ST MARTIN’S COLLEGE
BARRS, A.
It’s for real. Heinemann,
2000.
BATTESON, C.
Miss, why are you brown?: some children’s perceptions of black and Asian trainee teachers in ‘all-white’ schools’: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers, London, Routledge Falmer, 2000, 186-94.
Teacher education in England and Wales. Int.
Stud. Sociol. Educ., 10(1), 2000, 103-9.
BRETT, P.
The Grey Monument: the making
of a regional landmark. North East Regional History No 10, University of
Teesside, 2000.
CHARD, G.
British journal of occupational therapy: reviewer’s guide. Br. J. Occupat. Ther., 63(7), 2000, 343-6.
An investigation into the use of the assessment of
motor and process skills (AMPS) in clinical practice. Br. J. Occupat. Ther.,
63(10), 2000, 481-8.
CHARD, G. and NORTHCOTT, R.†
Sexual aspects of rehabilitation:
the client’s perspective. Br. J. Occupat. Ther., 63(9), 2000,
412-8.
COATES, C.
The end of the world day’s grumble. Affectionate Punch, 12, 2000.
Mirrors. Rev., IV, 2000, 36.
COLLINS, L.
My mother’s tongue: the poetry of
Eavan Boland: in Kelleher, M. (ed.), Making it new, Dublin, The Lilliput
Press, 2000, 29-44.
COOPER, H.
The big picture: what children told us about their work with trainee teachers: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers, London, Routledge Falmer, 2000, 1-18.
History and literacy free love, marriage or divorce?: in Proceedings of the history teacher educators network conference, Homerton College, Cambridge, July 2000.
Primary school history in Europe: a staple diet or a hot potato?: in Arther, J. and Phillips, R. (eds.), Issues in history teaching, London, Routledge, 2000, 160-72.
The teaching of history: implementing the revised national curriculum. London, David Fulton, 2000.
What do pupils think of trainee teachers? The big
picture: in Proceedings of the British educational research association
conference: children’s perceptions of learning with trainee teachers symposium,
University of Cardiff, Book of Abstracts, 2000, 22.
COOPER, H. and CAPITA, L.†
History teaching in England and
Romania: a pilot project to design a format for the analysis of good history
teaching in cross-cultural contexts: in Proceedings of the European
conference on educational research, University of Edinburgh, September
2000.
COOPER, H., CAPITA, L.† and MOGOS, I.†
History, children’s thinking and
creativity in the classroom: English and Romanian perspectives. Int. J.
Hist. Learn., Teach. & Res., 1(1), 2000, 20-5.
COOPER, H. and HYLAND, R. editors
Children’s perceptions of
learning with trainee teachers. London, Routledge Falmer, 2000.
COOPER, H. and TWISELTON, S.
Art and artists: Impressionism,
reading for information. Leamington Spa, Scholastic, 2000.
COX, D.
Occupational therapy and
chronic fatigue syndrome. London, Whurr Publishers Ltd., 2000.
COX, D. and FINDLEY, L. J.†
Severe and very severe patients
with chronic fatigue syndrome: perceived outcome following an in-patient
programme. Chronic Fatigue Syndrome, 7(3), 2000, 33-47.
CROSSMAN, L.
Oh no – not Jonah – again!’: is
aversion to ‘Bible story’ inevitable?: in Cooper, H. and Hyland, R. (eds.), Children’s
perceptions of learning with trainee teachers, London, Routledge Falmer,
2000, 153-65.
DAVID, R.
The Arctic in the British imagination: 1818-1914. Manchester, Manchester University Press, 2000.
The ice trade and the northern economy, 1840-1914.
North. Hist., XXXVI(1), 2000, 113-27.
DOYLE, G.
Francesco Brusa: Missa Pro Defunctis 1767, 2000.
Why do they do it? Towards a taxonomy of enthusiasms: in Proceedings of the international symposium on choral conducting, University of Surrey, April, 2000.
Why do they do it? Towards a taxonomy of
enthusiasms. Br. J. Music Educ., November, 2000.
ELLIOTT, E. and SAUNDERS, P.
Information and communication
technology: who dares wins!: in Cooper, H. and Hyland, R. (eds.), Children’s
perceptions of learning with trainee teachers, London, Routledge Falmer,
2000, 133-40.
EVANS, O.
Male trainees: what difference do they make?: in Proceedings of the British educational research association conference: children’s perceptions of learning with trainee teachers symposium, University of Cardiff, Book of Abstracts, 2000, 22.
Please sir! Yes miss: in Cooper, H. and Hyland, R.
(eds.), Children’s perceptions of learning with trainee teachers,
London, Routledge Falmer, 2000, 178-85.
EWIN, A.
Hadrian’s Wall: a social and
cultural history. Lancaster University, Centre for North West Regional
Studies, 2000.
FARMER, A.
An introduction to modern
European history 1890-1999. Hodder and Stoughton, 2000.
FOSTER, R.
Mathematics: can trainees count?:
in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with
trainee teachers, London, Routledge Falmer, 2000, 104-12.
GATES, B.
The end of religion in the UK and
beyond: in Leicester, M., Modgil, C. and Modgil, S. (eds.), Education,
culture and values: volume 5, London and New York, Falmer Press, 2000,
171-82.
HAMEL, K.
Music as you like it?: in Cooper,
H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee
teachers, London, Routledge Falmer, 2000, 125-32.
HARRIS, I.
Magician and environmentalist:
fertility elements in South and Southeast Asian Buddhism. East. Buddhist
(Kyoto): East. Buddhist Soc., XXXII(2), 2000, pp 128-56.
HARRISON, M.
Technology: wheels within wheels:
in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with
trainee teachers, London, Routledge Falmer, 2000, 77-84.
HUGGINS, M.
1066 and all that! Pupil misconceptions in history: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers, London, Routledge Falmer, 2000, 85-93.
More sinful pleasures? Leisure, respectability and the male middle classes in Victorian England. J. Social Hist., March, 2000.
Second class citizens? English middle class culture and sport, 1850-1910: a reconsideration. Int. J. Hist. Sport, 17(1), 2000, 1-35.
Sport and the social construction of identity in
North East England, 1800-1914: in Kirk, N. (ed.), Northern identities:
historical interpretations of the north and northerness, Aldershot, Ashgate
Publishing, 2000, 132-62.
HYLAND, R.
Why children’s perceptions?
Context for the inquiry: in Cooper, H. and Hyland, R. (eds.), Children’s
perceptions of learning with trainee teachers, London, Routledge Falmer,
2000, 19-28.
JACQUES, K.
Solicitous tenderness: discipline
and responsibility in the classroom: in Cooper, H. and Hyland, R. (eds.), Children’s
perceptions of learning with trainee teachers, London, Routledge Falmer,
2000, 166-78.
JACQUES, K. and HYLAND, R. editors
Achieving QTS: professional
studies, primary phase. Exeter, Learning Matters, 2000.
JOHNES, M.
Poor man’s cricket: baseball, class and community in South Wales, c. 1880-1950. Int. J. Hist. Sport, 17(4), 2000, 153-66.
Uneasy relationships: the Aberfan disaster 1966:
Merthyr Tydfil Borough County Council and local politics. Welsh Hist. Rev.,
20(1), 2000, 143-66.
KING, P. and DAVIDSON, C.†
The Coventry Corpus Christi
plays. Western Michigan University, Medieval Institute Publications, 2000.
LAVIN, J.
Physical education: challenging
stereotypes: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of
learning with trainee teachers, London, Routledge Falmer, 2000, 141-52.
LEA, S.
Student teachers in the infant
classroom: many hands make light work?: in Cooper, H. and Hyland, R. (eds.), Children’s
perceptions of learning with trainee teachers, London, Routledge Falmer,
2000, 41-56.
LEATHARD, H.
Evaluation of spiritual care as an
adjunct to healing: possibilities and limitations. Sacred Space, 1(2),
2000, 7-12.
LEATHARD, H. and CAMPBELL, J.
Nurses’ knowledge of biological
and related science. Nurs. Times Res., 5(5), 2000, 372-9.
LEATHARD, H., HALL, V.*, MORAN, A.† and COLEY, J.†
Cardiovascular functioning during
the menstrual cycle. Clin. Physiol., 20, 2000, 1-9.
LEATHARD, H., MUKERJI, M. S.* and HUDDART, H.
The effects of potassium channel
blockers on progesterone-induced suppression of rat portal vein contractility. J.
Pharm. & Pharmacol., 52, 2000, 983-90.
LEDWITH, M. and ASGILL, P.
Critical alliance: black and white
women working together for social justice. Commun. Devel., 35(3),
2000, 290-9.
LONGSTAFFE, S.
Political plays: in Hattaway, M. (ed.), A companion to English renaissance literature and culture, London, Blackwell, 2000, 486-98.
MACDONALD, G.
The influence of naturalism in
contemporary Scottish writing: in Price, R. and Kinlock, D. (eds.), La
nouvelle alliance: influences francophones sur la litterature ecossaise moderne,
Grenoble, Ellog, Universite Grenoble, 2000, 147-76.
MANNING, D.
Invited presentation: current
research questions for radiology reporting performance: in Proceedings of
the royal society of medicine conference on performance in clinical reporting
in London, February 2000.
MANNING, D., BUNTING, S.* and LEACH, J.†
A comparison of expert and non-expert performance in the detection of simulated pulmonary nodules. Radiogr., 6(2), 2000, 101-16.
Decision making and clinical performance: novices, experts and artificial intelligence. Med. Imag.: Imag. Perception & Perform., 3981, 2000, 42-50.
Decision making differences: novices, experts and
a neural network. Med. Imag.: Imag. Perception & Perform., 3981,
2000, 174-83.
MARSHALL, G. and HARRIS, P.
A study of the role of an
objective structural clinical examination (OSCE) in assessing clinical
competence in third year student radiographers. Radiogr., 6,
2000, 117-22.
McGREGOR, R.
Compositional processes in some
works of the 1980s and ‘Max the symponist’: in McGregor, R. (ed.), Perspectives
on Peter Maxwell Davies, Aldershot, Ashgate Press, 2000, 93-137.
McGREGOR, R. editor
Perspectives on Peter Maxwell
Davies. Aldershot, Ashgate Press, 2000.
OLLERTON, M.
Serious learning, funny
mathematics and mathematical fun. Math. Teach., 172, 2000, 7-9.
PEMBERTON, J.
Art and design: a view from the
classroom: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of
learning with trainee teachers, London, Routledge Falmer, 2000, 113-24.
POOLE, R. and HEWITT, M.†
The diaries of Samuel Bamford. New York, St Martin’s Press, and Stroud, Sutton Publishing, 2000.
Samuel Bamford and northern identity: Kirk, N.
(ed.), Northern identities, Aldershot, Ashgate Press, 2000, 111-31.
PULSFORD, D., CONNOR, I.† and RUSHFORTH, D.†
Woodlands therapy: an ethnographic
analysis of a small-group therapeutic activity for people with moderate or
severe dementia. Adv. Nurs., 32(3), 2000, 650-7.
RAY, R.
Task setting and marking in the
key stage 2 SAT writing test. Educ. Rev., 52(3), 2000, 279-89.
REVELEY, R. and WALSH, M.
Preparation for advanced nursing
roles. Nurs. Standard, 14(31), 2000, 42-5.
RICHARDS, R., SIMCO, N. and TWISELTON, S. editors
Primary teacher education: high
status? high standards?. London, Falmer Press, 2000.
RICHARDSON, J.
Relationships with young people as
praxis: in Crawford, K. and Straker, K. (eds.), Proceedings of the
conference on citizenship, young people and participation, Edge Hill
College, John Price Publishers, 2000.
RICHARDSON, J. and REVERDA, N.†
Watching the detectives:
reflections on dissertations of MACESS students. Social Work Eur., 7(3),
2000, 1-7.
RIGGS, A. and GUJRAL, A.
The properties that matter:
children’s perceptions of student teachers in science: in Cooper, H. and
Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers,
London, Routledge Falmer, 2000, 67-76.
SAUNDERS, P.
The impact of trainee teachers on
children’s skills in information and communication technology: in Proceedings
of the British educational research association conference: children’s
perceptions of learning with trainee teachers symposium, University of
Cardiff, Book of Abstracts, 2000, 22.
SHEPHERD, J.
Islamic ethics and the ethics of
liberalism: the logic of a creative synthesis: in Gabriel, T. (ed.), Islam
in the contemporary world, New Delhi, Vikas, 2000, 1-19.
SIMCO, N.
Geography: can’t you tell us the answer miss?: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers, London, Routledge Falmer, 2000, 57-66.
Newly qualified teachers: succeeding in the
induction year. Exeter, Learning Matters, 2000.
SUGARMAN, L. and PALMER, S.†
Challenges for psychotherapy,
counselling and guidance at the millennium. Br. J. Guidance &
Counselling, 28(4), 2000, 445-50.
SWIFT, J.
Peter the Great. Hodder and
Stoughton, 2000.
TOYE, N.
Children’s perceptions of their learning with trainee teachers: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers, London, Routledge Falmer, 2000, 29-40.
Do pupils perceive trainees differently when they are in role in drama from the way they perceive them when they operate as teachers?: in Proceedings of the British educational research association conference: children’s perceptions of learning with trainee teachers symposium, University of Cardiff, Book of Abstracts 2000, 22.
Drama as a way to teach teachers about teaching: in Richards, R., Simco, N. and Twiselton, S. (eds.), Primary teacher education: high status? high standards?, London, Falmer Press, 2000, 137-49.
Who’s been speaking in my stead? Lit. &
Learn., February/March, 2000, 18-20.
TOYE, N. and PRENDIVILLE, F.
Drama and traditional story for
the early years. Routledge Falmer, 2000.
TWISELTON, S.
Literacy activities: purposeful tasks or ways of keeping busy?: in Cooper, H. and Hyland, R. (eds.), Children’s perceptions of learning with trainee teachers, London, Routledge Falmer, 2000, 94-103.
Seeing the wood for the trees: the national
literacy strategy and ITE: pedagogical content knowledge and the structure of
subjects. Camb. J. Educ., 30, 2000, 391-403.
WALSH, M.
A nurse practitioner-led farmers’
health service: setting up and evaluating a UK project. Aust. J. Rural
Health, 8(4), 2000, 214-7.
WHITELAW, S., BUNTON, R.†, BALDWIN, S.† and FLYNN, D.†
The stages of change model in health promotion: science and ideology. Crit. Public Health, 10(1), 2000, 56-70.
The status of evidence and outcomes in stages of change research. Health Educ. Res., 15(6), 2000, 707-18.