Items where School is "School of Education and Lifelong Learning

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Number of items: 75.


Andrews, Richard (2018) Multimodality, Poetry and Poetics. Research in Language and Communication (1). Routledge, New York. ISBN 9781138696600


Barker, Edmund (2018) Bodies-in-Transition: an ethnography of the opportunities and constraints of BTEC performing arts students. Doctoral thesis, University of East Anglia.

Bartholomew, Kimberley J. ORCID:, Ntoumanis, Nikos, Mouratidis, Athanasios, Katartzi, Ermioni, Thøgersen-Ntoumani, Cecilie and Vlachopoulos, Symeon (2018) Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53. pp. 50-63. ISSN 1873-3263

Biza, Irene ORCID:, Nardi, Elena ORCID: and Zachariades, Theodossios (2018) Competences of Mathematics Teachers in Diagnosing Teaching Situations and Offering Feedback to Students:Specificity, Consistency and Reification of Pedagogical and Mathematical Discourses. In: Diagnostic Competence of Mathematics Teachers. Springer, New York, pp. 55-78. ISBN 978-3-319-66325-8

Brennan, John, Cochrane, Allan, Lebeau, Yann ORCID: and Williams, Ruth (2018) The University in its Place:Social and Cultural Perspectives on the Regional Role of Universities. Springer. ISBN 978-94-024-1294-9

Bridges, David (2018) Why, perhaps, philosophers of education (and other educational researchers) “leave everything as it is”. In: Past, Present, and Future Possibilities for Philosophy and History of Education. Springer, pp. 77-88. ISBN 9783319942520

Brown, Alison (2018) Palimpsest of place: an exploration of an alternative place pedagogy in key stage 3 geography. Doctoral thesis, University of East Anglia .


Carpentier, Vincent, Lebeau, Yann ORCID: and Välimaa, Jussi (2018) International perspectives on equality of higher education opportunities: models and strategies for accessibility and availability. In: Higher Education Pathways: South African Undergraduate Education and the Public Good. African Minds, Cape Town. ISBN 978-1-928331-90-2

Carrington, Victoria (2018) The changing landscape of literacies: Big data and algorithms. Digital Culture and Education, 10 (1). pp. 67-76. ISSN 1836-8301

Cheng, Ming, Adekola, Olalea Adeban, Shah, Mahsood and Valyrakis, Manousos (2018) Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia. Studies in Higher Education, 43 (4). pp. 754-768. ISSN 0307-5079

Craske, James ORCID: (2018) Book review: Modernising School Governance: Corporate Planning and Expert Handling in State Education. Management in Education, 32 (3). pp. 143-145. ISSN 0892-0206

Craske, James ORCID: (2018) ‘You can’t show impact with a new pair of shoes’: negotiating disadvantage through Pupil Premium. Journal of Education Policy, 33 (4). pp. 526-557. ISSN 0268-0939

Craske, James ORCID: and Loschmann, Janis (2018) On Rationality. Political Studies Review, 16 (4). pp. 306-317. ISSN 1478-9299

Cuevas, Ricardo, Ntoumanis, Nikos, Fernandez-Bustos, Juan G. and Bartholomew, Kimberley ORCID: (2018) Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? Journal of School Psychology, 68. pp. 154-162. ISSN 0022-4405


Daniels, Kevin ORCID:, Connolly, Sara ORCID:, Ogbonnaya, Ndukwe, Tregaskis, Olga ORCID:, Bryan, Mark, Robinson-Pant, Anna ORCID: and Street, John ORCID: (2018) Democratisation of wellbeing: stakeholder perspectives on policy priorities for improving national wellbeing through paid employment and adult learning. British Journal of Guidance and Counselling, 46 (4). pp. 492-511. ISSN 0306-9885


Elliott, John (2018) The use of behavioural objectives as a means of holding teachers to account for their students learning. Does this render student assessment ‘fit for purpose?’. European Journal of Education, 53 (2). pp. 133-137. ISSN 1465-3435

Elliott, John (2018) A Response to David Carpenter's 'Virtue Ethics in the Practice and Review of Social Science Research.'. In: Virtue Ethics in the Conduct and Governance of Social Science Research. Advances in Research Ethics and Integrity, 3 . Emerald Group Publishing Ltd., pp. 141-154. ISBN 978-1-78714-608-2


Gass, Susan, Juffs, Alan, Starfield, Sue and Hyland, Ken (2018) Conducting research at language centers: Practical perspectives from the field. TESOL Quarterly, 52 (4). pp. 1108-1119. ISSN 0039-8322

Ghaffar, Farhana and Stevenson, Jacqueline (2018) British Pakistani and Bangladeshi women, higher education and defensive othering. Widening Participation and Lifelong Learning, 20 (3). pp. 50-67. ISSN 1466-6529

Gillespie, Helena, Arico, Fabio, Lancaster, Simon, Ward, Neil and Ylonen, Annamari (2018) Lessons in learning gain: Insights and critique. Higher Education Pedagogies, 3 (1). pp. 249-265. ISSN 2375-2696

González-Martín, Alejandro S., Nardi, Elena ORCID: and Biza, Irene ORCID: (2018) From resource to document: Scaffolding content and organising student learning in teachers’ documentation work on the teaching of series. Educational Studies in Mathematics, 98 (3). 231–252. ISSN 1573-0816

Gordon, John (2018) Reading from nowhere: assessed literary response, Practical Criticism and situated cultural literacy. English in Education, 52 (1). pp. 20-35. ISSN 0425-0494


Habibie, Pejman and Hyland, Ken (2018) Introduction:The risks and rewards of scholarly publishing. In: Novice Writers and Scholarly Publication. Springer, pp. 1-10. ISBN 9783319953328

Hammond, Nick and Palmer, Nicola (2018) Personalizing Education: A person-centred approach for children with special educational needs. Trentham Books. ISBN 978-1-8585-6880-5

Healy, Lulu, Nardi, Elena ORCID:, Biza, Eirini ORCID: and Silos de Castro Baptista, Érika (2018) Attuning to the mathematics of difference: Haptic constructions of number. In: Research Proceedings of the 9th British Congress on Mathematics Education. UNSPECIFIED, pp. 72-79.

Healy, Lulu, Nardi, Elena and Biza, Irene (2018) Attuning to the mathematics of difference:Examples of teachers’ haptic constructions of number. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME). PME, Umeå, Sweden, p. 245. ISBN 978-91-7601-906-1

Hinchliffe, Geoffrey (2018) Education, knowledge and freedom. Philosophy, 93 (2). pp. 211-230. ISSN 0031-8191

Hinchliffe, Geoffrey (2018) Epistemic freedom and education. Ethics and Education, 13 (2). pp. 191-207. ISSN 1744-9642

Hinchliffe, Geoffrey (2018) Civic Republicanism, Citizenship and Education. In: The Palgrave Handbook of Citizenship and Education. Springer, pp. 1-13.

Hyland, Ken (2018) English for Specific Purposes:Some Influences and Impacts. In: International Handbook of English Language Teaching. Springer, pp. 391-402. (In Press)

Hyland, Ken (2018) Genre and Discourse Analysis in Language for Specific Purposes. In: The Concise Encyclopaedia of Applied Linguistics. Elsevier.

Hyland, Ken (2018) Participation in publishing:The demoralizing discourse of disadvantage. In: Novice Writers and Scholarly Publication. Springer, pp. 13-33. ISBN 9783319953328

Hyland, Ken (2018) Sympathy for the devil? A defence of EAP. Language Teaching, 51 (3). pp. 383-399. ISSN 0261-4448

Hyland, Ken and Jiang, Feng (Kevin) (2018) Changing patterns of self-citation: Cumulative inquiry or self-promotion? Text and Talk, 38 (3). 365–387. ISSN 1860-7330

Hyland, Ken and Jiang, Feng (Kevin) (2018) “In this paper we suggest”: Changing patterns of disciplinary metadiscourse. English for Specific Purposes, 51. pp. 18-30. ISSN 0889-4906

Hyland, Ken and Jiang, Feng Kevin (2018) ‘We believe that … ’: Changes in an academic stance marker. Australian Journal of Linguistics, 38 (2). pp. 139-161. ISSN 0726-8602

Hyland, Ken (2018) Disciplinas e discursos: interacoes sociais na construcao do conhecimento. In: A APRENDIZAGEM E O ENSINO DA E SCRITA: desafios e resultados em experiências estrangeiras. Pontes Editores, pp. 83-114.

Hyland, Ken (2018) The Essential Hyland:Studies in Applied Linguistics. Bloomsbury Academic, London. ISBN 9781350037908

Hyland, Ken (2018) Genre and Second Language Writing. In: The TESOL Encyclopedia of English Language Teaching. Wiley.

Hyland, Ken (2018) When to be Egotistical? Identity, Writing and First Person Pronouns. In: Making Sense of Research: theory, practice and relevance. Van Schaik, Johannesburg, pp. 187-194. (In Press)

Hyland, Kenneth (2018) Narrative, identity and academic storytelling. ILCEA Revue de l’Institut des langues et cultures d'Europe, Amérique, Afrique, Asie et Australie, 31 (1). ISSN 1639-6073


Jacks-Cobbold, Frances (2018) The experience of undergraduate mature students studying for a degree in a college of further education: a life history approach. Doctoral thesis, University of East Anglia.

Jennings-Tallant, Laura (2018) Children and their underworld: an exploration of young children’s humour as Bakhtinian carnivalesque. Doctoral thesis, University of East Anglia.

Jones, Zoe and Williams, Nonia ORCID: (2018) “I am done with toys!” — The benefits, joys and risks of creativity and innovation in graduate writing support. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 28. pp. 149-172. ISSN 2292-1591


Kanellos, Ioannis, Nardi, Elena ORCID: and Biza, Irene ORCID: (2018) Proof schemes combined: mapping secondary students’ multi-faceted and evolving first encounters with mathematical proof. Mathematical Thinking and Learning, 20 (4). pp. 277-294. ISSN 1098-6065

Kayali, Lina and Biza, Eirini ORCID: (2018) Teachers' use of resources for mathematics teaching: The case of teaching trigonometry. In: Research Proceedings of the 9th British Congress on Mathematics Education. UNSPECIFIED, pp. 111-118.

Kayali, Lina and Biza, Irene ORCID: (2018) Micro-evolution of documentational work in the teaching of the volume of revolution. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME). PME, pp. 195-202. ISBN 978-91-7601-904-7


Leeder, Thomas M. ORCID:, Russell, Kate ORCID: and Beaumont, Lee C. ORCID: (2018) ‘Becoming’ a community coach mentor: Past experiences, dispositions, and responsibility for learning. In: Cluster for Research into Coaching (CRiC) Coaching in the Community Symposium, 2018-04-25 - 2018-04-25.

Leeder, Thomas M. ORCID:, Russell, Kate ORCID: and Beaumont, Lee C. ORCID: (2018) 'It could be quite a lonely job being a mentor': Exploring the learning and development of sports coach mentors. In: Association Internationale des Ecoles Superieures d'Education Physique (AIESEP) World Congress, 2018-07-25 - 2018-07-28.

Leeder, Thomas M. ORCID:, Warburton, Victoria E. ORCID: and Beaumont, Lee C. ORCID: (2018) Coaches' dispositions towards non-formal learning situations: An analysis of the 'Coach Talent Programme'. In: Association Internationale des Ecoles Superieures d'Education Physique (AIESEP) World Congress, 2018-07-25 - 2018-07-28.

Lim, Manuel Antonio, Lomer, Sylvie and Millora, Christopher ORCID: (2018) Universal access to quality tertiary education in the Philippines. International Higher Education, 94. pp. 19-21. ISSN 1084-0613


Megías, Ángel, González-Cutre, David, Beltrán-Carrillo, Vicente J., Gomis-Díaz, José M., Cervelló, Eduardo and Bartholomew, Kimberley J. ORCID: (2018) The impact of living with morbid obesity on psychological need frustration: A study with bariatric patients. Stress and Health, 34 (4). pp. 509-522. ISSN 1532-3005

Millora, Chris (2018) Stopping as Success Case Study: World Vision and TB Taskforce Federation, Inc. Peace Direct, CDA Collaborative Learning & Search for Common Ground, London.

Millora, Christopher (2018) Solidarity as Development Practice? – Insights from Volunteering Practices in Global South Communities. Convivial Thinking blog.

Millora, Christopher M. (2018) Book Review: Perspectives on volunteering: Voices from the South by Butcher, J., & Einolf, C. J. (Eds.). Nonprofit and Voluntary Sector Quarterly, 47 (6). pp. 1313-1316. ISSN 0899-7640

Mjaya, Ahmmardouh (2018) An Ethnographic Study of Literacy Practices in a Village Community in Malawi: Exploring Figured Worlds. Doctoral thesis, University of East Anglia.


Nardi, Elena, Healy, Lulu, Biza, Irene and Hassan Ahmad Ali Fernandes, Solange (2018) ‘Feeling’ the mathematics of disabled learners:Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In: Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Sense Publishers, pp. 147-170. ISBN 9789463512107


Papadaki, Evi ORCID: and Kourouniotis, Christos (2018) Tasks for enriching the understanding of the concept of linear span. In: INDRUM 2018. UNSPECIFIED, NOR.

Priyadharshini, Esther ORCID: and Pressland, Amy (2018) Analysis as assemblage: Making sense of polysemous texts. Critical Studies in Media Communication, 35 (5). pp. 420-439. ISSN 1529-5036


Rizza, Davide ORCID:, Iannone, Paola and Thoma, Athina (2018) Investigating secondary school students' epistemologies through a class activity concerning infinity. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. UNSPECIFIED, Umea, pp. 131-138. ISBN 0771-100X

Robinson-Pant, Anna ORCID: (2018) Academic literacies: ethnographic perspectives on. In: International Encyclopaedia of Anthropology. Wiley. ISBN 9780470657225

Robinson-Pant, Anna ORCID: and Magyar, Anna (2018) The recruitment agent in internationalized higher education: Commercial broker and cultural mediator. Journal of Studies in International Education, 22 (3). pp. 225-241. ISSN 1552-7808


Stylianidou, Angeliki and Nardi, Elena ORCID: (2018) Inclusion and disability in the primary mathematics classroom: Examples of teaching staff discourses on the participation of visually impaired pupils. In: Proceedings of the 9th British Congress of Mathematics Education (BCME). UNSPECIFIED, Coventry, UK, pp. 167-174.

Stylianidou, Angeliki and Nardi, Elena ORCID: (2018) "Inclusion" and "disability" in the mathematics classroom: The case of visually impaired pupils. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME). PME, Umea, Sweden, p. 163.


Themelis, Spyros ORCID: (2018) Εκπαιδευτικά κινήματα σε Χιλή, Βραζιλία και Ελλάδα:Aγώνας για μια διαφορετική εκπαίδευση ή μια καλύτερη κοινωνία. In: Συλλογικός τόμος 2ου πανελληνίου συνεδρίου κοινωνιολογίας της εκπαίδευσης. UNSPECIFIED, pp. 243-262.

Themelis, Spyros ORCID: (2018) Learning from and with the education movements in Greece and Brazil: Knowledge, action and alternatives. Educação e Realidade, 43 (3). pp. 799-816. ISSN 0100-3143

Thoma, Athina and Nardi, Elena ORCID: (2018) Transition from school to university mathematics: Manifestations of unresolved commognitive conflict in first year students’ examination scripts. International Journal of Research in Undergraduate Mathematics Education, 4 (1). 161–180. ISSN 2198-9745

Thoma, Athina (2018) Transition to university mathematical discourses: A commognitive analysis of first year examination tasks, lecturers’ perspectives on assessment and students’ examination scripts. Doctoral thesis, University of East Anglia .


Viana, Vander (2018) Job interviews in trios. In: New ways in teaching speaking. TESOL Press, Alexandria, VA, pp. 153-154. ISBN 9781945351297

Viana, Vander, Bocorny, Ana and Sarmento, Simone (2018) Teaching English for specific purposes. TESOL Press, Alexandria, VA. ISBN 9781942799917


Warkineh, Turuwark Zalalam, Rogers, Alan and Danki, Tolera Negassa (2018) Profiling adult literacy facilitators in development contexts: An ethnographic study in Ethiopia. International Review of Education, 64 (1). 9–30. ISSN 0020-8566

Watson, Jan (2018) Deferred creativity: Exploring the impact of an undergraduate learning experience on professional practice. Teaching and Teacher Education, 71. pp. 206-213. ISSN 0742-051X

Winsløw, Carl, Gueudet, Ghislaine, Hochmuth, Reinhard and Nardi, Elena ORCID: (2018) Research on university mathematics education. In: Developing Research in Mathematics Education. New Perspectives on Research in Mathematics Education, ERME series . Routledge, pp. 60-74. ISBN 9781138080294

Woldu, Demelash (2018) Exploring language uses and policy processes in Karat Town of Konso Woreda, Ethiopia. Doctoral thesis, University of East Anglia.


Zhang, Zhe (Victor) and Hyland, Ken (2018) Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36. pp. 90-102. ISSN 1075-2935

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