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|2015||Formative interventions and practice-development: A methodological perspective on teacher rounds||Ellis, V; Gower, C; Frederick, K; Childs, A|
|2014||Academic work and proletarianisation: A study of higher education-based teacher educators||Ellis, V; McNicholl, J; Blake, A; McNally, J|
|2011||Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships||Douglas, AS; Ellis, V|
|2011||Reenergising professional creativity from a CHAT perspective: Seeing knowledge and history in practice||Ellis, V|
|2012||Institutional conceptualisations of teacher education as academic work in England||Ellis, V; McNicholl, J; Pendry, A|
|2016||Actual texts, possible meanings: The uses of poetry and the subjunctification of experience||Green, A; Ellis, V; Simecek, K|