Article

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: 10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research')

Attwood, G., Croll, P., Fuller, C. and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies. ISSN 1465-3400 doi: 10.1080/03055698.2013.776945 (In Press)

Bilton, H. (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 (4). ISSN 1752-1807 (In Press)

Cajkler, W. and Tennant, G. D. (2009) Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1 (2). pp. 71-90. ISSN 2073-7629

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

Croll, P. J. and Fuller, C. L. (2009) Children's attitudes to school. Sociology Review, 18 (4). ISSN 0959-8499

Croll, P. J., Attwood, G., Fuller, C. L. and Last, K. (2008) The Structure and implications of children's attitudes to school. British Journal of Educational Studies, 56 (4). pp. 382-399. ISSN 1467-8527 doi: 10.1111/j.1467-8527.2008.00420.x

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: 10.1007/s10833-012-9192-3

Dimitriadi, Y. (2001) Evaluating the use of multimedia authoring with dyslexic learners: a case study. British Journal of Educational Technology, 32 (3). pp. 265-275. ISSN 1467-8535 doi: 10.1111/1467-8535.00197

Floyd, A. (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: 10.1177/1741143211427980

Floyd, A. and Morrison, M. (2013) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education. ISSN 1470-126X (In Press)

Floyd, A. 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: 10.1080/1743727X.2012.670481

Floyd, A. and Dimmock, C. (2011) ‘Jugglers’, ‘copers’ and ‘strugglers’: academics’ perceptions of being a head of department in a post-1992 UK university and how it influences their future careers. Journal of Higher Education Policy and Management, 33 (4). pp. 387-399. ISSN 1469-080X doi: 10.1080/1360080X.2011.585738

Fuller, C. (2013) Social capital and the role of trust in aspirations for higher education. Educational Review. ISSN 1465-3397 doi: 10.1080/00131911.2013.768956

Fuller, C., Goodwyn, A. and Francis-Brophy, E. (2013) Advanced skills teachers: professional identity and status. Teachers and Teaching: theory and practice. ISSN 1354-0602 doi: 10.1080/13540602.2013.770228 (In Press)

Fuller, C. 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: 10.1080/13636820.2011.622447

Fuller, C., 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). ISSN 2000-4508 (In Press)

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. (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610

Harris, R. (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785

Harris, R. (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610

Harris, R. (2000) An action research project to improve the quality of A level history essay writing. Prospero, 6 (3 & 4). pp. 65-69. ISSN 1358-6785

Harris, R. (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: 10.3390/educsci2040218

Harris, R., 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: 10.1080/03054985.2012.707614

Harris, R. and Kitson, A. (2002) Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit. Teaching History, 109. pp. 27-35. ISSN 0040-0610

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

Kempe, A. (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228

Kempe, A. and Tissot, C. (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: 10.1111/j.1467-9604.2012.01526.x

Kempe, A. J. (2010) What Lauren taught us about drama and special needs. Education and Theatre, 11.

Sandström Kjellin, M., Stier, J., Einarson, T., Davies, T. and Asunta, T. (2010) Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33 (2). pp. 201-218. ISSN 0261-9768 doi: 10.1080/02619761003631823

Sturman, L. and Taggart, G. (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions. British Educational Research Journal, 34 (1). 117-134. ISSN 0141-1926 doi: 10.1080/01411920701492159

Tennant, G. D. (2010) Euler's theorem under the microscope. Mathematics Teaching, 218. pp. 17-18. ISSN 0025-5785

Tennant, G. D. (2010) Mathematical notation: help or hindrance? Scottish Mathematical Council Journal, 40. pp. 22-25.

Tissot, C. (2011) Working together? Parent and local authority views on the process of obtaining appropriate educational provision for children with autism spectrum disorders. Educational Research, 53 (1). pp. 1-15. ISSN 1469-5847 doi: 10.1080/00131881.2011.552228

Tissot, C. (2013) The role of SENCOs as leaders. British Journal of Special Education. ISSN 1467-8578 (In Press)

Tissot, C. A. and Evans, R. (2006) Securing provision for children with autistic spectrum disorders: the views of parents. Perspectives in Education, 24 (1). pp. 73-86. ISSN 0258-2236

Tissot, C. A. and Evans, R. (2003) Visual teaching strategies for children with autism. Early Child Development and Care, 173 (4). pp. 425-433. ISSN 1476-8275 doi: 10.1080/0300443032000079104

Book or Report Section

Bilton, H. (2006) L is for sheep. In: Featherstone, S. (ed.) L is for sheep. Featherstone Education , London. ISBN 9781905019632

Bilton, H. (2008) Setting the scene for child-initiated learning out of doors. In: Featherstone, S. (ed.) Like bees not butterflies: child-initiated learnng in the early years. A & C Black Publishers Ltd, London, pp. 75-81. ISBN 9781906029760

Dimitriadi, Y. (2006) Resistance from within: Children with dyslexia gazing at their disability. In: Roberts, L., Martin, W. and Satterthwaite , J. (eds.) Discourse, Resistance and Identity Formation. Discourse, Power, Resistance Series. Trentham, London. ISBN 9781858563862

Dimitriadi, Y. (2000) Using Information and Communication Technology to Support Bilingual Dyslexic Learners. In: Reid, G. and Peer, L. (eds.) Multilingualism, Literacy and Dyslexia. 1-85346-696-4. David Fulton Publishers, London, pp. 102-11.

Dimitriadi, Y. (2002) Working with Dyslexic Learners: Authoring in a Multimedia Environment. In: Watson, D. and Andersen, J. (eds.) Networking the Learner: Computers in Education : Seventh IFIP World Conference on Computers in Education, WCCE 2001, July 29-August 3, 2001, Copenhagen, Denmark. Kluwer Academic Publishers Group, The Netherlands, pp. 267-277. ISBN 1-4020-7132-9

Dimitriadi, Y., Hodson, P. and Ludhra, G. (2011) Emphasising the 'C' in ICT: speaking, listening and communication. In: Jones, D. and Hodson, P. (eds.) Unlocking speaking and listening. Unlocking Series. Taylor & Francis, London, pp. 146-162. ISBN 9780415603171

Dimitriadi, Y. and Peacey, N. (2005) Special Educational Needs & ICT. In: Leask, M. and Pachler, N. (eds.) Learning to Teach ICT in the Secondary School. A Companion to School Experience, 2nd Edition. Learning to Teach Subjects in the Secondary School Series. Routledge Falmer, London. ISBN 978-0-415-35104-1

Floyd, A. (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

Kempe, A. (2011) What dramatic literature teaches about disability. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 171-175. ISBN 9789460913310

Ratcliffe, M., Harris, R. and McWhirter, J. (2005) Cross-curricular collaboration in teaching social aspects of genetics. In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.) Research and the Quality of Science Education. Springer, Netherlands, pp. 77-88. ISBN 9781402036729

Report

Burn, K. and Harris, R. (2010) 2010 Survey into History Teaching. Report. The Historical Association

Burn, K. and Harris, R. (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association

Burn, K. and Harris, R. (2011) History in secondary schools 2011 survey. Report. The Historical Association

Conference or Workshop Item

Dimitriadi, Y. (2006) Children with Special Educational Needs as film makers: Using digital video to support Understandings of Narrative. In: AERA 2006, 7-11 April 2006, San Francisco, USA.

Book

Bilton, H., ed. (2005) Learning outdoors: improving the quality of young children’s play outdoors. David Fulton Publishers , London, pp144. ISBN 1843123509

Bilton, H. (2010) Outdoor learning in the early years: management and innovation. 3rd edition. Routledge. ISBN 9780415567596

Croll, P. , Attwood, G. and Fuller, C. (2010) Children's lives, children's futures: A study of children starting secondary school. Continuum Studies in Educational Research . Continuum, London, pp218. ISBN 9781847062697

Fuller, C. L. (2009) Sociology, Gender and Educational Aspirations: Girls and their Ambitions. Continuum, New York, pp201.

Harris, R. and Luff, I. (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633

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

Thesis

Floyd, A. (2009) Life histories of academics who become heads of department: socialisation, identity and career trajectory. PhD thesis, University of Leicester.

Fuller, C. L. (2008) Girls and their ambitions: a sociological study of educational aspirations. PhD thesis, The University of Reading.

Harris, R. (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton.

Web Resource

Dimitriadi, Y. and Hodson, P. (2005) Digital video and bilingual children with special educational needs: Supporting literacy activities. [Web Resource]