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1	RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
	McMillion, Laquita
	In: Dissertations (2022)
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2	Early years and key stage 1 teachers’ attitudes towards outdoor and online play
	Kelly, Sarah Kate; Sharpe, Rachael; Fotou, Nikolaos. - : Taylor & Francis, 2022
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3	Is there a link between industry involvement in higher education learning and student job creation intention?
	Ehiobuche, C.; Okolie, U. C.; Nwali, A. C.. - : SAGE, 2022
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4	Early years and key stage 1 teachers’ attitudes towards outdoor and online play
	Kelly, Sarah Kate; Sharpe, Rachael; Fotou, Nikolaos. - : Taylor and Francis, 2022
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5	University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
	Grüttner, Michael; Schröder, Stefanie; Berg, Jana
	In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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6	A tale of two committees: Newbolt illuminated through the Cox models ; The New Newbolt Report: One Hundred Years of Teaching English in England
	Goodwyn, Andrew. - : Routledge, 2022
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7	English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
	Indrarathne, Bimali; Mcculloch, Sharon. - : British Council, 2022
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8	Conceptualising Academic and Folk Understandings of Culture: An Auckland-Based Survey
	Sawyer, Adam. - : Auckland University of Technology, 2021
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9	Why We Need Ethnic Studies: Building Academic Familismo Through Culturally Relevant Education to Support Students' Social Relationships and Academic Success
	Perez, Franklin C. - : eScholarship, University of California, 2021
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10	Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
	null. - : :null, 2021
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11	Studying languages in the times of COVID-19. Reflections on the delivery of teaching and learning activities and the year abroad
	Stollhans, Sascha
	In: Plutino, Alessia [Hrsg.]; Polisca, Elena [Hrsg.]: Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net 2021, S. 105-111 (2021)
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12	Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
	Giebert, Stefanie Hrsg.; Göksel, Eva Hrsg.. - : pedocs-Dokumentenserver/DIPF, 2021
	In: 2021, 188 S. (2021)
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13	Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
	Bratsch-Hines, Mary E; Carr, Robert; Zgourou, Eleni. - : Wiley, 2021
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14	Students pay the price: Doctoral candidates are targeted by contract cheating websites
	Kelly, Andrew; Stevenson, Kylie J.
	In: Research outputs 2014 to 2021 (2021)
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15	Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
	Wingate, Ursula; Harper, Rowena
	In: Research outputs 2014 to 2021 (2021)
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16	“When Paradigms Are Out of Place”: Embracing Eclecticism in Legal Scholarship by Academic Turns
	Shisong Jiang
	In: Laws; Volume 10; Issue 4; Pages: 79 (2021)
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17	Candidate perceptions of the UK Recorded Consultation Assessment: cross-sectional data linkage study
	Botan, Vanessa; Laparidou, Despina; Phung, Viet-Hai; Cheung, Peter; Freeman, Adrian; Wakeford, Richard; Denney, Meiling; Law, Graham R.; Siriwardena, Aloysius Niroshan. - : Taylor & Francis, 2021
	Abstract: The Recorded Consultation Assessment (RCA) was rapidly developed to replace the Clinical Skills Assessment (CSA) for UK general practice licencing during COVID-19. We aimed to evaluate candidate perceptions of the RCA and relationships with performance. We conducted a cross-sectional survey of RCA candidates with attitudinal, demographic, and free text response options, undertaking descriptive and factor analysis of quantitative data with qualitative thematic analysis of free text. Binomial regression was used to estimate associations between RCA pass, candidate characteristics and questionnaire responses. 645 of 1551 (41.6%) candidates completed a questionnaire; 364 (56.4%) responders permitted linkage with performance and demographic data. Responders and non-responders were similar in exam performance, gender and declared disability but were significantly more likely to be UK graduates (UKG) or white compared with international medical (IMG) or ethnic minority graduates. Responders were positive about the digital platform and support resources. A small overall majority regarded the RCA as a fair assessment; a larger majority reported difficulty collecting, selecting, and submitting cases or felt rushed during recording. Logistic regression showed that ethnicity (white vs minority ethnic: odds ratio [OR] 2.99,95% confidence interval [CI] 1.23, 7.30, p = 0.016), training (UK vs IMG: OR 6.88, 95% CI 2.79, 16.95, p < 0.001), and English as first language (OR 5.11, 0% CI 2.08, 12.56, p < 0.001) were associated with exam success but questionnaire subscales, consultation type submitted, or extent of trainer review were not. The RCA was broadly acceptable but experiences were variable. Candidates experienced challenges and suggested areas for improvement.
	Keyword: A300 Clinical Medicine; X342 Academic studies in Higher Education
	URL: https://eprints.lincoln.ac.uk/id/eprint/46793/1/14739879.2021.pdf https://doi.org/10.1080/14739879.2021.1970630 https://eprints.lincoln.ac.uk/id/eprint/46793/
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18	From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations
	Fotou, Nikolaos; Abrahams, Ian. - : Taylor and Francis, 2021
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19	Reading online during lockdown: insights from History and Heritage
	Wood, Jamie; Warriner-Wood, Leah; East, Matt. - : Palgrave Macmillan, 2021
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20	Estranged students in UK higher education: insights from two qualitative research studies
	Spacey, Rachel; Sanderson, Rebecca. - : Forum for Access and Continuing Education, 2021
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