Browse by Journal or Publication Title

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Allison, Jordan ORCID: 0000-0001-8513-4646 (2023) Factors for Enabling Effective Student Learning within English Colleges: The Case of Computing. PRACTICE Contemporary Issues in Practitioner Education, 5 (2). pp. 128-143. doi:10.1080/25783858.2023.2198143

Allison, Jordan ORCID: 0000-0001-8513-4646 (2023) Fragmentation or focus? The precarious nature of initial teacher training within the english further education sector. PRACTICE Contemporary Issues in Practitioner Education, 5 (1). pp. 27-40. doi:10.1080/25783858.2023.2177559

Allison, Jordan ORCID: 0000-0001-8513-4646 and Clarke, Dan ORCID: 0000-0001-7277-2825 (2024) Assessing English Widening Participation Policy (2016-2021): Trends, Devolution, and Collaborative Partnerships. PRACTICE Contemporary Issues in Practitioner Education. doi:10.1080/25783858.2024.2372263 (In Press)

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Forster, Colin ORCID: 0000-0002-5896-1491, Penny, Jude ORCID: 0000-0002-4370-4062 and Shalofsky, Russ ORCID: 0000-0003-2013-3313 (2019) Questioning the role of questions: new primary teachers’ realisations of over-reliance on questions in scientific dialogue. PRACTICE Contemporary Issues in Practitioner Education, 1 (2). pp. 173-185. doi:10.1080/25783858.2019.1659637

Forster, Colin ORCID: 0000-0002-5896-1491, Wire, Tracey ORCID: 0000-0001-6813-8872, Eperjesi, Rachel ORCID: 0000-0002-7670-7841, Hollier, Ruth ORCID: 0000-0001-5924-5991, Howell, Emma ORCID: 0000-0001-8086-1879 and Penny, Jude ORCID: 0000-0002-4370-4062 (2022) Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning. PRACTICE Contemporary Issues in Practitioner Education, 4 (1). pp. 56-66. doi:10.1080/25783858.2021.1997338

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Jones, Chris ORCID: 0000-0003-0825-5860 (2020) Don’t forget the parents: preparing trainee teachers for family–school partnership. PRACTICE Contemporary Issues in Practitioner Education, 2 (1). pp. 68-85. doi:10.1080/25783858.2020.1732630

Jones, Chris ORCID: 0000-0003-0825-5860 (2021) ‘Society gets the education it deserves’. PRACTICE Contemporary Issues in Practitioner Education. doi:10.1080/25783858.2020.1831733

Jones, Chris ORCID: 0000-0003-0825-5860 and Forster, Colin ORCID: 0000-0002-5896-1491 (2021) Family-school partnerships in the age of Covid-19: reasons for optimism amidst a global pandemic. PRACTICE Contemporary Issues in Practitioner Education, 3 (2). pp. 135-145. doi:10.1080/25783858.2021.1927159

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Kay, Lynda ORCID: 0000-0001-5693-9533 (2019) Guardians of research: negotiating the strata of gatekeepers in research with vulnerable participants. PRACTICE Contemporary Issues in Practitioner Education, 1 (1). pp. 37-52. doi:10.1080/25783858.2019.1589988

Kay, Lynda ORCID: 0000-0001-5693-9533 (2020) Pivoting the seesaw? Negotiating the tensions of balancing ethical and methodological considerations in designing research that involves children and young people. PRACTICE Contemporary Issues in Practitioner Education, 2 (1). pp. 21-32. doi:10.1080/25783858.2020.1732632

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Middleton, Tristan ORCID: 0000-0001-8111-3856 (2019) Thought piece - the inclusive teacher: values and (com)passion in a wicked world. PRACTICE Contemporary Issues in Practitioner Education, 1 (2). pp. 169-172. doi:10.1080/25783858.2019.1659634

Millican, Richard ORCID: 0000-0001-7423-6428, Middleton, Tristan ORCID: 0000-0001-8111-3856, Templeton, Sian ORCID: 0000-0002-0962-6531, Macdonald-Hill, Eleanor and Middleditch, Alice (2024) The contribution of a residential upon an undergraduate university experience. PRACTICE Contemporary Issues in Practitioner Education, 6 (1). pp. 46-68. doi:10.1080/25783858.2024.2380275

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Screech, Ben ORCID: 0000-0001-8644-9607 (2019) Finally, time to listen? ‘Unsilencing’ the child in children’s literature research. PRACTICE Contemporary Issues in Practitioner Education, 1 (2). pp. 106-111. doi:10.1080/25783858.2019.1659627

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Wire, Tracey ORCID: 0000-0001-6813-8872 (2022) “They don’t need to know that.’ focus groups as a model for teacher-led research and curriculum consultation. PRACTICE Contemporary Issues in Practitioner Education, 4 (1). pp. 42-55. doi:10.1080/25783858.2021.1896344