Melissa Glackin
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‘Risky fun’or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning
M Glackin
International journal of science education 38 (3), 409-433, 2016
Teaching and learning science outdoors in schools’ immediate surroundings at K-12 levels: A meta-synthesis
JP Ayotte-Beaudet, P Potvin, HG Lapierre, M Glackin
EURASIA Journal of Mathematics, Science and Technology Education 13 (8 …, 2017
Teachers’ self-efficacy: Progressing qualitative analysis
M Glackin, J Hohenstein
International Journal of Research & Method in Education 41 (3), 271-290, 2018
‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom
M Glackin
British journal of sociology of education 39 (1), 61-76, 2018
A difficult realisation: The proletarianisation of higher education-based teacher educators
V Ellis, M Glackin, D Heighes, M Norman, S Nicol, K Norris, I Spencer, ...
Journal of Education for Teaching 39 (3), 266-280, 2013
Taking stock of environmental education policy in England–the what, the where and the why
M Glackin, H King
Environmental Education Research 26 (3), 305-323, 2020
‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom
M Glackin
Professional Development in Education 45 (3), 372-389, 2019
12 Supporting science learning in out-of-school contexts
H King, M Glackin
Good Practice In Science Teaching: What Research Has To Say: What research …, 2010
Park and learn: improving opportunities for learning in local open spaces
M Glackin, B Jones
School Science Review 93 (344), 105-113, 2012
Using urban green space to teach science
M Glackin
School Science Review 89 (327), 29-36, 2007
Understanding environmental education in secondary schools in England: Perspectives from policy (report 1)
M Glackin, H King
King’s College London, London, 2018
Budding biology teachers: what have botanical gardens got to offer inquiry learning
M Glackin, C Harrison
Journal of Biological Education 52 (3), 283-293, 2018
Teaching out-of-classroom science: Implications from the initial teacher training experience
R Lock, M Glackin
School Science Review 90 (333), 111-118, 2009
Understanding Environmental Education in Secondary School in England: Report 2: The Practitioners' Perspective
M Glackin, H King, R Cook, K Greer
King's College London, 2018
Creative science lessons? Prospective teachers reflect on good practice
A Manning, M Glackin, J Dillon
School Science Review 90 (332), 53-58, 2009
Environmental education-related policy enactment in Japanese high schools
M Glackin, K Greer
Journal of Education for Sustainable Development 15 (2), 165-185, 2021
Teaching science outside the classroom: the role of teachers' beliefs and teacher efficacy during a two-year professional development programme
M Glackin
King's College London (University of London), 2013
The ‘web of conditions’ governing England’s climate change education policy landscape
K Greer, H King, M Glackin
Journal of Education Policy 38 (1), 69-92, 2023
EBOOK: Becoming a teacher: Issues in secondary education
M Maguire, S Gibbons, M Glackin, D Pepper, K Skilling
McGraw-Hill Education (UK), 2018
‘What counts’ as climate change education? Perspectives from policy influencers
K Greer, M Glackin
School Science Review 103 (383), 15-22, 2021
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