Items by Stables, Andrew
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Murakami, K., Stables, A., McIntosh, S. and Martin, S., 2011. Conceptions of effort among year 8 students, their teachers and parents within a school: a case study. In: Symposium on Explorations of Scaffolding (Part 2), International Society for Culture and Activity Research (ISCAR) Conference, 2011-09-05 - 2011-09-10, Sapienza University, Rome.
Stables, A., Murakami, K. and McIntosh, S., 2010. Conceptions of effort among Year 8 students, their teachers and parents at a school in Somerset. Other. British Academy.
Stables, A., 2010. Semiosis and the collapse of mind-body dualism: implications for education. In: Semetsky, I., ed. Semiosis, Experience, Education. Rotterdam: Sense, pp. 21-36.
Stables, A., 2009. School as imagined community in discursive space: a perspective on the school effectiveness debate. In: Daniels, H., Lauder, H. and Porter, J., eds. Knowledge, Values and Educational Policy: A Critical Perspective. London: Routledge, pp. 253-261.
Stables, A., 2009. Should the debate about compulsory schooling be reopened? A fully semiotic perspective. In: Kerdeman, D., ed. Philosophy of Education Yearbook 2009. Urbana, Ill: Philosophy of Education Society, pp. 153-162.
Stables, A., 2008. Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. London: Continuum International Publishing Group. (Continuum Studies in Educational Research)
Gough, S. and Stables, A., eds., 2008. Sustainability and Security within Liberal Societies: Learning to Live with the Future. London: Routledge.
Gough, I. and Stables, A., 2008. Sustainability, security, liberalism, learning: framing the issues. In: Gough, S. and Stables, A., eds. Sustainability and Security within Liberal Societies: Learning to Live with the Future. London: Routledge, pp. 127-142.
Stables, A., 2008. Language and Meaning in Environmental Education: an overview. In: Researching Education and Environment. London: Routledge.
Stables, A., 2007. Is Nature Immaterial? The possibility of environmental education without an environment. Canadian Journal of Environmental Education, 12, pp. 55-67.
Stables, A. and Gough, S., 2006. Towards a Semiotic theory of choice and of learning. Educational Theory, 56 (3), p. 271.
Stables, A., 2006. From Semiosis to Social Policy: the less trodden path. Signs Systems Studies, 34 (1), 121--134.
Stables, A., 2006. Semiosis and the Myth of Learning. In: Proceedings of International Network of Philosophers of Education10th Biennial Conference: Philosophical Perspectives on Educational Practice in the 21st Century., 2006-01-01.
Stables, A., 2006. Sign(al)s: Living and Learning as Semiotic Engagement (text of inaugural lecture delivered 30/11/2005). Journal of Curriculum Studies, 38 (4), pp. 373-387.
Stables, A., 2005. Multiculturalism and Moral Education: individual positioning, dialogue and cultural practice. Journal of Moral Education, 34 (2), 185--197.
Stables, A., 2005. Essay Review: Rethinking the School Curriculum: Values, Aims and Purposes (ed. J. White: London, RoutledgeFalmer, 2004). Journal of Curriculum Studies, 37 (1), pp. 117-128.
Stables, A., 2005. Living and Learning as Semiotic Engagement: A New Theory of Education. Lewiston, NY/Lampeter: Edwin Mellen Press.
Pigrum, D. and Stables, A., 2005. Qualitative Inquiry as Gegenwerk: connections between art and research. International Journal of Qualitative Methods, 4 (4), Article 2.
Stables, A., Martin, S. and Arnhold, G., 2004. Student Teachers' Concepts of Literacy and Numeracy. Research Papers in Education, 19 (3), 345--364.
Stables, A., 2004. Can Education Save the World? A response to David A. Gruenewald. Curriculum Inquiry, 34 (2), pp. 233-240.
Stables, A., 2004. Responsibility beyond Rationality: the case for rhizomatic consequentialism. International Journal of Children's Spirituality, 9 (2), pp. 219-226.
Stables, A., 2003. From Discrimination to Deconstruction: four modulations of criticality in the humanities and social sciences. Assessment and Evaluation in Higher Education, 28 (6), 655--672.
Stables, A., 2003. School as Imagined Community in Discursive Space: a perspective on the school effectiveness debate. British Educational Research Journal, 29 (6), pp. 895-902.
Stables, A., 2003. Target Language Teaching and the ISS: why Robert Young was wrong about questioning genres. Westminster Studies in Education, 26 (2), pp. 99-105.
Stables, A., 2003. Who Drew the Sky? Conflicting assumptions in environmental education. In: Scott, W. A. H. and Gough, S. R., eds. Key Issues in Sustainable Development and Learning: a critical review. London: RoutledgeFalmer.
Sahin, C., Bullock, K. and Stables, A., 2002. Teachers' Beliefs and Practices in Relation to their Beliefs about Questioning at Key Stage 2. Educational Studies, 28 (4), 371--384.
Stables, A., 2002. Diachronic and Synchronic Analysis of Education: taking account of the life-history. Westminster Studies in Education, 25 (1), pp. 59-66.
Stables, A., 2002. On the Making and Breaking of Frames in Pursuit of Sustainability. The Trumpeter: Journal of Ecosophy, 18 (1), pp. 49-58.
Stables, A. W. G. and Scott, W. A. H., 2002. The Quest for Holism in Education for Sustainable Development. Environmental Education Research, 8 (1), pp. 53-60.
Stables, A. G. and Scott, W. A. H., 2001. Post-Humanist Liberal Pragmatism: Environmental Education out of Modernity. Journal Of Philosophy Of Education, 35 (2), 269--280.
Stables, A., 2001. Who Drew the Sky? Conflicting assumptions in environmental education. Educational Philosophy and Theory, 33 (2), 245--256.
Stables, A. and Bishop, K. N., 2001. Weak and Strong Conceptions of Environmental Literacy : implications for environmental education. Environmental Education Research, 7, 89--97.
Stables, A., 2001. Language and Meaning in Environmental Education: an overview. Environmental Education Research, 7 (2), pp. 121-128.
Bishop, K., Reid, A., Stables, A., Lencastre, M., Stoer, S. and Soetaert, R., 2000. Developing environmental awareness through literature and media education. Canadian Journal of Environmental Education, 5 (1), pp. 268-286.