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Items where Division is "Education" and Year is 2022

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Number of items: 40.


Ashworth, E, Putwain, DW, McLoughlin, S, Saini, P, Chopra, J, Rosser, BA and Eames, C (2022) Ordinary magic in extraordinary circumstances: Factors associated with positive mental health outcomes for early adolescents during the COVID-19 pandemic. Adversity and Resilience Science. ISSN 2662-2416

Atherton, P (2022) Leaving the chasm behind? Autoethnography, creativity and the search for identity in academia. PRISM. ISSN 2514-5347

Atherton, P and Pratt, A (2022) From reflective models towards collaborative autoethnography. How can social media be used as a pedagogic tool for Secondary student teachers? In: INTED2022 Proceedings . pp. 8721-8729. (INTED 2022, 07 March 2022 - 08 March 2022, Online).


Bodfield, K (2022) The Relations between ADHD Behaviours, Social and Communication Traits of Autism, Attachment Characteristics, Teacher Perception and Management of Student Behaviour and the Self-Concept in Adolescents. Doctoral thesis, Liverpool John Moores University.

Bray, L, Wilkinson, C, Bruce, C, Davidson, N, Satchwell, C and Carter, B (2022) ‘It’s my back…’; developing the coming to spinal clinic resource to improve the health literacy of young people with adolescent idiopathic scoliosis and their parents. Journal of Child Health Care. pp. 1-15. ISSN 1367-4935

Brett, C, Mathieson, ML and Rowley, AM (2022) Determinants of wellbeing in university students: The role of residential status, stress, loneliness, resilience, and sense of coherence. Current Psychology. ISSN 1046-1310


Chadee, AA, Gallage, S, Martin, HH, Rathnayake, U, Ray, I, Kumar, B and Sihag, P (2022) Minimizing Liability of the COVID-19 Pandemic on Construction Contracts—A Structural Equation Model for Risk Mitigation of Force Majeure Impacts. Buildings, 13 (1).

Chadee, AA, Martin, HH, Mwasha, A and Otuloge, F (2022) Rationalizing Critical Cost Overrun Factors on Public Sector Housing Programmes. Emerging Science Journal, 6 (3). pp. 647-666. ISSN 2610-9182


Dunn, H (2022) Opening up Opportunities: PGCE Secondary Art and Design Trainees’ Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education. Doctoral thesis, Liverpool John Moores University.


Fidler, A (2022) How far did the toppling of the Colston statue in 2020 impact upon primary history subject-leaders’ curriculum decision-making in North-West England? Education 3-13. ISSN 0300-4279


Garden, A (2022) An exploration of children’s experiences of the use of digital technology in forest schools. Journal of Adventure Education and Outdoor Learning. pp. 1-15. ISSN 1472-9679

Garden, A and Hirst, N (2022) ‘Ikke skade treet': ‘Don’t harm the tree'. Narratives from a Norwegian kindergarten. Education 3-13: the professional journal for primary education. ISSN 0300-4279

Garden, Angela (2022) The case for space in the co-construction of risk in UK Forest School. Education 3-13 International Journal of Primary, Elementary and Early Years Education. pp. 1-12. ISSN 0300-4279

Gretton, G and Wolstencroft, P (2022) When the subject becomes the object: Redefining the teacher standards as learner standards. BERA.


Hammond, C (2022) Mr Airport Man & the Albatross: A reverie of flight, hope and transformation. In: Burnell, Iona, (ed.) The Lives of Working Class Academics: Getting Ideas Above Your Station. Emerald Press. ISBN 9781801170581

Hirst, NJ and Wilkinson, C (2022) Student authors, children’s literature and Early Childhood Education for Sustainability: Findings from a pedagogic research project. International Journal of Early Childhood Environmental Education, 9 (1). pp. 40-57. ISSN 2331-0464

Holliman, AJ, Knight, A, Pan, J, Waldeck, D, Atkinson, E and Putwain, DW (2022) Examining the Influence of Adaptability and Social Support on Students’ Psychological Wellbeing in a Sixth Form Setting. Psychology of Education Review, 46 (1). ISSN 1463-9807


Irving-Bell, D, McLain, MN and Wooff, D (2022) 'Shaping Things': The impact of using Design Fiction as a pedagogical tool within technology and design education. Australasian Journal of Technology Education, 7. ISSN 2382-2007


Kay-Flowers, S, Kadambari, P and Lama, N (2022) Experiences of separated children in Nepal. Project Report. LJMU.


Malone, E (2022) Primary foreign languages national curriculum expectations in England: implications for practice from the Ofsted curriculum research review for languages and the 24 languages subject inspections. Education 3-13. ISSN 0300-4279

McLain, M (2022) Secondary teacher and teacher educator perspectives on ‘demonstration’ as a signature pedagogy for Design and Technology: Implications for initial teacher education. Doctoral thesis, Liverpool John Moores University.


Peiser, G, Pratt, A and Putwain, DW (2022) Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112. ISSN 0742-051X

Putwain, D, Beaumont, J and Gallard, D (2022) Adaptability vs. Buoyancy: Which Offers the Greater Protection Against Test Anxiety and Could Relations be Reciprocal? Learning and Individual Differences, 101. ISSN 1041-6080

Putwain, DW, Gulsah, K, Linda, K and Bethan, G (2022) The Development and Preliminary Validation of a New Measure of Self-Efficacy: Questionnaire of Self-Efficacy in Learning a Foreign Language. International Journal of Applied Linguistics. ISSN 0019-0829

Putwain, DW, Nicholson, L and Kutuk, G (2022) Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement? Journal of Educational Psychology. ISSN 0022-0663

Putwain, DW and Wood, P (2022) Anxiety In The Mathematics Classroom: Reciprocal Relations With Control and Value, and Relations with Subsequent Achievement. ZDM – Mathematics Education. ISSN 0044-4103

Putwain, DW and Wood, P (2022) Riding the Bumps in Mathematics Learning: Relations Between Academic Buoyancy, Engagement, and Achievement. Learning and Instruction, 83. ISSN 0959-4752


Rheya, V (2022) ‘Yeah … but no … but maybe’–the conflicts and ‘lessons’ of COVID-19 home-schooling. Education 3-13. ISSN 0300-4279


Santana-Monagas, E, Putwain, DW, Núñez, JL, Loro, JF and León, J (2022) Do teachers’ engaging messages predict motivation to learn and performance? Revista de Psicodidactica, 27 (1). pp. 86-95. ISSN 1136-1034

Saona-Vallejos, MA (2022) Social Networking Sites to Learn Spanish as a Foreign Language: An Investigation of Busuu and Wespeke as Tools for Blended Language Learning. Doctoral thesis, Liverpool John Moores University.

Scott, H, Bennett, P and Hammond, C (2022) ‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks. PRISM. ISSN 1448-4404


Tom-Lawyer, O and Thomas, M (2022) The Changing Status of the Nigerian Native Speaker: Implications and Recommendations. European Journal of Applied Linguistic Studies, 5 (1). pp. 64-79. ISSN 2602 - 0254

Tynan, R (2022) A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training. Doctoral thesis, Liverpool John Moores University.

Tynan, RJ (2022) A Critical Evaluation of Criteria-Based Assessment of Subject Knowledge and Other Competencies of Teachers in Training: A Practitioner Research Journey. In: EDULEARN22 Proceedings . pp. 490-497. (EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies, Palma, Majorca and on-line).

Tynan, RJ and Mallaburn, A (2022) THE SELF-EFFICACY OF TRAINEE TEACHERS RECOMMENDED FOR QUALIFIED TEACHER STATUS (QTS) IN ENGLAND DURING THE COVID-19 PANDEMIC: LOOKING FOR EXPLANATIONS. In: ICERI Proceedings (2022). (15th annual International Conference of Education, Research and Innovation (ICERI), Seville).

Tynan, RJ and Mallaburn, A (2022) The Self-Efficacy of Trainee Teachers Who Were Recommended for Qualified Teacher Status (Qts) in England During the Covid-19 Pandemic. In: EDULEARN22 Proceedings . pp. 484-489. (EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies, Palma, Majorca and on-line).


Wilkinson, C and Wilkinson, S (2022) Using Persona Dolls in research with children to combat the insider/outsider researcher status dilemma. CHILDRENS GEOGRAPHIES, 20 (3). pp. 375-380. ISSN 1473-3285

Wilkinson, S and Wilkinson, C (2022) Not a hair out of place? Embracing messy positionality when researching the geographies of hair in Greater Manchester. North West Geography, 22 (1).

Wood, P (2022) The interpretation and use of social and emotional learning in British primary schools. International Journal of Inclusive Education. pp. 1-17. ISSN 1360-3116


Zhang, Q (2022) Current practices in the marketing of higher education in China and England and opportunities obstacles for future developments in the Chinese sector. Doctoral thesis, Liverpool John Moores University.

This list was generated on Sun Dec 10 16:09:10 2023 UTC.