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Karen Walshe. (2020) Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education. British Journal of Religious Education 42:4, pages 471-489.
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Karen Walshe & Geoff Teece. (2013) Understanding ‘religious understanding’ in religious education. British Journal of Religious Education 35:3, pages 313-325.
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L. D. Newton & D. P. Newton. (2006) Can explanations in children's books help teachers foster reason‐based understandings in religious education in primary schools?. British Journal of Religious Education 28:3, pages 225-234.
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Fionnuala Waldron. (2003) Irish primary children's perceptions of history. Irish Educational Studies 22:2, pages 63-89.
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Douglas P. Newton & Lynn D. Newton. (2001) Subject Content Knowledge and Teacher Talk in the Primary Science Classroom. European Journal of Teacher Education 24:3, pages 369-379.
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D.P. Newton & L. D. Newton. (2000) Do Teachers Support Causal Understanding through their Discourse when Teaching Primary Science?. British Educational Research Journal 26:5, pages 599-613.
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Roger Trend. (2000) Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education 22:5, pages 539-555.
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Yaron Schwartz. 2020. Masculine Power and Gender Equality: Masculinities as Change Agents. Masculine Power and Gender Equality: Masculinities as Change Agents
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