Items where Author is Tobbell, Jane

Ashton-Goldthorpe, Laura, Lewis, Kiara and Tobbell, Jane (2017) Talking about Taekwon-Do. In: Early Career Researcher Conference, 5th July 2017, Edge Hill University, UK. (Unpublished)

Turner, Lynda and Tobbell, Jane (2017) Learner Identity and Transition; an Ethnographic Exploration of Undergraduate Trajectories. Journal of Further and Higher Education. ISSN 0309-877X

Williams, Graham and Tobbell, Jane (2017) Effecting change in local government: local authority chief executives as emotional actors. Policy Studies, 38 (4). pp. 392-409. ISSN 0144-2872

Turner, Lynda and Tobbell, Jane (2017) Researching educational transition using ethnography. SAGE Research Methods Cases. ISSN 9781473986749

Bland, Andrew and Tobbell, Jane (2016) Towards an understanding of the attributes of simulation that enable learning in undergraduate nurse education: A grounded theory study. Nurse Education Today, 44. pp. 8-13. ISSN 0260-6917

Bland, Andrew and Tobbell, Jane (2015) Developing a multi-method approach to data collection and analysis for explaining the learning during simulation in undergraduate nurse education. Nurse Education in Practice, 15 (6). pp. 517-523. ISSN 1471-5953

Tobbell, Jane and Burton, Rob (2015) Identity and Participation in UK Universities: An Exploration of Student Experiences and University Practices. The International Journal of Diversity in Education, 15 (4). pp. 21-32.

Tobbell, Jane and O'Donnell, Victoria (2015) Transition to postgraduate study: overlooked and underestimated. In: Masters Level Teaching, Learning and Assessment: Issues in Design and Delivery. Palgrave Teaching and Learning . Palgrave Macmillan, pp. 57-60. ISBN 9781137399366

Schofield, Keith and Tobbell, Jane (2015) Embracing Diversity in Organisations by Promoting Identity. In: Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, 15th -17th July 2015, Hong Kong.

Walker, Aaron S. and Tobbell, Jane (2015) Lost Voices and Unlived Lives: Exploring Adults' Experiences of Selective Mutism using Interpretative Phenomenological Analysis. Qualitative Research in Psychology. ISSN 1478-0887

Turner, Lynda and Tobbell, Jane (2014) Hide and seek: how implicit and explicit practices shape learner identity during transition to Higher Education. In: BERA Annual Conference, 23rd-25th September 2014, Institute of Education, London.

Tobbell, Jane and Turner, Lynda (2014) Transforming pedagogy: an exploration of the relationship between academic performance and participation in professional activity in H.E. students. In: BERA Annual Conference, 23rd-25th September 2014, Institute of Education, London.

Bland, Andrew, Topping, Annie and Tobbell, Jane (2014) Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper. Nurse Education Today, 34 (7). pp. 1112-1118. ISSN 0260-6917

Turner, Lynda and Tobbell, Jane (2014) How practices shape identity: an exploration of transition for undergraduate psychology students. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, 30th April - 1st May 2014, University of Edinburgh.

Tobbell, Jane and O'Donnell, Victoria (2014) A socio-cultural exploration of the mechanisms underpinning performance dips following transition from primary to secondary school. Journal of Education and Human Development, 3 (1). pp. 159-176. ISSN 2334-296X

Tobbell, Jane (2014) Transition from primary to secondary school: a case study from the United Kingdom. In: Facetten von Übergängen im Bildungssystem Nationale und internationale Ergebnisse empirischer Forschun. Waxmann, Münster, Germany, pp. 251-264. ISBN 978-3-8309-3063-1

Tobbell, Jane and O’Donnell, Victoria L. (2013) Transition to postgraduate study: postgraduate ecological systems and identity. Cambridge Journal of Education, 43 (1). pp. 123-138. ISSN 0305-764X

Tobbell, Jane and O'Donnell, Victoria (2013) The formation of interpersonal and learning relationships in the transition from primary to secondary school: students, teachers and school context. International Journal of Educational Research, 59. pp. 11-23. ISSN 0883-0355

Tobbell, Jane and O'Donnell, V. L. (2013) Transition to postgraduate study : postgraduate ecological systems and identity. Cambridge Journal of Education, 43 (1). pp. 123-138. ISSN 0305-764X

Tobbell, Jane and O'Donnell, Victoria (2013) Entering Postgraduate Study: A Qualitative Study of a Neglected Transition. International Journal for Cross-Disciplinary Subjects in Education, 4 (1). ISSN 2042-6364

O'Donnell, V. L., Tobbell, Jane, Bradshaw, C. and Richmond, E. (2012) Participation in inclusive learning and teaching practices in higher education : a qualitative study of academic staff identity and change. International Journal for Cross-Disciplinary Subjects in Education, 1 (2). ISSN 2042-6364

Toddington, Stuart, Drake, Philip and Tobbell, Jane (2012) The ethical dynamics of learning: empowerment and responsibility in clinical legal education. In: IJCLE The International Journal of Clinical Legal Education Conference, 10th-13th July 2012, Durham, UK. (Unpublished)

Bland, Andrew, Topping, Annie and Tobbell, Jane (2010) Learning through Simulation in Undergraduate Nurse Education – It’s All About the Action. Data Collection & Analysis Using Video to Explore the Visual and the Narrative. In: 5th International Nurse Education Conference, 22-25 June 2014, Noordwijkerhout, The Netherlands. (Submitted)

Tobbell, Jane, O'Donnell, Victoria and Zammit, Maria (2010) Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation. British Educational Research Journal, 36 (2). pp. 261-278. ISSN 0141-1926

O'Donnell, V. L., Tobbell, Jane, Lawthom, R. and Zammit, Maria (2009) Transition to postgraduate study: Practice, participation and the widening participation agenda. Active Learning in Higher Education, 10 (1). pp. 26-40. ISSN 1469-7874

Tobbell, Jane, O'Donnell, Victoria and Zammit, Maria (2008) Exploring practice and participation in transition to postgraduate social science study. Project Report. HEA.

Tobbell, Jane, O'Donnell, Victoria, O'Neill, Maria and Lawthom, Rebecca (2007) Transition to postgraduate study: practice, policy and experience. In: The Times They are a Changin: Researching Transition in LIfelong Learning 4th International Conference, 22-24 June 2007, Stirling, Scotland. (Unpublished)

Tobbell, Jane and O'Donnell, Victoria (2007) Understanding adults’ transitions to Higher Education through a university access course: community, practice and participation. In: The Times They are a Changin: Researching Transition in LIfelong Learning 4th International Conference, 22-24 June 2007, Stirling, Scotland. (Unpublished)

O'Donnell, Victoria and Tobbell, Jane (2007) The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice? Adult Education Quarterly, 57 (4). pp. 312-328. ISSN 07417136

Tobbell, Jane and O'Donnell, Victoria (2005) Theorising educational transitions: communities, practice and participation. In: Conference on Sociocultural Theory in Educational Research and Practice, 8th – 9th September 2005, University of Manchester. (Unpublished)

Tobbell, Jane (2005) Including myself out: children talking about educational and social practices in UK primary and secondary school. In: Community, Work and Family Conference, 16th - 18th March 2005, Manchester Metropolitan University. (Unpublished)

Tobbell, Jane and Lawthom, Rebecca (2005) Dispensing with labels: Enabling children and professionals to share a community of practice. Educational and Child Psychology, 22 (3). pp. 89-97. ISSN 0267 1611

Stivaros, H., Tobbell, Jane and Hardman, M. (2005) ‘If you don’t understand this don’t worry, for the rest of you I will go on’: Deconstructing children’s opportunity to participate in the classroom community of practice. In: Developmental Psychology Section Annual Conference., 2-5 September 2004, Leeds Metropolitan University.

Tobbell, Jane (2003) Students experiences of transition from primary to secondary school. Educational and Child Psychology, 20 (4). pp. 4-14. ISSN 0267 1611