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|2019||We need to play for more time||Hoskins, K; Smedley, S|
|9-May-2019||Understanding inclusion in teacher education–a view from student teachers in England||Essex, J; Alexiadou, N; Zwozdiak-Myers, P|
|20-Aug-2019||A textured and sensory grammar for the experience of reading||Cushing, I|
|2019||Exploring the role of Froebelian theory in constructing early years practitioners’ sense of professionalism||Smedley, S; Hoskins, K|
|2019||School related gender based violence (SRGBV) in England: An Intersectional Analysis||Tsouroufli, M|
|2019||The moral contract, sympathy and becoming human: a response to Michael Hand||Aldridge, D|
|2019||Why educational research should not just solve problems, but should cause them as well||Biesta, G; Filippakou, O; Wainwright, E; Aldridge, D|
|2019||Moving world, moving voices: a discussion with Daljit Nagra||Green, AJ|
|11-Jan-2019||Creating the future? The 1960s new English universities||Filippakou, O; Tapper, T|
|2019||The policy and policing of language in schools||Cushing, I|