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Abrahams, Ian, Potterton, Beverley, Fotou, Nikolaos and Constantinou, Marina (2019) Scientific Literacy: Who Needs it in a ‘Black Box’ Technological Society? In: New Perspectives in Science Education, 21-22 March 2019, Florence, Italy.
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2014) The impact of the 'Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work. Research in Science & Technological Education, 32 (3). pp. 263-280. ISSN 0263-5143
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2014) The impact of the 'Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work. Research in Science & Technological Education, 32 (3). pp. 263-280. ISSN 0263-5143
Walshe, Gráinne, Johnston, Jennifer and Goos, Merrilyn (2020) PROMOTING 21ST CENTURY SKILLS THROUGH STEM INTEGRATION: A COMPARATIVE ANALYSIS OF NATIONAL CURRICULA. In: Science and mathematics education for 21st century citizens: challenges and ways forward. Nova publishers. ISBN 978-1-53618-334-4
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Roberts, Lesley (2008) The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
Abrahams, Ian (2010) Practical work in school science: A minds-on approach. continuum, London. ISBN 9781847065049
Fotou, Nikolaos (2017) Exploring the role of self-generated analogies in solving and reasoning about novel situations. In: New Perspectives in Science Education, 16-17 March 2017, Florence, Italy.
Fotou, Nikolaos (2014) Students’ predictions in novel situations and the role of self-generated analogies in their reasoning. PhD thesis, University of Leeds.
Fotou, Nikolaos and Abrahams, Ian (2020) Extending the Role of Analogies in the Teaching of Physics. The Physics Teacher, 58 (32). pp. 32-35. ISSN 0031-921X
Fotou, Nikolaos and Abrahams, Ian (2019) Reconsidering Spontaneous Analogical Reasoning through the Knowledge in Pieces Mechanism. New Perspectives in Science Education Conference Proceedings, 8 . ISSN 2420-9732
Fotou, Nikolaos and Abrahams, Ian (2016) Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims? Physics Education, 51 (4). 044003. ISSN 0031-9120
Fotou, Nikolaos and Abrahams, Ian (2018) Prediction-making in novel situations and the role of self-generated analogies. In: Hellenic Physical Society 27th Conference Thessaloniki, Thessaloniki, Greece.
Fotou, Nikolaos (2022) From the Didactic to the Heuristic Use of Analogies in Science Teaching. In: Analogical Minds Seminars.
Fotou, Nikolaos (2014) Students' use of analogies in making predictions in novel situations. In: International Conference New Perspectives in Science Education, 2014, Florence. Italy.
Fotou, Nikolaos and Abrahams, Ian (2021) From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations. Research in Science & Technological Education . ISSN 0263-5143
Fotou, Nikolaos and Abrahams, Ian (2018) On the Role of Analogies beyond their Didactic Purpose. In: New perspectives in science education 7th edition, Florence, Italy.
Fotou, Nikolaos and Abrahams, Ian (2020) A cross-age study of students’ predictions in novel situations. In: Redefining the Teaching and Learning of Science and Technology in the 21st century, 19-21 April, 2019, Florina, West Macedonia, Greece.
Fotou, Nikolaos and Abrahams, Ian (2019) The nature of knowledge in students’ spontaneous analogical reasoning. In: 2nd International Conference of Engineering, Science and Mathematics Education, 8-10 November, Cyprus.
Fotou, Nikolaos and Abrahams, Ian (2018) Prediction-making in novel situations and the role of self-generated analogies. In: Hellenic Physical Society 27th Conference Thessaloniki, Thessaloniki, Greece.
Fotou, Nikolaos (2017) Exploring the role of self-generated analogies in solving and reasoning about novel situations. In: New Perspectives in Science Education, 16-17 March 2017, Florence, Italy.
Fotou, Nikolaos (2022) From the Didactic to the Heuristic Use of Analogies in Science Teaching. In: Analogical Minds Seminars.
Fotou, Nikolaos and Abrahams, Ian (2015) Doing with ideas: the role of talk in effective practical work in science. School Science Review, 97 (359). pp. 25-30. ISSN 0036–6811
Fotou, Nikolaos and Abrahams, Ian (2020) Extending the Role of Analogies in the Teaching of Physics. The Physics Teacher, 58 (32). pp. 32-35. ISSN 0031-921X
Fotou, Nikolaos and Abrahams, Ian (2021) From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations. Research in Science & Technological Education . ISSN 0263-5143
Fotou, Nikolaos and Abrahams, Ian (2018) On the Role of Analogies beyond their Didactic Purpose. In: New perspectives in science education 7th edition, Florence, Italy.
Fotou, Nikolaos and Abrahams, Ian (2016) Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge? In: New Perspectives in Science Education, 16-17 March 2016, Florence, Italy.
Fotou, Nikolaos and Abrahams, Ian (2019) The nature of knowledge in students’ spontaneous analogical reasoning. In: 2nd International Conference of Engineering, Science and Mathematics Education, 8-10 November, Cyprus.
Fotou, Nikolaos (2014) Students' use of analogies in making predictions in novel situations. In: International Conference New Perspectives in Science Education, 2014, Florence. Italy.
Fotou, Nikolaos (2014) Students’ predictions in novel situations and the role of self-generated analogies in their reasoning. PhD thesis, University of Leeds.
Lewis, Carenza (2020) How history learners can ‘dig school’ under lockdown. Teaching History, 179 . pp. 44-49. ISSN 0040-0610
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2013) Improving the assessment of practical work in school science: lessons from an international comparison. In: ESERA conference, 2nd - 7th September 2013, ESERA conference Nicosia, Cyprus.
Abrahams, Ian and Reiss, Michael J. (2015) The assessment of practical skills. School Science Review (357). p. 45. ISSN 0036-6811
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2013) The assessment of practical work in school science. Studies in Science Education, 49 (2). pp. 209-251. ISSN 0305-7267
Reiss, Michael J., Sharpe, Rachael and Abrahams, Ian (2012) Assessment of practical work in school science. Project Report. Gatsby Foundation.
Norris, Stuart (2016) The impact of year 6 parents evening and science induction days on student attitudes towards science lessons across the transfer from primary to secondary school. In: International Conference New Perspectives In Science Education 5th Edition. Libreriauniversitaria.it, pp. 619-622. ISBN 9788862927055
Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2018) Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. Research in Science & Technological Education, 36 (2). pp. 205-222. ISSN 0263-5143
Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2017) Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. In: ESERA 2017, 21-25 August 2017, Dublin City University, Dublin, Ireland.
Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2018) Does paired mentoring work? School Science Review . ISSN 0036–6811
Sharpe, Rachael, Fotou, Nikolaos and Abrahams, Ian (2019) Does Paired Mentoring Work? A Study of the Effectiveness and Affective Value of Pairing Students Aged 16 with Undergraduate Students in England. In: New Perspectives in Science Education, 21-22 March 2019, Florence, Italy.
Fotou, Nikolaos and Constantinou, Marina (2020) The pandemic’s precipitate: Reconsidering biology and health literacy. School Science Review, 102 (378). pp. 13-15. ISSN 0036-6811
Sharpe, Rachael (2012) Secondary school students’ attitudes to practical work in school science. PhD thesis, University of York.
Kerry, Trevor (1982) The demands made by RE on pupils' thinking. In: New directions in religious education. Falmer Press, Lewes, UK, pp. 161-170. ISBN 0905273311
Fotou, Nikolaos (2014) Students' use of analogies in making predictions in novel situations. In: International Conference New Perspectives in Science Education, 2014, Florence. Italy.
Kerry, Trevor (2005) The evolving role of the head of department. London Review of Education, 3 (1). pp. 65-80. ISSN 1474-8479
Bright, Jonathan L., Brown, Lindsay and Evans, Adam (2012) Lincolnshire Sports Partnership wheelchair sports project evaluation report. Technical Report. Lincolnshire Sports Partnership.
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Evans, Adam B., Brown, Lindsay J. and Bright, Jonathan (2013) Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. In: 11th European Sociological Association Conference: Crisis, Critique and Change, 28.08.2013-31.08.2013, Turin.
Williams, Rachel and Evans, Adam (2013) Measuring pupil’s perceptions of gendered identity in secondary school physical education. In: BASES Student Conference 2013, 26.03.2013 - 27.03.2013, Cardiff Metropolitan University.
Mason, Wendy (2007) Student voice in building schools for the future. EdD thesis, University of Lincoln.
McQuade, Laura (2021) Factors Affecting Secondary Teacher Wellbeing in England: Self-perceptions, Policy and Politics. PhD thesis, University of Lincoln.
Lewis, Carenza (2020) How history learners can ‘dig school’ under lockdown. Teaching History, 179 . pp. 44-49. ISSN 0040-0610
Fotou, Nikolaos and Constantinou, Marina (2020) The pandemic’s precipitate: Reconsidering biology and health literacy. School Science Review, 102 (378). pp. 13-15. ISSN 0036-6811
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2011) Getting practical: Improving Practical Work in Science (IPWiS) project: the evaluation. School Science Review, 92 (342). pp. 37-44. ISSN 0036-6811)
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Roberts, Lesley (2008) The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Sharpe, Rachael (2012) Secondary school students’ attitudes to practical work in school science. PhD thesis, University of York.
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Evans, Adam B., Brown, Lindsay J. and Bright, Jonathan (2013) Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. In: 11th European Sociological Association Conference: Crisis, Critique and Change, 28.08.2013-31.08.2013, Turin.
Kerry, Trevor (1982) The demands made by RE on pupils' thinking. In: New directions in religious education. Falmer Press, Lewes, UK, pp. 161-170. ISBN 0905273311
Fotou, Nikolaos (2017) Students’ misconceptions and different approaches to conceptual change: from theory to practice. In: ISTA Annual Conference, 7th-9th April 2017, Maynooth, Ireland.
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Hall, Sophie Susannah, Maltby, John, Filik, Ruth and Paterson, Kevin B. (2016) Key skills for science learning: the importance of text cohesion and reading ability. Educational Psychology, 36 (2). pp. 191-215. ISSN 0144-3410
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2014) The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education, 32 (3). pp. 263-280. ISSN 0263-5143
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2014) The impact of the 'Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work. Research in Science & Technological Education, 32 (3). pp. 263-280. ISSN 0263-5143
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2013) The impact of the ‘Getting practical: improving practical work in science’ CPD programme on teachers. In: ESERA conference, 2nd - 7th September 2013, Nicosia, Cyprus.
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2012) The effectiveness of the ‘Getting practical’ Continuing Professional Development (CPD) programme. In: UK Science Education Research Conference, National Science Learning Centre, 2nd - 4th July 2012, National Science Learning Centre, York.
Hack-polay, Dieu (2002) Comparative study of the routes to headship in Cote d'Ivoire and England. Education Today, 52 (1). pp. 23-30. ISSN 0013-1547
Walshe, Gráinne, Johnston, Jennifer and Goos, Merrilyn (2020) PROMOTING 21ST CENTURY SKILLS THROUGH STEM INTEGRATION: A COMPARATIVE ANALYSIS OF NATIONAL CURRICULA. In: Science and mathematics education for 21st century citizens: challenges and ways forward. Nova publishers. ISBN 978-1-53618-334-4
Abrahams, Ian and Reiss, Michael J. (2015) The assessment of practical skills. School Science Review (357). p. 45. ISSN 0036-6811
Fotou, Nikolaos and Abrahams, Ian (2018) On the Role of Analogies beyond their Didactic Purpose. In: New perspectives in science education 7th edition, Florence, Italy.
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2016) Observations of 2014-15 TAM lessons with regard to the use of mathematical software. Project Report. University of Leeds, Leeds.
Bright, Jonathan L., Brown, Lindsay and Evans, Adam (2012) Lincolnshire Sports Partnership wheelchair sports project evaluation report. Technical Report. Lincolnshire Sports Partnership.
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Evans, Adam B., Brown, Lindsay J. and Bright, Jonathan (2013) Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. In: 11th European Sociological Association Conference: Crisis, Critique and Change, 28.08.2013-31.08.2013, Turin.
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Sharpe, Rachael (2011) Alpha, beta and gamma absoption. In: Performing science: teaching chemistry, physics and biology through drama. Continuum. ISBN 9781441160713
Sharpe, Rachael (2011) Magnetic fields. In: Performing science: teaching chemistry, physics and biology through drama. Continuum, London. ISBN 9781441160713
Sharpe, Rachael (2011) The solar system. In: Performing science: teaching chemistry, physics and biology through drama. Continuum. ISBN 9781441160713
Sharpe, Rachael and Abrahams, Ian (2011) Radioactivity: half-life. In: Performing science: teaching chemistry, physics and biology through drama. Continuum, London. ISBN 9781441160713
Sharpe, Rachael and Saglam, Murat (2011) Energy. In: Performing science: teaching chemistry, physics and biology through drama. Continuum, London. ISBN 9781441160713
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Draycott, Matthew C., Rae, David and Vause, Katie (2011) The assessment of enterprise education in the secondary education sector: a new approach? Education + Training, 53 (8/9). pp. 673-691. ISSN 0040-0912
Hall, Sophie Susannah, Maltby, John, Filik, Ruth and Paterson, Kevin B. (2016) Key skills for science learning: the importance of text cohesion and reading ability. Educational Psychology, 36 (2). pp. 191-215. ISSN 0144-3410
Norris, Stuart (2016) The impact of year 6 parents evening and science induction days on student attitudes towards science lessons across the transfer from primary to secondary school. In: International Conference New Perspectives In Science Education 5th Edition. Libreriauniversitaria.it, pp. 619-622. ISBN 9788862927055
Hack-polay, Dieu (2002) Comparative study of the routes to headship in Cote d'Ivoire and England. Education Today, 52 (1). pp. 23-30. ISSN 0013-1547
Abrahams, Ian (2010) Practical work in school science: A minds-on approach. continuum, London. ISBN 9781847065049
Evans, Adam B., Brown, Lindsay J. and Bright, Jonathan (2013) Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. In: 11th European Sociological Association Conference: Crisis, Critique and Change, 28.08.2013-31.08.2013, Turin.
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Bennett, Judith, Braund, Martin and Sharpe, Rachael (2013) Student attitudes, engagement and participation in STEM subjects. Project Report. Royal Society and the Department of Education at the University of York.
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Kisby, Ben (2017) 'Politics is ethics done in public': exploring linkages and disjunctions between citizenship education and character education in England. Journal of Social Science Education, 16 (3). pp. 7-20. ISSN 1611-9665
Draycott, Matthew C., Rae, David and Vause, Katie (2011) The assessment of enterprise education in the secondary education sector: a new approach? Education + Training, 53 (8/9). pp. 673-691. ISSN 0040-0912
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2012) The effectiveness of the ‘Getting practical’ Continuing Professional Development (CPD) programme. In: UK Science Education Research Conference, National Science Learning Centre, 2nd - 4th July 2012, National Science Learning Centre, York.
Kerry, Trevor (1984) Evaluation. In: A dictionary of Religious Education. SCM Press, London. ISBN 0334019680
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska McAleavey, Karolina, Fields, Bob and Bardill, Andy (2017) Insight/Inside Learning: A Participatory App For Analysing The Effectiveness Of School Environments. In: People, Personal Data and the Built Environment: A DIS2017 Workshop, 10 June 2017, Edinburgh.
Williams, Rachel and Evans, Adam (2013) Measuring pupil’s perceptions of gendered identity in secondary school physical education. In: BASES Student Conference 2013, 26.03.2013 - 27.03.2013, Cardiff Metropolitan University.
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Williams, Rachel and Evans, Adam (2013) Measuring pupil’s perceptions of gendered identity in secondary school physical education. In: BASES Student Conference 2013, 26.03.2013 - 27.03.2013, Cardiff Metropolitan University.
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2011) Getting practical: Improving Practical Work in Science (IPWiS) project: the evaluation. School Science Review, 92 (342). pp. 37-44. ISSN 0036-6811)
McGinn, Janine (2019) Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development. PhD thesis, University of Lincoln.
Hack-polay, Dieu (2002) Comparative study of the routes to headship in Cote d'Ivoire and England. Education Today, 52 (1). pp. 23-30. ISSN 0013-1547
Fotou, Nikolaos and Constantinou, Marina (2020) The pandemic’s precipitate: Reconsidering biology and health literacy. School Science Review, 102 (378). pp. 13-15. ISSN 0036-6811
Hack-polay, Dieu (2002) Comparative study of the routes to headship in Cote d'Ivoire and England. Education Today, 52 (1). pp. 23-30. ISSN 0013-1547
Lewis, Carenza (2020) How history learners can ‘dig school’ under lockdown. Teaching History, 179 . pp. 44-49. ISSN 0040-0610
Abrahams, Ian and Reiss, Michael J. (2015) The assessment of practical skills. School Science Review (357). p. 45. ISSN 0036-6811
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2016) Observations of 2014-15 TAM lessons with regard to the use of mathematical software. Project Report. University of Leeds, Leeds.
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2017) The Use of Software in Academic Stream High School Mathematics Teaching. The International Journal for Technology in Mathematics Education . ISSN 1744 2710
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2016) Observations of 2014-15 TAM lessons with regard to the use of mathematical software. Project Report. University of Leeds, Leeds.
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
McGinn, Janine (2019) Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development. PhD thesis, University of Lincoln.
Abrahams, I. Z. (2007) An unrealistic image of science. School Science Review, 88 (324). pp. 119-122. ISSN 0036-6811
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Evans, Adam B., Brown, Lindsay J. and Bright, Jonathan (2013) Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. In: 11th European Sociological Association Conference: Crisis, Critique and Change, 28.08.2013-31.08.2013, Turin.
Roberts, Lesley (2008) The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
McGinn, Janine (2019) Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development. PhD thesis, University of Lincoln.
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2014) Designing, developing and evaluating integrated STEM activities for junior science. In: Science and mathematics are closely related in the physical world, yet as school subjects they can be quite separate, even where they share overlapping content. Science and mathematics integration has been recommended as a way to increase student conceptu, 24-25 June 2014, Dublin, Ireland.
Roberts, Lesley (2008) The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Ní Ríordáin, Máire, Johnston, Jennifer and Walshe, Gráinne (2016) Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47 (2). pp. 233-255. ISSN 0020-739X
Amsler, Sarah (2015) Education should not be run for profit. Reclaiming Schools . ISSN .
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Roberts, Lesley (2008) The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
Campbell, Andrew and Kerry, Trevor (2004) Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary. Educational studies, 30 (4). pp. 391-408. ISSN 03055698
Fotou, Nikolaos and Abrahams, Ian (2019) Reasoning through spontaneously generated analogies. In: 2019 ESERA conference, August 26-30, Bologna, Italy.
Fotou, Nikolaos and Abrahams, Ian (2019) The nature of knowledge in students’ spontaneous analogical reasoning. In: 2nd International Conference of Engineering, Science and Mathematics Education, 8-10 November, Cyprus.
Fotou, Nikolaos and Abrahams, Ian (2019) Reconsidering Spontaneous Analogical Reasoning through the Knowledge in Pieces Mechanism. New Perspectives in Science Education Conference Proceedings, 8 . ISSN 2420-9732
Coffey, P and Sharpe, Rachael (2021) An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum. International Journal of Mathematical Education in Science and Technology (TMES) . ISSN 0020-739X
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Norris, Stuart (2016) Higher attaining but emotionally brittle: why we need to assess how school marketing policies affect students. FORUM for Promoting 3-19 Comprehensive Education, 58 (1). pp. 87-91. ISSN 0963-8253
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2017) The Use of Software in Academic Stream High School Mathematics Teaching. The International Journal for Technology in Mathematics Education . ISSN 1744 2710
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2016) Observations of 2014-15 TAM lessons with regard to the use of mathematical software. Project Report. University of Leeds, Leeds.
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2017) The Use of Software in Academic Stream High School Mathematics Teaching. The International Journal for Technology in Mathematics Education . ISSN 1744 2710
Coffey, P and Sharpe, Rachael (2021) An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum. International Journal of Mathematical Education in Science and Technology (TMES) . ISSN 0020-739X
Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2018) Does paired mentoring work? School Science Review . ISSN 0036–6811
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Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2018) Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. Research in Science & Technological Education, 36 (2). pp. 205-222. ISSN 0263-5143
Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2017) Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. In: ESERA 2017, 21-25 August 2017, Dublin City University, Dublin, Ireland.
Sharpe, Rachael, Fotou, Nikolaos and Abrahams, Ian (2019) Does Paired Mentoring Work? A Study of the Effectiveness and Affective Value of Pairing Students Aged 16 with Undergraduate Students in England. In: New Perspectives in Science Education, 21-22 March 2019, Florence, Italy.
Abrahams, Ian and Sharpe, Rachael (2010) Untangling what teachers mean by the motivational value of practical work. School Science Review, 92 (339). pp. 111-115. ISSN 0036-6811)
Sharpe, Rachael and Abrahams, Ian (2011) What do teachers mean when they claim that practical work motivates? In: European Science Education Research Association (ESERA), September 2011, Lyons, France.
Sharpe, Rachael (2012) Secondary school students’ attitudes to practical work in school science. PhD thesis, University of York.
McQuade, Laura (2021) Factors Affecting Secondary Teacher Wellbeing in England: Self-perceptions, Policy and Politics. PhD thesis, University of Lincoln.
Sharpe, Rachael (2011) Alpha, beta and gamma absoption. In: Performing science: teaching chemistry, physics and biology through drama. Continuum. ISBN 9781441160713
Sharpe, Rachael (2011) Magnetic fields. In: Performing science: teaching chemistry, physics and biology through drama. Continuum, London. ISBN 9781441160713
Sharpe, Rachael (2011) The solar system. In: Performing science: teaching chemistry, physics and biology through drama. Continuum. ISBN 9781441160713
Sharpe, Rachael and Abrahams, Ian (2011) Radioactivity: half-life. In: Performing science: teaching chemistry, physics and biology through drama. Continuum, London. ISBN 9781441160713
Sharpe, Rachael and Saglam, Murat (2011) Energy. In: Performing science: teaching chemistry, physics and biology through drama. Continuum, London. ISBN 9781441160713
Lewis, Carenza (2020) How history learners can ‘dig school’ under lockdown. Teaching History, 179 . pp. 44-49. ISSN 0040-0610
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2017) The Use of Software in Academic Stream High School Mathematics Teaching. The International Journal for Technology in Mathematics Education . ISSN 1744 2710
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Norris, Stuart (2016) The impact of year 6 parents evening and science induction days on student attitudes towards science lessons across the transfer from primary to secondary school. In: International Conference New Perspectives In Science Education 5th Edition. Libreriauniversitaria.it, pp. 619-622. ISBN 9788862927055
Norris, Stuart (2016) Higher attaining but emotionally brittle: why we need to assess how school marketing policies affect students. FORUM for Promoting 3-19 Comprehensive Education, 58 (1). pp. 87-91. ISSN 0963-8253
Norris, Stuart (2016) The impact of year 6 parents evening and science induction days on student attitudes towards science lessons across the transfer from primary to secondary school. In: International Conference New Perspectives In Science Education 5th Edition. Libreriauniversitaria.it, pp. 619-622. ISBN 9788862927055
Abrahams, I. Z. (2007) An unrealistic image of science. School Science Review, 88 (324). pp. 119-122. ISSN 0036-6811
Bright, Jonathan L., Brown, Lindsay and Evans, Adam (2012) Lincolnshire Sports Partnership wheelchair sports project evaluation report. Technical Report. Lincolnshire Sports Partnership.
Evans, Adam B., Bright, Jonathan L. and Brown, Lindsay (2015) Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education and Society, 20 (6). pp. 741-761. ISSN 1357-3322
Evans, Adam B., Brown, Lindsay J. and Bright, Jonathan (2013) Non-disabled secondary school children’s lived experiences of a wheelchair basketball programme delivered in the East of England. In: 11th European Sociological Association Conference: Crisis, Critique and Change, 28.08.2013-31.08.2013, Turin.
Norris, Stuart (2016) The impact of year 6 parents evening and science induction days on student attitudes towards science lessons across the transfer from primary to secondary school. In: International Conference New Perspectives In Science Education 5th Edition. Libreriauniversitaria.it, pp. 619-622. ISBN 9788862927055
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Kerry, Carolle and Kerry, Trevor (2000) School time and the education of the most able. Education today, 50 (4). pp. 7-14. ISSN 00131547
Johnson, Martin and Lewis, Carenza (2013) ‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context. Journal of Vocational Education & Training, 65 (2). pp. 177-192. ISSN 1363-6820
Fotou, Nikolaos, Sharpe, Rachael and Abrahams, Ian (2016) Pair-mentoring: a project to improve the achievement and attitude in science of students aged 16 in England. In: New Perspectives in Science Education, 16 - 17 March 2016, Florence, Italy.
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Kerry, Trevor (1988) Self-report case studies: an experiment in own-classroom data collection. In: Computers in education, 5-13. Exploring the curriculum . Open University Press, Milton Keynes, UK, pp. 255-265. ISBN 0335155499
Kerry, Trevor and Wilding, Mandy (2004) Becoming a Master Teacher. Leadership Skills in Education Management . Pearson/|Longman, Harlow. ISBN 0273663267
Zhang, Kaili (2008) Through new lenses: Young adolescent girls’ perceptions of their school experience in an alternative education program. International Journal of Special Education, 23 (2). pp. 96-100. ISSN 0827-3383
Fotou, Nikolaos and Abrahams, Ian (2013) Preliminary findings regarding students’ predictions in novel situations: the role of self-generated analogies in non-scientific reasoning. In: Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning, 2 - 7 September 2013, Nicosia, Cyprus.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Johnson, Martin and Lewis, Carenza (2013) ‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context. Journal of Vocational Education & Training, 65 (2). pp. 177-192. ISSN 1363-6820
Zhang, Kaili (2008) Through new lenses: Young adolescent girls’ perceptions of their school experience in an alternative education program. International Journal of Special Education, 23 (2). pp. 96-100. ISSN 0827-3383
Sharpe, Rachael and Abrahams, Ian (2019) Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education . ISSN 0263-5143
Fotou, Nikolaos, Sharpe, Rachael and Abrahams, Ian (2016) Pair-mentoring: a project to improve the achievement and attitude in science of students aged 16 in England. In: New Perspectives in Science Education, 16 - 17 March 2016, Florence, Italy.
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2013) The assessment of practical work in school science. Studies in Science Education, 49 (2). pp. 209-251. ISSN 0305-7267
Norris, Stuart (2016) The impact of year 6 parents evening and science induction days on student attitudes towards science lessons across the transfer from primary to secondary school. In: International Conference New Perspectives In Science Education 5th Edition. Libreriauniversitaria.it, pp. 619-622. ISBN 9788862927055
Abrahams, Ian, Homer, Matt, Sharpe, Rachael and Zhou, Mengyuan (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). pp. 111-130. ISSN 0263-5143
Hall, Sophie Susannah, Maltby, John, Filik, Ruth and Paterson, Kevin B. (2016) Key skills for science learning: the importance of text cohesion and reading ability. Educational Psychology, 36 (2). pp. 191-215. ISSN 0144-3410
Sharpe, Rachael (2015) Students’ attitudes to practical work by age and subject. School Science Review, 357 . p. 25. ISSN 0036-6811
Amsler, Sarah (2015) Education should not be run for profit. Reclaiming Schools . ISSN .
Kisby, Ben (2016) Comparing Citizenship Education and Character Education in England. Teaching Citizenship (44). pp. 65-67. ISSN 1474-9335
Kisby, Ben (2017) 'Politics is ethics done in public': exploring linkages and disjunctions between citizenship education and character education in England. Journal of Social Science Education, 16 (3). pp. 7-20. ISSN 1611-9665
Kerry, Trevor (2000) Learning and testing: debates and dilemmas. FORUM for promoting 3-19 comprehensive education, 42 (3). pp. 110-112. ISSN 09638263
Crawford, Karin, Stevenson, Howard and Karran, Terence (2012) Working together to promote the rights of children affected by violence against women: an evaluative study. In: World Social Work Conference - Social Work Social Development 2012: Action and Impact, 8-12 July 2012, Stockholm, Sweden.
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Kisby, Ben (2018) Citizenship Education and Populism. Teaching Citizenship (48). pp. 47-48. ISSN 1474-9335
Kisby, Ben (2016) Comparing Citizenship Education and Character Education in England. Teaching Citizenship (44). pp. 65-67. ISSN 1474-9335
Kisby, Ben (2017) 'Politics is ethics done in public': exploring linkages and disjunctions between citizenship education and character education in England. Journal of Social Science Education, 16 (3). pp. 7-20. ISSN 1611-9665
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Kerry, Trevor and Sands, Margaret (1984) Classroom organisation and learning. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 149-162. ISBN 0709927568
Kerry, Trevor and Wilding, Mandy (2004) Becoming a Master Teacher. Leadership Skills in Education Management . Pearson/|Longman, Harlow. ISBN 0273663267
Amsler, Sarah (2015) Education should not be run for profit. Reclaiming Schools . ISSN .
Kerry, Trevor (1984) Analysing the cognitive demand made by classroom tasks in mixed ability classes. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 163-179. ISBN 0709927568
Kerry, Trevor (1986) Improving thinking and learning through classroom language. In: The language of school subjects. Heinemann, London, pp. 76-85. ISBN 0435102699
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska McAleavey, Karolina, Fields, Bob and Bardill, Andy (2017) Insight/Inside Learning: A Participatory App For Analysing The Effectiveness Of School Environments. In: People, Personal Data and the Built Environment: A DIS2017 Workshop, 10 June 2017, Edinburgh.
Johnston, Jennifer, Walshe, Gráinne and Ní Ríordáin, Máire (2019) Supporting Key Aspects of Practice in Making Mathematics Explicit in Science Lessons. International Journal of Science and Mathematics Education . ISSN 1571-0068
Johnson, Martin and Lewis, Carenza (2013) ‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context. Journal of Vocational Education & Training, 65 (2). pp. 177-192. ISSN 1363-6820
Abrahams, Ian, Constantinou, Marina, Fotou, Nikolaos and Potterton, Beverley (2017) The relevance of science in a ‘black box’ technological world. School Science Review, 98 (365). pp. 85-90. ISSN 0036-6811
McGinn, Janine (2019) Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development. PhD thesis, University of Lincoln.
Mckinnon, John (2014) Transformative Learning. In: Emotion in educational settings. Oxford Global Press, Brisbane, pp. 111-132. ISBN 1312195657, 9781312195653
Abrahams, Ian, Homer, Matt, Sharpe, Rachael and Zhou, Mengyuan (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). pp. 111-130. ISSN 0263-5143
Johnston, Jennifer, Walshe, Gráinne and Ní Ríordáin, Máire (2019) Supporting Key Aspects of Practice in Making Mathematics Explicit in Science Lessons. International Journal of Science and Mathematics Education . ISSN 1571-0068
Campbell, Andrew and Kerry, Trevor (2004) Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary. Educational studies, 30 (4). pp. 391-408. ISSN 03055698
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Kerry, Trevor (1984) Evaluation. In: A dictionary of Religious Education. SCM Press, London. ISBN 0334019680
Kerry, Trevor (2005) Forthcoming success: back to the future? Education Today, 55 (1). pp. 14-19. ISSN 00131547
Kerry, Trevor (1988) Self-report case studies: an experiment in own-classroom data collection. In: Computers in education, 5-13. Exploring the curriculum . Open University Press, Milton Keynes, UK, pp. 255-265. ISBN 0335155499
McGinn, Janine (2019) Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development. PhD thesis, University of Lincoln.
Johnson, Martin and Lewis, Carenza (2013) ‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context. Journal of Vocational Education & Training, 65 (2). pp. 177-192. ISSN 1363-6820
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Billingsley, Berry and Heyes, Joshua M. (2023) Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal . ISSN 1469-3704
Billingsley, Berry, Heyes, Joshua M. and Nassaji, Mehdi (2021) Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England. SN Social Sciences, 1 (11). ISSN 2662-9283
Kerry, Trevor (1986) Improving thinking and learning through classroom language. In: The language of school subjects. Heinemann, London, pp. 76-85. ISBN 0435102699
Kerry, Trevor (1981) Talking: the teacher's role. In: Communicating in the classroom. Hodder and Stoughton, London, pp. 58-69. ISBN 0340266597
Crawford, Karin, Stevenson, Howard and Karran, Terence (2012) Working together to promote the rights of children affected by violence against women: an evaluative study. In: World Social Work Conference - Social Work Social Development 2012: Action and Impact, 8-12 July 2012, Stockholm, Sweden.
Kerry, Trevor and Wilding, Mandy (2004) Becoming a Master Teacher. Leadership Skills in Education Management . Pearson/|Longman, Harlow. ISBN 0273663267
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Johnson, Martin and Lewis, Carenza (2013) ‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context. Journal of Vocational Education & Training, 65 (2). pp. 177-192. ISSN 1363-6820
Kerry, Trevor (2001) Future shock. Managing schools today, Octobe (2001). pp. 25-28. ISSN 09681558
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Mckinnon, John (2014) Transformative Learning. In: Emotion in educational settings. Oxford Global Press, Brisbane, pp. 111-132. ISBN 1312195657, 9781312195653
Billingsley, Berry and Heyes, Joshua M. (2023) Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal . ISSN 1469-3704
Billingsley, Berry, Heyes, Joshua M. and Nassaji, Mehdi (2021) Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England. SN Social Sciences, 1 (11). ISSN 2662-9283
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Crawford, Karin, Stevenson, Howard and Karran, Terence (2012) Working together to promote the rights of children affected by violence against women: an evaluative study. In: World Social Work Conference - Social Work Social Development 2012: Action and Impact, 8-12 July 2012, Stockholm, Sweden.
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Amsler, Sarah (2015) Education should not be run for profit. Reclaiming Schools . ISSN .
Fotou, Nikolaos and Abrahams, Ian (2016) Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge? In: New Perspectives in Science Education, 16-17 March 2016, Florence, Italy.
Kerry, Trevor (2005) Forthcoming success: back to the future? Education Today, 55 (1). pp. 14-19. ISSN 00131547
Kerry, Trevor (2000) Learning and testing: debates and dilemmas. FORUM for promoting 3-19 comprehensive education, 42 (3). pp. 110-112. ISSN 09638263
Kerry, Trevor (2001) Future shock. Managing schools today, Octobe (2001). pp. 25-28. ISSN 09681558
Kerry, Trevor (2001) School's days are numbered. The Daily Telegraph.
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Kerry, Carolle and Kerry, Trevor (2000) School time and the education of the most able. Education today, 50 (4). pp. 7-14. ISSN 00131547
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Kerry, Trevor and Sands, Margaret (1984) Classroom organisation and learning. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 149-162. ISBN 0709927568
Kerry, Trevor (2005) The evolving role of the head of department. London Review of Education, 3 (1). pp. 65-80. ISSN 1474-8479
McGinn, Janine (2019) Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development. PhD thesis, University of Lincoln.
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Stevenson, Howard (2008) Teacher development through practitioner research and cross-school collaboration: possibilities and limitations. In: Developing teachers and developing schools in changing contexts. Educational Studies . Chinese University Press, Hong Kong, pp. 337-358. ISBN 9789629963774
Johnston, Jennifer, Walshe, Gráinne and Ní Ríordáin, Máire (2019) Supporting Key Aspects of Practice in Making Mathematics Explicit in Science Lessons. International Journal of Science and Mathematics Education . ISSN 1571-0068
Kerry, Trevor and Shelton-Mayes, Ann (1995) Issues in mentoring. Routledge and the Open University, London. ISBN 0415116813
Clay, Simon, Fotou, Nikolaos and Monaghan, John (2017) The Use of Software in Academic Stream High School Mathematics Teaching. The International Journal for Technology in Mathematics Education . ISSN 1744 2710
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Eggleston, Jim and Kerry, Trevor (1985) Integrated studies. In: Recent advances in classroom research. British Journal of Educational Psychology: monograph series 2, Monogr . British Journal of Educational Psychology, Edinburgh, pp. 75-91. ISBN 0707304172
Eggleston, Jim and Kerry, Trevor (1985) Integrated studies. In: Recent advances in classroom research. British Journal of Educational Psychology: monograph series 2, Monogr . British Journal of Educational Psychology, Edinburgh, pp. 75-91. ISBN 0707304172
Eggleston, Jim and Kerry, Trevor (1985) Integrated studies. In: Recent advances in classroom research. British Journal of Educational Psychology: monograph series 2, Monogr . British Journal of Educational Psychology, Edinburgh, pp. 75-91. ISBN 0707304172
Ní Ríordáin, Máire, Johnston, Jennifer and Walshe, Gráinne (2016) Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47 (2). pp. 233-255. ISSN 0020-739X
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2014) Integrating mathematics into junior science. Chemistry in action, 102 . pp. 48-50. ISSN 0332-2637
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2017) Integrating mathematics into science: design, development and evaluation of a curriculum model. In: European Science Education Research Association (ESERA), 31 August - 4 September 2015, Helsinki, Finland.
Billingsley, Berry and Heyes, Joshua M. (2023) Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal . ISSN 1469-3704
Billingsley, Berry, Heyes, Joshua M. and Nassaji, Mehdi (2021) Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England. SN Social Sciences, 1 (11). ISSN 2662-9283
Johnston, Jennifer, Walshe, Gráinne and Ní Ríordáin, Máire (2019) Supporting Key Aspects of Practice in Making Mathematics Explicit in Science Lessons. International Journal of Science and Mathematics Education . ISSN 1571-0068
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Kerry, Trevor (1986) Improving thinking and learning through classroom language. In: The language of school subjects. Heinemann, London, pp. 76-85. ISBN 0435102699
Bell, Les and Kent, Peter (2010) The cultural jigsaw: a case study exploring the ways in which sixth-form students perceive school culture. Educational Management Administration & Leadership, 38 (1). pp. 8-32. ISSN 1741-1432
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Kerry, Trevor (1981) Talking: the teacher's role. In: Communicating in the classroom. Hodder and Stoughton, London, pp. 58-69. ISBN 0340266597
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Kerry, Trevor (2000) Learning and testing: debates and dilemmas. FORUM for promoting 3-19 comprehensive education, 42 (3). pp. 110-112. ISSN 09638263
Campbell, Andrew and Kerry, Trevor (2004) Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary. Educational studies, 30 (4). pp. 391-408. ISSN 03055698
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Kerry, Trevor and Sands, Margaret (1984) Classroom organisation and learning. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 149-162. ISBN 0709927568
Bell, Les and Kent, Peter (2010) The cultural jigsaw: a case study exploring the ways in which sixth-form students perceive school culture. Educational Management Administration & Leadership, 38 (1). pp. 8-32. ISSN 1741-1432
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Kerry, Trevor and Wilding, Mandy (2004) Becoming a Master Teacher. Leadership Skills in Education Management . Pearson/|Longman, Harlow. ISBN 0273663267
Ní Ríordáin, Máire, Johnston, Jennifer and Walshe, Gráinne (2016) Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47 (2). pp. 233-255. ISSN 0020-739X
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2014) Integrating mathematics into junior science. Chemistry in action, 102 . pp. 48-50. ISSN 0332-2637
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2017) Integrating mathematics into science: design, development and evaluation of a curriculum model. In: European Science Education Research Association (ESERA), 31 August - 4 September 2015, Helsinki, Finland.
Kerry, Trevor (1997) Mentoring: the great training confidence trick? In: Educational dilemmas: debate and diversity: teachers, teacher education and training. Educational dilemmas, one . Cassell, London, pp. 125-131. ISBN 0304328936
Kerry, Trevor and Shelton-Mayes, Ann (1995) Issues in mentoring. Routledge and the Open University, London. ISBN 0415116813
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Mayes, Eve, Bakhshi, Shukria, Wasner, Victoria, Cook-Sather, Alison, Mohammad, Madina, Bishop, Daniel C., Groundwater-Smith, Susan, Prior, Megan, Nelson, Emily, McGregor, Jane, Carson, Krista, Webb, Rebecca, Flashman, Lily, McLaughlin, Colleen and Cowley, Emily (2018) What can a conception of power do? Theories and images of power in student voice work. International Journal of Student Voice, 2 (1). ISSN .
Abrahams, Ian, Homer, Matt, Sharpe, Rachael and Zhou, Mengyuan (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). pp. 111-130. ISSN 0263-5143
Fotou, Nikolaos and Abrahams, Ian (2016) Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge? In: New Perspectives in Science Education, 16-17 March 2016, Florence, Italy.
Billingsley, Berry and Heyes, Joshua M. (2023) Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal . ISSN 1469-3704
Billingsley, Berry, Heyes, Joshua M. and Nassaji, Mehdi (2021) Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England. SN Social Sciences, 1 (11). ISSN 2662-9283
Kerry, Trevor (1982) Mixed-ability teaching. In: Educational research and development in Britain 1970-1980. NFER Nelson, Windsor, UK, pp. 557-567. ISBN 0856332437
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Kerry, Trevor and Sands, Margaret (1984) Classroom organisation and learning. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 149-162. ISBN 0709927568
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Crawford, Karin, Stevenson, Howard and Karran, Terence (2012) Working together to promote the rights of children affected by violence against women: an evaluative study. In: World Social Work Conference - Social Work Social Development 2012: Action and Impact, 8-12 July 2012, Stockholm, Sweden.
McQuade, Laura (2021) Factors Affecting Secondary Teacher Wellbeing in England: Self-perceptions, Policy and Politics. PhD thesis, University of Lincoln.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Fotou, Nikolaos and Abrahams, Ian (2013) Preliminary findings regarding students’ predictions in novel situations: the role of self-generated analogies in non-scientific reasoning. In: Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning, 2 - 7 September 2013, Nicosia, Cyprus.
Fotou, Nikolaos and Abrahams, Ian (2016) Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge? In: New Perspectives in Science Education, 16-17 March 2016, Florence, Italy.
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Fotou, Nikolaos and Abrahams, Ian (2016) Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge? In: New Perspectives in Science Education, 16-17 March 2016, Florence, Italy.
Fotou, Nikolaos, Sharpe, Rachael and Abrahams, Ian (2016) Pair-mentoring: a project to improve the achievement and attitude in science of students aged 16 in England. In: New Perspectives in Science Education, 16 - 17 March 2016, Florence, Italy.
Sharpe, Rachael, Abrahams, Ian and Fotou, Nik (2017) Does paired mentoring work? A study o the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. In: European Science Education Research Association (ESERA)., Dublin.
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska McAleavey, Karolina, Fields, Bob and Bardill, Andy (2017) Insight/Inside Learning: A Participatory App For Analysing The Effectiveness Of School Environments. In: People, Personal Data and the Built Environment: A DIS2017 Workshop, 10 June 2017, Edinburgh.
Johnston, Jennifer (2009) How to implement peer learning in your classroom. Other. University of Limerick.
Fotou, Nikolaos, Sharpe, Rachael and Abrahams, Ian (2016) Pair-mentoring: a project to improve the achievement and attitude in science of students aged 16 in England. In: New Perspectives in Science Education, 16 - 17 March 2016, Florence, Italy.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Abrahams, Ian, Homer, Matt, Sharpe, Rachael and Zhou, Mengyuan (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). pp. 111-130. ISSN 0263-5143
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Kisby, Ben (2017) 'Politics is ethics done in public': exploring linkages and disjunctions between citizenship education and character education in England. Journal of Social Science Education, 16 (3). pp. 7-20. ISSN 1611-9665
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Amsler, Sarah (2015) Education should not be run for profit. Reclaiming Schools . ISSN .
Kisby, Ben (2018) Citizenship Education and Populism. Teaching Citizenship (48). pp. 47-48. ISSN 1474-9335
Mayes, Eve, Bakhshi, Shukria, Wasner, Victoria, Cook-Sather, Alison, Mohammad, Madina, Bishop, Daniel C., Groundwater-Smith, Susan, Prior, Megan, Nelson, Emily, McGregor, Jane, Carson, Krista, Webb, Rebecca, Flashman, Lily, McLaughlin, Colleen and Cowley, Emily (2018) What can a conception of power do? Theories and images of power in student voice work. International Journal of Student Voice, 2 (1). ISSN .
Abrahams, Ian (2010) Practical work in school science: A minds-on approach. continuum, London. ISBN 9781847065049
Abrahams, Ian and Reiss, Michael J. (2012) Practical work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49 (8). pp. 1035-1055. ISSN 0022-4308
Abrahams, Ian, Reiss, Michael and Sharpe, Rachael (2016) To DAPS or to IAPS: that is the question. In: Science education research and practical work. Beitrage zur Didaktik . Shaker verlag, pp. 119-130. ISBN 9783844047738
Ní Ríordáin, Máire, Johnston, Jennifer and Walshe, Gráinne (2016) Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47 (2). pp. 233-255. ISSN 0020-739X
Kerry, Trevor (1988) Self-report case studies: an experiment in own-classroom data collection. In: Computers in education, 5-13. Exploring the curriculum . Open University Press, Milton Keynes, UK, pp. 255-265. ISBN 0335155499
Fotou, Nikolaos and Abrahams, Ian (2013) Preliminary findings regarding students’ predictions in novel situations: the role of self-generated analogies in non-scientific reasoning. In: Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning, 2 - 7 September 2013, Nicosia, Cyprus.
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Kerry, Trevor and Wilding, Mandy (2004) Becoming a Master Teacher. Leadership Skills in Education Management . Pearson/|Longman, Harlow. ISBN 0273663267
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Fotou, Nikolaos and Abrahams, Ian (2013) Preliminary findings regarding students’ predictions in novel situations: the role of self-generated analogies in non-scientific reasoning. In: Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning, 2 - 7 September 2013, Nicosia, Cyprus.
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Kerry, Trevor (1988) Self-report case studies: an experiment in own-classroom data collection. In: Computers in education, 5-13. Exploring the curriculum . Open University Press, Milton Keynes, UK, pp. 255-265. ISBN 0335155499
Kerry, Trevor (1988) Self-report case studies: an experiment in own-classroom data collection. In: Computers in education, 5-13. Exploring the curriculum . Open University Press, Milton Keynes, UK, pp. 255-265. ISBN 0335155499
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Bell, Les and Kent, Peter (2010) The cultural jigsaw: a case study exploring the ways in which sixth-form students perceive school culture. Educational Management Administration & Leadership, 38 (1). pp. 8-32. ISSN 1741-1432
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Sharpe, Rachael and Abrahams, Ian (2019) Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education . ISSN 0263-5143
Kerry, Carolle and Kerry, Trevor (2000) School time and the education of the most able. Education today, 50 (4). pp. 7-14. ISSN 00131547
Abrahams, Ian, Reiss, Michael and Sharpe, Rachael (2016) To DAPS or to IAPS: that is the question. In: Science education research and practical work. Beitrage zur Didaktik . Shaker verlag, pp. 119-130. ISBN 9783844047738
Ní Ríordáin, Máire, Johnston, Jennifer and Walshe, Gráinne (2016) Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47 (2). pp. 233-255. ISSN 0020-739X
Sharpe, Rachael, Abrahams, Ian and Fotou, Nik (2017) Does paired mentoring work? A study o the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. In: European Science Education Research Association (ESERA)., Dublin.
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2014) Integrating mathematics into junior science. Chemistry in action, 102 . pp. 48-50. ISSN 0332-2637
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2017) Integrating mathematics into science: design, development and evaluation of a curriculum model. In: European Science Education Research Association (ESERA), 31 August - 4 September 2015, Helsinki, Finland.
Billingsley, Berry and Heyes, Joshua M. (2023) Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal . ISSN 1469-3704
Billingsley, Berry, Heyes, Joshua M. and Nassaji, Mehdi (2021) Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England. SN Social Sciences, 1 (11). ISSN 2662-9283
Abrahams, Ian, Constantinou, Marina, Fotou, Nikolaos and Potterton, Beverley (2017) The relevance of science in a ‘black box’ technological world. School Science Review, 98 (365). pp. 85-90. ISSN 0036-6811
Ní Ríordáin, Máire, Johnston, Jennifer and Walshe, Gráinne (2016) Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47 (2). pp. 233-255. ISSN 0020-739X
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2014) Integrating mathematics into junior science. Chemistry in action, 102 . pp. 48-50. ISSN 0332-2637
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2017) Integrating mathematics into science: design, development and evaluation of a curriculum model. In: European Science Education Research Association (ESERA), 31 August - 4 September 2015, Helsinki, Finland.
Sharpe, Rachael, Abrahams, Ian and Fotou, Nikolaos (2018) Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. Research in Science & Technological Education, 36 (2). pp. 205-222. ISSN 0263-5143
Johnston, Jennifer (2009) How to implement peer learning in your classroom. Other. University of Limerick.
Kerry, Trevor (1984) Analysing the cognitive demand made by classroom tasks in mixed ability classes. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 163-179. ISBN 0709927568
Kerry, Trevor (1981) Talking: the teacher's role. In: Communicating in the classroom. Hodder and Stoughton, London, pp. 58-69. ISBN 0340266597
Kerry, Trevor (1982) The demands made by RE on pupils' thinking. In: New directions in religious education. Falmer Press, Lewes, UK, pp. 161-170. ISBN 0905273311
Kerry, Trevor (2005) The evolving role of the head of department. London Review of Education, 3 (1). pp. 65-80. ISSN 1474-8479
McQuade, Laura (2021) Factors Affecting Secondary Teacher Wellbeing in England: Self-perceptions, Policy and Politics. PhD thesis, University of Lincoln.
Walshe, Gráinne, Johnston, Jennifer and McClelland, George (2014) Designing, developing and evaluating integrated STEM activities for junior science. In: Science and mathematics are closely related in the physical world, yet as school subjects they can be quite separate, even where they share overlapping content. Science and mathematics integration has been recommended as a way to increase student conceptu, 24-25 June 2014, Dublin, Ireland.
Sharpe, Rachael and Abrahams, Ian (2019) Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education . ISSN 0263-5143
Szynalska, Karolina (2021) Establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool: a study informed by an evolutionary perspective. PhD thesis, University of Cambridge.
Szynalska McAleavey, Karolina (2021) How Does the Built Environment of Schools Matter? Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool. Other. N/A, 2021.
Kerry, Trevor and Sands, Margaret (1984) Classroom organisation and learning. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 149-162. ISBN 0709927568
Fotou, Nikolaos (2022) From the Didactic to the Heuristic Use of Analogies in Science Teaching. In: Analogical Minds Seminars.
Fotou, Nikolaos (2014) Students' use of analogies in making predictions in novel situations. In: International Conference New Perspectives in Science Education, 2014, Florence. Italy.
Campbell, Andrew and Kerry, Trevor (2001) Distance learning at A level: the anatomy of an innovation at Brooke Weston CTC. Technology Conferences Trust Vision 2020 Conference .
Kisby, Ben (2017) 'Politics is ethics done in public': exploring linkages and disjunctions between citizenship education and character education in England. Journal of Social Science Education, 16 (3). pp. 7-20. ISSN 1611-9665
Amsler, Sarah (2015) Education should not be run for profit. Reclaiming Schools . ISSN .
Kerry, Trevor and Shelton-Mayes, Ann (1995) Issues in mentoring. Routledge and the Open University, London. ISBN 0415116813
Kerry, Trevor (2001) School's days are numbered. The Daily Telegraph.
Bell, Les and Kent, Peter (2010) The cultural jigsaw: a case study exploring the ways in which sixth-form students perceive school culture. Educational Management Administration & Leadership, 38 (1). pp. 8-32. ISSN 1741-1432
Sharpe, Rachael (2015) Students’ attitudes to practical work by age and subject. School Science Review, 357 . p. 25. ISSN 0036-6811
Kerry, Trevor (2005) The evolving role of the head of department. London Review of Education, 3 (1). pp. 65-80. ISSN 1474-8479
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Cowen, Nick, Virk, Baljinder, Mascarenhas-Keyes, Stella and Cartwright, Nancy (2017) Randomized Controlled Trials: How Can We Know “What Works”? Critical Review, 29 (3). pp. 265-292. ISSN 0891-3811
Campbell, Andrew and Kerry, Trevor (2005) Gifted and talented: working inside out or outside in? Gifted Education International, 20 . pp. 274-284. ISSN 02614294
Kerry, Trevor (1986) Improving thinking and learning through classroom language. In: The language of school subjects. Heinemann, London, pp. 76-85. ISBN 0435102699
Kerry, Trevor (1981) Talking: the teacher's role. In: Communicating in the classroom. Hodder and Stoughton, London, pp. 58-69. ISBN 0340266597
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Coffey, P and Sharpe, Rachael (2021) An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum. International Journal of Mathematical Education in Science and Technology (TMES) . ISSN 0020-739X
Kerry, Trevor (1997) Mentoring: the great training confidence trick? In: Educational dilemmas: debate and diversity: teachers, teacher education and training. Educational dilemmas, one . Cassell, London, pp. 125-131. ISBN 0304328936
Kerry, Trevor and Shelton-Mayes, Ann (1995) Issues in mentoring. Routledge and the Open University, London. ISBN 0415116813
Kerry, Trevor and Shelton-Mayes, Ann (1995) Issues in mentoring. Routledge and the Open University, London. ISBN 0415116813
Kerry, Trevor (2001) Working with support staff: their roles and effective management in schools. Leadership & Management . Pearson Education, Harlow. ISBN 0273654233
Kerry, Carolle and Kerry, Trevor (2000) School time and the education of the most able. Education today, 50 (4). pp. 7-14. ISSN 00131547
Kerry, Trevor (1984) Analysing the cognitive demand made by classroom tasks in mixed ability classes. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 163-179. ISBN 0709927568
Kerry, Trevor (1986) Improving thinking and learning through classroom language. In: The language of school subjects. Heinemann, London, pp. 76-85. ISBN 0435102699
Kerry, Trevor (1982) Mixed-ability teaching. In: Educational research and development in Britain 1970-1980. NFER Nelson, Windsor, UK, pp. 557-567. ISBN 0856332437
Kerry, Trevor (1981) Talking: the teacher's role. In: Communicating in the classroom. Hodder and Stoughton, London, pp. 58-69. ISBN 0340266597
Kerry, Trevor (1982) The demands made by RE on pupils' thinking. In: New directions in religious education. Falmer Press, Lewes, UK, pp. 161-170. ISBN 0905273311
Kerry, Trevor and Sands, Margaret (1984) Classroom organisation and learning. In: Classroom teaching skills: the research findings of the Teacher Education Project. Croom Helm, Beckenham, pp. 149-162. ISBN 0709927568
Kerry, Trevor and Wilding, Mandy (2004) Becoming a Master Teacher. Leadership Skills in Education Management . Pearson/|Longman, Harlow. ISBN 0273663267
Zhang, Kaili (2008) Through new lenses: Young adolescent girls’ perceptions of their school experience in an alternative education program. International Journal of Special Education, 23 (2). pp. 96-100. ISSN 0827-3383
Kerry, Trevor (2000) Learning and testing: debates and dilemmas. FORUM for promoting 3-19 comprehensive education, 42 (3). pp. 110-112. ISSN 09638263
Mayes, Eve, Bakhshi, Shukria, Wasner, Victoria, Cook-Sather, Alison, Mohammad, Madina, Bishop, Daniel C., Groundwater-Smith, Susan, Prior, Megan, Nelson, Emily, McGregor, Jane, Carson, Krista, Webb, Rebecca, Flashman, Lily, McLaughlin, Colleen and Cowley, Emily (2018) What can a conception of power do? Theories and images of power in student voice work. International Journal of Student Voice, 2 (1). ISSN .
Kerry, Trevor (1997) Mentoring: the great training confidence trick? In: Educational dilemmas: debate and diversity: teachers, teacher education and training. Educational dilemmas, one . Cassell, London, pp. 125-131. ISBN 0304328936
Kerry, Trevor (1982) Mixed-ability teaching. In: Educational research and development in Britain 1970-1980. NFER Nelson, Windsor, UK, pp. 557-567. ISBN 0856332437
Mckinnon, John (2014) Transformative Learning. In: Emotion in educational settings. Oxford Global Press, Brisbane, pp. 111-132. ISBN 1312195657, 9781312195653
Mckinnon, John (2014) Transformative Learning. In: Emotion in educational settings. Oxford Global Press, Brisbane, pp. 111-132. ISBN 1312195657, 9781312195653
Fotou, Nikolaos, Sharpe, Rachael and Abrahams, Ian (2016) Pair-mentoring: a project to improve the achievement and attitude in science of students aged 16 in England. In: New Perspectives in Science Education, 16 - 17 March 2016, Florence, Italy.
Abrahams, Ian, Homer, Matt, Sharpe, Rachael and Zhou, Mengyuan (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). pp. 111-130. ISSN 0263-5143
Chau, Meng Huat and Kerry, Trevor, eds. (2008) International Perspectives on Education. Continuum, London. ISBN 9781847063878
Jerome, Lee and Kisby, Ben (2019) The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character. Palgrave Studiesin Young People and Politics . Palgrave Macmillan, Cham, Switzerland. ISBN 978-3-030-27760-4
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2014) The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education, 32 (3). pp. 263-280. ISSN 0263-5143
Abrahams, Ian, Reiss, Michael J. and Sharpe, Rachael (2014) The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education, 32 (3). pp. 263-280. ISSN 0263-5143