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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

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Number of items at this level: 542.

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

Albin-Clark, J, Archer, N, Lynette, Morris and Ovington, J A (2022) Time for Advocacy and Activist-Scholarship Movements in Early Childhood Education and Care: why it matters now. In: BERA Annual Conference, 06.09.22 - 08.09.22, Liverpool University.

Albin-Clark, J, Latto, L, Hawxwell, L and Ovington, J A (2021) Becoming-with response-ability: How does diffracting posthuman ontologies with multi-modal sensory ethnography spark a multiplying femifesta/manifesta of noticing, attentiveness and doings in relation to mundane politics and more-than-human pedagogies of response-ability? entanglements. experiments in multi-modal ethnography, 4 (2). pp. 21-30. ISSN 2516-5860

Anderson, Steven and Gambles, Ellen-Alyssa (2021) PE Teachers' Engagement with Teaching Games for Understanding and Perceived Barriers to Implementation. In: International Online Conference on Sports Science and Education, 21 Oct 2021, Pakistan. (Unpublished)

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

Armstrong, Paul-Alan (2018) ‘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. (Unpublished)

Armstrong, Paul-Alan (2018) ‘Reflexive Digital Bricolage: The ART of Digital Reflection’. In: 6th International Conference on Professional Doctorates, 'Professional Doctorates in a Changing Landscape'., 22-23 Mar 2018, Friends House, London. (Unpublished)

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.

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 (2017) So what went wrong and why? In: Design Epistemology and Curriculum Planning. Loughborough Design Press, Loughborough, pp. 13-17. ISBN 9781909671157

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 (2018) Woman’s under-representation in STEM: The part role-models have played in the past and do we still need them today? In: PATT36 International Conference: Research & Practice in Technology Education: Perspectives on Human Capacity & Development., 18-21 Jun 2018, Athlone Institute of Technology, Ireland.

Atkinson, Stephanie (2019) A comparative study of the content of two documents: The Design & Technology National Curriculum in England and New Zealand's Technology Curriculum. In: PATT37:Developing a knowledge economy through technology and engineering education. University of Malta, Msida, Malta, pp. 13-24. ISBN 9789995714796

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.

B

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

Baxter, Fran, Erceylan, Emily, Asbridge, Hannah, Stead, Hannah, Wood, Ellice, Hamill, Michelle, Higgins, Emma and Trebacz, Anastasia (2019) Six of the best - speech, language and communication awareness. NARC Magazine.

Bell, D and Wooff, David (2010) Facilitating the change: Teaching as a Masters level profession. (Round Table Presentation). In: First TEAN Conference; The Importance of Education, 21st May 2010, Glasgow Caledonian University. (Unpublished)

Benstead, Helen (2024) The power of ‘research conversations’ in analysing and interpreting the views and perspectives of children identified with SEND. Journal of Research in Special Educational Needs. pp. 1-11. ISSN 1471-3802

Biswas, Mriganka and Murray, John (2024) How Education and Tech Savvy Perception Shape AI Interactions*. RO-MAN. (In Press)

Blacklock, Paul (2024) FES Conference 2024 roundtable talk. A case study of flexible study routes completed by students in the School of Education, University of Sunderland investigating factors that support student retention�. Focus of sense of belonging. In: Faculty of Education and Society Conference 2024, 10 Jun 2024, University of Sunderland. (Unpublished)

Blacklock, Paul (2024) A case study of distance education programmes administered through the University of Sunderland, investigating retention and students’ sense of belonging. In: Graduate School Conference, University of Sunderland 2024, 09 Oct 2024, University of Sunderland. (Unpublished)

Blacklock, Paul and Hughes, Mark (2023) A Response To Drop-out Rates. In: FES Conference 2023, 12 Jun 23, St Peter's Campus, University of Sunderland.

biswas, mriganka and Murray, John (2024) The Influence of Education and Self-Perceived Tech Savviness on AI Reliance: The Role of Trust *. CSCE. (In Press)

C

Cantafio, Giuseppe Umberto (2024) An exploration of teaching diverse students in a higher education institution in the UK: A case study of a University in London. Equity in Education & Society. ISSN 2752-6461

Cantafio, Giuseppe Umberto, Nadda, Vipin and Koutrou, Niki (2022) Proceedings of Teaching and Learning Symposium 2022. Coming out of a Pandemic: Lesson Learnt, Innovative Teaching & Learning Insights. IJEMID International Journal of Entrepreneurship, Management, Innovation, and Development, London. (Unpublished)

Cendon, Eva and Husband, Gary (2023) OPENNESS, FLEXIBILITY AND THE ROLE OF AI IN UNIVERSITY-INDUSTRY PARTNERSHIPS. European Journal of University Lifelong Learning, 7 (1). pp. 57-59. ISSN ISSN 2789-4029

Chappell, Keith, Billingsley, Berry and Simpson, Sherralyn (2024) The Future of Knowledge: The Role of Epistemic Insight in Interdisciplinary Learning. Bloomsbury, London, UK. ISBN 9781350383906

Chatzifotiou, Athanasia (2018) Education for Sustainable Development: Vision, Policy, Practices—An Open or Closed ‘Doorway’ for Teachers and Schools? In: Handbook of Lifelong Learning for Sustainable Development. Springer, pp. 197-209. ISBN 978-3-319-63534-7

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

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 (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)

Cook, Freda and Lambton, Anne (2019) 'Appyness': A creative tool for pedagogical engagement. In: University of Sunderland Resarch Conference, June 2019, University of Sunderland. (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..

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

D

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.

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

Davison, Kathryn, Bullen, Kathryn, Sturrock, Andrew and Hardisty, Jessica (2020) Multi‐sector pre‐registration training: qualitative analysis of pre‐registration trainees’ perceptions of a pre‐registration training programme in academia and community pharmacy. In: Health Services Research and Pharmacology Practice 2020, 16-17 April 2020, Cardiff.

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.

Day, Timothy Paul (2024) Musikarbeiter – Collapsing Dichotomies and Divisions Between STEM and Creative Frameworks in the Practice of Music Technology and Education. Doctoral thesis, The University of Sunderland.

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

Doyle, Lauren (2022) Doyle, L. (2022) Speculative Workshop Considering 'The Digital World vs. Virtual Teaching: Understanding the Adjustment to Agile Working/Teaching in 'Post-Covid' Education'. In: University of Sunderland, Faculty of Education and Society Annual Staff Student-Focused Conference, 14th June, 2022, Online.

Dresser, Paul (2018) Counter-Radicalisation Through Safeguarding: A Political Analysis of the Counter-Terrorism and Security Act (2015). Journal for Deradicalization, 16. pp. 125-164. ISSN 2363-9849

Dresser, Paul (2017) PREVENT(ing) Radicalisation in Educational Settings. In: A Presentation for University of Sunderland PGCE Students, 20 Sep 2017, University of Sunderland. (Unpublished)

Dresser, Paul (2019) What about Hope? A Critical Analysis of Pre-empting Childhood Radicalisation. In: Boundary Breaking - Faculty of Education and Society First Annual Staff Research Conference, 4th June, 2019, University of Sunderland. (Unpublished)

Duckworth, Vikki, Smith, Rob and Husband, Gary (2018) Adult Education, transformation and social justice. Education and Training, 60 (6). pp. 502-504. ISSN 0040-0912

Duffy, Kate (2023) Cultivating a Moral Imagination for Future Teacher Educators: The Dilemma of Teacher Assessment. In: Philosophy of Education of Australasia, 6th - 9th December 2023, Auckland, New Zealand. (Unpublished)

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 (2024) Pedagogy of Vulnerability: Education as Relation. In: The 9th UoS ITT Final Year/Postgraduate Education Research Conference, 2024 Transformative Education is both political and personal ,, 12 Sep 2024, University of Sunderland. (Unpublished)

Duffy, Kate (2022) A Pedagogy of vulnerability for relational practice. In: Relation Centred Education Network, 15 June 2022, Online - University of Sacramento. (Submitted)

Duffy, Kate (2016) Saved by my Electronic Diary! How to trust your own diary as your primary date collection method. 8th International Conference on Education and New Learning Technologies. ISSN 2340-1117

Duffy, Kate (2024) "Transformative Education is both political and personal". In: The 9th UoS ITT Final Year/Postgraduate Education Research Conference, 2024 Transformative Education is both political and personal, 12 Sep 2024, University of Sunderland. (Unpublished)

Duffy, Kate (2024) A pedagogy of vulnerability: The dynamic of relational practice in Higher Education. In: Relation Centred Education Network, 15-17 Jun 2024, Queen Maud University, Norway. (Unpublished)

Duffy, Kate, Hidson, Elizabeth and Deacon, Lesley (2024) Enhancing Research Culture for Practitioner Researchers: Agile Research Teams (ARTs). In: UKRI PSF/PRI Event - Sharing Learning and Success, 17 Jul 2024, University of Sunderland. (Unpublished)

Duffy, Kate and Ross, Dionne (2016) RECOGNISING CHARACTER DEVELOPMENT IN OUR LEARNING AUTOBIOGRAPHIES. In: 8th International Conference on Education and New Learning Technologies, 4-6 Jul 2016, Barcelona.

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. (Unpublished)

E

El-Taher Al-Fourganee, Zadma (2018) How Secondary School Libyan Teachers Assess Students’ Oral Communication. Doctoral thesis, University of Sunderland.

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.

Emary, Leah, Watt, Victoria and McCluskey, Clare (2014) Little and often: Exploring the potential of information literacy mini lessons. In: LILAC 2014, 24 Apr 2014, Sheffield Hallam University, Sheffield, UK.

F

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

Ferrazza, Alessandro and Donmanige, Thamosha Tharindi (2024) Enhancing Student Engagement: Technology Acceptance in Higher Education during COVID-19. International Journal of Emerging Technologies in Learning, 19 (07). pp. 104-125. ISSN 1868-8799

Fotiadou, Maria (2017) The Discourse of Careers Services: A Corpus-Based Critical Discourse Analysis of UK University Websites. Doctoral thesis, University of Sunderland.

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

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 (2017) Evaluating Retrospective Experiential Learning as Process in Scholarship on a Work Based Professional Doctorate. Journal of Learning Development in Higher Education (11). pp. 1-24. ISSN 1759-667X

Fulton, John and Keogh, Shelagh (2019) Translational research as an integral part of work–based learning. In: 11th International Conference on Researching Work-Based Learning, 24-26th July 2019, Giessen Germany. (Unpublished)

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.

G

Gambles, Ellen-Alyssa (2024) Teaching Games for Understanding: Teachers’ Socialisation, Perceptions and Interpretations. Doctoral thesis, The University of Sunderland.

Gambles, Ellen-Alyssa, Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2018) Barriers and Facilitators underpinning PE teachers’ perspectives of the Teaching Games for Understanding approach using Occupational Socialisation. In: North East Postgraduate Conference 2018, 09 Nov 2018, Newcastle Civic Centre, Newcastle-Upon-Tyne. (Unpublished)

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Hayes, Catherine (2018) Beyond Disciplinarity in Strategic Pedagogical Research - Who Do We Think We Are? In: 2nd Faculty of Education Research Day, 22 May 2018, LIVERPOOL HOPE UNIVERSITY. (Unpublished)

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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, Bussey, Sonia and Graham, Yitka (2019) Illuminating Undergraduate Experiential and Situated Learning in Podiatry Clinical Placement Provision at a UK School of Podiatric Medicine. Higher Education, Skills and Work-Based Learning Journal. ISSN 2042-3896

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Hayes, Catherine and Graham, Sarah (2019) 'Proposing an Eight Stage Model of Academic Curriculum Development via Knowledge Co-Construction with Students' in Karisa Krčmár 'The Inclusivity Gap'. In: The Inclusivity Gap. Inspired by Learning,, UK, pp. 202-214. ISBN 9781909876101

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Hidson, Elizabeth (2018) Challenges to Pedagogical Content Knowledge in lesson planning during curriculum transition: a multiple case study of teachers of ICT and Computing in England. Doctoral thesis, Durham University.

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Hidson, Elizabeth (2024) Facing the future right now: PGCE trainees’ classroom action research into EdTech and Computing. In: TPEA 36th Annual Conference, 2nd - 3rd July 2024, Manchester, UK. (Unpublished)

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Mandala, Susan (2024) Stylistics, pop culture, and educational research: A systematized review and case study. English Text Construction, 16 (2). pp. 144-168. ISSN 1874-8767

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Martin-Denham, Sarah (2020) Drugs and School Exclusion: Sharing research findings. In: Department of Health and Social Care Independent Review of Drugs, October 7 2020, Online.

Martin-Denham, Sarah (2020) Executive Summary: The enablers and barriers to successful managed moves: The voice of children, caregivers and professionals. Project Report. University of Sunderland, Sunderland.

Martin-Denham, Sarah (2023) Film 6 #seeme. [Film/Video]

Martin-Denham, Sarah (2023) Guest Blog: The Unheard Children. Chance UK Blog.

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Martin-Denham, Sarah (2023) Lunch and Learn: #pullupachair. In: Lunch and Learn: #pullupachair, 8th February 2023, Online.

Martin-Denham, Sarah (2019) NHS SEND Workstream: Linking health and education data on children with SEND in Sunderland: a 'proof of concept' project. In: NHS SEND Workstream, November 18 2019, Council for Disabled Children, Hackney, UK.

Martin-Denham, Sarah (2021) Preventing school suspension​ Research findings. In: University of Sunderland PGCE Research conference, 16 Sep 2021, Online.

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 1 - Barriers to thriving in mainstream school. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 2 - Impact of school exclusion on our children. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 3 - Impact of school exclusion on parents. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 4 Solutions to preventing school exclusion. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 5 – Barriers to thriving in mainstream school. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 6 Protective and risk factors for school exclusion. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 7 - How we believe we are seen. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 8 - Solutions to preventing exclusion from school. [Film/Video]

Martin-Denham, Sarah (2024) Pullupachair(FE). [Film/Video]

Martin-Denham, Sarah (2022) Pullupachair: Film 1 Recognising and responding to adversity EYFS and Primary. [Film/Video]

Martin-Denham, Sarah (2022) Pullupachair: Film 2 Recognising and responding to adversity Key Stage 2. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 3 Belonging, relationships and connections EYFS and Primary. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 4 Finding solutions to prevent school exclusion EYFS and KS1. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 7 Recognising and responding to adversity Secondary School. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 8 Belonging, relationships and connections. [Film/Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 9 Finding solutions to prevent school exclusion. [Film/Video]

Martin-Denham, Sarah (2021) Research dissemination: Social, emotional and mental health and school exclusions in Sunderland. In: Research dissemination: Social, emotional and mental health and school exclusions in Sunderland, 15 Oct 2021, Sunderland, UK.

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Martin-Denham, Sarah (2020) Riding the rollercoaster of school exclusion coupled with drug misuse: The lived experience of caregivers. Emotional and Behavioural Difficulties, 25 (3-4). pp. 244-263. ISSN 1741-2692

Martin-Denham, Sarah (2020) School Exclusions and Mental Health. In: My child, my life, my family - Adverse Childhood Experiences Conference, June 25 2020, Online.

Martin-Denham, Sarah (2021) School exclusion, substance misuse and use of weapons: An interpretative phenomenological analysis of interviews with children. Support for Learning, 36 (2). ISSN 0268-2141

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Martin-Denham, Sarah (2023) What works? – Supporting Ukrainian refugee children in school’. Manual. University of Sunderland, Sunderland.

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Martin-Denham, Sarah (2021) The benefits of school exclusion: Research with headteachers in England. University of Sunderland, Sunderland.

Martin-Denham, Sarah (2023) #minuteoftruth - Film 1. What we thought English schools would be like. [Film/Video]

Martin-Denham, Sarah (2023) #minuteoftruth - Film 2. Things we don't understand. [Film/Video]

Martin-Denham, Sarah (2023) #minuteoftruth - Film 3. What would help us manage in school. [Film/Video]

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Martin-Denham, Sarah (2023) #pullupachair: Recognising and responding to adversities to prevent exclusion from school: Secondary school settings. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah (2023) #pullupachair: Recognising and responding to adversities to prevent exclusion from school: Early Years Foundation Stage and primary school. University of Sunderland, University of Sunderland Website.

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Martin-Denham, Sarah (2023) #pullupachair: The importance of belonging, relationships and connections to prevent exclusion from school: Early Years Foundation Stage (EYFS) and primary school. University of Sunderland, University of Sunderland Website.

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Martin-Denham, Sarah and Donaghue, Jacob (2020) Out of sight, out of mind? Managed moves in England. UNSPECIFIED.

Martin-Denham, Sarah, Donaghue, Jacob and Benstead, Helen (2017) The prevalence of Special Educational Needs and Disabilities (SEND) identified in young people, aged 3-16, across the City of Sunderland: University of Sunderland, School of Education. Project Report. University of Sunderland/ Sunderland City Council.

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Martin-Denham, Sarah, Scott, Nathan and Rees, Jon (2024) Investigating the barriers and the protective factors influencing GCSE achievement in secondary education. Project Report. University of Sunderland, Sunderland.

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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 (2019) Book Review: “Teacher Learning with Classroom Assessment: Perspectives from Asia Pacific”. London Review of Education, 17 (1). ISSN 1474-8460

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. London Review of Education, 13 (3). pp. 59-61. ISSN 1474-8479

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: Student self-assessment: what we have learned and what are the challenges. RELIEVE, 21 (1). ME8. 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) Innovations in student-centred assessment. Project Report. Higher Education Academy, Advance HE.

Taras, Maddalena (2018) Introduction to Section 4 - Transgression and transformation: the role of universities. In: Developing Transformative Spaces in Higher Education. Routledge, London & New York. ISBN 9781138742307

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, 40 (6). pp. 846-863. 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 (2018) Transgressing power structures in assessment : not a step too far, just far enough. In: Developing Transformative Spaces in Higher Education: Learning to Transgress. Routledge, London & New York, pp. 162-181. ISBN 9781138742307

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 (2018) Assessment Literacies and student inclusion: key to supporting good practice, innovation, and collaboration. In: Three Rivers Conference, 6 Jul 2018, Newcastle University. (Unpublished)

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

Taras, Maddalena and Wong, Hwei Ming (2022) Student Self-Assessment: An Essential Guide for Teaching, Learning and Reflection at School and University. Assessment in Schools: Principles in Practice . Routledge, London and New York. ISBN 9780367691677

Taras, Maddalena and Wong, Hwei Ming (2022) Student Self-Assessment: An Essential Guide for Teaching, Learning and Reflection at School and University. Assessment in Schools: Principles in Practice . Routledge. ISBN 9780367691677

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, Cate, Husband, Gary, Hill, Ron, Ireland, Aileen, Gilbert, Emma, Bathmaker, Ann-Marie, Pennacchia, Jodie, James, David and Gardner, Steve (2021) Processes and practices of governing in colleges of further education in the UK: Uncovering the complexities of governing. University of Stirling, Stirling.

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

Wooff, David (2017) Design Thinking for Education; Conceptions and Applications in Teaching and Learning, A Review in "Design and Technology Education: an International Journal" Vol 21 (3) pp 74-76. Design and Technology Education: An International Journal, 21 (3). ISSN 1360-1431

Wooff, David and Bell, D (2011) How to Produce a Research Poster for Conference Display. In: Edge Hill University Research Development Conference, 14th June 2011, Edge Hill University. (Unpublished)

Wooff, David and Bell, D (2010) How to support trainee teachers to demonstrate that they can provide outstanding evidence in pursuit of Qualified Teacher Status (QTS). In: First TEAN Conference; The Importance of Education, 21st May 2010, Glasgow Caledonian University. (Unpublished)

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 Sat Dec 7 14:33:34 2024 GMT.