2024

Almatrouk, L. (2024) The relationship between morphological awareness and word reading among typically developing children and children with reading difficulties attending bilingual (Arabic-English) schools in Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00119449

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A. (2024) Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools ? School Leadership and Management. ISSN 1364-2626 (In Press)

Bütün Ikwuegbu, Z. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2024) Reflection and agency: the experiences of English Language Teachers in Türkiye. Reflective Practice. ISSN 1470-1103 (In Press)

Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P. (2024) Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach. Journal of Further and Higher Education. ISSN 1469-9486 doi: https://doi.org/10.1080/0309877X.2024.2428722 (In Press)

Cocks, N. (2024) Student-centred: education, freedom, and the idea of audience. 2nd edition. Axis Series, 7. Inkermen Press/Axis, pp225. ISBN 9781803527109 (In Press)

Cousens, D. A. K. (2024) Academic, senior management and student perceptions and experiences of module evaluations at a UK university. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00116808

Galloway, N., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and McKinley, J. (2024) English for specific purposes in surging English-medium instruction contexts. Journal of English-Medium Instruction. ISSN 2666-8890 doi: https://doi.org/10.1075/jemi.23011.gal

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) The impact of resilience acquisition on students transitioning to university during Covid-19: a follow up study with Myanmar students. Asia Pacific Education Review. ISSN 1876-407X doi: https://doi.org/10.1007/s12564-024-09972-3

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H. (2024) Literature and second language vocabulary learning: the role of text-type and teaching approach. Modern Language Journal, 108 (3). pp. 579-600. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12946

Grønhøj, E. O., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Bundsgaard, J. (2024) Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education. ISSN 1744-5175 doi: https://doi.org/10.1080/08993408.2024.2385876

Hamer, J. M. M., Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2024) Cracking the code: exploring student attitudes towards coding in secondary education. The Cambridge Journal of Education, 54 (4). pp. 495-516. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2024.2387335

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. and Copsey-Blake, M. (2024) ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum. Sex Education. ISSN 1472-0825 doi: https://doi.org/10.1080/14681811.2024.2361062 (In Press)

Jennings, B., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2024) A corpus study of English language exam texts: vocabulary difficulty and the impact on students’ wider reading (or should students be reading more texts by dead white men?). Journal of Adolescent and Adult Literacy. (In Press)

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) Women academic’s experiences of maternity leave in the neoliberal university: unmasking governmentality. Gender, Work & Organization, 31 (1). pp. 92-114. ISSN 0968-6673 doi: https://doi.org/10.1111/gwao.13059

Kemp, P., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. and Copsey-Blake, M., (2024) The future of computing education: considerations for policy, curriculum and practice. Project Report. King's College London and University of Reading

Keshinro, K., Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 and Foley, C. (2024) Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success. International Journal of Adolescence and Youth, 29 (1). 2371406. ISSN 2164-4527 doi: https://doi.org/10.1080/02673843.2024.2371406

Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2024) “Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study. Language Learning Journal. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2024.2388116 (In Press)

Li, X. (2024) Exploring a combined input and output-oriented teaching approach to develop Chinese secondary school students’ English grammatical knowledge: a classroom-based experimental study. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00119131

Mansouri, K., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2024) An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria. In: Wyatt, M. and Faez, F. (eds.) Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning. Routledge, New York. doi: https://doi.org/10.4324/9781003379300 Pages

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Ghanbar, H. (2024) Q methodology in applied linguistics: a systematic research synthesis. System, 120. 103194. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2023.103194

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078, Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Morrison, A. and Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2024) Diverse population, homogenous ability: the development of a new receptive vocabulary size test for young language learners in England using Rasch analysis. Research Methods in Applied Linguistics, 3 (3). 100166. ISSN 2772-7661 doi: https://doi.org/10.1016/j.rmal.2024.100166

Muldoon, C. (2024) Blurring boundaries, shifting centres: interpreting narratives in storied lives of working class women. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00116476

Muldoon, C. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Symbolic violence and the classroom. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Publishing. ISBN 9781350349162 (In Press)

Murphy, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Wilson-Daily, A. (2024) The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment. International Journal of LGBTQ+ Youth Studies. doi: https://doi.org/10.1080/29968992.2024.2427618 (In Press)

Parkes, S. (2024) Beyond a checklist? A multiple case study exploration of the perceptions and experiences of teachers, mathematics subject leaders and senior leaders of the evaluation of primary mathematics teaching. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00117406

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) English as an international language in English-medium education. In: Galloway, N. and Selvi, A. F. (eds.) The Routledge Handbook of Teaching English as an International Language. Routledge Handbooks in Applied Linguistics. Routledge, London. ISBN 9781032888330 (In Press)

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) English-medium instruction in Turkish universities: policies, practices, and perceptions. Routledge, pp96. ISBN 9781032065311

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) Why study in English? Teachers’ and students’ perceptions of EMI policy and motivations at Turkish universities. In: Lasagabaster, D., Fernandez-Costales, A. and Gonzalez-Mujico, F. d. L. (eds.) The affective dimension in language learning in higher education. Multilingual Matters, Bristol. ISBN 9781800417649 (In Press)

Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2024) Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education. Language and Education. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2024.2404089 (In Press)

Smith, J., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2024) History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland. Journal of Education Policy. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2024.2357614

Viesca, K. M., Ailsaari, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Lemmrich, S., Routarinne, S. and Teemant, A. (2024) Orientations for co-constructing a positive climate for diversity in teaching and learning. In: Braselmann, S., Eibensteiner, L. and Volkmann, L. (eds.) Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity. Peter Lang, Oxford, pp. 59-78. ISBN 9783631872222 doi: https://doi.org/10.3726/b21759

Vincent, L. (2024) Walking into the unknown: an exploration into the professional identity development of UK dance academics. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00116090

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2024) Exploring the spatial belonging of students in higher education. Studies in Higher Education, 49 (3). pp. 546-558. ISSN 1470-174X doi: https://doi.org/10.1080/03075079.2023.2243285

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and ElMorally, R. (2024) Barriers to belonging for racially minoritised students in STEM higher education. In: Kandiko Howson, C. and Kingsbury, M. (eds.) Belonging and Identity in STEM Higher Education. UCL Press, London, pp. 143-161. ISBN 9781800084988 doi: https://doi.org/10.14324/111.9781800084988

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. M. M., Copsey-Blake, M. and Kemp, P. E. J. (2024) Is being clever enough? Young people’s construction of the ideal student in computer science education. Educational Review. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2024.2379430

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Kemp, P., Hamer, J. and Copsey-Blake, M. (2024) Only Ada?: dominance of entrepreneurial white men as the famous figures in computing and technology for young people. Oxford Review of Education. ISSN 0305-4985 (In Press)

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S. (2024) Multimedia enhanced vocabulary learning: the role of input condition and learner-related factors. System, 122. 103275. ISSN 1879-3282 doi: https://doi.org/10.1016/j.system.2024.103275

Zoabi, K. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Reflexivity and the change in women’s status: the case of Arab Bedouin women in Israel. Cogent Social Science, 10 (1). 2294561. ISSN 2331-1886 doi: https://doi.org/10.1080/23311886.2023.2294561

2023

Alghahtani, G. A. (2023) Conceptual metaphor teaching: its effects on reading comprehension and metaphor learning and retention. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114384

Alghamdi, S. (2023) An examination of the impact of colour response cards on teacher-pupil classroom interaction in girls’ primary schools in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112569

Alhelfawi, S. H. (2023) Reading and reading-related skills in Arabic-English bilingual speakers in the UK and Saudi Arabia for typical children and children with reading difficulties. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112468

Almutairi, E. A. A. (2023) Perception of pre-service teachers and lecturers of using social media as Digital Personalised Learning Environments to enhance student-centre and self- directed learning in a Kuwaiti higher education institution: a mixed-method Investigation. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112782

Almuwaiziri, F., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial. British Journal of Special Education, 50 (2). pp. 314-324. ISSN 1467-8578 doi: https://doi.org/10.1111/1467-8578.12466

Alotaibi, E. M. (2023) Rural education in Saudi Arabia: secondary school leaders’ and teachers’ experiences and perceptions. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113033

Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Crisis leadership in English secondary schools: its effects on school leaders’ long-term visions of education. In: Outhwaite, D. and Simon, C. A. (eds.) Leadership and Management for Education Studies. The Routledge Education Studies Series. Routledge. ISBN 9781032343020 doi: https://doi.org/10.4324/9781003321439-9

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K. (2023) Pandemic, a catalyst for change: strategic planning for digital education in English secondary schools, before during and post covid. British Educational Research Journal, 49 (2). pp. 329-351. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3845

Berkley, R., (2023) Musicianship for key stage 1 teachers. Teaching generalist primary teachers to teach classroom music. Learning for all: BERA Small Grants Fund research reports. Project Report. British Education Research Association, London. pp13.

Bilton, M. (2023) Attrition of mid-career teachers in a neoliberal world – why are experienced teachers leaving the profession? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112785

Bracewell, S. (2023) The rhetoric of the prospectus image. Deconstructing schools’ visual promotional material in an age of neoliberal inequality. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113198

Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X. (2023) Supports and constraints to middle leadership development in higher education: a Q-methodology study. Educational Management Administration and Leadership. ISSN 1741-1440 doi: https://doi.org/10.1177/17411432231174092

Croll, P. (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies, 71 (5). pp. 537-547. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2023.2231523

Daffu, B. K. (2023) Experiences and perceptions of academic managers in a private higher education institution in England. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114665

Di Pede, G. (2023) How students learn to lead: insights into the lived experiences of undergraduate business students during their placement year. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00118937

Falshaw, E. R. (2023) One-to-one Chromebook technology and student engagement in the independent secondary school classroom: a case study. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112904

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Developing leadership in higher education. In: Woods, P., Roberts, A., Tian, M. and Youngs, H. (eds.) Handbook of Leadership in Education. Elgar Handbooks in Education. Elgar. ISBN 9781800880412

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Baxter, J., Morales, A. and Bari, R. ORCID: https://orcid.org/0000-0002-6341-6578 (2023) Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England. Educational Management Administration & Leadership. ISSN 1741-1440 doi: https://doi.org/10.1177/17411432231191171

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H., (2023) The Thames Valley Chamber of Commerce LSIPs employer engagement research. Project Report. University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Qadhi, S. M., Al-Thani, H., Chaaban, Y. and Du, X. (2023) An integrated systems model for understanding experiences of academic leadership development in Qatar. Journal of Higher Education Policy and Management, 45 (6). pp. 690-705. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080X.2023.2225148

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R. (2023) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly. ISSN 1545-7249 doi: https://doi.org/10.1002/tesq.3224

Gilson, T. (2023) Founder and successor CEOs’ perceptions and experiences of leadership development and succession in Multi Academy Trusts. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114365

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review, 24 (3). pp. 447-459. ISSN 1598-1037 doi: https://doi.org/10.1007/s12564-022-09781-6

Hamer, J. M.M., Kemp, P. E.J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Who wants to be a computer scientist? The computing aspirations of students in English secondary schools. International Journal of Science Education, Part B: Communication and Public Engagement, 45 (12). pp. 990-1007. ISSN 2154-8463 doi: https://doi.org/10.1080/09500693.2023.2179379

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. E., Kemmelmeier, M. and Copsey-Blake, M. (2023) ‘You’re just not real’: LGBTQ+ youth and the struggle for identity in school. Educational Review. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2023.2254514

Hazir, O. ORCID: https://orcid.org/0000-0001-6010-9364 and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2023) To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. ISSN 1469-591X doi: https://doi.org/10.1080/08856257.2023.2242028

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education, 53 (2). pp. 135-154. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2086216

Johnston, A. (2023) Evaluating the impact of a skills-based intervention on the readiness of generalist teachers in a special school to teach music. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114851

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2023) Precarity of post doctorate career breaks: does gender matter? Studies in Higher Education, 48 (10). pp. 1576-1594. ISSN 1470-174X doi: https://doi.org/10.1080/03075079.2023.2245849

Kamasak, R. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) Academic success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use. RELC journal. ISSN 1745-526X doi: https://doi.org/10.1177/00336882231167611

Kuzuca, L. E. (2023) Exploration of history teachers’ expertise in teaching historical thinking. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115889

Langran, C. ORCID: https://orcid.org/0000-0001-5186-4528 (2023) “You have to look at the whole picture”: An exploration of influences on pharmacy student engagement and the use of digital data to monitor student engagement. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113455

Li, J., Wong, L., Rodrigues, C., Hulme, R. C., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kyle, F. E. and Taylor, J. S. H. (2023) Contextual diversity and anchoring: null effects on learning word forms and opposing effects on learning word meanings. Quarterly Journal of Experimental Psychology. ISSN 1747-0226 doi: https://doi.org/10.1177/17470218231218990

Majid, N. ORCID: https://orcid.org/0009-0004-5271-1194, Marston, S., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555 and Happle, A. (2023) Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: a framework for initial teacher education from England, UK. Sustainability, 15 (16). 12237. ISSN 2071-1050 doi: https://doi.org/10.3390/su151612237

McKinley, J., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S. and Rose, H. (2023) Researching EMI policy and practice multilingually: reflections from China and Turkey. Language and Education. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2023.2246954

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Fisher, L. ORCID: https://orcid.org/0000-0001-7916-9199 (2023) Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2023.2251499

Munjee, R. M. and MacPherson, S. (2023) Mindfulness and compassion in response to racism. Diaspora, Indigenous, and Minority Education. ISSN 1559-5706 doi: https://doi.org/10.1080/15595692.2023.2254873

Muqaibal, M. H., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom. Language Teaching Research. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688221146146

Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J. (2023) Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK. Sociology, 57 (4). pp. 749-766. ISSN 1469-8684 doi: https://doi.org/10.1177/00380385221117380

Nair, V. ORCID: https://orcid.org/0000-0001-6631-0587, Khamis, R., Ali, S., Aveledo, F. ORCID: https://orcid.org/0000-0002-7736-1600, Biedermann, B., Blake, O., Rosa Brea, M., Cheng, L., Sheen Chiou, H., Cruz, D., Cushing, I., de Diego-Lázaro, B., Eads, A., El Amin, M., Fabiano-Smith, L., Morrison Fagbemi, A., Brown Gandhi, A., Saldívar García, E., Hackett, A., Henner, J., Hsieh, L., Huang, T., Hussain, F. N., Hyter, Y. D., Imperial Rowland, A., Ito, N., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kašćelan, D., Licata, G., Lin, C.-C., MacLeod, A. A.N., Malik, M., Robles Manalili, M. A., Matias, F. A., McMillen, S., Modayil, M., Mohamed, N., Mollaei, F. ORCID: https://orcid.org/0000-0003-2916-9750, Monda, D., Moya-Galé, G., Munson, B., Nkomo, C., Padia, L., Perez, C., Privette, C., Risueño, P., Rodgers, L., Rodríguez-Guerra, M., Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, D. B., Soto-Boykin, X., Tan, G., Sun, L., Wylie, K., Yu, B., Yu, V. and Zisk, A. H. (2023) Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022). Journal of Critical Study of Communication and Disability, 1 (1). pp. 105-112. doi: https://doi.org/10.48516/jcscd_2023vol1iss1.21

Norman, R. ORCID: https://orcid.org/0000-0002-4272-4352, Hulme, R. C. ORCID: https://orcid.org/0000-0002-9596-7729, Sarantopoulos, C., Chandran, V., Shen, H., Rodd, J. M., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Taylor, J. S. H. ORCID: https://orcid.org/0000-0002-1109-8539 (2023) Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts. Quarterly Journal of Experimental Psychology, 76 (7). pp. 1658-1671. ISSN 1747-0218 doi: https://doi.org/10.1177/17470218221126976

Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) The role identities of women middle management academic leaders in STEM higher education. European Journal of Engineering Education. ISSN 1469-5898 doi: https://doi.org/10.1080/03043797.2023.2263377

Rees, E. ORCID: https://orcid.org/0000-0002-4334-7894 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision? Early Child Development and Care. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2023.2247180

Rose, H. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) What ROAD-MAPPING adds to our understanding of English-medium educational policy research. In: Dafouz, E. and Smit, U. (eds.) Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework. Routledge, London, pp. 20-35. ISBN 9781032045757 doi: https://doi.org/10.4324/9781003193852-2

Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663, Macaro, E., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Aizawa, I., Zhou, S. and Wei, M. (2023) Defining English medium instruction: striving for comparative equivalence. Language Teaching, 56 (4). pp. 539-550. ISSN 0261-4448 doi: https://doi.org/10.1017/S0261444821000483

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Kamaşak, R. and Rose, H. (2023) The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System, 114. 103016. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2023.103016

Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M. (2023) School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies, 55 (2). pp. 153-170. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2023.2184212

Siddall, A., Williams, A. A., Sanders, J., Denton, J. A., Madden, D., Schollar, J. and Bryk, J. ORCID: https://orcid.org/0000-0002-2791-9709 (2023) Unigems: plasmids and parts to facilitate teaching on assembly, gene expression control and logic in E. coli. Access Microbiology, 5 (9). ISSN 2516-8290 doi: https://doi.org/10.1099/acmi.0.000596.v3

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2023) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. In: Brooks, G., Clenton, J. and Fraser, S. (eds.) EAL research for the classroom: Practical and pedagogical implications. Routledge, pp. 59-80. ISBN 9781032229539 doi: https://doi.org/10.4324/9781003274889-6

Virdi, S. L. (2023) What are practitioners' understanding and perceptions of extrinsic motivation, how is it used with children in the foundation stage and what are its perceived effects on their learning and well-being? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112990

WANG, C. (2023) A study of the motivation of adult learners who learn Chinese as a foreign language in the UK. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112916

Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 and Vogelzang, M. (2023) Children’s developing conversational and reading inference skills: a call for a collaborative approach. Language Development Research. ISSN 2771-7976 (In Press)

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2023) Student identity, aspiration and the exchange-value of physics. In: Holmegaard, H. T. and Archer, L. (eds.) Science Identities: Theory, method and research. Contributions from Science Education Research (12). Springer, Cham, pp. 95-110. ISBN 9783031176418 doi: https://doi.org/10.1007/978-3-031-17642-5_5

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Pragmatic, persistent and precarious: the pathways of three minority ethnic women in STEM higher education. International Journal of Science and Mathematics Education, 21 (7). pp. 2123-2142. ISSN 1573-1774 doi: https://doi.org/10.1007/s10763-022-10337-8

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2023) ‘Biology is easy, physics is hard’: student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education, 32 (1). pp. 118-139. ISSN 1747-5066 doi: https://doi.org/10.1080/09620214.2022.2122532

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, DeWitt, J. and Chiu, Y.-L. T. (2023) Mapping the eight dimensions of the ideal student in higher education. Educational Review, 75 (2). pp. 153-171. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2021.1909538

Zheng, Y., Gao, X. (A.), McKinley, J., Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H. T. M., Nguyen, H. T. T., Starfield, S., Hoang, T., Melo-Pfeirer, S. and Lin, A. M. Y. (2023) Researching multilingually to rethink EMI policy and practices. Language Teaching. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444823000381

Şahan, Ö. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguistics and Education, 75. 101149. ISSN 1873-1864 doi: https://doi.org/10.1016/j.linged.2023.101149

2022

Abbou, F. Z. (2022) The identities and lived/career experiences of Algerian female academics at universities: a feminist postcolonial perspective. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110980

Bury, J. (2022) Developing and enhancing communicative competence among foreign language learners in Japan. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110391

Dwek, I. G. ORCID: https://orcid.org/0009-0009-1416-8094 (2022) How do educational experiences and deaf identity relate to employment success? PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114118

El Morally, R., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2022) Is science, technology, engineering and mathematics in higher education sexist and racist? all surface, no substance. Equity in Education & Society, 1 (2). pp. 216-236. ISSN 2752-6461 doi: https://doi.org/10.1177/27526461221105591

Fajardo, I. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-022-05648-2

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Akhtar, Z., (2022) 'Enriching lives’: supporting women out of the criminal justice system. Report. University of Reading

Furneaux, C. (2022) Materials for developing writing skills. In: Norton, J. and Buchanan, H. (eds.) The Routledge Handbook of Materials Development for Language Teaching. Routledge Handbooks in Applied Linguistics. Routledge, London, pp. 244-260, 560 pages. ISBN 9781003262473 doi: https://doi.org/10.4324/b22783-21

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Aptitude or motivation: which is the better predictor of successful language learning? In: Macaro, E. and Woore, R. (eds.) Debates in Second Language Education. Routledge, Abingdon, pp. 106-121. ISBN 9780367442132 doi: https://doi.org/10.4324/9781003008361

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal, 50 (2). pp. 186-207. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2045679

Gómez-Merino, N., Fajardo Bravo, I., Ferrer Manchón, A. M. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of the Deaf, 167 (3). pp. 313-333. ISSN 1543-0375 doi: https://doi.org/10.1353/aad.2022.0030

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2022) ‘I just want to feel like I’m part of everyone else.’ How schools unintentionally contribute to the isolation of students who identify as LGBT+. The Cambridge Journal of Education, 52 (2). pp. 155-173. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2021.1965091

Hickman, D. (2022) A grounded theory study of secondary pupils’ and teachers’ perceptions and conceptualisations of reading and reader identity, and the influence of policy and place. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113229

Hoskins, K. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2022) Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education. Widening Participation and Lifelong Learning, 24 (1). pp. 114-138. ISSN 1466-6529 doi: https://doi.org/10.5456/WPLL.24.1.114

Jeffreys, P. (2022) To what extent can social media influence parental engagement in a primary school? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113036

Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2022) Does a specialist typeface affect how fluently children with and without dyslexia process letters, words and passages? Dyslexia, 28 (4). pp. 448-470. ISSN 1099-0909 doi: https://doi.org/10.1002/dys.1727

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson, T., Pieridou, M., Quinn, S. F. and Liu, J. (2022) Making partnerships work: proposing a model to support parent‑practitioner partnerships in the early years. Early Childhood Education Journal, 50. pp. 639-661. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-021-01181-6

Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Roehr-Brackin, K. and Macrory, G. (2022) Metalinguistic awareness in early foreign language learning. In: McManus, K. and Schmidt, M. S. (eds.) How Special are Early Birds? Foreign Language Teaching and Learning. EuroSLA Studies. Language Science Press, pp. 93-117. ISBN 9783985540471

Kent, M. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2022) Mark’s story. In: Khosrow-Pour, M. (ed.) Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, pp. 1609-1625. ISBN 9781668435427 doi: https://doi.org/10.4018/978-1-6684-3542-7.ch084

Knight, J. (2022) Square pegs in round holes: a study around student aspiration in a high performing international school environment. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115652

Lanvers, U. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Can we design language education policy and curricula for a motivated learner? Self Determination Theory and the UK language crisis. Language Learning Journal, 50 (2). pp. 223-237. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046353

Majid, N., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S. and Happle, A., (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading

McCullagh, C. (2022) A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108722

Mitchell Viesca, K., Teemant, A., Alisaari, J., Enser-Kananen, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Perumal, R. and Routarinne, S. (2022) Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries. Teaching and Teacher Education, 113. 103649. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2022.103649

Oliver, A. (2022) A case study of teachers' professional identity and professional learning. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115735

Pawson, G. (2022) Supervision in the early years: a case study of ten nurseries within the private sector. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114445

Porter, A. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Research in primary languages: contribution to teacher professional development. In: McManus, K. and Schmid, M. S. (eds.) How special are early birds? Foreign language teaching and learning. EuroSLA studies (6). Language Science Press, Berlin, pp. 57-88. ISBN 9783985540471

Porter, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Myles, F. and Holmes, B. (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50 (2). pp. 208-217. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046358

Porter, J. (2022) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education, 69 (6). pp. 2059-2073. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952

Porter, J. (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Busby, A., Wellsted, D., Cooper, P. and Murray, L., (2022) Report: Extension of the impact of Early years Provision in Children’s Centres (EPICC) trial on child cognitive and socio-emotional development. Report. Nuffield Foundation

Purser, L. (2022) What do we need to teach new teachers about child mental health? The Buckingham Journal of Education, 3 (1). pp. 47-77. ISSN 2633-4909 doi: https://doi.org/10.5750/tbje.v3i1.2059

Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Bradley, G., Foulkes, C. and Happle, A. (2022) Place based learning in skills in schools and science teacher education programmes: student perspectives to moving learning online due to Covid-19. In: AMPS Proceedings Series 23 Online Education: Teaching in a Time of Change, 21-23 Apr 2021, Online, pp. 146-155. (ISSN 2398-9467.)

Roberts, R. (2022) A critical overview of ITE in England. In: Goodwyn, A., Manuel, J., Roberts, R., Scherff, L., Sawyer, W., Durrant, C. and Zancanella, D. (eds.) International Perspectives on English Teacher Development. Routledge, Abingdon, Oxon, pp. 79-92. ISBN 9781003168140 doi: https://doi.org/10.4324/9781003168140-9

Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Zhou, S. (2022) Global English medium instruction: perspectives at the crossroads of Global Englishes and EMI. Asian Englishes Journal, 24 (2). pp. 160-172. ISSN 1348-8678 doi: https://doi.org/10.1080/13488678.2022.2056794

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Galloway, N. and McKinley, J. ORCID: https://orcid.org/0000-0002-9949-8368 (2022) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research. 136216882110726. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688211072632

Sakin, M. (2022) Leadership practice in centralised systems: accountability, school culture and continuing professional development. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115733

Scheffer, J. H. (2022) What are the experiences and perceptions of leadership education and development for clinical leaders in the Emergency Department (ED) of an English NHS Acute Trust? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00111962

Sherwood, S. (2022) Emotional labour: the perceptions and experiences of senior leaders in autism specific special schools in England. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115888

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2022) Mathematical epistemic beliefs: through the gender lens. Frontiers in Education, 7. 832462. ISSN 2504-284X doi: https://doi.org/10.3389/feduc.2022.832462

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Majid, S., Yap, N. T. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2022) Explaining the diversity in Malay-English code-switching patterns: the contribution of typological similarity and bilingual optimization strategies. Languages, 7 (4). 299. ISSN 2226-471X doi: https://doi.org/10.3390/languages7040299

Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 and Sharp, S. (2022) Gendered identity: reminders of equality through art and fiction. Frontiers in Education, 7. 983760. ISSN 2504-284X doi: https://doi.org/10.3389/feduc.2022.983760

Wagstaffe, J. P. (2022) How native-Chinese speakers establish discourse-level mental representations of English-language academic texts: A mixed method study. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113038

Wilson-Daily, A. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J. (2022) Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals. Sustainability, 14 (23). 16213. ISSN 2071-1050 doi: https://doi.org/10.3390/su142316213

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Hoskins, K. (2022) Ready, set, work? career preparations of final-year non-traditional university students. Higher Education Pedagogies, 7 (1). pp. 88-106. ISSN 2375-2696 doi: https://doi.org/10.1080/23752696.2022.2100446

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y. L. T., Copsey-Blake, M. and Nikolopoulou, M. (2022) A mapping of graduate attributes: what can we expect from UK university students? Higher Education Research & Development, 41 (4). pp. 1340-1355. ISSN 1469-8366 doi: https://doi.org/10.1080/07294360.2021.1882405

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M. and Horsburgh, J. (2022) End of the road? The career intentions of underrepresented STEM students in higher education. International Journal of STEM Education, 9 (1). 51. ISSN 2196-7822 doi: https://doi.org/10.1186/s40594-022-00366-8

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and El Morally, R. (2022) Silent or silenced? minority ethnic students and the battle against racism. The Cambridge Journal of Education, 52 (5). pp. 651-666. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2047889

Wright, C. ORCID: https://orcid.org/0000-0003-3962-7903, Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 and Lin, M. (2022) “Now I hear what you say” - how short EAP courses can foster successful academic interactional strategies. Journal of English for Academic Purposes, 55. 101074. ISSN 14751585 doi: https://doi.org/10.1016/j.jeap.2021.101074

Yan, M. (2022) Left-behind children in rural China: an exploratory case study of the level of autonomy of ‘left-behind children’ in rural China. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00116543

Yang, D. C., Sianturi, I. A. J., Chen, C. H., Su, Y.-W. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2022) Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics, 110. pp. 125-148. ISSN 0013-1954 doi: https://doi.org/10.1007/s10649-021-10115-3

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 (2022) How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge. Language Teaching Research. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688221140521

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Vocabulary learning through listening: which words are easier or more difficult to learn and why? In: Clenton, J. and Paul, B. (eds.) Vocabulary and the four skills. Routledge. ISBN 9780367503284 doi: https://doi.org/10.4324/9780429285400

Zhao, J. (2022) Mid-career academic women in higher education in China: barriers and strategies. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00111478

2021

Bukhari, R. S. Y. (2021) A Qualitative Investigation of the Life Stories of Sixteen Saudi Arabian People who Stutter (PWS). PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00100429

Burgos Solans, D. (2021) Open science and open innovation. A new paradigm to achieve (STEAM) competences. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108978

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2021) Historical Association survey of history in secondary schools in England 2021. Historical Association Secondary Survey 2021. Report. Historical Association pp46.

Butun, Z. (2021) ELT Teachers` Professional Learning in Turkey. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00104555

Chiu, Y. L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Charalambous, M. (2021) ‘It’s for others to judge’: what influences students’ construction of the ideal student? Journal of Further and Higher Education, 45 (10). pp. 1424-1437. ISSN 0309-877X doi: https://doi.org/10.1080/0309877X.2021.1945553

Cockayne, M. (2021) Wolves and whales: A study of school-based mentoring using metaphor to analyse the professional lived experiences and identities of teachers who are schoolbased mentors in primary schools. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00104766

Cooper, T. (T.) and Majid, N. (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics, 25 (2). pp. 2-5. ISSN 1465-0495

Copsey-Blake, M., Hamer, J., Kemp, P. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2021) Should we be concerned about who is studying computing in schools? Understanding computing education, Theme: Equity, diversity and inclusion in computing education, 2. pp. 31-39. ISSN 2514-586X (Raspberry Pi Foundation Research Seminars)

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2021) Departmental leadership in a post pandemic world: taking collective responsibility for our future success. In: Connolly, T. M. and Farrier, S. (eds.) Leadership and Management Strategies for Creating Agile Universities. IGI Global, Pennsylvania, pp. 16-28. ISBN 9781799882138 doi: https://doi.org/10.4018/978-1-7998-8213-8

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2021) Vocabulary and listening: current research, tools and practices. In: Clenton, J. and Booth, P. (eds.) Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Routledge. ISBN 9780367503284 doi: https://doi.org/10.4324/9780429285400

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Disciplinary knowledge denied? In: Chapman, A. (ed.) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the curriculum. UCL Press, London, pp. 97-128. ISBN 9781787357327 doi: https://doi.org/10.14324/111.9781787357303

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history? Journal of Curriculum Studies, 53 (5). pp. 659-674. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2021.1884294

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Where are we and where are we going? A reflection on current issues in the history curriculum. Teaching History, 185. pp. 60-68. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2021) Exploring the secondary school experience of LGBT+ youth: an examination of school culture and school climate as understood by teachers and experienced by LGBT+ students. Intercultural Education, 32 (4). pp. 368-385. ISSN 1469-8439 doi: https://doi.org/10.1080/14675986.2021.1889987

Jewitt, K., Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2021) Strategic management of online education in English secondary schools during Covid 19 and beyond. In: 13th International Conference on Education and New Learning Technologies, 5-6 Jul 2021, Online, pp. 765-772. doi: https://doi.org/10.21125/edulearn.2021.0210 (ISBN: 9788409312672 ISSN: 2340-1117)

Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Wonnacott, E. and Nation, K. (2021) Online inference making and comprehension monitoring in children during reading: evidence from eye movements. Quarterly Journal of Experimental Psychology, 74 (7). pp. 1202-1224. ISSN 1747-0226 doi: https://doi.org/10.1177/1747021821999007

Kamaşak, R. ORCID: https://orcid.org/0000-0001-8768-3569, Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663 (2021) Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49. 100945. ISSN 1475-1585 doi: https://doi.org/10.1016/j.jeap.2020.100945

Livy, S., Muir, T., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Larkin, K. (2021) Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education. ISSN 1386-4416 doi: https://doi.org/10.1007/s10857-021-09517-0

Lloyd, K. (2021) The Pioneers of the Hybridised World of Vocational Education and GCSE retake. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00100749

Lyden, T. (2021) Career Mentoring in Higher Education: Exploring Mentoring and Employability Gains Across Different Social Groups. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00103046

Lynch, C. (2021) Career Journeys: Leadership, Identity and Gendered Careers of Female Primary School Leaders. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00100785

Macaro, E. ORCID: https://orcid.org/0000-0002-0886-2057, Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663 (2021) The profiles of English medium instruction teachers in higher education. International Journal of Applied Linguistics, 31 (3). pp. 458-474. ISSN 1473-4192 doi: https://doi.org/10.1111/ijal.12344

Majid, N. (2021) The Arts and Mathematics. In: Ogier, S. and Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 (eds.) Teaching the Arts in the Primary Curriculum. Sage, pp. 134-143. ISBN 9781529742480

Majid, N. (2021) The developing professional identity of Primary Mathematics Specialist Teachers [PMaSTs]; how primary teachers’ biographical processes and experiences shape their new professional identities and career trajectories. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097144

Martin, C. (2021) Hidden voices: the influence of the inclusion of visually impaired pupils on the teaching and learning of others. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00101762

Matterface, J. (2021) An action research project to promote a 21st-century adult learning environment in a Phase 1 military training unit. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108246

Moyse, R. (2021) Missing: the autistic girls absent from mainstream secondary schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097405

Owaidah, A. A. (2021) Autonomous learning in Saudi writing classroom: teachers’ and students’ beliefs, attitudes, and practices. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00099772

Papastefanou, T., Marinis, T. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2021) Development of reading comprehension in bilingual and monolingual children—effects of language exposure. Languages, 6 (4). 166. ISSN 2226-471X doi: https://doi.org/10.3390/languages6040166

Porter, J. ORCID: https://orcid.org/0000-0002-8507-6260, McDermott, T., Daniels, H. and Ingram, J. (2021) Feeling part of the school and feeling safe: further development of a tool for investigating school belonging. Educational Studies. pp. 1-17. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2021.1944063

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L. (2021) Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113 (4). pp. 706-718. ISSN 0022-0663 doi: https://doi.org/10.1037/edu0000625

Qhadi, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2021) Female English language teachers' perceptions and experiences of continuing professional development in Qatar. Education Sciences, 11 (4). 160. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci11040160

Rogers, S. (2021) Narratives of Asian women migrant teachers in Dubai: exploring the challenges of teaching in a contrasting pedagogical and cultural context. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00103387

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2021) Implementing English-medium instruction: comparing policy to practice at a Turkish university. Australian Review of Applied Linguistics, 44 (2). pp. 129-153. ISSN 0155-0640 doi: https://doi.org/10.1075/aral.20094.sah

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Şahan, Ö. ORCID: https://orcid.org/0000-0002-6948-0423 (2021) Investigating student and alumni perspectives on language learning and career prospects through English medium instruction. Teaching in Higher Education. pp. 1-22. ISSN 1356-2517 doi: https://doi.org/10.1080/13562517.2021.1973407

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663 and Macaro, E. ORCID: https://orcid.org/0000-0002-0886-2057 (2021) Models of EMI pedagogies: at the interface of language use and interaction. System, 101. 102616. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2021.102616

Sookman, D., Phillips, K. A., Anholt, G. E., Bhar, S., Bream, V., Challacombe, F. L., Coughtrey, A., Craske, M. G., Foa, E., Gagne, J.-P., Huppert, J. D., Jacobi, D., Lovell, K., McLean, C. P., Neziroglu, F., Pedley, R., Perrin, S., Pinto, A., Pollard, C. A., Radomsky, A., Riemann, B., Shafran, R., Simos, G., Sochting, I., Summerfeldt, L. J., Szymanski, J., Treanor, M., van Noppen, B., van Oppen, P., Whittal, M., Williams, M. T., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Yadin, E. and Veale, D. (2021) Knowledge and competency standards for specialized cognitive behavior therapy for adult obsessive-compulsive disorder: phase two series by the International Accreditation Task Force of The Canadian Institute for Obsessive Compulsive Disorders (CIOCD, www.ciocd.ca). Psychiatry Research, 303. 113752. ISSN 0165-1781 doi: https://doi.org/10.1016/j.psychres.2021.113752

Stainthorp, R. (2021) How psychology helps us to understand word reading. Education 3-13, 49 (1). pp. 29-40. ISSN 0300-4279 doi: https://doi.org/10.1080/03004279.2020.1824700

Wall, A. (2021) The New Junior Cycle: exploring students’ perceptions and experiences of learning under educational reform using Freire’s analytical framework from a student/teacher perspective. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00103111

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2021) Exploring the concept of 'ideal' university student. Studies in Higher Education, 46 (3). pp. 497-508. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2019.1643302

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2021) The ideal student: deconstructing expectations in Higher Education. Open University Press, London, pp192. ISBN 9780335249251

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and ElMorally, R., (2021) The student experiences in STEM report. Report. University of Reading pp45.

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, ElMorally, R. and Copsey-Blake, M. (2021) ‘Fair and square’: what do students think about the ethnicity degree awarding gap? Journal of Further and Higher Education, 45 (8). pp. 1147-1161. ISSN 0309-877X doi: https://doi.org/10.1080/0309877X.2021.1932773

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Elmorally, R., Copsey-Blake, M., Highwood, E. and Singarayer, J. (2021) Is race still relevant? Student perceptions and experiences of racism in higher education. The Cambridge Journal of Education, 51 (3). pp. 359-375. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2020.1831441

2020

Al-Siyabi, M. A. and Dimitriadi, Y. (2020) Opportunities and challenges of mobile learning implementation in schools in Oman. International Journal of Mobile and Blended Learning (IJMBL), 12 (3). pp. 32-48. ISSN 1941-8647 doi: https://doi.org/10.4018/IJMBL.2020070103

Alatiq, A. (2020) Exploring Resistance to Change and Teacher Attitude towards Educational Change in Female Schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094603

Almuwaiziri, F. (2020) Solving Mathematical Word Problems Using Passively Received Visualisation (PRV) and Self-constructed Visualisation (SCV): The Case of Primary School Students with Attention Deficit Hyperactivity Disorder (ADHD) in Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094606

Alshamrani, W. (2020) An investigation into the effectiveness of the leadership development of female headteachers working in girls’ state secondary schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110815

Alsubaie, A. (2020) An Investigation into Experiences and Perceptions of School Performance Evaluation (SPE) in Secondary Schools in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00101656

Badi, N. (2020) Reading comprehension performance, self-efficacy perceptions, and causal attributions within a Collaborative Strategic Reading (CSR) approach and an attributional feedback intervention. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110818

Bamber, V. (2020) Language Teacher Education for TEYL: What do Trentino-South Tyrol LETs’ perceptions of their professional learning reveal about best practice professional development? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094457

Berkley, R. (2020) Training young female teachers in choral leadership: Building a community of practice. In: The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond. Routledge, London. (In Press)

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2020) Values stop play? Teachers’ attitudes to the early years outdoor environment. Early Child Development and Care, 190 (1). pp. 12-20. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2019.1653548

Cracknell, J. (2020) Early career teachers’ reflections of teaching in an age of performativity. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110817

Elliott, G. (2020) Reading for Meaning: Interventions to ameliorate children’s reading comprehension difficulties. A randomised controlled trial to investigate whether interventions in oral language and text-based strategies improve the reading comprehension skills of students aged between 11 and 13. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00106095

Farrugia, M. T. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2020) Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education, 7 (1). 1817253. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2020.1817253

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Muldoon, C. (2020) Empowering Women from the bottom to the top; parents, community and partnership. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Majid, N. and Yan, M. (2020) Constructing self: gender, social background and ethnicity in developing educational identities. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2020) Listening and good language teachers. In: Griffiths, C. and Tajeddin, Z. (eds.) Lessons from Good Language Teachers. Cambridge University Press, pp. 246-259. doi: https://doi.org/10.1017/9781108774390

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fisher, L., Hofweber, J. and Krüsemann, H. (2020) Getting creative in the languages classroom. In: Kohl, K., Dudrah, R., Gosler, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi: https://doi.org/10.11647/obp.0206.07

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C. (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12670

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Courtney, L., Ul-Abadin, Z. and Burn, K. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, ed. (2020) Challenging gender stereotypes in education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) Introduction to challenging gender stereotypes in education. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) Sexism, sexual harassment and sexual violence in schools. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) What next? In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) A feminist poststructuralist analysis of Discourses invoked in the construction of women’s leadership identities in higher education. In: Samier, E. A. and Milley, P. (eds.) Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges. Routledge, Abingdon, pp. 1-33. ISBN 9780367272906

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) The formation of gender identity and gender stereotypes. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2020) A whole school approach. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2020) The role of professionals and play in the Early Years, in challenging gender stereotypes in education. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. SAGE, London, pp. 53-64. ISBN 9781526494542

Karaoz, I. (2020) Affordances of digital technologies for autonomous language learning: a Q-methodological research. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108502

Majid, S. (2020) English to Malay and back again: an analysis of lecturers' code switching in English classrooms. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089400

Mansouri, K. (2020) Research into practice: implementing strategy and metacognition-based instruction in the teaching of EFL listening for Algerian university teachers and students. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00095650

Matthews, B. and Majid, N. (2020) What is it about mathematics that causes anxiety for pupils? Primary Mathematics, 24 (2). pp. 25-27.

Muqaibal, M. H. (2020) Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00096634

Perumal, R., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Mitchell Viesca, K., Ennser-Kananen, H. and Routarinne, S. (2020) What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England. In: Kirsch, C. and Duarte, J. (eds.) Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education. Routledge Research in Languages Education. Routledge, pp. 52-72. ISBN 9780367181352

Pieridou, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2020) Qualitative doctoral research in educational settings: reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9 (1). pp. 21-31. doi: https://doi.org/10.11591/ijere.v9i1.20360

Richards-Bray, J. E. (2020) What impact does pre-sojourn preparation have on host-culture adjustment for sojourning students? A case-study of a SINO-UK Joint Programme. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00103907

Rimmer, W. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2020) Teaching associations and professionalism. English Language Teaching Journal, 74 (2). pp. 126-135. ISSN 1477-4526 doi: https://doi.org/10.1093/elt/ccaa003

Rimmer, W. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2020) The contribution of conferences to teachers’ professionalism. TESL-EJ, 24 (1). ISSN 1072-4303

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2020) ELF interactions in English-medium engineering classrooms. ELT Journal, 74 (4). pp. 418-427. ISSN 1477-4526 doi: https://doi.org/10.1093/elt/ccaa033

Speed, H. (2020) What is the effect of contextualised grammar teaching using Functional Linguistics strategies on the understanding of Year 9 learners in writing tasks? PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097046

Stainthorp, R. (2020) A national intervention in teaching phonics: a case study from England. The Educational and Developmental Psychologist, 37 (2). pp. 114-122. ISSN 2059-0776 doi: https://doi.org/10.1017/edp.2020.14

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2020) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism, 23 (4). pp. 463-487. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2017.1373742

Visram, Z. (2020) A pluralistic approach to multicultural group work. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097048

Weber, S. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2020) ‘[N]ow I can be a poetic writer’: using action research as a way of reclaiming and implementing professional values in the primary school. Educational Action Research, 30 (1). pp. 3-21. ISSN 1747-5074 doi: https://doi.org/10.1080/09650792.2020.1788621

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439, Bosanquet, P. and Blatchford, P. (2020) Preparing teaching assistants for including all learners. In: Oxford Research Encyclopedia of Education. Oxford University Press. ISBN 9780190264093 doi: https://doi.org/10.1093/acrefore/9780190264093.013.1235

Wilson, C. (2020) Can a targeted intervention programme promote change in the educational aspirations, attitudes and beliefs of a group of underachieving white British disadvantaged girls? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00096801

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2020) University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education, 44 (1). pp. 54-68. ISSN 0309-877X doi: https://doi.org/10.1080/0309877X.2018.1504010

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2020) Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. Language Learning, 70 (4). pp. 1017-1053. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12411

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2020) Vocabulary learning through listening: comparing L2 explanations, teacher codeswitching, contrastive focus-on form and incidental learning. Language Teaching Research, 24 (6). pp. 765-784. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168819829022

2019

Al-Siyabi, M. (2019) Mobile learning in Oman: a case study of two 'cycle 2' (grades 5-10) private schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084912

Alenezi, K. (2019) Leadership development of managers working in the Ministry of Education and educational districts in Kuwait. PhD thesis, University of Reading.

Almalki, H. (2019) School leaders’ experiences and perceptions of school reform in KSA: autonomy, accountability and decision making. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084891

Alshaikhi, M. A. (2019) Investigating Saudi English language teachers' use and perceptions of the interactive whiteboard for teaching vocabulary in English as a foreign language in Saudi primary schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088956

Alyami, R. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Female school leaders’ perceptions and experiences of decentralisation and distributed leadership in the Tatweer system in Saudi Arabia. Education Sciences, 9 (1). 25. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci9010025

Ashikuti, S. (2019) Implementing Namibia’s language policy: a case study of classroom practices and language beliefs in rural and urban Namibian schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088438

Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Strategic narrative in multi-academy trusts in England: principal drivers for expansion. British Educational Research Journal, 45 (5). pp. 1050-1071. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3550

Chu, F.-I. (2019) English learning motivation in a Taiwanese university context: a study of its dynamic nature from socio-dynamic perspectives. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084851

Courtney, L. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners, 1 (2). pp. 161-186. ISSN 2589-207X doi: https://doi.org/10.1075/ltyl.18009.cou

Du, X. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41 (15). pp. 2136-2155. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2019.1662135

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Investigating the PDR process in a UK university: continuing professional development or performativity? Professional Development in Education (formerly Journal of In-service Education), 48 (2). pp. 315-329. ISSN 1941-5257 doi: https://doi.org/10.1080/19415257.2019.1696874

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Mhlanga, T., (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D. (2019) Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41 (4). pp. 430-443. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080x.2019.1625220

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2019) Facilitating evidence-informed practice. Teacher Development, 23 (1). pp. 64-82. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2018.1505649

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2018.1481366

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Lloyd, V. (2019) Martial arts and well-being: connecting communities and promoting health. Routledge, pp116. ISBN 9781138213555

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Ormond, B. (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764

Hawkes, R., Marsden, E., Avery, N., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Woore, R. (2019) Making language learning make sense at the National Centre for Excellence for Language Pedagogy. Languages, Society and Policy. ISSN 2515-3854 doi: https://doi.org/10.17863/CAM.40160

Hazir, O. (2019) Implementing school based teacher training: the case study of departments of education for intellectually disabled students in Turkey. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00086468

Hong, Y. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2019) Alone and ‘left behind’: a case study of ‘left-behind children’ in rural China. Cogent Education, 6 (1). 1654236. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2019.1654236

Hood, S. (2019) I believe I can write: exploring the impact of writing workshops on self-efficacy beliefs of Foundation degree students. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085134

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2019.20.11.38

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Ravanis, K., Jameau, A. and Boilevin, J.-M. (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-019-00937-5

Kanuga, I. (2019) Student perspectives on the relationship between assessment methods and retention of learning in higher education. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088670

Kasprowicz, R. E. ORCID: https://orcid.org/0000-0001-9248-6834, Marsden, E. and Sephton, N. (2019) Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. Modern Language Journal, 103 (3). pp. 580-606. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12586

Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Berry, M. G. (2019) Female performance and participation in computer science: a national picture. ACM Transactions on Computing Education, 20 (1). 4. doi: https://doi.org/10.1145/3366016

Lindsay, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Experiences of using the researching professional development framework. Studies in Graduate and Postdoctoral Education, 10 (1). pp. 54-68. ISSN 2398-4686 doi: https://doi.org/10.1108/SGPE-02-2019-049

Majid, N. and Bobik-Dawes, R. (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics, 23 (3). pp. 23-25. ISSN 1465-0495

Mitchell Viesca, K., Strom, K., Hammer, S., Masterson, J., Hammer Linzell, C., Mitchell-McCollough, J. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2019) Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43 (1). pp. 304-335. ISSN 0091-732X doi: https://doi.org/10.3102/0091732X18820910

Mvalo, S. (2019) Developing computer networks students’ computational thinking: the case for the use of simulation software. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085246

Papastefanou, T., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Marinis, T. (2019) Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language. Frontiers in Communication, 4. 65. ISSN 2297-900X doi: https://doi.org/10.3389/fcomm.2019.00065

Patterson-Igwe, L. (2019) Accountability: a case study of the Jamaican and English education systems. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088579

Pawson, M. (2019) Perceptions on the effectiveness of teacher appraisal: a case study of two-state funded academies. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00086315

Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208

Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2019) Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 38 (2). pp. 157-175. ISSN 0332-3315 doi: https://doi.org/10.1080/03323315.2018.1484302

Roberts, R. (2019) Critical conversations: the role of evaluative language in mentor meetings in initial teacher training. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084859

Roberts, R. (2019) English - the torch of life: reflections on the Newbolt Report from an ITE perspective. English in Education, 53 (3). pp. 211-222. ISSN 0425-0494 doi: https://doi.org/10.1080/04250494.2019.1657772

Rutherford, S. M. (2019) ‘Flying the nest’: an analysis of the development of self-regulated learning during the transition to Higher Education. EdD thesis, University of Reading.

Sae Kang, H. (2019) Exploring the role of the learning support assistant: a case study of an English special school. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00086006

Samuel, R. (2019) Teacher values and value construction among low income female teachers in Bangalore, India: implications for reflective practice in teacher education in India. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088831

Shafran, R., Zysk, E. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2019) CBT for a fear of morphing: a case illustration. In: Dimidjian, S. (ed.) Evidence-­Based Practice in Action. Guilford Press, New York, pp. 244-256. ISBN 9781462539765

Stainthorp, R. (2019) Spelling: from words in the head to words on the page. In: Murphy, J. and Bennett, T. (eds.) The Research ED Guide to Literacy. John Catt Educational Ltd, Woodbridge, pp. 77-92. ISBN 9781912906420

Stoten, D. W. (2019) A critical review of a sample of publications submitted for the award of PhD by published works. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089059

Taggart, G. (2019) Cultivating ethical dispositions in early childhood practice for an ethic of care: a contemplative approach. In: Langton, R. (ed.) Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury, New York. ISBN 9781350067486

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Aerila, J.-A. and Yrjänäinen, S. (2019) Bringing mathematics alive through stories. In: Kerry-Moran, K. J. and Aerila, J.-A. (eds.) Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Educating the Young Child (16). Springer, pp. 199-225. ISBN 9783030192655 doi: https://doi.org/10.1007/978-3-030-19266-2_11

Wang, Y. (2019) Individual differences in listening comprehension among adult Chinese learners of English. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085057

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 and Blatchford, P. (2019) Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools. European Journal of Special Needs Education, 34 (1). pp. 98-113. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2018.1458474

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2019) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review, 71 (2). pp. 218-233. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2017.1363718

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2019) ‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students. British Journal of Sociology of Education, 40 (7). pp. 868-882. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2019.1604209

Yahya, M. Y. (2019) Improving speaking performance and L2 motivation through task-based language teaching on Malaysian undergraduate students. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089016

2018

Al Mutlaq, A. (2018) Evaluation of CPD opportunities offered in TEL for lecturers in Saudi Higher Education: a single case study. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00076011

AlQurashi, H. (2018) Investigating oral communication in EFL classrooms: a case study of a Higher Education Institution in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00079993

Alanezi, Y. H. (2018) Key stakeholders' perceptions of the effectiveness of a higher education programme in the state of Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085358

Alarfaj, M. (2018) Autism in Saudi Arabia: perspectives of parents and educational professionals. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084077

Alazemi, J. (2018) The perceptions of classroom teachers, heads of department and head teachers of the effectiveness of recent policy reforms in middle schools in Kuwait (2005-2015). PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00083855

Alhammadi, M. (2018) Outstanding schools in Saudi Arabia: leadership practices, culture and professional development. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00077932

Alharbi, S. and Dimitriadi, Y. (2018) Instructional immediacy practices in online learning environments. Journal of Education and Practice, 9 (6). pp. 1-7. ISSN 2222-288X

Alsewiket, A. A. (2018) The perspectives of male academic staff and postgraduate students on the effects of globalisation on higher education and cultural identity: a case study at a college of education in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00080631

Alzahrani, N. (2018) Challenges facing children with ASD when transferring from a special school to an inclusive school in Jeddah. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085393

Blatchford, P. and Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2018) Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs. British Educational Research Journal, 44 (4). pp. 681-703. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3454

Brassington, S. L. (2018) ‘It’s like kindling a fire’: training student teachers about special educational needs and inclusive education at a university in China. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00080304

Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412

Farleigh, A. (2018) Constructions of literature in GCSE English policy and their implications for teaching practice. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084744

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D. (2018) Stories of leading and being led: developing collaborative relationships in an English research-intensive university. In: Gornall, L., Thomas, B. and Sweetman, L. (eds.) Exploring Consenual Leadership in Higher Education. Bloomsbury Academic, London. ISBN 9781350043572

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D. (2018) The role of the Associate Dean in UK Universities: distributed leadership in action? Higher Education, 75 (5). pp. 925-943. ISSN 0018-1560 doi: https://doi.org/10.1007/s10734-017-0178-1

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Curdt-Christiansen, X.-L. (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education, 32 (5). pp. 410-427. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2018.1475484

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2018) The existential self: challenging and renegotiating gender identity through higher education in England. Gender and Education, 30 (1). pp. 92-104. ISSN 1360-0516 doi: https://doi.org/10.1080/09540253.2016.1241380

Goodwyn, A. (2018) A critical overview of a sample of publications submitted for the award of a PhD by publication. PhD thesis, University of Reading.

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi: https://doi.org/10.1002/9781118784235.eelt0611

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1352498

Hofweber, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi: https://doi.org/10.6084/m9.figshare.5925100

Hsuan, C.-H., Tsai, H. J. and Stainthorp, R. (2018) The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics, 39 (1). pp. 117-143. ISSN 1469-1817 doi: https://doi.org/10.1017/S0142716417000194

Jones, B. A. (2018) An experiential look at learner engagement in University EFL courses in Japan. EdD thesis, University of Reading.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Clifton, J. (2018) Rendering sexism invisible in workplace narratives. A narrative analysis of female entrepreneurs’ stories of not being talked to by men. Gender, Work & Organization, 25 (5). pp. 557-574. ISSN 1468-0432 doi: https://doi.org/10.1111/gwao.12216

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Ante, A., Longman, K. A. and Remke, R., eds. (2018) Perspectives on women’s higher education leadership from around the world. MPDI Books, Switzerland, pp170. ISBN 9783038972648 doi: https://doi.org/10.3390/books978-3-03897-265-5

Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Nation, K. (2018) Examining incidental word learning during reading in children: the role of context. Journal of Experimental Child Psychology, 166. pp. 190-211. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.08.010

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Liu, J., Pieridou, M. and Quinn, S. F. (2018) Exploring our practitioner and parent partnerships. Early Years Educator (EYE), 19 (10). pp. 26-29. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2018.19.10.26

Keyes, C., Nolte, L. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) The battle of living with obsessive compulsive disorder: a qualitative study of young people's experiences. Child and Adolescent Mental Health, 23 (3). pp. 177-184. ISSN 1475-3588 doi: https://doi.org/10.1111/camh.12216

Kilner, G. (2018) Exploring the impact of social connectedness upon well-being in undergraduates at a UK business school. EdD thesis, University of Reading.

Kruesemann, H. (2018) Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD thesis, University of Reading.

Lindsay, H., Kerawalla, C. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43 (12). pp. 2321-2335. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2017.1326025

McAdams, T. (2018) Gender and computer programming: teaching and learning strategies designed to increase the engagement of girls. EdD thesis, University of Reading.

Morris, L. (2018) ‘We don’t leave our emotions at the nursery door’: lived experiences of emotional labour in early years professional practice. EdD thesis, University of Reading.

Mosher, D. A. (2018) The effect of mode of presentation, cognitive load, and individual differences on recall. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084822

Ogudoro, P. (2018) Examining the potential role that professional bodies could play in facilitating access to higher education in Nigeria. PhD thesis, University of Reading.

Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables, A. and Cox, S. (eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.

Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome. Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246

Qadhi, S. (2018) Female English language teachers’ perceptions and experiences of continuing professional development in Qatar. PhD thesis, University of Reading.

Reynolds, R. A. (2018) Chinese students in UK further education: examining aspirations, motivations and choices. Routledge, pp192. ISBN 9781138226593

Rimmer, W. (2018) Exploring the contribution of teaching associations to the professionalism of teachers of English as a foreign language: a UK case study. EdD thesis, University of Reading.

Royant, L. (2018) Global citizenship education: a case study of the UK-based non-governmental organisation Reading International Solidarity Centre. EdD thesis, University of Reading.

Santos, D. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) What teachers say about listening and its pedagogy: a comparison between two countries. In: Burns, A. and Siegal, J. (eds.) International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. Palgrave Macmillan, pp. 21-35. ISBN 9783319634432

Sheerah, H. A. (2018) Exploring English as foreign language (EFL) students’ perceptions on the use of blended learning to develop academic English language skills in preparatory year in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084952

Thorne, M. (2018) Career aspirations of service children: a case study of service children from a Secondary school and a Sixth Form college, their life aims and goals. EdD thesis, University of Reading.

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2018) Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22 (2). pp. 3-7.

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2018) The measurement of bilingual abilities: central challenges. In: De Houwer, A. and Ortega, L. (eds.) The Cambridge Handbook of Bilingualism. Cambridge University Press, Cambridge, pp. 289-306. ISBN 9781316831922 doi: https://doi.org/10.1017/9781316831922.016

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Parslow, P. and Williams, S. (2018) Back to basics: how measures of lexical diversity can help discriminate between CEFR levels. Applied Linguistics, 39 (3). pp. 302-327. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amw009

Vogt, C., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Susi, K. and Harrison, S. (2018) Differences in measurements of hyperactivity between objective testing using infrared motion analysis (QbTest) and behavioural rating scales when comparing problems in alerting functions and response inhibition during the clinical assessment of ADHD. Psychological disorders and research, 1 (2). pp. 3-6. doi: https://doi.org/10.31487/j.PDR.2018.02.002

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) Modifying cognitions in the treatment of OCD in young people. In: Storch, E., McGuire, J. and McKay, D. (eds.) Clinician’s Guide to Cognitive-Behavioral Therapy for Childhood Obsessive-Compulsive Disorder. Elsevier, San Diego, CA. ISBN 9780128114278 doi: https://doi.org/10.1016/B978-0-12-811427-8.00007-1

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316, Lewis, S., Marcham, L. and Palicka, A. (2018) Treatment of dog phobia in young people with autism and severe intellectual disabilities: an extended case series. Contemporary Behavioral Health Care, 3 (1). pp. 1-5. ISSN 2058-8690 doi: https://doi.org/10.15761/CBHC.1000125

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2018) By chance or by plan?: The academic success of nontraditional students in higher education. AERA Open, 4 (2). 233285841878219. ISSN 2332-8584 doi: https://doi.org/10.1177/2332858418782195

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Kemp, P. E. J. (2018) Technical boys and creative girls: the career aspirations of digitally-skilled youths. The Cambridge Journal of Education, 48 (3). pp. 301-316. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2017.1325443

Woore, R., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Porter, A., Courtney, L. and Savory, C., (2018) Foreign language education: unlocking reading (FLEUR) a study into the teaching of reading to beginner learners of French in secondary school. Project Report. Oxford University, Oxford.

Zhang, P. (2018) Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English. PhD thesis, University of Reading.

Zysk, E., Shafran, R. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) The origins of mental contamination. Journal of Obsessive-Compulsive and Related Disorders, 17. pp. 3-8. ISSN 2211-3649 doi: https://doi.org/10.1016/j.jocrd.2017.08.007

Zysk, E., Shafran, R. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) A single-subject evaluation of the treatment of morphing fear. Cognitive and Behavioral Practice, 25 (1). pp. 168-181. ISSN 1077-7229 doi: https://doi.org/10.1016/j.cbpra.2017.03.003

de Korte, A. J. (2018) Processing Instruction (PI) versus Traditional Instruction (TI) in Dutch vocational L2 classrooms. PhD thesis, University of Reading.

2017

Allen, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2017) Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care, 187 (2). pp. 181-191. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2016.1237561

Alnaimi, H. H. (2017) A longitudinal mixed methods study of twelfth grade Qatari Students’ higher education and occupational choices and the role of family, friends, and school as factors influencing these decisions. PhD thesis, University of Reading.

Alotaibi, F. E. (2017) Teachers’ perceptions of the use and effectiveness of Social Stories™ in the development of social skills for children with Autism Spectrum Disorder (ASD) in Saudi Arabia. PhD thesis, University of Reading.

Alromaih, M. (2017) Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia. PhD thesis, University of Reading.

Alshandudi, H. (2017) Teachers’ self-perceptions of their professional learning in the context of recent educational reforms in Oman. PhD thesis, University of Reading.

Alsubaie, A. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2017) An overview of the current state of women’s leadership in higher education in Saudi Arabia and a proposal for future research directions. Administrative Sciences, 7 (4). 36. ISSN 2076-3387 doi: https://doi.org/10.3390/admsci7040036

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S. (2017) Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs. TESOL Journal, 8 (2). pp. 277-294. ISSN 1949-3533 doi: https://doi.org/10.1002/tesj.268

Atkinson, L., Slade, L., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Levy, J. P. (2017) Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164. pp. 225-238. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.04.007

Attwood, A. (2017) Approaching motion in the ESL classroom. PhD thesis, University of Reading.

Balubaid, R. (2017) Autism and the experience of transition from childhood to adulthood. PhD thesis, University of Reading.

Beaver, L. (2017) Inclusion: using pupil voice to explore and improve the experience of pupils with special educational needs in a mainstream secondary school. EdD thesis, University of Reading.

Bestbier, L. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2017) The immediate effects of deep pressure on young people with autism and severe intellectual difficulties: a case series demonstrating individual differences. Occupational therapy international, 2017. 7534972,. ISSN 1557-0703 doi: https://doi.org/10.1155/2017/7534972

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 and Waters, J. (2017) Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales. Social Sciences, 6 (1). 1. ISSN 2076-0760 doi: https://doi.org/10.3390/socsci6010001

Burton, P., Palicka, A. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2017) Treating specific phobias in young people with autism and severe learning difficulties. The Cognitive Behaviour Therapist, 10. e21. ISSN 1754-470X doi: https://doi.org/10.1017/S1754470X17000241

Clark, T. R. (2017) Exploring the social construction of philosophical assumptions: the methodological journeys of doctoral researchers in the social sciences. EdD thesis, University of Reading.

Cocks, N. (2017) Higher Education discourse and deconstruction: challenging the case for transparency and objecthood. Palgrave Critical University Studies. Palgrave. ISBN 9783319529820 doi: https://doi.org/10.1007/978-3-319-52983-7

Courtney, L. (2017) Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education, 43 (4). pp. 462-481. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1329721

Courtney, L., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Tonkyn, A. and Marinis, T. (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics, 38 (6). pp. 824-847. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amv071

Curdt-Christiansen, X.-L. (2017) Language socialization through textbooks. In: Duff, P. A. and May, S. (eds.) Language Socialization. Encyclopedia of Language and Education. Springer. ISBN 9783319022567

Curtis, F. (2017) Keeping it real: an action research investigation into using concrete objects to teach algebra. In: Research Methods Cases - Education. Sage. ISBN 9781473991903 doi: https://doi.org/10.4135/9781473991903

Edwards, V. (2017) The West Indian language issue in British Schools: challenges and responses. Routledge Revivals. Routledge, London, UK, pp168. ISBN 9781138305195

Edwards, V. and Redfern, A. (2017) At home in school. Routledge Revivals. Routledge, London, UK, pp192. ISBN 9781138301283

Edwards, V., Goodwin, J. and Wellings, A. (2017) English 7-14: every child's entitlement. Routledge Revivals. Routledge, London, UK, pp106. ISBN 9781138505353

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 1475-7575 doi: https://doi.org/10.1080/03004279.2015.1069367

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2017) Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers. In: Goodwin, P. (ed.) The Literate Classroom (4th edition). Routledge, Abingdon, UK, pp. 87-100. ISBN 9781138282605

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2017) The advanced skills teacher in England. In: Goodwyn, A. (ed.) Expert Teachers: An International Perspective. Routledge, Abingdon, pp. 69-89. ISBN 9780415812207

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Fox, S. (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69 (2). pp. 232-247. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2016.1199538

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2017) Research into practice: listening strategies in an instructed classroom setting. Language Teaching, 50 (1). pp. 107-119. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444816000306

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12251

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2017) British values, citizenship and the teaching of history. In: Davies, I. (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2017) Exploring youth civic engagement: a view from England. In: Broom, C. (ed.) Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective. Palgrave studies in global citizenship education and democracy. Palgrave Macmillan, New York, pp. 37-58. ISBN 9781137565327 doi: https://doi.org/10.1057/978-1-137-56533-4

Hong, Y. (2017) The educational aspirations of 'left-behind children’ in rural China: a case study. PhD thesis, University of Reading.

Ibrahim, N. (2017) Identity in children learning to read and write in three languages: a case study. PhD thesis, University of Reading.

Koro, R. (2017) To what extent is a CLIL approach useful in teaching intercultural understanding in MFL? EdD thesis, University of Reading.

Lindsay, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, (2017) Evaluating the effectiveness of the Researching Professional Development Framework. Report. The Open University, Milton Keynes.

Liu, J. (2017) Trilingual education of Chinese university minority students in China: a case study. PhD thesis, University of Reading.

Liu, J. and Edwards, V. (2017) Trilingual education in China: perspectives from a university programme for minority students. International Journal of Multilingualism, 14 (1). pp. 38-52. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2017.1258983

McMurchy, B. A. (2017) Managerial roles of Ontario college presidents. EdD thesis, University of Reading.

Mhlanga, T. (2017) The construction of professional identities in Further Education in the UK: perspectives of middle managers and academic experts in Educational Leadership and Management. PhD thesis, University of Reading.

Micai, M., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Vulchanova, M. and Saldaña, D. (2017) Strategies of readers with autism when responding to inferential questions: an eye movement study. Autism Research, 10 (5). pp. 888-900. ISSN 1939-3806 doi: https://doi.org/10.1002/aur.1731

Moncrieffe, M. L. (2017) Examining experiences and perceptions of mass migration and settlement in Britain over the ages: how can this assist teaching and learning in Key Stage 2 history? EdD thesis, University of Reading.

Olasimbo, T. M. (2017) An exploration of the perspectives of first generation immigrant students on their educational experiences at an FE college in South East England. EdD thesis, University of Reading.

Saigh, B. H. (2017) Health related quality of life screening for children and adolescents in Saudi Arabia. PhD thesis, University of Reading.

Sinyangwe, K. M. K. (2017) Secondary school mathematics teachers' perspectives of Continuing Professional Development (CPD): the case of a selected district in Central Zambia. PhD thesis, University of Reading.

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2017) Where are the girls and women in mathematical picture books? Mathematics Teaching, 258. pp. 23-25. ISSN 0025-5785

Vicary, A. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2017) The implications of contractual terms of employment for women and leadership: an autoethnographic study in UK higher education. Administrative Sciences, 7 (2). 20. ISSN 2076-3387 doi: https://doi.org/10.3390/ADMSCI7020020

Wang, Y. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2017) Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65. pp. 139-150. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2016.12.013

Wardale, C. (2017) The TAEDS Tree: a case study of graduate identity and employability in a unique degree programme. EdD thesis, University of Reading.

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2017) ‘I’m good, but not that good’: digitally-skilled young people’s identity in computing. Computer Science Education, 26 (4). pp. 299-317. ISSN 0899-3408 doi: https://doi.org/10.1080/08993408.2017.1292604

Yap, N. T., Razak, R. A., Haman, E., Łuniewska, M. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2017) Construction of the Malay Cross-linguistic Lexical Task: a preliminary report. Language Studies Working Papers, 8. pp. 47-61. ISSN 2040-3461

Ye, L. and Edwards, V. (2017) A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad. Race, Ethnicity and Education, 20 (6). pp. 865-876. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2017.1294570

Ye, W. and Edwards, V. (2017) Confucius Institute teachers in the UK: motivation, challenges and transformative learning. Race, Ethnicity and Education, 21 (6). pp. 843-857. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2017.1376636

Zhao, J. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2017) Women and leadership in higher education in China: discourse and the discursive construction of identity. Administrative Sciences, 7 (3). 21. ISSN 2076-3387 doi: https://doi.org/10.3390/admsci7030021

2016

Al-Ghatrifi, Y. (2016) The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences. PhD thesis, University of Reading.

Alotaibi, F., Dimitriadi, Y. and Kemp, A. E. (2016) Perceptions of teachers using social stories for children with autism at special schools in Saudi Arabia. Journal of Education and Practice, 7 (11). pp. 85-97. ISSN ISSN 2222-1735

Alyami, R. H. (2016) A case study of the Tatweer school system in Saudi Arabia: the perceptions of leaders and teachers. PhD thesis, University of Reading.

Archer, L., Dawson, E., Seakins, A. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2016) Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit. Cultural Studies of Science Education, 11 (4). pp. 917-939. ISSN 1871-1510 doi: https://doi.org/10.1007/s11422-015-9667-7

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S. (2016) Native and non-native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. LIF – Language in Focus Journal, 2 (1). pp. 87-102. ISSN 2300-9764 doi: https://doi.org/10.1515/lifijsal-2016-0005

Billingsley, B., Brock, R., Taber, K. S. and Riga, F. (2016) How students view the boundaries between their science and religious education concerning the origins of life and the universe. Science Education International, 100 (3). pp. 459-482. ISSN 2077-2327 doi: https://doi.org/10.1002/sce.21213

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 and Crook, A. (2016) Exploring outdoors ages 3-11: a guide for schools. Routledge, pp162. ISBN 9781138814035

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530, Bento, G. and Dias, G. (2016) Taking the first steps outside. Under threes learning and developing in the natural environment. Routledge, London, pp156. ISBN 9781138919891

Brookes, W. A. (2016) The Masters in Teaching and Learning (MTL): a retrospective, intrinsic case study of the process of policy into practice and its impact on teacher participants. PhD thesis, University of Reading.

Curdt-Christiansen, X.-L. (2016) Conflicting language ideologies and contradictory language practices in Singaporean bilingual families. Jounal of Multilingual and Multicultural Development, 37 (7). pp. 694-709. ISSN 0143-4632 doi: https://doi.org/10.1080/01434632.2015.1127926

Curdt-Christiansen, X.-L. and Sun, B. (2016) Nurturing bilingual learners: challenges and concerns in Singapore. International Journal of Bilingual Education and Bilingualism, 19 (6). pp. 689-705. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2016.1181606

Curtis, F. (2016) Using concrete materials to learn algebra: workshop. In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114.

Edwards, V. and Li, D. (2016) Overseas training for Chinese teachers of English. In: Van Deusen-Scholl, N. and May, S. (eds.) Second and foreign language education. Encyclopedia of Language and Education. Springer, Switzerland. ISBN 9783319023236 doi: https://doi.org/10.1007/978-3-319-02323-6_21-1

Enow, L. (2016) Teacher cognition: a study of secondary English teachers. EdD thesis, University of Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2016) Supporting academic middle managers in Higher Education: do we care? Higher Education Policy, 29 (2). pp. 167-183. ISSN 1740-3863 doi: https://doi.org/10.1057/hep.2015.11

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, (2016) An evaluation of the Nxplorers Programme - end of project report. Report. The Open University, Milton Keynes.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2016) Leadership identity in a small island developing state: the Jamaican context. Compare: A Journal of Comparative and International Education, 46 (2). pp. 251-271. ISSN 0305-7925 doi: https://doi.org/10.1080/03057925.2014.936365

Foley, C. (2016) Girls’ perceptions of mathematics: an interpretive study of girls’ mathematical identities. EdD thesis, University of Reading.

Goodwyn, A. (2016) Still growing after all these years? The resilience of the “Personal Growth model of English” in England and also internationally. English Teaching: Practice & Critique, 15 (1). pp. 7-21. ISSN 1175-8708 doi: https://doi.org/10.1108/etpc-12-2015-0111

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3230

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48 (4). pp. 518-546. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2015.1122091

Hofweber, J., Marinis, T. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2016) Effects of dense code-switching on executive control. Linguistic Approaches to Bilingualism, 6 (5). pp. 648-668. ISSN 1879-9272 doi: https://doi.org/10.1075/lab.15052.hof

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2016) Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 24 (6). pp. 907-927. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970857

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Salowm Pampoulou, E., Pieridou, M. and Allen, M. (2016) Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 12 (9). pp. 2399-2417. ISSN 1305-8223 doi: https://doi.org/10.12973/eurasia.2016.1275a

Li, D., Zhang, X. and Edwards, V. (2016) Innovation and change in English teaching in the western provinces of China: the impact of overseas training. In: Chi-Kin Lee, J., Yu, Z., Huang, X. and Hau-fai Law, E. (eds.) Educational Development in Western China: Towards quality and equity. Sense Publishers, Rotterdam, pp. 191-214. ISBN 9789463002318

Olteanu, A., Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Stables, A. (2016) Predicating from an early age: edusemiotics and the potential of children’s preconceptions. Studies in Philosophy and Education, 35 (6). pp. 621-640. ISSN 0039-3746 doi: https://doi.org/10.1007/s11217-016-9526-3

Perez, A., Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Bajo, T. and Nation, K. (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience, 31 (4). pp. 549-566. ISSN 2327-3801 doi: https://doi.org/10.1080/23273798.2015.1115883

Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605

Preston, D. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2016) Supporting the role of Associate Dean in universities: an alternative approach to management development. Higher Education Quarterly, 70 (3). pp. 264-280. ISSN 1468-2273 doi: https://doi.org/10.1111/hequ.12099

Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, eds. (2016) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge. ISBN 9781107044494

Simasangyaporn, N. (2016) The effect of listening strategy instruction on Thai learners’ self-efficacy, English listening comprehension and reported use of listening strategies. PhD thesis, University of Reading.

Stainthorp, R. (2016) The structure of literacy teaching: a case study from England. In: Cook, V. and Ryan, D. (eds.) The Routledge Handbook of the English Writing System. Routledge, London, pp. 235-257. ISBN 9780415715973

Stuart, M. and Stainthorp, R. (2016) Reading development and teaching. Sage, pp240. ISBN 9781446249031

Stuart, M. and Stainthorp, R. (2016) Supporting teachers in the teaching of reading, or what every teacher should know. Patoss Bulletin, 29 (1). ISSN 1476-1521

Sun, B. and Curdt-Christiansen, X.-L. (2016) Morphological awareness and reading development in bilingual English-Chinese children in Singapore. In: Silver, R. E. and Bokhorst-Heng, W. D. (eds.) Quadrilingual education in Singapore: Pedagogical innovation in language education. Education Innovation. Springer, Singapore, pp. 148-192. ISBN 9789812879653

Taggart, G. (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24 (2). pp. 173-185. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970847

Tang, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2016) Assessing incidental vocabulary learning by Chinese EFL learners: a test of the Involvement Load Hypothesis. In: Yu, G. and Jin, Y. (eds.) Assessing Chinese learners of English: language constructs, consequences and conundrums. Palgrave, London, pp. 121-149. ISBN 9781137449771 doi: https://doi.org/10.1057/9781137449788

Tavakoli, P. ORCID: https://orcid.org/0000-0003-0807-3709 (2016) Fluency in monologic and dialogic task performance: challenges in defining and measuring L2 fluency. International Review of Applied Linguistics in Language Teaching, 54 (2). pp. 133-150. ISSN 1613-4141 doi: https://doi.org/10.1515/iral-2016-9994

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Xu, Z. (2016) Can classroom learners use statistical learning? A new perspective on motion event construal in a second language. In: Alonso Alonso, R. (ed.) Crosslinguistic Influence in Second Language Acquisition. Second Language Acquisition. Multilingual Matters, Bristol, pp. 121-146. ISBN 9781783094813

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Daller, M., Furman, R. and Rothman, J. (2016) Ultimate attainment in the use of lexical collocations among heritage speakers of Turkish in Germany and Turkish-German returnees. Bilingualism: Language and Cognition, 19 (3). pp. 504-519. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728915000139

Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2016) Investigating spelling in English and Greek native speaking children with and without dyslexia. PhD thesis, University of Reading.

Wang, W. and Curdt-Christiansen, X.-L. (2016) Teaching Chinese to international students in China: political rhetoric and ground realities. The Asia-Pacific Education Researcher, 25 (5-6). pp. 723-734. ISSN 0119-5646 doi: https://doi.org/10.1007/s40299-016-0316-z

Warner, L., Crolla, C., Goodwyn, A., Hyder, E. and Richards, B. (2016) Reading aloud in high schools: students and teachers across the curriculum. Educational Review, 68 (2). pp. 222-238. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2015.1067881

Wilson, T. (2016) Working with parents, carers and families in the early years. David Fulton, Abingdon. ISBN 9780415728713

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2016) Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital. Research in Science Education, 46 (1). pp. 113-127. ISSN 1573-1898 doi: https://doi.org/10.1007/s11165-015-9466-x

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2016) Science education, career aspirations and minority ethnic students. Palgrave MacMillan, Basingstoke, pp195. ISBN 9781137533975 doi: https://doi.org/10.1057/9781137533982

Wonnacott, E., Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Adelman, J. S. and Nation, K. (2016) Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). pp. 855-879. ISSN 1747-0218 doi: https://doi.org/10.1080/17470218.2015.1011176

Ye, W. (2016) Confucius Institute Chinese Teachers in the UK: language, culture and identity. PhD thesis, University of Reading.

Yige, M. M. (2016) A comparative case study of teaching Art in inclusive classrooms in Turkey and the UK. PhD thesis, University of Reading.

Zysk, E., Shafran, R., Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 and Melli, G. (2016) Development and validation of the Morphing Fear Questionnaire (MFQ). Clinical Psychology & Psychotherapy, 23 (6). pp. 533-542. ISSN 1063-3995 doi: https://doi.org/10.1002/cpp.1987

2015

Almutairy, S. M., Davies, T. and Dimitriadi, Y. (2015) The readiness of applying m-learning among Saudi Arabian students at higher education. International Journal of Interactive Mobile Technologies (IJIM), 9 (3). pp. 33-36. ISSN 1865-7923 doi: https://doi.org/10.3991/ijim.v9i3.4423

Almutairy, S., Davies, T. and Dimitriadi, Y. (2015) Students’ perceptions of their m-learning readiness. International Journal of Electronics and Communication Engineering, 9 (5). pp. 1464-1467.

Archer, L., Dawson, E., DeWitt, J., Seakins, A. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) “Science capital”: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52 (7). pp. 922-948. ISSN 1098-2736 doi: https://doi.org/10.1002/tea.21227

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575

Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G. and Palikara, O. (2015) Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders, 50 (1). pp. 84-93. ISSN 1368-2822 doi: https://doi.org/10.1111/1460-6984.12116

Cope, E., Parnell, D., Macfadyen, T. and Reeves, M. (2015) A critical debate on provision of Primary Physical Education: the English context. Bulletin of the International Council for Sport Science and Physical Education, 68. pp. 57-63. ISSN 1728-5909

Curdt-Christiansen, X.-L. (2015) Family language policy in the Chinese community in Singapore: a question of balance? In: Li, W. (ed.) Multilingualism in the Chinese diaspora worldwide. Routledge critical studies in multilingualism. Routledge, London, pp. 255-275. ISBN 9781138794245

Curdt-Christiansen, X.-L. (2015) Ideological and tensions and contradictions in lower primary English teaching materials in Singapore. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: The politics of textbooks in language education. Routledge, New York and London, pp. 129-145. ISBN 9780415840385

Curdt-Christiansen, X.-L. (2015) Striking a balance: cultural conflicts or cultural adaptation. The European Journal of Applied Linguistics and TEFL, 4 (2). pp. 73-92. ISSN 2192-1032

Curdt-Christiansen, X.-L. and Weninger, C. (2015) Introduction: ideology and the politics of language text books. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-8. ISBN 9780415840385

Curdt-Christiansen, X.-L. and Weninger, C., eds. (2015) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-226. ISBN 9780415840385

Curtis, F. (2015) Challenge: always a good thing? In: BSRLM conference, June 2015, Durham University, pp. 7-12.

De Silva, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2015.06.009

Dimitriadi, Y., Marshman, P. and Dorling, M. (2015) Exploring gender imbalance in Computer Science: female school students' perceptions of access and engagement in Computing. In: ECER 2015, Education and Transition, 7-11 September 2015, Budapest, Hungary.

Edwards, V. (2015) Diversity lessons from Wales: how marketing bilingualism contributes to language shift and language maintenance. In: Kuppers, A., and Bozdag, Ç. (eds.) Doing diversity in education through multilingualism, media and mobility. Istanbul Policy Centre, Istanbul, pp. 18-20, 50–51. ISBN 9786059178013

Edwards, V. (2015) Literacy in bilingual and multilingual education. In: Wright, W. E., Boun, S. and García, O. (eds.) The Handbook of Bilingual and Multilingual Education. Wiley-Blackwell, New Malden, MA, pp. 75-91. ISBN 9781118533499

Edwards, V. (2015) ‘Doing school’: cross cultural encounters. TESOL in context, 25 (1). pp. 4-15. ISSN 1030-8385

Falk, J., Dierking, L., Osborne, J., Wenger, M., Dawson, E. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) Analyzing science education in the U.K.: taking a system-wide approach. Science Education, 99 (1). pp. 145-173. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.21140

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D. (2015) Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 2015. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2015.1110692

Goodwyn, A. (2015) Is it still King Lear? English teachers and the e-reader phenomenon. In: Lin, T.-B., Chen, D. T. V. and Chai, C. S. (eds.) New media and learning in the 21st century: a Socio-Cultural Perspective. Springer, London, pp. 145-160. ISBN 9789812873255 doi: https://doi.org/10.1007/978-981-287-326-2

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi: https://doi.org/10.1057/9781137410528

Hopper, G. (2015) Art, education and gender: the shaping of female ambition. Palgrave studies in gender and education. Palgrave Macmillan, Basingstoke. ISBN 9781137408563

Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Bremner, G., Liversedge, S. P. and Nation, K. (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2015) Children's preconceptions of science: how these can be used in teaching. Early years educator (EYE), 16 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2015.16.11.38

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A. (2015) Dramatic water: a drama-based approach to science in the early years. Primary Science Review, 136. pp. 10-12. ISSN 0269-2465

Kempe, A. (2015) Introducing children with special educational needs to theatre through ‘Relaxed Performances’. In: The Wisdom of Many. International Yearbook for Research in Arts Education (3). Waxman, Munster, pp. 278-284. ISBN 9783830931195

Kempe, A. and Shah, S. (2015) Looking back, moving forward: drama, disability and social justice. In: Freebody, K. and Finneran, M. (eds.) Drama and Social Justice. Routledge Research in Education. Routledge, London, pp. 89-102. ISBN 9781138799653

Kempe, A. (2015) ‘Open sesame!’ How panto can pave the way for inclusion in theatre. Drama Research, 6 (1). ISSN 2040-2228 (Article 5)

Kempe, A. J. (2015) Widening participation in theatre through ‘relaxed performances’. New Theatre Quarterly, 31 (1). pp. 56-69. ISSN 0266-464X doi: https://doi.org/10.1017/S0266464X15000068

Lees, H. (2015) The fractured lives of German Bohemian children, born 1933-40 in the area known as Sudetenland: a memory study, Nablonz-Neugablonz. PhD thesis, University of Reading.

Macaro, E., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Woore, R. (2015) Improving foreign language teaching: towards a research-based curriculum and pedagogy. Routledge, Abingdon, pp216. ISBN 9781138779495

Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915

Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909

Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972

Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521

Silby, A. and Watts, M. (2015) Making the tacit explicit: children's strategies for classroom writing. British Educational Research Journal, 41 (5). pp. 801-819. ISSN 0141-1926 doi: https://doi.org/10.1002/berj.3176

Smith, N., Allsop, Y., Caldwell, H., Hill, D., Dimitriadi, Y. and Csizmadia, A. P. (2015) Master Teachers in Computing: what have we achieved? In: WiPSCE '15, 9-11 Nov 2015, London, pp. 21-24. (Proceedings of the Workshop in Primary and Secondary Computing Education)

Taggart, G. (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years, 35 (4). pp. 381-393. ISSN 0957-5146 doi: https://doi.org/10.1080/09575146.2015.1105200

Thompson, A. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2014.973413

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2015) The construct of language dominance, its operationalization and measurement. In: Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.) Language Dominance in Bilinguals: Issues of Measurement and Operationalization. Cambridge University Press, Cambridge, pp. 235-265. ISBN 9781107044494

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Calude, A. (2015) The role of statistical learning in the acquisition of motion event construal in a second language. International Journal of Bilingual Education and Bilingualism, 18 (5). pp. 602-623. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2015.1027146

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Korybski, T. (2015) Using lexical diversity measures to operationalise language dominance in bilinguals. In: Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge, pp. 106-123. ISBN 9781107044494

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tidball, F. (2015) Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French. In: Guijarro-Fuentes, P., Schmitz, K. and Müller, N. (eds.) The acquisition of French in multi-lingual contexts. Multilingual Matters, Bristol, pp. 145-184. ISBN 9781783094523

Warner, L. (2015) Virtual reality: the poem, the telephone and the telephone poem. The Use of English, 66 (3). pp. 8-12. ISSN 0042-1243

Warner, L. and Crolla, C. (2015) The practice of reading aloud in the high school: a preliminary investigation. English Teaching: Practice & Critique, 14 (3). pp. 419-426. ISSN 1175-8708 doi: https://doi.org/10.1108/ETPC-06-2015-0045

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2015) The classroom experiences of pupils with special educational needs in mainstream primary schools - 1976 to 2012. What do data from systematic observation studies reveal about pupils' educational experiences over time? British Educational Research Journal, 41 (6). pp. 992-1009. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3181

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 and Blatchford, P. (2015) Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools. British Educational Research Journal, 41 (2). pp. 324-342. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3144

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2015) The classification of involuntary musical imagery: the case for earworms. Psychomusicology: Music, Mind and Brain, 25 (1). pp. 5-13. ISSN 0275-3987 doi: https://doi.org/10.1037/pmu0000082

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 and Shafran, R. (2015) Obsessive–compulsive disorder in young people. BJPsych Advances, 21 (3). pp. 196-205. ISSN 2056-4678 doi: https://doi.org/10.1192/apt.bp.113.011759

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) Careers ‘from’ but not ‘in’ science: why aspirations to be a scientist are challenging for minority ethnic students? Journal of Research in Science Teaching, 52 (7). pp. 979-1002. ISSN 1098-2736 doi: https://doi.org/10.1002/tea.21231

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) A blessing with a curse: model minority ethnic students and the construction of educational success. Oxford Review of Education, 41 (6). pp. 730-746. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2015.1117970

Ye, L. and Edwards, V. (2015) Chinese overseas doctoral student narratives of intercultural adaptation. Journal of Research in International Education, 14 (3). pp. 228-241. ISSN 1741-2943 doi: https://doi.org/10.1177/1475240915614934

2014

Archer, L., DeWitt, J. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2014) Spheres of influence: what shapes young people's aspirations at age 12/13 and what are the implications for education policy? Journal of Education Policy, 29 (1). pp. 58-85. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2013.790079

Billingsley, B., Riga, F., Taber, K. S. and Newdick, H. (2014) Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25 (3). pp. 372-395. ISSN 0958-5176 doi: https://doi.org/10.1080/09585176.2014.920264

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2014) What is outside? The early years foundation stage in England: outdoor facilities, organisation and staff attitudes. American Journal of Educational Research, 2 (10). pp. 942-949. ISSN 2327-6126 doi: https://doi.org/10.12691/education-2-10-14

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2014) The aims of early years outdoor education in England: a conceptual and empirical investigation. International Journal of Education and Social Science, 1 (3). pp. 38-50. ISSN 2410-5171

Cowan, R. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2014) The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology, 106 (1). pp. 214-229. ISSN 0022-0663 doi: https://doi.org/10.1037/a0034097

Curdt-Christiansen, X. L. (2014) Family language policy: is learning Chinese at odds with leaning English. In: Curdt-Christiansen, X.-L. and Hancock, A. (eds.) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series (12). John Benjamins, Amsterdam, 35-56.

Curdt-Christiansen, X. L. (2014) Planning for development or decline? Education policy for Chinese language in Singapore. Critical Inquiry in Language Studies, 11 (1). pp. 1-26. ISSN 1542-7587 doi: https://doi.org/10.1080/15427587.2014.871621

Curdt-Christiansen, X.-L. and Hancock, A., eds. (2014) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series, 12. John Benjamins, Amsterdam, pp243. ISBN 9789027205292

Daller, M. H. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2014) Moving between languages: Turkish returnees from Germany. In: Menzel, B. and Engel, C. (eds.) Rückkehr in die Fremde? Ethnische Remigration russlanddeutscher Spätaussiedler. Ost-West-Express. Kultur und Übersetzung (21). Frank & Timme, Berlin, pp. 185-212. ISBN 9873865964663

Dimitriadi, Y. (2014) ICT practices and uses in teacher education: learning from the experiences of trainee-teachers with SEN and disabilities. In: ECER 2014, The Past, the Present and the Future of Educational Research, 1-5 September 2014, Porto, Portugal.

Dockrell, J. E., Ricketts, J., Charman, T. and Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi: https://doi.org/10.1016/j.learninstruc.2014.01.008

Edwards, V. and Ngwaru, J. M. (2014) Language capital and development: the case of African language publishing for children in South Africa. International Journal of the Sociology of Language, 2014 (225). pp. 29-50. ISSN 1613-3668 doi: https://doi.org/10.1515/ijsl-2013-0064

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morrison, M. (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36 (1). pp. 38-53. ISSN 1470-126X doi: https://doi.org/10.1080/0158037X.2013.783472

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D., (2014) Exploring the role of Associate Dean in UK universities. Project Report. Leadership Foundation for Higher Education

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2014) Social capital and the role of trust in aspirations for higher education. Educational Review, 66 (2). pp. 131-147. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768956

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, McCrum, E. and Macfadyen, T. (2014) Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England. Education Inquiry, 5 (2). 23922. ISSN 2000-4508 doi: https://doi.org/10.3402/edui.v5.23922

Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

Goodwyn, A. (2014) English and literacy in education – national policies. In: Leung, C. and Street, B. V. (eds.) The Routledge companion to English studies. Routledge, Abingdon, pp. 16-32. ISBN 9780415676182

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A., (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Project Report. University of Reading (Unpublished)

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Francis-Brophy, E. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2014.01.007

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2014.881925

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Woolley, M. (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440

Ibrayeva, L. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2014) The L2 motivational self system among Kazakh learners of LSP. Asian ESP Journal, 10 (2). pp. 40-63. ISSN 2206-0979

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S. A., Pittaway, L., Henley, A. and Norbury, H. (2014) Action learning: how learning transfers from entrepreneurs to small firms. Action Learning: Research and Practice, 11 (2). pp. 131-166. ISSN 1476-7333 doi: https://doi.org/10.1080/14767333.2014.896249

Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Wonnacott, E., Forbes, P. and Nation, K. (2014) Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133 (1). pp. 238-248. ISSN 0010-0277 doi: https://doi.org/10.1016/j.cognition.2014.06.015

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A. (2014) Using drama techniques for the teaching of early years science : a case study. Journal of Emergent Science, 7. pp. 7-14. ISSN 2046-4754

Kempe, A. (2014) Developing social skills in autistic children through ‘Relaxed Performances’. Support for Learning, 29 (3). pp. 261-274. ISSN 0268-2141 doi: https://doi.org/10.1111/1467-9604.12062

Li, D. and Edwards, V. (2014) English language teaching and educational reform in Western China: a knowledge management perspective. System, 47. pp. 88-101. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2014.09.019

Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. A. (2014) Developing government policies for distance education: lessons learnt from two Sri Lankan case studies. International Review of Education, 60 (6). pp. 821-839. ISSN 1573-0638 doi: https://doi.org/10.1007/s11159-014-9442-0

Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. A. (2014) Blended learning in distance education: Sri Lankan perspective. International Journal of Education and Development using Information Communication Technologies (IJEDICT), 10 (1). pp. 55-69. ISSN 1814-0556

Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438 doi: https://doi.org/10.1080/10888438.2013.862249

Rassool, N. (2014) Considering heteroglossia in language and development in Sub-Saharan Africa. International Journal of the Sociology of Language, 2014 (225). pp. 51-73. ISSN 0165-2516 doi: https://doi.org/10.1515/ijsl-2013-0065

Ricketts, J., Sperring, R. and Nation, K. (2014) Educational attainment in poor comprehenders. Frontiers in Psychology, 5. 445. ISSN 1664-1078 doi: https://doi.org/10.3389/fpsyg.2014.00445

Rothman, J. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2014) A prolegomenon to the construct of the native speaker: heritage speaker bilinguals are natives too! Applied Linguistics, 35 (1). pp. 93-98. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amt049

Stainthorp, R. (2014) Dyslexia and remediation/education: where next? Current developmental disorders reports, 1 (4). pp. 260-266. ISSN 2196-2987 doi: https://doi.org/10.1007/s40474-014-0029-z

Stakelum, M. (2014) Boundaries and Bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in nineteenth century Ireland. International journal of music education, 32 (4). pp. 409-421. ISSN 0255-7614 doi: https://doi.org/10.1177/0255761413515805

Tennant, G. and Foley, C. (2014) Inclusive approaches to teaching and learning mathematics. In: Hyde, R. and Edwards, J.-A. (eds.) Mentoring Mathematics Teachers: Supporting and inspiring pre-service and newly qualified teachers. Routledge, Abingdon, pp. 77-92. ISBN 9780415819909

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2014) Effective interventions: 25 years outside the mainstream. In: Linfoot, G., Shattock, P. and Todd, L. (eds.) 25th Anniversary International Research Conference on Autism. ESPA research, Sunderland. ISBN 0952849852

Şahan, Ö., Şahan, K. E. and Razı, S. (2014) Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey. Procedia - Social and Behavioral Sciences, 158. pp. 304-311. ISSN 1877-0428 doi: https://doi.org/10.1016/j.sbspro.2014.12.092

2013

Adams, A., Liyanagunawardena, T., Rassool, N. and Williams, S. (2013) Use of open educational resources in higher education. British Journal of Educational Technology, 44 (5). E149-E150. ISSN 1467-8535 doi: https://doi.org/10.1111/bjet.12014

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2013) 'Not girly, not sexy, not glamorous': primary school girls' and parents' constructions of science aspirations. Pedagogy, Culture and Society, 21 (1). pp. 171-194. ISSN 1468-1366 doi: https://doi.org/10.1080/14681366.2012.748676

Attwood, G., Croll, P., Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies, 39 (4). pp. 444-454. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2013.776945

Babayigit, S. and Stainthorp, R. (2013) Correlates of early reading comprehension skills: a componential analysis. Educational Psychology, 34 (2). pp. 185-207. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410.2013.785045

Billingsley, B., Taber, K., Riga, F. and Newdick, H. (2013) Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education, 43 (4). pp. 1715-1732. ISSN 0157-244X doi: https://doi.org/10.1007/s11165-012-9317-y

Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2013.835721

Cain, T. and Harris, R. (2013) Teachers’ action research in a culture of performativity. Educational Action Research, 21 (3). pp. 343-358. ISSN 1747-5074 doi: https://doi.org/10.1080/09650792.2013.815039

Courtney, L. (2013) The role of context in forming young learners' attitudes and motivation to learning French. In: Archibald, E. (ed.) Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. British Association for Applied Linguistics, pp. 47-50. ISBN 9780955953354

Croll, P. and Attwood, G. (2013) Participation in Higher Education: aspirations, attainment and social background. British Journal of Educational Studies, 61 (2). pp. 187-202. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2013.787386

Curdt-Christiansen, X. L. (2013) Family language policy: realities and continuities. Language Policy, 12 (1). pp. 1-6. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-012-9269-0

Curdt-Christiansen, X. L. and Silver, R. (2013) New wine into old skins: the enactment of literacy policy in Singapore. Language and Education, 27 (3). pp. 246-260. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2012.704046

Curdt-Christiansen, X.-L. (2013) Negotiating family language policy: doing homework. In: Schwartz, M. and Verschik, A. (eds.) Successful family language policy: parents, children and educators in interaction. Multilingual Education, 7. Springer, Dordrecht, Netherlands, pp. 277-295. ISBN 9789400777521 doi: https://doi.org/10.1007/978-94-007-7753-8

Davies, T. (2013) Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change, 14 (1). pp. 51-71. ISSN 1573-1812 doi: https://doi.org/10.1007/s10833-012-9192-3

DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2013) Young children's aspirations in science: the unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35 (6). pp. 1037-1063. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2011.608197

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2013) Narratives of academics who become department heads. In: Gornall, L., Cook, C., Daunton, L., Salisbury, J. and Thomas, B. (eds.) Academic Working Lives: Experience, Practice and Change. Bloomsbury Academic, London. ISBN 9781441185341

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D., (2013) Focusing the kaleidoscope: investigating the newly formed role of 'Academic Lead’ at a research-led University. Project Report. The Leadership Foundation for Higher Education

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Goodwyn, A. and Francis-Brophy, E. (2013) Advanced skills teachers: professional identity and status. Teachers and Teaching: Theory and Practice, 19 (4). pp. 463-474. ISSN 1354-0602 doi: https://doi.org/10.1080/13540602.2013.770228

Garnett, J. (2013) Beyond a constructivist curriculum : a critique of competing paradigms in music education. British Journal of Music Education, 30 (2). pp. 161-175. ISSN 0265-0517 doi: https://doi.org/10.1017/S0265051712000575

Garnett, J. (2013) Enterprise pedagogy in music: an exploration of multiple pedagogies. Music Education Research, 15 (1). pp. 1-18. ISSN 1469-9893 doi: https://doi.org/10.1080/14613808.2012.703175

Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991 and Maloney, J., (2013) D4.4 Report on Practices and their Implications. Creative Little Scientists: Enabling creativity through science and mathematics in preschool and first years of primary education (CLS). Project Report. EU (Unpublished)

Goodwyn, A. (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. In: Goodwyn, A., Reid, L. and Durrant, C. (eds.) International perspectives on teaching English in a globalised world. National Association for the Teaching of English (NATE). Routledge, Abingdon, pp. 65-78. ISBN 9780415504461

Goodwyn, A. (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. Changing English, 20 (2). pp. 148-159. ISSN 1358-684X doi: https://doi.org/10.1080/1358684X.2013.788294

Goodwyn, A. (2013) Reading is now 'cool': a study of English teachers' perspectives on e-reading devices as a challenge and an opportunity. Educational Review, 66 (3). pp. 263-275. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768960

Goodwyn, A., Reid, L. and Durrant, C., eds. (2013) International perspectives on teaching English in a globalised world. Routledge, pp. 1-288. ISBN 9780415504461

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2013) Selective listening in L2 learners of French. Language Awareness, 22 (1). pp. 56-75. ISSN 1747-7565 doi: https://doi.org/10.1080/09658416.2011.652634

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39 (3). pp. 400-419. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2013.810551

Hewitt, P., Watts, C., Hussey, J., Power, K. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2013) Does a structured gardening programme improve well-being In young-onset dementia? A preliminary study. British Journal of Occupational Therapy, 76 (8). pp. 355-361. ISSN 0308-0226 doi: https://doi.org/10.4276/030802213X13757040168270

Hyder, E. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2013) ‘That’s definite discrimination’: practice under the umbrella of inclusion. Disability and Society, 28 (1). pp. 1-13. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2012.695579

John, J. and Creighton, J. ORCID: https://orcid.org/0000-0002-4608-9202 (2013) 'In practice it doesn't always work out like that.' Undergraduate experiences in a research community of practice. Journal of Further and Higher Education, 37 (6). pp. 750-768. ISSN 1469-9486 doi: https://doi.org/10.1080/0309877X.2012.684037

Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991, Maloney, J., Barber, P., Manches, A., Clack, J., Cremin, T. and Craft, A., (2013) D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education (CLS). Project Report. EU (Unpublished)

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Henley, A., Sambrook, S. and Norbury, H. (2013) Learning to lead for business growth – implications for supporting SMEs in Wales. Contemporary Wales, 26. pp. 1-23. ISSN 2058-508X

Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628 and Liversedge, S. P. (2013) Children’s and adults’ processing of syntactically ambiguous sentences during reading. PLoS ONE, 8 (1). e54141. ISSN 1932-6203 doi: https://doi.org/10.1371/journal.pone.0054141

Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Nation, K. and Liversedge, S. P. (2013) Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42 (2). pp. 207-222. ISSN 0279-6015

Kempe, A. (2013) A Kind of Integrity: explorations in history and drama. In: How Drama Activates Learning : Contemporary Research and Practice. Bloomsbury, London, pp. 195-207. ISBN 9781441136343

Li, D. and Edwards, V. (2013) The impact of overseas training on curriculum innovation and change in English language education in Western China. Language Teaching Research, 17 (4). pp. 390-408. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168813494124

Liyanagunawardena, T., Adams, A., Rassool, N. and Williams, S. (2013) Telecentres and e-learning. British Journal of Educational Technology, 44 (5). E156-E158. ISSN 1467-8535 doi: https://doi.org/10.1111/bjet.12020

Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. (2013) Globalization and technology-mediated distance education: developing countries’ perspective. In: The Unisa Cambridge International Conference on Open, Distance and eLearning, 29 September 2013- 02 October 2013, Cape Town, South Africa.

Liyanagunawardena, T. R., Williams, S. and Rassool, N. (2013) Experience of international students from developing countries in negotiating technology for learning. In: EDULEARN13, July 01-03 2013, Barcelona, pp. 4611-4616.

Lockwood, M. (2013) “Bad talk” made good: language variety in four Caribbean British children’s poets. Children's Literature in Education, 45 (1). pp. 74-88. ISSN 1573-1693 doi: https://doi.org/10.1007/s10583-013-9202-y

McCrum, E. (2013) Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2013.837093

McCrum, E. (2013) Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2013.837093

McCrum, E. (2013) History teachers’ thinking about the nature of their subject. Teaching and Teacher Education, 35. pp. 73-80. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2013.05.004

Perkins, M. (2013) Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education, 36 (3). pp. 293-306. ISSN 0261-9768 doi: https://doi.org/10.1080/02619768.2013.763790

Porter, J. (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.675554

Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2012.742747

Rassool, N. (2013) The political economy of English language and development: English vs national and local languages in developing countries. In: Erling, E. J. and Seargeant, P. (eds.) English and international development: policy, pedagogy and globalization. Critical Language and Literacy Studies. Multilingual Matters, Bristol, pp. 45-67. ISBN 9781847699466

Reichle, E. D., Liversedge, S. P., Drieghe, D., Blythe, H. I., Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, White, S. J. and Rayner, K. (2013) Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33 (2). pp. 110-149. ISSN 0273-2297 doi: https://doi.org/10.1016/j.dr.2013.03.001

Ricketts, J., Jones, C. R. G., Happé, F. and Charman, T. (2013) Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43 (4). pp. 807-816. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-012-1619-4

Silver, R., Curdt-Christiansen, X.-L., Wright, S. and Stinson, M. (2013) Working through the layers: curriculum implementation in language education. In: Deng, Z., Gopinathan, S. and Lee, C. (eds.) Globalization and the Singapore Curriculum: From policy to classroom. Springer, London, pp. 151-167. ISBN 9789814451574

Stainthorp, R., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Stuart, M. (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817 doi: https://doi.org/10.1111/jrir.12002

Stakelum, M. and Baker, D. (2013) The MaPS project: mapping teacher conceptions of musical development. In: Stakelum, M. (ed.) Developing the Musician: Contemporary Perspectives on Teaching and Learning. Sempre studies in the psychology of music. Ashgate, Farnham, pp. 135-154. ISBN 9781409450177

Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2013) The role of SENCOs as leaders. British Journal of Special Education, 40 (1). pp. 463-474. ISSN 1467-8578 doi: https://doi.org/10.1111/1467-8578.12014

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2013) Measuring lexical diversity among L2 learners of French: an exploration of the validity of D, MTLD and HD-D as measures of language ability. In: Jarvis, S. and Daller, M. (eds.) Vocabulary knowledge: human ratings and automated measures. Benjamins, Amsterdam, pp. 79-104. ISBN 9789027241887

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Milton, J. (2013) Vocabulary size revisited: the link between vocabulary size and academic achievement. Applied Linguistics Review, 4 (1). pp. 151-172. ISSN 1868-6311 doi: https://doi.org/10.1515/applirev-2013-0007

Warner, L. and Qayoom, A. (2013) The mentoring of overseas trained teachers. Teacher Education Advancement Network Journal, 5 (3). pp. 52-60. ISSN 2054-5266

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Perrin, S. and Salkovskis, P. (2013) Obsessive Compulsive inventory for children (Child OCI): the assessment of Obsessive Compulsive Disorder. In: Lis, A., Di Riso, D., Mazzeschi, C. and Chessa, D. (eds.) La valutazione dell'adattamento psicologico del bambino.I self-report. Raffaele Cortina, pp. 193-198. ISBN 9788860305664

2012

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) "Balancing acts'': elementary school girls' negotiations of femininity, achievement, and science. Science Education, 96 (6). pp. 967-989. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.21031

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Science aspirations, capital, and family habitus: how families shape children's engagement and identification with science. American Educational Research Journal, 49 (5). pp. 881-908. ISSN 0002 8312 doi: https://doi.org/10.3102/0002831211433290

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2012) The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available. European Early Childhood Education Research Journal, 20 (3). pp. 403-421. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2012.704763

Curdt-Christiansen, X. L. (2012) Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. Journal of Early Childhood Literacy, 13 (3). pp. 348-370. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798412455819

Curdt-Christiansen, X. L. and Silver, R. E. (2012) Educational reforms, cultural clashes and classroom practices. The Cambridge Journal of Education, 42 (2). pp. 141-161. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2012.676631

Edwards, V. and Ngwaru, J. M. (2012) African language books for children: issues for authors. Language, Culture and Curriculum, 25 (2). pp. 123-137. ISSN 1747-7573 doi: https://doi.org/10.1080/07908318.2011.629051

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2012) Narrative and life history. In: Briggs, A., Coleman, M. and Morrison, M. (eds.) Research methods in educational leadership and management. 3rd edition. Sage, London, pp. 223-235. ISBN 9781446200438

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2012) Turning points: the personal and professional circumstances that lead academics to become middle managers. Educational Management Administration and Leadership, 40 (2). pp. 272-284. ISSN 1741-1440 doi: https://doi.org/10.1177/1741143211427980

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Arthur, L. (2012) Researching from within: external and internal ethical engagement. International Journal of Research & Method in Education, 35 (2). pp. 171-180. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.670481

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and MacFadyen, T. (2012) 'What with your grades?': Students motivation for and experience of vocational courses in further education. Journal of Vocational Education and Training, 64 (1). pp. 87-101. ISSN 1747-5090 doi: https://doi.org/10.1080/13636820.2011.622447

Goodwyn, A. (2012) One size fits all: the increasing standardisation of English teachers' work in England. English Teaching: Practice and Critique, 11 (4). pp. 36-53. ISSN 1175-8708

Goodwyn, A. (2012) The status of literature: English teaching and the condition of literature teaching in schools. English in Education, 46 (3). pp. 212-227. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01121.x

Goodwyn, A. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2012) Outstanding teachers, practice and ICT use. Advancing Education, 2012.

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, MacFadyen, T. and Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2012.662525

Harries, D. and Tennant, G. (2012) Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study. Mathematics Teaching, 226. pp. 9-12. ISSN 0025-5785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2012) What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK. Research Papers in Education, 27 (1). pp. 81-101. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903513217

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Downey, C. (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614

Hawthorne, S., Goodwyn, A., George, M., Reid, L. and Shoffner, M. (2012) Extending the conversation: The state of English education: considering possibilities in troubled times. English Education, 44 (3). ISSN 1943-2216

Henley, A., Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Norbury, H. and Sambrook, S., (2012) Leading small business in Wales: the LEAD Wales programme 2010-2012. inside.bangor. Project Report. Bangor University, Bangor University.

Hyder, E. (2012) Serving two masters: a reflective narrative of reconciling the tensions faced in designing doctoral research. English Teaching: Practice and Critique, 11 (2). pp. 128-144. ISSN 1175-8708

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S., Henley, A. and Norbury, H. (2012) Higher education engagement in leadership development: using autobiographical narrative to understand potential impact. Industry and Higher Education, 26 (6). pp. 461-472. ISSN 0950-4222

Kempe, A. (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031

Kempe, A. (2012) Self, role and character: developing a professional identity as a drama teacher. Teacher Development, 16 (4). pp. 523-536. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2012.733131

Kempe, A. (2012) ‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228

Kempe, A. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: https://doi.org/10.1111/j.1467-9604.2012.01526.x

Larrañaga, P., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Tidball, F. and Gil Ortega, M.-c. (2012) L1 transfer in the acquisition of manner and path in Spanish by native speakers of English. International Journal of Bilingualism, 16 (1). pp. 117-138. ISSN 1756-6878 doi: https://doi.org/10.1177/1367006911405577

Li, D. (2012) Easing transition and promoting a positive student experience within an international partnership scheme for British and Chinese teachers. Journal of Research in International Education, 11 (1). pp. 32-49. ISSN 1741-2943 doi: https://doi.org/10.1177/1475240911434338

Li, D. (2012) Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK. Race, Ethnicity and Education, 12 (2). pp. 241-258. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2011.585339

Lockwood, M. (2012) Attitudes to reading in English primary schools. English in Education, 46 (3). pp. 228-246. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01132.x

Lockwood, M. (2012) Changing standards revisited: children’s awareness and knowledge of features of written standard English at ages 10-11. Changing English, 13 (1). pp. 17-28. ISSN 1358-684X doi: https://doi.org/10.1080/13586840500523455

Malvern, D. D. and Richards, B. (2012) Measures of lexical richness. In: Chapelle, C. (ed.) The Encyclopedia of Applied Linguistics. Blackwell/Wiley. ISBN 9781405194730

Murjas, T. ORCID: https://orcid.org/0000-0002-1280-7149 (2012) Surviving Objects. [Performance]

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J. (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766

Rassool, N. (2012) English and migration. In: Hewing, A. and Tagg, C. (eds.) The Politics of English: conflict, competition, co-existence. Worlds of English. Routledge, London. ISBN 9780415674256

Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991 (2012) An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching. PhD thesis, University of Cambridge.

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2012) Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand. Journal of International and Comparative Education, 1 (2). pp. 71-89. ISSN 2289-2567

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: https://doi.org/10.1177/1367006911403213

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2012) Thinking for speaking and linguistic relativity among bilinguals: towards a new research agenda. Language, Interaction and Acquisition, 3 (2). pp. 288-300. ISSN 1879-7873 doi: https://doi.org/10.1075/lia.3.2.06tre

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Sakel, J., eds. (2012) New perspectives on transfer among bilinguals and L2 users. International Journal of Bilingualism, 16 (1). SAGE, London, pp174.

Wardale, C. (2012) Raising a storm: a case study on The Tempest from drama workshops to Year 6 production. Journal for Drama in Education, 28 (1). pp. 35-45. ISSN 1476 - 9395

Warner, L. (2012) 'Damaging mythology'. In: Kempe, A. (ed.) Drama, disability and education. Routledge, London, pp. 37-47. ISBN 9780415675048

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2012) Body focused repetitive behaviours of drivers in traffic queues: a study of motivational operations. psycho.philica.com. 349. ISSN 1751-3030

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Identifying with science: a case study of two 13-year-old ‘high achieving working class’ British Asian girls. International Journal of Science Education, 34 (1). pp. 43-65. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2010.551671

Yassaei, S. (2012) Reflective practice among MATESOL graduates in the UAE: theoretical construct or ongoing benefit? Reflective Practice, 13 (2). pp. 255-270. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2011.626399

2011

Allen, J., Potter, J., Sharp, J. and Turvey, K. (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231

Attwood, G. and Croll, P. (2011) Attitudes to school and intentions for educational participation: an analysis of data from the longitudinal survey of young people in England. International Journal of Research & Method in Education, 34 (3). pp. 269-287. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research')

Babayigit, S. and Stainthorp, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 doi: https://doi.org/10.1037/a0021671

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Colloff, K. and Tennant, G. (2011) The 'algebra as object' analogy: a view from school. Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3). 4. ISSN 1463-6840

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Edwards, V. and Ngwaru, J. M. (2011) African language publishing for children in South Africa: challenges for translators. International Journal of Bilingual Education and Bilingualism, 14 (5). pp. 589-602. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2011.558618