SURE

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

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 (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.

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

Dalton, Andrew (2003) Virtual gender: technology, Consumption and Identity (Review). Centre for Cyber Cultural Research.

Davies, Jane, Elliott, Julian G, Gregson, Margaret, Harker, Elizabeth and Oglethorpe, Brian (2003) An Evaluation of the Partners for Study Support Grant Scheme. Other. University of Sunderland, with the permission of DfES on behalf of the Controller of Her Majesty's Stationery Office.

Morgan, Gwenda and Rushton, Peter (2003) Eighteenth-Century Criminal Transportation: the Formation of the Criminal Atlantic. Palgrave Macmillan. ISBN 9780333793381

Morgan, Gwenda and Rushton, Peter (2003) The Magistrate, the Community and the Maintenance of an Orderly Society in Eighteenth-Century England. Historical Research, 76 (191). pp. 54-77. ISSN 0950-3471

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 (Unpublished)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