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Innovative Teaching and Learning of Religion & Worldviews in schools

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To what extent does Religious Education contribute to the development of pupils’ moral virtues, in non-faith, state-funded schools in England?

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Religion and social cohesion - new research

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Intersections between religion and science

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Worldviews education in Finland and Australia

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Teachers need to become conscious of their own worldviews

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What does the shift to worldview mean for teachers?

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How does disciplinary literacy help pupils to thrive in RE?

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Your research

What do Buddhist monks think about bad gifts (such as guns or glasses of whisky)?

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RE and New Technologies

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Why Religion Matters: Religious Literacy, Culture and Diversity – free FutureLearn course

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LAR-D programme (Learning About religions through Dialogue)

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Exploring RE teachers’ engagement with research

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Boost your subject knowledge with a free email course on Islam

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Your research

The Good Samaritan: what was his religion and does it still exist?

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Worldviews and Big Ideas: A Way Forward for Religious Education?

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Teachers and Texts: The Findings Report

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What does it mean to be Jewish today?

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Humanism - good without God

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Christian ethics, violence and the environment

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Living the Bhagavad Gita at Gandhi’s Ashrams

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Dreams, Light and Multi-Religious Miracles

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The Anuvrat Movement: A Case Study of Jain-inspired Ethical and Eco-conscious Living

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Guidance as ‘Women’s Work’: A New Generation of Female Islamic Authorities in Britain

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Religious Education Teachers and Character: Personal Beliefs and Professional Approaches.

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Pupils' views on RE and spiritual development

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Growing up female and Muslim in the UK: an empirical enquiry into the distinctive religious and social values of young Muslims

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Worldviews education: cosmopolitan peacebuilding and preventing violent extremism

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Teaching controversial issues in RE

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‘Science is purely about the truth so I don’t think you could compare it to non-truth versus the truth.’ Students’ perceptions of religion and science, and the relationship(s) between them: religious education and the need for epistemic literacy.

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Teachers: would you like some free, high-quality training in research?

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Good communication in class boosts pupil knowledge in RE

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Learning from Religion: Lessons from Hong Kong

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Why do Evangelicals support Trump?

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‘A touchy subject’: teaching and learning about difference in the religious education classroom

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What is Religion?

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Life of the RE Teacher Project

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Using textbooks critically and helping pupils to do the same

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INVITATION TO PARTICIPATE IN PROJECT TO HIGHLIGHT INNOVATIVE PRACTICES IN TEACHING ABOUT RELIGION(S) and WORLDVIEWS

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The Story Tent - Developing Intercultural Learning in Primary Schools

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UEA PhD project: “Changing secularisms”. The impact of differing pedagogies promoting community cohesion via non-confessional RE in non-confessional English and French state-secondary schools

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Introducing ‘Big Ideas’ to UK Religious Education

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'Growing, Together?'

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The Doughnut and the Hole: Spiritual Development in Primary schools

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Religious education and hermeneutics: the case of teaching about Islam

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Understanding Christianity: exploring a hermeneutical pedagogy for teaching Christianity

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Pupils’ perceptions of the religious links to terrorism

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Reading religion in Norwegian textbooks: are individual religions ideas or people?

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Including nonreligious worldviews in religious education: the views and experiences of English secondary school teachers

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Creation, Humans, Animals, and the Environment

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Dialogic Skills in RE

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Subject knowledge : teacher survey

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What Can RE Teachers Learn From Contemporary Biblical Studies?

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Making Things Hard on Yourself, But in a Good Way: Creating Desirable Difficulties to Enhance Learning

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Principles of Instruction: Research-Based Strategies That All Teachers Should Know

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The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation

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A Marked Improvement: A Review of the Evidence on Written Marking

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Food, Sex and Strangers: Understanding Religion as Everyday Life

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The rise of “no religion” in Britain: The emergence of a new cultural majority

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The Religious Typology: A new way to categorize Americans by religion

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The Panpsycast Flipped-learning Research Project

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The religious population of the world, 2060

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Personal knowledge of Muslims is associated with more positive attitudes

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Why and how teachers should make use of research evidence

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What do teachers gain from being researchers?

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Helping pupils to learn via research

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Teachers using Facebook groups: a study and a suggested code of use

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Sunday Assembly - an atheist church?

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Religious Education, Critical Thinking, Rational Autonomy, and the Child's Right to an Open Future

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Becoming a ‘real’ Catholic: Polish migrants and lived religiosity in the UK and Ireland

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Buddhist shrines: bringing sacred context and shared memory into the home

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Religion and the media in GCSE and A-level syllabuses: a regrettable gap and proposals to fill it

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Critical Religious Education (CRE) in practice: evaluating the reception of an introductory scheme of work

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Using formative assessment effectively

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What makes great teaching? Review of the underpinning research

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Your Idea

Research for Primary RE network

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Your Idea

Good teaching and learning about Humanism in RE

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The role of technology in the assessment of RE

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The RE-searchers Approach: Critical, Dialogic and Inquiry-led RE for the Primary School

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The Art of Narrative Theology in Religious Education

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Life of the RE Teacher Project

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Human rights and religion in the English secondary RE curriculum

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Interpreting texts more wisely: A Review of Research and the Case for Change

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Do New Religious Movements have a place in the Secondary R.E. Classroom?

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Making Meaning: A Critical Examination of the Effects of Creativity on the Meaning Making and Motivation of High Attaining Year 8 Students Studying the Gospels

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The 'state of the nation' and the value of RE

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An ethnographic eye on religion in everyday life

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The representation of religions in the media

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Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning

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We need to talk about RE

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Ethnic diversity, Christian hegemony and the emergence of multi-faith religious education in the 1970s

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Does Religious Education Work? An analysis of the aims, practices and models of effectiveness in RE in the UK

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RE: knowledge, wisdom and truth

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Is Christianity dying out?

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Some interesting points about the problem of evil and the free-will defence

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Teaching morality, developing character: lessons from John Dewey

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What was the REDCo project and what were its findings?

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How to become an accomplished teacher (parts of the story, with leads to other parts thrown in)

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Religious understanding. What is it? How do you help pupils to get it?

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Talking about religion and diversity

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Puzzles about the shrinkage of Christianity in the UK

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How to inspire pupils, as a teacher of RE

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The advantages of using philosophy for children in RE

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Dealing with data (or: dealing with having to deal with them)

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Signposts – guidance for RE teachers from the Council of Europe, and a related teacher training module

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Finding out about what motivates RE pupils and using the knowledge to build up RE pedagogy

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Using ‘big ideas’ to enhance teaching and learning

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RE, extremism and human rights

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Inter-faith dialogue and quality talk

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Teaching about Islamic morality, working towards a balanced view of Islam

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How to build a successful teaching team

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We need to talk about 'Britishness'

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Do mindfulness techniques have a place in school?

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How can teachers be supported, in the early stages of their careers?

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Buddhism and compassion for animals

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Should teachers promote 'British values'?

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Teachers being researchers and developing virtuous actions

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Would a non-religious person experience a work of Christian art in the same way that a Christian would?

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Is there something unique about religion?

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How can schools safeguard young people without turning into security institutions?

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Reviving the conversation between religious studies and RE

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Reviving the conversation between religious studies and RE (2)

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Research Funding Opportunity: RE teachers’ engagement with research.

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Research Funding Opportunity: Educational disadvantage, social mobility and religious identity

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Research Funding Opportunity: Children as scientific and religious reasoners

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Research Funding Opportunity: Teachers and texts in the RE classroom

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Research Funding Opportunity: Emergent technologies and RE

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Research Funding Opportunity: Religious literacy

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Research Funding Opportunity: The challenge of curriculum design in RE

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Your research

God can't have qualities which are impossible to have

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Overcoming barriers to learning by remembering that children have social and emotional needs

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Using the Bible in GCSE and A level RS (e.g. when teaching about environmental stewardship)

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Using the Bible – what secondary teachers can learn from primary teachers

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Can RE teachers be impartial?

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How to promote the best classroom climate

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Why opt for A level Religious Studies?

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Is God male?

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Asking pupils to make predictions about religion, to sharpen up their critical thinking

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How do Christians connect 'unreligiously' with the public, through service and altered language?

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Paganism: hard to live by, but still relevant to 21st century life?

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LGBT Muslims – a different view of Islam?

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Teaching gifted children in RE

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How are young British Sikhs being brought up as Sikhs?

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Education and children's well-being

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Some suggestions for improving pupils' attitudes to RE

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How eco-friendly is Buddhism, really?

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Has religious belief declined in the UK? Which kinds of people are more likely to hold religious beliefs?

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What is professionalism in RE teaching?

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'Keepin' it real.' Hip-hop and Christianity in Brixton.

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Thinking clearly about assessment in RE (and how this will also improve teaching)

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Modesty is a positive virtue, handed down to us from religions

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A lesson from the past? Steward Street school, creativity and spirituality

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Is religious experience realistic?

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Can religion be a leisure activity? (Can a Hindu pilgrim be a tourist too?)

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What Muslim women believe and practise in everyday life. Findings from Austria.

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