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Welcome to Repository@Hull

The Repository@Hull is intended to be an Open Access showcase for the published research output of the university. Whenever possible, refereed documents accepted for publication, or finished artistic compositions presented in public, will be made available here in full digital format, and hyperlinks to standard published versions will be provided.



Latest Additions

A Case for a Reflective Approach to Teaching Practicum Debriefing with Implications for Teacher Educators and Education. (2021)
Journal Article
Minott, M. (2021). A Case for a Reflective Approach to Teaching Practicum Debriefing with Implications for Teacher Educators and Education. Teacher Education Advancement Network Journal, 13(1), 73-85

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflect... Read More about A Case for a Reflective Approach to Teaching Practicum Debriefing with Implications for Teacher Educators and Education..

Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience (2022)
Journal Article
Minott, M. A. (2022). Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience. Journal of Perspectives in Applied Academic Practice, 9(3), 15-21. https://doi.org/10.14297/jpaap.v9i3.465

The purpose of this small qualitative study is two-fold: first, to show how ‘reflection-on-experience’ enacted through interviews can unearth the tacit work-related knowledge and skills exam invigilators developed on the job and second, to continue r... Read More about Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience.

Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study? (2021)
Journal Article
Minott, M. (2022). Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?. Reflective practice, 23(1), 81-87. https://doi.org/10.1080/14623943.2021.1982687

This thought piece draws the readers’ attention to the pervasive nature of reflection, reflective teaching and learning and the use of questions. Specifically discussed; are the theoretical framework that guides the piece, reflective teaching, the re... Read More about Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?.

“Teacher characteristics they value”: London upper secondary students’ perspectives (2020)
Journal Article
Minott, M. (2022). “Teacher characteristics they value”: London upper secondary students’ perspectives. Educational studies, 48(1), 33-43. https://doi.org/10.1080/03055698.2020.1740879

The purpose of this qualitative study is to provide answers to the research question, “What teacher characteristics do London upper Secondary school students value?” Using convenient or opportunity sampling, 51 Grade 12 and 13 students ages 16–18 in... Read More about “Teacher characteristics they value”: London upper secondary students’ perspectives.

Morphological variation of the hemophilic talus (2021)
Journal Article
Talbott, H. G., Wilkins, R. A., Redmond, A. C., Brockett, C. L., & Mengoni, M. (2021). Morphological variation of the hemophilic talus. Clinical Anatomy, 34(6), 941-947. https://doi.org/10.1002/ca.23757

Flattening of the trochlear tali is clinically observed as structural and functional changes advance in patients with hemarthropathy of the ankle. However, the degree of this flattening has not yet been quantified, and distribution of the morphologic... Read More about Morphological variation of the hemophilic talus.