Elena Nardi
Biographic Data
| ID | 5239289 |
|---|---|
| NAME | Elena Nardi |
| GIVEN NAMES | Elena |
| FAMILY NAME | Nardi |
| SIGNATURE | NARDI E |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0002-7145-6473 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Overcoming Obstacles for the Inclusion of Visually Impaired Learners through Teacher–Researcher Collaborative Design and Implementation
Teacher preparation to address the needs of disabled learners in mainstream mathematics classrooms is quintessential for the implementation of the inclusive educational policies that governments are often committed to. To identify teacher preparation needs, we draw on data and analyses from the doctoral study of the first author, who endorsed sociocultural and embodied perspectives in an investigation—first exploratory, then interventional—of vis…
Just Google It?’
While numerous studies examine perceptions of research held by university researchers, studies examining perceptions held by school pupils are rare. To address this gap and following analysis of questionnaire data (N = 2634, KS3/4/5 pupils), we conducted 11 group interviews with 100 pupils in England to investigate their experiences of research during schooling and their perceptions of how research is conceived, conducted and where its utility an…
No prominent works on this page.
Just Google It?’
While numerous studies examine perceptions of research held by university researchers, studies examining perceptions held by school pupils are rare. To address this gap and following analysis of questionnaire data (N = 2634, KS3/4/5 pupils), we conducted 11 group interviews with 100 pupils in England to investigate their experiences of research during schooling and their perceptions of how research is conceived, conducted and where its utility an…
Overcoming Obstacles for the Inclusion of Visually Impaired Learners through Teacher–Researcher Collaborative Design and Implementation
Teacher preparation to address the needs of disabled learners in mainstream mathematics classrooms is quintessential for the implementation of the inclusive educational policies that governments are often committed to. To identify teacher preparation needs, we draw on data and analyses from the doctoral study of the first author, who endorsed sociocultural and embodied perspectives in an investigation—first exploratory, then interventional—of vis…
Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Children's Rights and Participation (1 work) · Computer Science (1 work) · Educational Environments and Student Outcomes (1 work) · Educator Training and Historical Pedagogy (1 work) · Embodied cognition (1 work) · Exploratory research (1 work) · Hearing Impairment and Communication (1 work)