Showing results 9 to 28 of 41
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Issue Date | Title | Author(s) |
8-Jan-2019 | Enacting Froebelian principles in practice: summary report | Hoskins, K; Smedley, S |
2023 | Equality and diversity in secondary schools in London | Lebbakhar, Asma |
14-Dec-2022 | Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum | Lebbakhar, A; Hoskins, K; Chappell, A |
2019 | Exploring the role of Froebelian theory in constructing early years practitioners’ sense of professionalism | Smedley, S; Hoskins, K |
2018 | Finding a place for Froebel’s theories: early years practitioners’ understanding and enactment of learning through play | Smedley, S; Hoskins, K |
2023 | From PhD to ECR: Supervisory relationships, precarity and the temporal regimes of academia | Hoskins, K; Moreau, MP; McHugh, E |
14-Feb-2021 | A frontline service? Nursery Schools as local community hubs in an era of austerity | Hoskins, K; Bradbury, A; Fogarty, L |
2018 | Higher education provision and access for early years educators: localised challenges arising from national policy in England | Hoskins, K; Smedley, S |
10-May-2023 | ‘I am not a teacher!’ The challenges of enacting home schooling during the Covid-19 pandemic among low-income families of primary-aged children | Hoskins, K; Wainwright, E |
2024 | Intersectional solidarities and inter-individual affinities: Enactments of equity and privilege through doctoral supervision relationships | Moreau, M-P; Hoskins, K; McHugh, E |
2017 | Learning to be Froebelian: student teachers’ life histories 1952–1965 | Hoskins, K |
14-Sep-2023 | Leveraging Students’ Game Culture in Education: Validating the benefits of utilising videogames to inform pedagogy | Hoskins, K; Lebbakhar, A; Watts, M; Asfahani, T; Winson-Longley, C |
3-Aug-2015 | Life history insights into the early childhood and education experiences of Froebel trainee teachers 1952–1967 | Hoskins, K; Smedley, S |
8-Jan-2023 | Me, my child and Covid-19: Parents’ reflections on their child’s experiences of lockdown in the UK and China | Hoskins, K; Thu, T; Xu, Y; Gao, J; Zhai, J |
30-Jul-2021 | Policy actors in a hostile environment: the views of staff in maintained nursery schools in England | Bradbury, A; Hoskins, K; Fogarty, L |
14-Sep-2020 | Post qualification 'now you're a doctor, what next? | Roffey-Barentsen, J; Creaton, J; Hoskins, K; Taylor, S; Watts, M; Wisker, G |
Jul-2022 | Precarious Transitions Project: Final Report | Moreau, M-P; Hoskins, K; McHugh, E |
2010 | The price of success? The experiences of three senior working class female academics in the UK | Hoskins, K |
20-Feb-2023 | Primary teachers' perceptions of their mathematical knowledge for teaching and the effects of policy on their mathematics teaching | Penfold, E; Hoskins, K |
22-Jun-2023 | Promoting participation of under-represented families in research | Hoskins, K; Wainwright, E; Gao, J; Xu, Y; Zhai, J; Arabaci, R |