2015

Allen, Michael (2015) Early concepts in ecology: Exploring early years children’s understanding of some key ecological concepts. In: Annual Festival of Learning 2015; 12-16 Jan 2015, Kingston, U.K.. (Unpublished)

Allen, Michael (2015) Exploring preschool children's understanding of feeding relationships within food chains. In: ESERA2015; 31 Aug - 04 Sep 2015, Helsinki, Finland. (Unpublished)

Allen, Michael, Bridle, Georgina and Briten, Elizabeth (2015) Life under the microscope: children's ideas about microbes. Primary Science, 136, ISSN (print) 0269-2465

Allen, Michael (2015) Preschool children’s taxonomic knowledge of animal species. Journal of Research in Science Teaching, 52(1), pp. 107-134. ISSN (print) 0022-4308

Allen, Michael (2015) The experimenter expectancy effect: an inevitable component of school science? Research in Education, 94(1), pp. 13-29. ISSN (print) 0034-5237

Bhargava, Marcus (2015) Assessing citizenship. In: Gearon, Liam, (ed.) Learning to teach citizenship in the secondary school : a companion to school experience. 3rd ed. Abingdon, U.K. : Routledge. pp. 120-135. (Learning to Teach Subjects in the Secondary School Series) ISBN 9780415826471

Coultas, Valerie (2015) Revisiting debates on oracy: classroom talk - moving towards a democratic pedagogy? Changing English, 22(1), pp. 72-86. ISSN (print) 1358-684X

Coultas, Valerie (2015) Stephen Eyers: talking about talk: a life in speaking and listening. Teaching English, 7, pp. 62-65. ISSN (print) 2051-7971

Coultas, Valerie (2015) Teachers' narratives of classroom talk: what are the challenges? (PhD thesis), UCL Institute of Education, .

Coultas, Valerie (2015) We need more time for teaching with talk - not more tests. In: Blower, Christine, (ed.) Reclaiming schools : the evidence and the arguments : stand up for education. National Union of Teachers. pp. 12-13.

Cruice, Mari and Perselli, Victoria [Performer] (2015) Play (1 act performance): “Keeping the lights on” – Exploring theory & practice after Higher Education. In: The Pedagogy of Ambiguity: Creative Practice and Arts-based Forms of Learning & Assessment Within and Beyond the Arts & Humanities; 04 Dec 2015, London, U.K.. (Unpublished)

Dimitriadis, Christos (2015) Why having provision for the gifted student of mathematics without a theory, research-based framework and without specialized knowledge creates more problems than it solves. In: 21st World Conference: Educating Gifted and Talented Children - Turning Research into Practice; 10-14 Aug 2015, Odense, Denmark. (Unpublished)

Fook, Jan (2015) Critical social work practice. In: Wright, James D., (ed.) International encyclopedia of the social & behavioral sciences. 2nd ed. Amsterdam, Netherlands : Elsevier. pp. 287-292. 5(5) ISBN 9780081004449

Jerome, Lee and Bhargava, Marcus (2015) Effective medium-term planning for teachers. Los Angeles, U.S. : Sage. 216p. ISBN 9781446273715

Lindsay, Jane, Proyer, Michelle and Walters, Florence (2015) Journey mapping study of domestic violence survivors in the Royal Borough of Kingston. (Project Report) Faculty of Health, Social Care and Education, Kingston University and St George's, University of London. 21 p. (Unpublished)

Llewellyn, Lucie (2015) Simulation to support education for nurses in perianaesthesia care. In: BARNA Annual Conference 2015; 19 Jun 2015, York, U.K.. (Unpublished)

Lloyd, Beth, Booth, Paul and Coultas, Valerie (2015) Collaborative pedagogies: online learning and classroom talk. In: Annual Festival of Learning 2015; 12-16 Jan 2015, Kingston, U.K.. (Unpublished)

Moehrke-Rasul, Diana (2015) Intercultural learning as lived experiences : a pedagogic exploration among international students and staff in a UK tertiary education setting. (PhD thesis), Kingston University, .

Paliokosta, Paty and Proyer, Michelle (2015) 'Behavioural, Emotional and Social Difficulties' im kontext inklusiver bildung in England - eine komplexe kategorie im wandel ['Behavioural, Emotional and Social Difficulties' in the context of inclusive education in England - a complex category in transition]. In: Biewer, Gottfried , Bohm, Eva Theresa and Schutz, Sandra, (eds.) Inklusive pädagogik in der sekundarstufe [Inclusive education in secondary schools]. Stuttgart, Germany : Kohlhammer. pp. 39-56. ISBN 9783170297272

Perselli, Victoria (2015) Developing theoretical capacity through educational research : nine narratives of practice and their possible (global) significance. Research Intelligence, 127, pp. 21-22.

Perselli, Victoria and Moehrke-Rasul, Diana (2015) 'Recognising' intercultural learning in the ELT classroom: a phenomenological approach. In: Kingston Educational Research Network (KERN) Forum: Engagement and Collaboration; 19 Jun 2015, Kingston, U.K.. (Unpublished)

Perselli, Victoria (2015) Symposium: Innovative research methods in Higher Education. Research Intelligence, 127, p. 29.

Perselli, Victoria (2015) Teoría y métodos de pedagogía de cambio: perspectivas desde contextos interdisciplinarios en Europa [Theories and methods of pedagogies of change in interdisciplinary settings: a European perspective]. In: Pedagogía Crítica e Investigación [Critical Pedagogy and Research]; 15 Oct 2015, Cadiz, Spain. (Unpublished)

Perselli, Victoria (2015) Where does theory come from in HE? Drawing inspiration about theory from its practice in doctoral and post-doctoral projects. In: Where Does Theory Come From in the Doctoral Project? Society for Research in Higher Education; 08 Jun 15, Glasgow, U.K.. (Unpublished)

Perselli, Victoria (2015) Where does theory come from...? Contexts and practices. In: ECER 2015, Budapest: Education and Transition - Contributions from Educational Research; 07-11 Sep 2015, Budapest, Hungary. (Unpublished)

Sutherland, Helen and Kimhag, Kia (2015) How can students develop reflective learning and practice during a short visit to view another country's educational system? In: 25th EECERA Annual Conference: Innovation, Experimentation and Adventure in Early Childhood; 07-10 Sep 2015, Barcelona, Spain. (Unpublished)

Wood, Ruth and Atkinson, Shirley (2015) Student teachers' perceptions of online risk. International Journal of Technologies in Learning, 23(1), pp. 1-10. ISSN (print) 2327-0144