's cognitive abilities. International Journal of Artificial Intelligence in Education, 13 (1). pp. 3-9. ISSN 1560-4292

Cooper, Bridget (2005) Designing high tech primary classrooms to support interaction, empathy and learning: the results of the ICT and whole child project. In: Seminar Leeds Metropolitan, Jan 20th 2005, Leeds Metropolitan University.

Cooper, Bridget (2011) Developing an ethic of care with children and young people: opportunities and challenges. In: Working with young children and young people: ethical debates and practices across disciplines and continents. New International Studies in Applied Ethics. (Vol. 5). Peter Lang AG, Oxford, pp. 259-282. ISBN 978-3-03430-121-3

Cooper, Bridget (2011) Developing moral attitudes with students with emotional and behavioural difficulties through profoundly empathic relationships: possibilities and limitations in school settings. In: Association of Moral Education Conference, 24-28 Oct 2011, Nanjing China.

Cooper, Bridget (2005) Embedded ICT: supporting empathy, positive emotion and achievement. In: Information Technology in Teacher Education Conference, 12-14 Jul 2005, Dundee University.

Cooper, Bridget (2008) Embedding the Person in Personalised Learning : Findings from a Study in Empathy in Learning Relationships. British Education Research Association Conference British Education Research Association Conference, Herriot-watt University Sept 3rd-6th peer -reviewed.

Cooper, Bridget (2003) Emotion and relationships at the heart of learning with ICT - for children and teachers: The Ripple Project. In: British Educational Communications and Technology Agency (BECTA) Annual Conference, 13 Jun 2003, Coventry.

Cooper, Bridget (2012) Empathy in Education. In: CEASH Head Teachers Conference, 01 Mar 2012, Cranage Hall, Cheshire, UK.. (In Press)

Cooper, Bridget (2011) Empathy in education: engagement, values and achievement. Continuum, London. ISBN 9781441101440

Cooper, Bridget (2004) Empathy, interaction and caring; teachers’ roles in a constrained environment,. Pastoral Care In Education, 22 (3). pp. 12-21. ISSN 0264-3944

Cooper, Bridget (2003) Entering the Child's Inner World: increasing empathy in teaching and learning. Antidote news letter.

Cooper, Bridget (2010) In search of profound empathy in learning relationships: understanding the mathematics of moral learning environments. Journal of Moral Education, 39 (1). pp. 79-99. ISSN 0305-7240

Cooper, Bridget (2005) Learning to love ICT: emotion and esteem in learning for teachers and children. In: Amercian Educational Research Association Annual Meeting 2005: Demography and Democracy in the Era of Accountability, 11 - 15 Apr 2005, Montreal, Canada.

Cooper, Bridget (2013) Supporting outstanding pupil progress in an area of social and economic deprivation: a case study in a cluster of five schools. BERA Annual conference. In: BERA Annual Conference 2013, 2-5 Sep 2013, Sussex University.

Cooper, Bridget (2011) Valuing the human in the design and use of technology in education; an ethical approach to the digital age of learning. In: Working with young children and young people: ethical debates and practices across disciplines and continents. New International Studies in Applied Ethics (5). Peter Lang AG, Oxford, pp. 123-140. ISBN 978-3-03430-121-3

Cooper, Bridget (2005) A model of immorality: how the education system can destroy empathy. In: American Educational Research Association Annual Meeting 2005: Demography and Democracy in the Era of Accountability, 11 -15 Apr 2005, Montreal, Canada.

Cooper, Bridget (2010) The role of profound empathy in teaching and learning: relationships, values and achievement. In: Seminar, 3 Nov 2010, University of Sunderland.

Cooper, Bridget and Brna, Paul (2002) Designing for Interaction – Creating and Evaluating an empathic ambience in Computer Integrated Learning Environments. In: Socially Intelligent Agents - creating relationships with computers and robots. Kluwer, Massachussetts, USA & Dortrecht, The Netherlands, pp. 189-196. ISBN 978-0-306-47373-9

Cooper, Bridget and Brna, Paul (2003) Engaging emotions, and building relationships and learning with ICT and the whole child. In: CAL ’03 “21st Century Learning”, 8-10 Apr 2003, Queens College Belfast.

Cooper, Bridget and Brna, Paul (2003) Learning to love ICT in teaching and learning: the significance of staff and student esteem. In: European Association for Research on Learning and Instruction (EARLI), 25-30 Aug 2003, Padua. Italy.

Cooper, Bridget and Brna, Paul (2004) Making the Affective leap: Emotions, engagement and empathy in interactions with ICT. In: Informatics network, 6th Feb 2004, Leeds University.

Cooper, Bridget and Brna, Paul (2003) The Significance of Affective Issues in Successful Learning with ICT for Year One and Two Pupils and their Teachers: The Final Outcomes of the ICT and the Whole Child Project. In: British Educational Research Association Annual Conference, 10 - 13 Sep 2003, Heriot-Watt University, Edinburgh. (Unpublished)

Cooper, Bridget and Brna, Paul (2002) Supporting high quality interaction and motivation in the classroom using ICT: the social and emotional learning and engagement in the NIMIS project. Education, Communication and Information, 2 (2/3). pp. 113-138. ISSN 1463-631X

Cooper, Bridget and Brna, Paul (2004) A classroom of the Future Today. In: Developing new technologies for young Children. Trentham books, Stoke. ISBN 9781858563077

Cooper, Mike (2016) Multimodal teaching and learning: researching digital storytelling on iPads in the primary school classroom to develop children’s story writing. Journal of Literacy and Technology, 17 (1&2). pp. 53-79. ISSN 1535-0975

Crozier, Gill and Davies, Jane (2007) Hard to Reach Parents or hard to reach schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33 (3). pp. 295-314. ISSN 01411926

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Davies, Jane (2011) I was expecting Blackpool, but warm!’ An analysis of the impact of an Anglo-Spanish exchange programme on initial teacher education students' intercultural understanding. In: 55th ICET World Assembly: Teachers and teacher education: towards excellence in pedagogy, curriculum and leadership, 11-14 Jul 2011, University of Glasgow.

Davies, Jane and Jackson, Susan (2012) I was expecting Blackpool, but warm!’ An analysis of the impact of an Anglo-Spanish exchange programme on initial teacher education students' intercultural understanding. In: 55th ICET World Assembly: Teachers and teacher education: towards excellence in pedagogy, curriculum and leadership, 11-14 July 2011, University of Glasgow. (In Press)

Davies, Mark and Taras, Maddalena (2016) A comparison of assessment beliefs of science and education lecturers in a University. REMIE: Multidisciplinary Journal of Education Research, 6 (1). pp. 77-99. ISSN 2014-2862

Dawson, Maria (2013) Graduate Voice: My Personal Employability Skills Portfolio. In: 5th International Conference on Education and New Learning Technologies (EDULEARN13), 1 - 3 Jul 2013, Barcelona, Spain.

Dawson, Maria (2014) Personal Employability Skills Portfolios for Sustainable Development. In: EDULEARN14: 6th International Conference on Education and New Learning Technologies, 7-9 Jul 2014, Barcelona, Spain.

Dawson, Maria (2012) Student Voice: Personalize my learning. In: 5th International Conference of Education, Research and Innovations (ICERI2012), 19 - 21 Nov 2012, Madrid, Spain.

Dawson, Maria, Cook, Freda and Lambton, Anne (2014) 'Active Engagement Strategies: Students as Co-creators of Knowledge'. In: EDULEARN14: 6th International Conference on Education and New Learning Technologies, 7-9 Jul 2014, Barcelona, Spain.

Dawson, Maria and Reed, Katharine (2013) How To Communicate Effectively With adult Learners. In: 6th International Conference of Education, Research and Innovation, 18 - 19 Nov 2013, Seville, Spain. (In Press)

DePalma, Renee (2007) There wasn't a conversation going on: How implicit clasroom norms can short-circuit language learning. International Journal of Learning, 12 (6). pp. 197-206. ISSN 14479494

Duffy, Kate (2013) Evaluating the use of a Teacher’s Diary to illuminate the moral dimensions of a teacher educator’s everyday work. In: Association for Moral Education Annual Meeting 2013, 24 - 27 Oct 2013, Montreal, Canada. (Unpublished)

Duffy, Kate (2016) Saved by my Electronic Diary! How to trust your own diary as your primary date collection method. In: 8th International Conference on Education and New Learning Technologies, 4-6th Jul 2016, Barcelona, Spain.

Duffy, Kate and Ross, Dionne (2016) Recognising Character Development In Our Learning Autobiographies. In: 8th International Conference on Education and New Learning Technologies, 4-6th Jul 2016, Barcelona, Spain.

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Elzouki, Salema and Cooper, Bridget (2011) Understanding and enhancing emotional literacy in severely autistic students using facial recognition software. In: Disabled Students in Education. IGI Global, pp. 108-128. ISBN 9781613501832

Emarievbe, Ejovi (2013) An Evaluation Research of the English Language Teacher Education Programme in Two Colleges of Education in the Niger-Delta Region of Nigeria. Doctoral thesis, University of Sunderland.

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Fell, Alan and Kuit, Judith (2003) Placement learning and the code of practice: rhetoric or reality? Active Learning in Higher Education, 4 (3). pp. 214-225. ISSN 1469-7874

Fulton, John (2013) Mentorship for Podiatric Practice. In: Clinical Professional Practice for Podiatric Medicine. M & K Publishing. ISBN 9781905539826 (In Press)

Fulton, John (2011) "What's your worth?" - The Development of Capital in British Boxing. European Journal for Sport and Society, 8 (3). pp. 192-218. ISSN 1613-8171

Fulton, John and Hayes, Catherine (2016) Evaluating Retrospective Experiential Learning as Process in Scholarship on a Work Based Professional Doctorate. Journal of Learning Development in Higher Education. ISSN 1759-667X (In Press)

Fulton, John, Kuit, Judith, Sanders, Gail and Smith, Peter (2012) 'Mixed methods in the context of professional doctorate studies'. In: 8th Mixed Methods International Conference, 18 - 21 Jun 2012, Leeds University. (In Press)

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Gidley, N, Cooper, Bridget, Elsted, J and Baynham, M (2004) Embedding Literacy Language and Numeracy in Vocational Programmes – two case studies. In: Learning and Skills Research Network conference, 2 Jul 2004, Leeds.

Gilligan, Kim (2009) Globalisation in teenage fiction texts. In: Children’s Literature and Cultural Diversity in the Past and the Present.19th Biennial Congress of IRSCL Institut fur jugendbuchforschung, 8 - 12 Aug 2009, Goethe Universistat Frankfurt. (Unpublished)

Gilligan, Kim (2012) Identity and Subjectivity in an age of neoliberal political agendas: Who belongs. In: The Child and the Book Conference - Towards common ground: Philosophical Approaches to children's literature., 30 Mar - 1 Apr 2012, Cambridge University. (Unpublished)

Gregson, Margaret, Spedding, Patricia, Moseley, David and Baumfield, Vivienne (2008) "Evaluation of the Northumberland Raising Aspirations In Society (NRAIS) Project". Project Report. Business Education Publishers Ltd.

Gregson, Margaret and Spedding, Trish (2007) Evaluation of Raising Aspirations and Achievement in Northumberland. UNSPECIFIED. DfES Publications.

Grieves, Kay and Pritchard, Oliver (2015) Articulating Value and Impact Through Outcome-Centred Service Delivery: the Student and Learning Support Experience at the University of Sunderland. In: 11th Northumbria International Conference on Performance Measurement in Libraries and Information Services, 20-22 July 2015, Edinburgh. (Unpublished)

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Hall, Lynne, Hall, Marc, Jones, Susan, Paiva, Ana and Aylett, Ruth Engineering Fun into Serious Game Evaluation. Intelligence. ISSN 0160-2896 (In Press)

Hall, Lynne, Irons, Alastair, MacIntyre, John, Sellers, Charles and Smith, Peter (2010) Sunderland Software City: An Innovative Approach to Knowledge Exchange in the North East of England. Journal of Research in Post-Compulsory Education, 15 (3). pp. 317-327. ISSN 1359-6748

Hall, Lynne, Woods, Sarah and Hall, Marc (2009) Lessons learned using Theory of Mind methods to investigate user social awareness in virtual role-play. Human Technology; Special issue on The End of Cognition, 5 (1). pp. 68-89. ISSN 1795-6889

Hani, Melanie (2012) Film/Art Work: Gender Renaissance: Analysing the impact of animation, the production process and film (Good Hearts Model 2011) in tackling issues surrounding and relating to having a parent who is transgender. [Video] (Unpublished)

Hani, Melanie J (2012) Increasing resilience in children who have a parent in prison through the use of the Good Heart Model. In: Children with a Parent in Prison Conference; Impact, Issues, Practice and Policy, 2nd April 2012, The Sherwell Centre,
Plymouth University. (Unpublished)

Hani, Melanie J (2011) SNOOP Animation (Special Needs Objective Outreach through Animation). In: BAF 2011: 18th Bradford Animation Festival, 8-12 Nov 2011, National Media Museum, Bradford, West Yorkshire. (Unpublished)

Hayes, Catherine (2016) Using the LEGO SERIOUS PLAY Method to Facilitate Transformative Learning with International Postgraduate Nursing Students. In: NET 2016 Conference, 6-8 Sep 2016, Churchill College, Cambridge, UK. (Unpublished)

Hayes, Catherine, Devlin, Siobhan, Westwood, Diane, Garfield, Iain, Beardmore, Phil, Archer, David, Collins, Michael and Bingle, Lewis (2016) Undergraduate Student Perception of Academic Learning Environments and Perceived Impact on Articulation of Employability Skills: A Mixed Methods Study. Journal of Learning Development in Higher Education. ISSN 1759-667X (In Press)

Hayes, Catherine and Fulton, John (2014) Auto ethnography as a method of facilitating critical reflexivity for professional doctorate students. Journal of Learning Development in Higher Education (8). ISSN 1759-667X

Hayes, Catherine and Fulton, John (2016) Integration of a Dialogic Feedback Loop in a Work Based Professional Doctorate Programme; a Case Study from Pedagogic Practice. Student Engagement in Higher Education Journal. (Submitted)

Hayes, Catherine and Fulton, John (2017) 'Pedagogies of Praxis for Real World Critical Reflection; Professional Doctorate Reflexivity'. Work Based Learning e-Journal International. ISSN 2044-7868 (Submitted)

Hayes, Catherine, Fulton, John and Armstrong, Paul-Alan (2017) ‘Contextualising and Framing Reflexivity for Professional Doctorate Education; Pedagogies of Praxis for a Changing Academic Landscape’. In: 6th International Conference on Professional Doctorates, 'Professional Doctorates in a Changing Landscape'., 22-23 Mar 2018, Friends House, London. (Submitted)

Hayes, Catherine, Sunday, J. S., Ihejieto, Chinyere, Thompson, K., Anyanwu, Philip, Bosun-Arije, S. and Onuorah, O. (2016) Evaluating a Reciprocal International Educational Community of Practice in Applied Public Health Education. In: Researching, Advancing & Inspiring Student Engagement (RAISE) Conference, 8-9 Sep 2016, Loughborough, UK. (Unpublished)

Hill, Marianne C.M. (2012) A Study into the Participation and Engagement of Young People with Physics in Post-Compulsary Education. Doctoral thesis, University of Sunderland.

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Irons, Alastair (2016) Ways in which Universities can work with UTCs to ensure smooth student transition. In: Digital Leaders North East Salon, May 2016, Newcastle. (Unpublished)

Irons, Alastair, Savage, N., Maple, C. and Davies, A. (2016) Embedding Cybersecurity in the Computer Science Curriculum. IT Now, 2016 (1). pp. 56-57.

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Johnson, Neil and Torpey, Michael (2013) Goffman’s theory of self and the social order: Trust and conflict in an intercultural education workplace. In: Discourses of Trust. Palgrave, pp. 147-164. ISBN 978-0-230-30849-7

Jones, Susan, Aggarwal, Anita and Edwards, Helen (2015) Creating Futures Through Research – Meeting Challenges, Embracing Opportunities & Delivering Impact. Inaugural Collaborative Research Conference, INtel Institute of Higher Education, Nairobi. In: Creating Futures Through Research – Meeting Challenges, Embracing Opportunities & Delivering Impact, 6-7 Nov 2015, INtel Institute of Higher Education, Nairobi. (Unpublished)

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Kerridge, Simon (2010) Electronic research administration: a case study from a non-research intensive university in the UK. Research Global (26). pp. 8-9.

Kerridge, Simon (2010) Towards a national development framework for research managers and administrators: a case study from the UK. Research Global (25). pp. 6-7.

Knowles, Michael and Dixon, Derek (2016) Guidance Techniques to Improve Student Engagement in Critical Reflection Regarding the Preparation of Technical Reports. Student Engagement and Experience Journal, 5 (1). ISSN 2047- 9476

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Lawson, Ronald (2013) Alternative Pedagogies for the Professional Work-based Learner. In: Building Learning Capacity for Life: Proceedings from the 18th Annual Conference of the Education, Learning Styles, Individual Differences Network, 18 - 20 Jun 2013, Billund, Denmark. (Unpublished)

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McKenna, Lynne (2013) "Back of the Net". In: HEIF Engagement Symposium, 14.3.13, Northumbria University.

McKenna, Lynne (2012) Back of the Net: A Social Impact Assessment of Wider Family Learning through football. In: BERA Annual Conference, Manchester University.

McKenna, Lynne (2008) Employer Led Training Provision. In: Childrens Workforce Strategy Leads Meeting, Stockton.

McKenna, Lynne (2007) Engaging with Men. In: Supporting Children and Families: Lessons from Sure Start for Evidence Based Practice. Jessica Kingsley, pp. 213-222. ISBN 978-1-84310-506-0

McKenna, Lynne (2014) Generating Insights into Family Learning. In: Presentation to 12 Local Authority Family Learning Leads, Bunny Hill Centre, Sunderland.

McKenna, Lynne (2004) In My View. Practical Pre-School, 43.

McKenna, Lynne (2008) The Involvement of Men: Changing Notions of Fatherhood. Early Education (56).

McKenna, Lynne (1999) Maths made Fun. Nursery World. ISSN 0029-6422

McKenna, Lynne (2014) Parental Engagement and schools: the impact of engaging parents in partnership. In: Education Showcase Event, Northumbria University.

McKenna, Lynne (2014) Parental Engagement for Schools and Communities. In: CPD Trinity School, Newcastle.

McKenna, Lynne (2015) Parental Engagement for the Twenty First Century: A Social Impact Assessment. In: British Education Research Association Annual Conference, 15th - 17th September 2015, Belfast.

McKenna, Lynne (2015) Parental Engagement in the United Kingdom: Examining notions of "disadvantaged" communities. In: European Teachers' Education Network Annual Conference, 16th - 18th April 2015, Copenhagen.

McKenna, Lynne (2012) Parental Engagement: the Involvement in Early Years' Children. In: First Global Summit on Childhood Conference, 28-31st March 2012, Washington DC, USA.

McKenna, Lynne (2004) Parental Partnership: the policy and practice of family learning. Early Education, 43.

McKenna, Lynne (2004) Perspectives on Family Learning. In: Durham Family Learning Service, Barnard Castle.

McKenna, Lynne (2003) Researching with young children and families - some methodological issues: Measuring what's meaningful or measuring what's measurable? In: BERA Annual Conference, 13 Sep 2003, Herriot-Watt University, Edinburgh.

McKenna, Lynne (2012) SAFC Foundation Report (Interim Report). Project Report. SAFC.

McKenna, Lynne (2012) SAFC Foundation Report: Executive Summary. Project Report. SAFC.

McKenna, Lynne (2012) SAFC Foundation Report: Final Report. Project Report. SAFC.

McKenna, Lynne (2006) South Tyneside Sure Start Partnership. Project Report. Sure Start.

McKenna, Lynne (2010) Using Exemplars to Promote Dialogue about Effective Approaches to Assessment. In: Teaching and Learning Conference 2010, 2010, University of Sunderland.

McKenna, Lynne (2002) "Whose job is it then?": The (non) visible participation of fathers in Early Years Area Based Initiatives. In: BERA (British Educational Research Association) Annual Conference, 14 Sep 2002, University of Exeter.

McKenna, Lynne (2012) The Wider Family Learning-Nexus: A Social Impact Evaluation Study through Football. In: 3 Rivers Consortium Conference, 29 Mar 2012, Teesside University.

McKenna, Lynne and Goss, Joan (2014) Civic Responsibility, Regional Responsiveness: Engaging children, parents, schools and community partners. In: Presentation to the Board of Governors, Northumbria University.

McKenna, Lynne and Goss, Joan (2012) The Wider Family Learning-Nexus: It's still all to play for! In: BERA Annual Conference, Manchester University.

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Nixon, Lawrence (2013) I might smell like a mule I don’t think like one: enacting an inclusive curriculum. In: America Education Research Association Annual Conference, 27 Apr - 1 May 2013, San Francisco, California. (Unpublished)

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Nixon, Lawrence (2012) Putting Speaking With Others into Practice in the Initial Teacher Education Curriculum. In: American Education Research Association Annual Conference, 13 - 17 Apr 2013, Vancouver, Canada. (Unpublished)

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Parson, Vanessa and Bignell, Simon (2017) An investigation into cooperative learning in a virtual world using problem-based learning. Online Learning, 21 (2). ISSN 2472-5730

Parson, Vanessa, Reddy, Peter, Wood, Jon and Senior, Carl (2009) Educating an iPod generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use. Learning, Media and Technology, 34 (3). pp. 215-228. ISSN 1743-9884

Pepper, Ian K (2013) ‘The initial education and training of tomorrow’s police workforce today and today’s police workforce for tomorrow’. Doctoral thesis, University of Sunderland.

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Quaid, Sheila (2015) Difficult Moments in Teaching Diversity and Difference in a Diverse World. In: University of Sunderland Annual Learning and Teaching Conference, 3 Jul 2015, University of Sunderland. (Unpublished)

Quaid, Sheila (2015) Difficult Moments in Teaching Diversity and Difference in a Diverse World. In: The North East Three Rivers Consortium 2015, 27 Mar 2017, University of Sunderland. (Unpublished)

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Reddy, Peter, Greasley, Alinka, Parson, Vanessa, Talcott, Joel, Harrington, Katherine and Elander, James (2009) Becoming a Psychology Undergraduate; Integrating Study Skills and Integrating Students. Psychology Learning and Teaching, 7 (2). pp. 38-41. ISSN 1475-7257

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Sanders, Gail, Smith, Peter, Kuit, Judith and Fulton, John (2014) The Impact of Doctoral Studies on Individuals and their Practice: Developing resistance and resilience. In: UKCGE 4th International Conference on Professional Doctorates, 10-11 Apr 2014, Wales Millennium Centre, Cardiff. (Unpublished)

Sanders, Gail and Taylor, Rosemarye (2014) The Professional Doctorate. Higher Education, Skills and Work-based Learning, 4 (2). ISSN 2042-3896

Sapouna, Maria, Wolke, Dieter, Vannini, Natalie, Watson, Scott, Woods, Sarah, Schneider, Wolfgang, Enz, Sibylle, Hall, Lynne, Paiva, Ana, Andre, Elisabeth, Dautenhahn, Kerstin and Aylett, Ruth (2010) Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial. Journal of Child Psychology and Psychiatry, 51 (1). pp. 104-112. ISSN 0021-9630

Smith, Paul J and Scott, J (2011) Stories from the front line Unlocking the voices of students and employers engaged in innovative postgraduate work-based learning programmes in English universities. Industry and Higher Education, 25 (1). pp. 25-37. ISSN 0950-4222

Spedding, Patricia (2012) All in the game: taking technology to task in post compulsory teacher education. to be confirmed. (Submitted)

Spedding, Patricia (2011) The Discipline of Education: issues in the professional development of teacher educators. In: European Education Research Association Conference (EERA), 13 - 16 Sep 2011, Freie Universität, Berlin. (Unpublished)

Spedding, Patricia (2008) Facing up to Change through Collaborative Dialogue and Practice: a View from a Centre for Excellence in Teacher Training in England. In: Association of Teacher Educators in Europe, International Conference., 23 - 28 Aug 2008, Brussels. (Unpublished)

Stevenson, Christine and O'Keefe, Joan (2011) Developing students’ research and inquiry skills from year one: a research informed teaching project from the University of Sunderland. Innovative Practice in Higher Education, 1 (1). ISSN 2044-3315

Stonehouse, G and Minocha, Sonal (2011) Globalising Higher Education in Africa: A case study of Business for Africa and Northern Kenya Business Learning Centre. In: 1st QS MAPLE Conference, 1-2 May 2011, Dubai Knowledge Village, Dubai.

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Taras, Maddalena (2015) 90 minute seminar: Student self-assessment: censorship or succour? In: Curriculm, Teaching and Learning, National Institute of Education, 26.11.15, Raffles Institution.

Taras, Maddalena (2016) 90 minute workshop: Students and tutors: working together, learning together and assessing together. In: Hawaii International Conference on Education, 3-6th January 2016, Honolulu. (Unpublished)

Taras, Maddalena (2012) Assessing Assessment Theories. Online Educational Research Journal, 3 (12). ISSN 2044-0294

Taras, Maddalena (2007) Assessing Assessment: linking theory, practice and empirical research. In: Australian Association for Research in Education 2007 International Educational Research Conference, 2007, Freemantle. (Unpublished)

Taras, Maddalena (2007) Assessing assessment: consequences of theories on practice. In: 14th International Conference on Learning, 26 - 29 Jun 2007, University of the Witwatersrand, Johannesburg. (Unpublished)

Taras, Maddalena (2016) Assessment - Summative and Formative - Some Theoretical Reflections. In: Learning and Teaching in Higher Education. Sage Library of Educational Thought & Practice . SAGE Publications Ltd, pp. 466-478. ISBN 978-1-4739-1287-8 (In Press)

Taras, Maddalena (2007) Assessment Design for Learner Responsibility. In: REAP International Online Conference, 29 May 2007. (Unpublished)

Taras, Maddalena (2009) Assessment Theory and Metaphor. In: EERA 2009 Thoery and Evidence in Eurpoean Educational Research, Vienna, 28 - 30 Sep 2009, Vienna.

Taras, Maddalena (2011) Assessment for Learning or Learning for Assessment: where do learners fit in? In: Durham Business School Seminar, 2011, Durham Business School. (Unpublished)

Taras, Maddalena (2010) Assessment for Learning: Assessing the Theory and Evidence. Procedia Social and Behavioural Sciences, 2 (2). pp. 3015-3022. ISSN 1877-0428

Taras, Maddalena (2007) Assessment for Learning: understanding theory to improve practice. Journal of Further and Higher Education, 31 (4). pp. 363-371. ISSN 0309-877X

Taras, Maddalena (2010) Assessment for learning: Assessing the theory and Evidence. In: 3rd World Conference on Educational Sciences - 2011, 3 - 7 Feb 2011, Bahcesehir University, Istanbul.

Taras, Maddalena (2008) Assessment for learning: sectarian divisions of terminology and concepts. Journal of Further and Higher Education, 32 (4). pp. 389-397. ISSN 0309-877x

Taras, Maddalena (2012) Assessment, a weapon of mass instruction. In: Annual Learning and Teaching (ALT) Staff Conference 2012, 05 Jul 2012, University of Bolton. (Unpublished)

Taras, Maddalena (2003) Assessment-Summative and Formative: Some Theoretical Reflection. In: British Educational Research Association Annual Conference, Sep 2003, Heriot-Watt University, Edinburgh. (Unpublished)

Taras, Maddalena (2010) Assessment: differences across sectors in theory, definitions and practice. In: 3rd International Pedagogical Research in HE (PRHE) Research-teaching linkages to enhance student learning, 25 -26 Oct 2010, Liverpool Hope University.

Taras, Maddalena (2004) Assessment: political tool, social sorter, quality nightmare, learning dream. In: Discourse Power Resistance: global issues, local solutions, 5 - 7 Apr 2004, Plymouth University. (Unpublished)

Taras, Maddalena (2005) Assessment: summative, formative and self-assessment. In: British Education Research Conference, Glamorgan, 2005, Glamorgan. (Unpublished)

Taras, Maddalena (2012) Assessment: the rocks or the bedrock of learning? In: 3 Rivers Consortium Conference, 29 Mar 2012, Teesside University. (Unpublished)

Taras, Maddalena (2010) Back to Basics: Definitions and Models of Self Assessment. In: IASK - International Association for the Scientific Knowledge, Teaching and Learning 2010: “Advances in Teaching and Learning Research”, 29 Nov - 01 Dec 2010, Seville, Spain.

Taras, Maddalena (2010) Back to Basics: Definitions and Models of Self-assessment. In: Teaching and learning Conference Proceedings for the International Association for Scientific Knowledge. International Association for Scientific Knowledge, pp. 485-493. ISBN 978-989-8295-02-6

Taras, Maddalena (2008) Between Teaching & learning, assessment is the road not the hurdle. In: ECER 2008 Gothenburg, 10 - 12 Sep 2008, Gothenburg, Sweden.

Taras, Maddalena (2009) Book Review - Balancing Dilemmas in Assessment and Learning in Contemporary Education. British Educational Research Journal, 35 (3). ISSN 0141-1926

Taras, Maddalena (2009) Book Review - Testing times: The uses and abuses of assessment. British Educational Research Journal, 35 (3). ISSN 0141-1926

Taras, Maddalena (2010) Book Review: Assessment for learning: why, what and how Dylan Wiliam, 2009. British Educational Research Journal, 36 (5). pp. 14-19. ISSN 0141-1926

Taras, Maddalena (2009) Book Reviews: Testing times: the uses and abuses of assessment Gordon Stobart, 2008 and Balancing dilemmas in assessment and learning in contemporary education Anton Havnes and Liz McDowell (Eds), 2008. British Educational Research Journal, 35 (3). pp. 490-492. ISSN 0141-1926

Taras, Maddalena (2005) Challenging the status quo: Summative and Formative Assessment - Perceptions and Realities. In: Discourses of Difference, 2005, Institute of Education. (Unpublished)

Taras, Maddalena (2008) Changing Realities: fact or fiction? In: 2nd International Pedagogical Research in Higher Education (PRHE) conference, 16 - 17 Jun 2008, Liverpool Hope University. (Unpublished)

Taras, Maddalena (2012) Chapter: Back to Basics: definitions and processes of assessments. In: Didatica e Formacao de Professores. UNIJUI. ISBN 978-85-419-0014-0

Taras, Maddalena (1999) Chapter: Student self-assessment as a means of promoting student autonomy and independence. In: Innovations in Learning and Teaching: Teaching Fellowships at the University of Sunderland. University of Sunderland Press/ Business Education Publishers Ltd, pp. 62-83. ISBN 9781873757130

Taras, Maddalena (2007) Chapter: Terminal Terminology: the language of assessment. In: Marginality and Difference in Education and Beyond. Trentham Books, pp. 52-67. ISBN 9781858564128

Taras, Maddalena (2015) Commissioned Book Review "Excellence in University Assessment: Learning from award-winning practice by David Carless. Institute of Education Press, London Review of Education.

Taras, Maddalena (2010) Commissioned: Back to Basics: definitions and processes of assessments. Práxis Educativa, 5 (2). pp. 123-130. ISSN 1809-4031

Taras, Maddalena (2015) Commissioned: Innovative pedagogical practices: Innovations in Student-centred Assessment. Innovative Pedagogies project HEA.

Taras, Maddalena (2015) Commissioned: Student self-assessment: what we have learned and what are the challenges. RELIEVE, 21 (1). ISSN 1134-4032

Taras, Maddalena (2008) Curriculum Change for Learning Changing Realities: fact or fiction. In: 2nd International Pedagogical Research in Higher Education (PRHE) conference, 16 - 17 Jun 2008, Liverpool Hope University.

Taras, Maddalena (2006) Debate, discussion and declarations in RI,. Research Intelligence, 97. pp. 15-17. ISSN 0307-9023

Taras, Maddalena (2006) Do Unto Others or Not? Lecturers use expert feedback on research articles, why not likewise undergraduates on assessed work? Assessment and Evaluation in Higher Education, 31 (3). pp. 363-375. ISSN 0260-2938

Taras, Maddalena (2004) Do unto others as we are done by? Feedback to Learners. In: British Education Research Conference, 2004, University of Manchester Institute of Science and Technology. (Unpublished)

Taras, Maddalena (2013) Exploring Concepts of Feedback across education sectors and the consequences for learners and teaching. In: Faculty of Education, Department of Pedagogical, Curricular and Profesional Studies, 2013, Gothenburg University, Sweden. (Unpublished)

Taras, Maddalena (2013) Exploring metaphors to clarify cognitive understandings and perceptions in education. In: North of England Education Conference (NEEC) 2013 Mind, brain, community: inspiring learners, strengthening resilience, 16-18 Jan 2013, Sheffield. (Unpublished)

Taras, Maddalena (2015) FA or AfL? That is the question. In: Education and Early Childhood Studies, 21st January 2015, Liverpool John Moores University. (Unpublished)

Taras, Maddalena (2016) Feedback across education sectors: how has "Assessment for Learning" influenced understanding and practices. In: Hawaii International Conference on Education, 3-6th January 2016, Honolulu.

Taras, Maddalena (2011) How can assessment help learning? In: Vitae Yorkshire & NE Hub Public Engagement, 07 Apr 2011, Durham Town Hall. (Unpublished)

Taras, Maddalena (2013) How can assessment support and sustain learning? In: Twentieth International Conference on Learning, 11-13 Jul 2013, University of the Aegean, Rhodes, Greece. (Unpublished)

Taras, Maddalena (2013) How can assesssment make student-centred learning and teaching a reality. In: Faculty of Arts, Department of Languages and Literatures, 2013, Gothenburg University, Sweden. (Unpublished)

Taras, Maddalena (2015) Improving assessment practices through the clarification of theory: Awarded Best Paper in Education. In: International Conference on Theory and Practice, 5-6th December 2015, Adelaide.

Taras, Maddalena (2013) Including learners in innovative assessment practices. In: North of England Education Conference (NEEC) Mind, brain, community: Inspiring learners, strengthening resilience, 16-18 Jan 2013, Sheffield. (Unpublished)

Taras, Maddalena (2012) Inclusive, dialogic practices in assessment which support negotiation and uptake of feedback. In: European First Year Experience Day Event, Enhancing first year experience: challenges and opportunities, 19 Jun 2012, Teesside University. (Unpublished)

Taras, Maddalena (1999) Innovations in Learning and Teaching (ed. Maddalena Taras). University of Sunderland Press/ Business Education Publishers Ltd.

Taras, Maddalena (2015) Invited Speaker: Assessment Theories: Summative and Formative Assessment. In: Assessment for Primary Education Conference, University of Sunderland. (Unpublished)

Taras, Maddalena (2015) Invited article: Student self assessment: what have we learned and what are the challenges. RELIEVE, 21 (1). ISSN 1134-4032

Taras, Maddalena (2015) Invited speaker: Sectarian divides and challenges in assessment. In: Assessment in HE Conference, 24.6.15, Birmingham.

Taras, Maddalena (2014) Invited visiting scholar with the Curriculum, Teaching and Learning Department at the Singapore National Institute of Education. Singapore National Institite of Education. (Unpublished)

Taras, Maddalena (2015) Invited: Assessment at the heart of learning: students' learning supported through self-assessment. In: Learning and Teaching Conference, 22.4.15, University of Stirling.

Taras, Maddalena (2015) Invited: The future of school inspection in England. In: Westminster Education Forum, 10 Feb 2015, Sixty One Whitehall, London.

Taras, Maddalena (2008) Issues of Power and equity in two models of self- assessment. Teaching in Higher Education, 13 (1). pp. 81-92. ISSN 1356-2517

Taras, Maddalena (2001) Learning through Assessment and Assessing Through Learning in HE. In: ILTAC 2001, The Institute for Learning and Teaching in Higher Education Conference: Professionalism in Practice, 4 - 6 Jul 2001, University of York. (Unpublished)

Taras, Maddalena (2015) Learning to assess for assessing to learn. In: Seminar for Faculty, 21sr January 2015, Liverpool John MNoores University. (Unpublished)

Taras, Maddalena (2008) Learning, teaching and assessing: using discourse to understand out problems. British Educational Research Journal. ISSN 0141-1926

Taras, Maddalena (2013) Making assessment credible and learning inspiring. In: North of England Education Conference (NEEC) Mind, brain, community: Inspiring learners, strengthening resilience, 16-18 Jan 2013, Sheffield. (Unpublished)

Taras, Maddalena (2013) Mapping metaphors to clarify cognitive understandings and perceptions of educational assessment. In: North of England Education Conference (NEEC) Mind, brain, community: Inspiring learners, strengthening resilience, 16-18 Jan 2013, Sheffield. (Unpublished)

Taras, Maddalena (2005) Metaphors of Assessment. In: Discourses of Difference Seminar, 2005, Institute of Education. (Unpublished)

Taras, Maddalena (2009) Metaphors of Education: power potentials and problems. In: The 8th Conference of the Discourse, Power, Resistance Series, 6 – 8 Apr 2009, Manchester Metropolitan University.

Taras, Maddalena (2009) Metaphors of Learning and Pedagogy. In: The Sixteenth International Conference on Learning, 1 4 Jul 2009, University of Barcelona.

Taras, Maddalena (2012) Perceptions and Realities in Understandings of Assessment in HE. In: 3 Rivers Consortium Conference, 29 Mar 2012, Teesside University. (Unpublished)

Taras, Maddalena (2016) Power differentials in assessment between tutors and students: can self-assessment change the (im)balance and if so, which model(s). In: IAFOR International Conference on Education, Honolulu, 8-11th January 2016, Honolulu.

Taras, Maddalena (2012) Reconceptualising Feedback in Higher Education. In: Evaluation & Assessment Research in Learning & Instruction Sig 1, 28 - 31 Aug 2012, Brussels. (Unpublished)

Taras, Maddalena (2001) Reconciling Learning and Assessing in HE. In: Learning and Teaching Conference, Sunderland, 2001. (Unpublished)

Taras, Maddalena (2008) Resisting resistance and amintaining the status quo: the example of student self-assessment. In: Discourse, Power, Resistance Conference, 18– 20 March 2008, Manchester Metropolitan University.

Taras, Maddalena (2013) Section 1 Editor "Current Thinking: a) The wider picture b) Challenging Preconceptions". In: Reconceptualising Feedback in Higher Education: Developing dialogue with students. Routledge, London and New York. ISBN 978-0-415-69234-2

Taras, Maddalena (2006) Self-assessment for learning, autonomy, power of fear? In: British Education Research Association Conference, 6 - 9 Sep 2006, University of Warwick. (Unpublished)

Taras, Maddalena (2013) Self-assessment: perspectives from the self-regulation and formative assessment fields. In: 15th Biennial EARLI Conference for Research on Learning and Instruction: "'Responsible Teaching and Sustainable Learning", 27-31 Aug 2013, Munich. (Unpublished)

Taras, Maddalena (2015) Situating power potentials and dynamics of learners and tutors within self-assessment models. Journal of Further and Higher Education, 39. ISSN 0309-877X

Taras, Maddalena (2000) Student Self-assessment: Transparency for Students and Lecturers. In: Learning and Teaching Conference, Sunderland. (Unpublished)

Taras, Maddalena (2010) Student Self-assessment: processes and consequences. Teaching in Higher Education, 15 (2). pp. 199-209. ISSN 1356-2517

Taras, Maddalena (2015) Student inclusion in assessment and tutor assessment literacies. In: Queensland University of Education, 14.12.15, Brisbane.

Taras, Maddalena (2009) Student self-assessment: a springboard for future learning development. In: 1st International Conference on Educational Research for Development, 13 - 15 May 2009, College of Education, Addis Ababa University.

Taras, Maddalena (2014) Student-centred learning - fact or fiction? In: Teaching and Learning in Higher Education Research Group, Newcastle University. (Unpublished)

Taras, Maddalena (2009) Summative Assessment: the missing link for Formative assessment. Journal of Further and Higher Education, 33 (1). pp. 57-69. ISSN 0309-877X

Taras, Maddalena (2008) Summative and Formative Assessment. Active learning in higher education, 9 (2). pp. 172-192. ISSN 1469-7874

Taras, Maddalena (2002) Teaching and Research: not mutually exclusive. In: Learning and Teaching Conference, Sunderland, 2002. (Unpublished)

Taras, Maddalena (2003) To feedback or not to feedback in student self-assessment. Assessment & Evaluation in Higher Education, 28 (5). pp. 549-565. ISSN 0260-2938

Taras, Maddalena (2012) Understanding of Assessment by University Lecturers: how this links to theories. In: Evaluation & Assessment Research in Learning & Instruction Sig 1 “Linking Multiple Perspectives on Assessment”, 28 - 31 Aug 2012, Brussels. (Unpublished)

Taras, Maddalena (2011) Understanding our understanding of assessment in HE. In: The European Conference on Educational Research 2011, 13 - 16 Sep 2011, Freie Universität, Berlin. (Unpublished)

Taras, Maddalena (2015) University Lecturers' understandings and beliefs of assessment, feedback and learner involvement: implications for supporting tutors' assessment literacy and professional development. In: ECER, 8-11th September 2015, Budapest.

Taras, Maddalena (2013) Using Self-assessment in the Curriculum. In: Employability, Enterprise, Your Students and You, 19 Sep 2013, Buckingham New University. (Unpublished)

Taras, Maddalena (2015) Using assessment and learning theories to support "Assessment for Learning" practices. In: International Conference on Theory and Practice, 5-6th December 2015, Adelaide.

Taras, Maddalena (2015) Using assessment to help learning. In: Association of National Teaching Fellows 10th Annual Symposium, 30-31 March 2015, Birmingham.

Taras, Maddalena (2007) Using metaphor to challenge perceived truths on assessment. In: Sixth Discourse Power and Resistance Conference: Talking Truth to Power, 2007, Manchester. (Unpublished)

Taras, Maddalena (2011) What does providing helpful feedback to students mean in HE? In: 3 Rivers Consortium Conference: “Curriculum Change – A House of Many Rooms?”, 12 Apr 2011, University of Northumbria. (Unpublished)

Taras, Maddalena (2012) Where is the Theory in Assessment for Learning? Online Educational Research Journal. ISSN 2044-0294

Taras, Maddalena (2012) Where is the theory in assessment for learning? In: Laboratory for Educational Theory, 2012, Stirling University. (Unpublished)

Taras, Maddalena (2010) 'Why Research Assessment? Can we research learning and teaching without focusing on assessment?'. In: Pedagogical Action Research Seminar Series, 11 Nov 2010, Liverpool Hope University.

Taras, Maddalena (2015) The future of school inspection in England. In: Westminster Education Forum, 10 Feb 2015, Sixty One Whitehall, London.

Taras, Maddalena and Davies, Mark (2014) Perceptions and realities in assessment definiations and uses. International Research in Education - Macrothink Institute, 2 (1). pp. 93-102. ISSN 2327-5499

Taras, Maddalena and Davies, Mark (2013) Students as Partners or Pawns in Assessment? In: 3 Rivers NE T&L Conference, Newcastle University, 19 Mar 2013, Newcastle University. (Unpublished)

Taras, Maddalena, Francisco, M Gomez and Roldan, Juna B (2014) Unequal Partnerships in Higher Education: Pedagogic Innovations in an Electronics within Physics Degree Course. REMIE: Multidisciplinary Journal of Education Research, 4 (1). pp. 35-69. ISSN 2014-2862

Thompson, Jane, Smith, Peter and Cooper, Bridget (2012) An autoethnographic study of the impact of reflection and doctoral study on practice. Work Based Learning e-Journal International, 2 (2). ISSN 2044-7868

Thorley, Wendy (2013) Can you see what I see: Understanding Dyslexia. In: Conference Development & Organisaton, 15 Mar 2013, University of Sunderland. (Unpublished)

Thorley, Wendy (2003) Dissemination of Higher Level Teaching Assistant programme supporting workforce reform. In: Headteachers conference and workforce conference, Durham Local Authority. (Unpublished)

Thorley, Wendy (2003) Dissemination of Higher Level Teaching Assistant programme supporting workforce reform. In: Headteachers conference, South Tyneside Local Authority. (Unpublished)

Thorley, Wendy (2003) Dissemination of Higher Level Teaching Assistant programme supporting workforce reform. In: Workforce conference, Redcar Local Authority. (Unpublished)

Thorley, Wendy (2003) Dissemination of Higher Level Teaching assistant programme supporting workforce reform. In: Workforce Conference, Sunderland local Authority. (Unpublished)

Thorley, Wendy (2000) Formative assessment implications for practice. In: Learning Skills Development Agency Regional Conference 2000, Centre for Life, Newcastle. (Unpublished)

Thorley, Wendy (2002) Rhetoric, Reality and Risk - Further Education Policy and Practice. In: Learning Skills Development Agency Regional Conference, Centre for Life, Newcastle upon Tyne. (Unpublished)

Thorley, Wendy (2013) Utilising VLEs within assessment requirements. In: Learning and Teaching Conference, University of Sunderland. (Unpublished)

Thorley, Wendy (2013) Working Memory Impairement - what does this mean for learning and life? - Key Notes Speaker. In: Conference Development and Organisation, 2 Oct 2013, University of Sunderland. (Unpublished)

W

Watson, Derek (2013) Externally Engage or Internally Wither... Academic Engagement in Third Stream Activities: the Discrepancy Between Management Perceptions and Academic Realities. Industry and Higher Education. ISSN 0950-4222 (In Press)

Watson, Derek, Hall, Lynne and Tazzyman, Sarah (2016) Trick or Treat: Academic Buy-in to Third Stream Activities. Industry and Higher Education, 30 (2). pp. 155-167. ISSN 0950-4222

Worrall, Rob (2014) Holding up the Mirror: Hearing the Student Voice in Leadership Teaching. In: Research Enabled Student Learning, 3 Jul 2014, University of Sunderland. (Unpublished)

Y

Young, Leanne and Purvis, Klaire (2016) All the shapes your learning takes: the development of a library welcome toolkit. ALISS Quarterly, 11 (3). pp. 9-12. ISSN 1747 9258

This list was generated on Thu Nov 23 21:56:04 2017 GMT.