Sue Cronin
Biographic Data
| ID | 9499944 |
|---|---|
| NAME | Sue Cronin |
| GIVEN NAMES | Sue |
| FAMILY NAME | Cronin |
| SIGNATURE | CRONIN S |
| AFFILIATIONS | Liverpool Hope University |
| ORCID | 0000-0002-4868-059X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Enabling ambitious science teachers in urban challenging settings
The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of ‘poverty o…
Pandemic pedagogies, practices and future possibilities
The impact of the current COVID-19 pandemic on universities has been seismic. The requirement to pivot suddenly to remote working has required the development of contingency curriculums, socially distanced campuses and an increased demand for online learning. This paper sets out to capture the emergent working practices and experiences of a group of Teacher Educators (TEs) from a university with a large Initial Teacher Education (ITE) provision. …
No prominent works on this page.
Enabling ambitious science teachers in urban challenging settings
The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of ‘poverty o…
Pandemic pedagogies, practices and future possibilities
The impact of the current COVID-19 pandemic on universities has been seismic. The requirement to pivot suddenly to remote working has required the development of contingency curriculums, socially distanced campuses and an increased demand for online learning. This paper sets out to capture the emergent working practices and experiences of a group of Teacher Educators (TEs) from a university with a large Initial Teacher Education (ITE) provision. …
Curriculum (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Action research (1 work) · Agile software development (1 work) · Contingency (1 work) · Digital literacy in education (1 work) · Disadvantaged (1 work)