Items where Author is "Parr, Elizabeth"

Article

O'Siochru, Cathal and Norton, Lin and Pilkington, Ruth and Parr, Elizabeth and Anderson, Babs and Maslen, Joseph (2020) Action learning: how can it contribute to a collaborative process of pedagogical action research? Educational Action Research. ISSN Print ISSN: 0965-0792 Online ISSN: 1747-5074

Parr, Elizabeth (2017) Professional Perceptions of a Community-Oriented School: A Case Study Using Q Methodology. SAGE Research Methods Cases in Education.

Rayner, Stephen and Lord, Janet and Parr, Elizabeth and Sharkey, Rachel (2015) Why has my world become more confusing than it used to be?” Professional doctoral students reflect on the development of their identity. Management in Education, 29 (4). pp. 158-163. ISSN ISSN: 0892-0206

Book Section

Parr, Elizabeth (2020) Learning Beyond Schools. In: Studying Education: An introduction to the study and exploration of education. Learning Matters SAGE, London. ISBN 9781526490476

Parr, Elizabeth (2016) The changing role of the teacher in multi-agency work. In: Teacher education in challenging times: lessons for professionalism, partnership and practice. Routledge Research in Teacher Education . Routledge, pp. 115-125. ISBN 9781138943360

Giardiello, Tricia and Parr, Elizabeth and McLeod, Naomi and Redman, Christine (2014) Understanding Pedagogy. In: Handbook for Teacher Educators: Transfer, Translate or Transform. Sense Publishers, Rotterdam, pp. 15-32. ISBN 9789462096935

Conference or Workshop Item

Parr, Elizabeth (2016) Professional perceptions and practices in a community-oriented school. In: British Education Research Association Annual Conference, 13th - 15th September 2016, Leeds: University of Leeds.

Parr, Elizabeth (2015) Understanding Professional Perceptions of a Community-Oriented School using Q Methodology. In: British Education Research Association Annual Conference, 15th - 17th September 2015, Queen's University Belfast.

Thesis

Parr, Elizabeth (2016) The Development of Professionals’ Perceptions and Practices in a Community-Oriented Primary School. Doctoral thesis, The University of Manchester.