2005

Allen, Michael (2005) Encouraging pupil error may promote better understanding of a scientific concept. School Science Review, 86(316), pp. 79-85. ISSN (print) 0036-6811

Bowell, Pamela and Heap, Brian (2005) Drama on the run: a prelude to mapping the practice of process drama. Journal of Aesthetic Education, 39(4), pp. 58-69. ISSN (print) 0021-8510

Coultas, Valerie [Interviewer] and Wilks, John [Interviewee] (2005) English teaching: problems and possibilities. Radical Education Journal, 2, pp. 4-5.

Dimitriadi, Yota and Hodson, Pamela (2005) Digital video and bilingual children with special educational needs: supporting literacy activities. (Project Report) Coventry, U.K. : British Educational Communications and Technology Agency. 22 p.

Gipps, C.V. (2005) What is the role for ICT-based assessment in universities? Studies in Higher Education, 30(2), pp. 171-180. ISSN (print) 0307-5079

Imms, Wesley and Lloyd, Elizabeth (2005) The ArTeach Project: one strategy for integrating ICT skills and curriculum design during pre-service teacher training. In: Chaib, Mohamed and Svensson, Ann-Katrin, (eds.) ICT in teacher education: challenging prospects. Jönköping, Sweden : Jönköping University Press/Encell. pp. 161-177. ISBN 9197495344

Jessop, Donna C., Herberts, Carolina and Solomon, Lucy (2005) The impact of financial circumstances on student health. British Journal of Health Psychology, 10(3), pp. 421-439. ISSN (print) 1359-107X

Johnson, Helen (2005) Counteracting performativity in schools: the case for laughter as a qualitative and redemptive indicator. International Journal of Children's Spirituality, 10(1), pp. 81-96. ISSN (print) 1364-436X

Johnson, Helen (2005) Editorial. Reflecting on faith schools: an exercise in the sociological imagination. International Journal of Children's Spirituality, 10(2), pp. 115-121. ISSN (print) 1364-436X

Johnson, Helen (2005) Faiths and further education : a handbook. Towards a whole-college approach to chaplaincy for a pluralist society. (Other) Coventry : Learning and Skills Council. 64 p.

Ooms, Ann (2005) The iterative evaluation model for improving online educational resources. (PhD thesis), University of Minnesota, .

Paliokosta, Panagiota (2005) Narrative as a research device for interpreting stakeholders' interpretations of Policy for Special Educational Needs. In: ESREA Life History and Biography Network Conference; 3 - 6 March 2005, Anghiari, Italy. (Unpublished)

Perselli, Victoria (2005) Heavy fuel: memoire, autobiography and narrative. In: Mitchell, Claudia , O'Reilly-Scanlon, Kathleen and Weber, Sandra, (eds.) Just who do we think we are? Methodologies for self-study in education. Abingdon, U.K. : RoutledgeFalmer. pp. 22-33. ISBN 0415298733

Perselli, Victoria (2005) Re-envisioning research, re-presenting self: putting arts media to work in the analysis and synthesis of data on 'difference' and 'dis/ability'. International Journal of Qualitative Studies in Education, 18(1), pp. 63-83. ISSN (print) 0951-8398

Perselli, Victoria (2005) The Silkscreen Vickies: identity, images and icons (in the age of the Research Assessment Exercise). In: Satterthwaite, Jerome and Atkinson, Elizabeth, (eds.) Discourses of Education in the Age of the New Imperialism. Stoke on Trent, U.K. : Trentham Books. pp. 163-182. (Discourse Power Resistance Series) ISBN 9781858563572

Stuart, Mary (2005) What price inclusion?: debates and discussions about learning and teaching to widen participation in higher education. In: Layer, Geoff, (ed.) Closing the equity gap: the impact of widening participation strategies in the UK and the USA. Leicester, UK : National Institute of Adult Continuing Education. pp. 155-182. ISBN 1862012369

Wood, Ruth (2005) Young word processors at work. In: Goodwin, Prue, (ed.) The literate classroom. 2nd ed. London, U.K. : David Fulton. pp. 157-166. ISBN 1843123185

Woodfield, Ruth, Earl-Novell, Sarah and Solomon, Lucy (2005) Gender and mode of assessment at university: should we assume female students are better suited to coursework and males to unseen examinations? Assessment & Evaluation in Higher Education, 30(1), pp. 35-50. ISSN (print) 0260-2938