Currently browsing: Items authored or edited by Roger Hancock

Brimacombe, Kayte and Hancock, Roger (2005). Joining Gabriel's play. In: Cable, Carrie and Eyres, Ian eds. Primary Teaching Assistants: curriculum in context. London: David Fulton, pp. 116–119.

Brook, David and Hancock, Roger (2000). What are Parent-School Organisations for? Some views from an inner-London LEA. Educational Review, 52(3) pp. 259–267.

Cameron, Catherine Ann; Talay-Ongan, Ayshe; Hancock, Roger and Tapanaya, Sombat (2010). Emotional security. In: Gillen, Julia and Cameron, Catherine Ann eds. International perspectives on early childhood research: A Day in the Life. London: Palgrave Macmillan, pp. 77–99.

Cable, C.; Eyres, I. and Hancock, R. (2006). Teaching assistants and support for literacy and language development. In: BERA Annual Conference, 06-09 Sep 2006, University of Warwick.

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Collins, Janet and Hancock, Roger (2004). Primary teaching assistants: learners and learning. David Fulton Publishers Ltd.

Eyres, Ian; Cable, Carrie; Hancock, Roger and Turner, Janet (2004). 'Whoops, I forgot David’ – children’s perceptions of the adults who work in their classrooms. Early Years: An International Journal of Research and Development, 24(2) pp. 149–162.

Ellis, Sharon and Hancock, Roger (2003). Developing the role of a senior practictioner: A personal perspective. In: Miller, Linda and Devereux, Jane eds. Supporting Children's Learning in the Early Years. London: David Fulton, pp. 230–240.

Gillen, Julia and Hancock, Roger (2010). Eating. In: Gillen, Julia and Cameron, Catherine Ann eds. International Perspectives on early childhood research: A Day in the Life. London: Palgrave Macmillan, pp. 100–113.

Gillen, Julia; Cameron, Catherine Ann; Tapanya, Sombat; Pinto, Giuliana; Hancock, Roger; Young, Susan and Accorti Gamannossi, Beatrice (2007). ‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood. Early Child Development and Care, 177(2) pp. 207–218.

Gillen, Julia and Hancock, Roger (2007). Children at play in safe domestic spaces. In: Developmental Social Cognitive Neuroscience: 37th Annual Meeting of the Jean Piaget Society, 31 May - 2 Jun 2007, Amsterdam, The Netherlands.

Gillen, Julia; Hancock, Roger; Cameron, C. A. and Pinto, Giuliana (2007). How versatile is video data?: Connecting methodology to theory in an international study of two year old girls. In: Developmental Social Cognitive Neuroscience: 37th Annual Meeting of the Jean Piaget Society, 31 May - 2 Jun 2007, Amsterdam, The Netherlands.

Gillen, Julia and Hancock, Roger (2006). 'A day in the life': Exploring eating events involving two year old girls and their famillies in diverse communities. Australian Journal of Early Childhood, 31(4) pp. 23–29.

Gillen, J.; Hancock, W. R.; Accorti Gamannossi, B.; Pinto, G.; Tapanya, S.; Didkowsky, N.; Jackson, L. and Cameron, C. A . (2004). Social spaces of two-year-old girls: 'A Day in the Life'. In: Poster presented at the Canadian Psychological Association Annual Convention, 10-12 Jun 2004, St Johns.

Hancock, Roger; Gillen, Julia and Pinto, Giuliana (2010). Using video technology. In: Gillen, Julia and Cameron, Catherine Ann eds. International perspectives on early childhood research; A Day in the Life. London: Palgrave Macmillan, pp. 35–58.

Hancock, Roger; Hall, Thelma; Cable, Carrie and Eyres, Ian (2010). 'They call me wonder woman': the job jurisdictions and workplace learning of higher level teaching assistants. Cambridge Journal of Education, 40(2) pp. 97–112.

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Hancock, Roger; Cox, Alison and Griffin, Synthia (2009). 'Its not like anything Joe and I have experienced before': Family workshops at Tate Modern. In: Miller, Linda; Cable, Carrie and Goodliff, Gill eds. Supporting Children's Learning in the Early Years, 2nd Edition. London: Routledge.

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Hancock, Roger and Gillen, Julia (2007). Safe places in domestic spaces: Two-year-olds at play in their homes. Children's Geographies, 5(4) pp. 337–351.

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Hancock, Roger and Gillen, Julia (2006). I pasti, gli aretfatti e la trasmissione dei valori (Eating artefacts and the communication of values). Rassegna di Psicologia, 23(3) pp. 41–59.

Hancock, R.; Ross, M.; Virden, B.; Keizer, J.; Cox, A.; Jarra, A.; Powell, S. and Bagnell, K. (2004). Small steps in a big space: workshops for parents and children from birth to three at Tate Modern.

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Hancock, R. (2003). But hasn’t the teaching profession already been remodelled?

Hancock, Roger and Cox, Alison (2003). I can sing a rainbow: Parents and children under three at Tate Britain. In: Devereux, Jane and Miller, Linda eds. Working with Children in the Early Years. London: David Fulton, pp. 93–100.

Hancock, Roger (2003). Evaluating gallery based workshops for parents and children under three. In: BERA Annual Conference, 11-13 Oct 2003, Herriot-Watt University, Edinburgh.

Hancock, Roger and Cox, Alison (2002). 'I would have worried about her being a nuisance': workshops for children under three and their parents at Tate Britain. Early Years: An International Journal of Research and Development, 22(2) pp. 105–118.

Hancock, Roger and Mansfield, M. (2002). The literacy hour: a case for listening to children. Curriculum Journal, 13(2) pp. 183–200.

Hancock, Roger; Swann, Will; Marr, Alan; Turner, Janet and Cable, Carrie (2002). Classroom assistants in primary schools: Employment and deployment.

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Hancock, Roger (2002). Parents and Schools: Partners or Protagonists? International Journal of Early Years Education, 10(2) pp. 77–78.

Hancock, Roger (2000). Family learning: concept, history and interpretation. In: Kenner, Charmian ed. Learning Together: Experiences of Family Learning in Hackney Schools. London: NSPCC, pp. 3–10.

Meikleham, Dympna and Hancock, Roger (2005). Learning from the enriched curriculum. In: Cable, Carrie and Eyres, Ian eds. Primary Teaching Assistants: curriculum in context. London: David Fulton, pp. 230–236.

Ross, Michaela; Hancock, Roger and Bagnall, Kate (2004). Pedagogy in a public space: children and adults learning together at Tate Modern. FORUM, 46(1) pp. 24–26.