Items where Division is "Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education"
Number of items at this level: 261.
Allen, M. and Kambouri-Danos, M. (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: 10.1080/03004430.2016.1237561
Bestbier, L. and Williams, T. (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: 10.1155/2017/7534972
Bilton, H. 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: 10.3390/socsci6010001
Cocks, N. (2017) Higher Education discourse and deconstruction: challenging the case for transparency and objecthood. Palgrave Pivot. Palgrave. ISBN 9783319529820 (In Press)
Harris, R. (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: 10.1057/978-1-137-56533-4
Keyes, C., Nolte, L. and Williams, T. I. (2017) The battle of living with OCD: a qualitative study of young people’s experiences. Child and Adolescent Mental Health. ISSN 1475-3588 (In Press)
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
Aslan, E. and Thompson, A. (2016) Are they really “Two Different Species”? Implicitly elicited student perceptions About NEST's and NNEST's. TESOL Journal. ISSN 1949-3533 doi: 10.1002/tesj.268
Aslan, E. 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: 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: 10.1002/sce.21213
Bilton, H. and Crook, A. (2016) Exploring outdoors ages 3-11: a guide for schools. Routledge, pp162. ISBN 9781138814035
Curtis, F. (2016) Keeping it real: an action research investigation into using concrete objects to teach algebra. In: Research Methods Cases - Education. Sage. (In Press)
Curtis, F. (2016) Using concrete materials to learn algebra: workshop. In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114.
Floyd, A. (2016) Supporting academic middle managers in Higher Education: do we care? Higher Education Policy, 29 (2). pp. 167-183. ISSN 1740-3863 doi: 10.1057/hep.2015.11
Floyd, A., (2016) An evaluation of the Nxplorers Programme - end of project report. Report. The Open University, Milton Keynes.
Floyd, A. and Fuller, C. (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: 10.1080/03057925.2014.936365
Fuller, C. (2016) The existential self: challenging and renegotiating gender identity through higher education in England. Gender and Education. ISSN 1360-0516 doi: 10.1080/09540253.2016.1241380
Fuller, C., Powell, D. and Fox, S. (2016) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review. ISSN 1465-3397 doi: 10.1080/00131911.2016.1199538
Harris, R. 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: 10.1080/00220272.2015.1122091
Kambouri, M., 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: 10.12973/eurasia.2016.1275a
Olteanu, A., Kambouri, M. 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: 10.1007/s11217-016-9526-3
Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: 10.1080/09687599.2016.1223605
Preston, D. and Floyd, A. (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: 10.1111/hequ.12099
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: 10.1080/00131911.2015.1067881
Zysk, E., Shafran, R., Williams, T. I. 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: 10.1002/cpp.1987
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.
Aslan, E. (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: 10.3138/cmlr.2575
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
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
Everley, S. and Macfadyen, T. (2015) ‘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. pp. 1-25. ISSN 1475-7575 doi: 10.1080/03004279.2015.1069367
Floyd, A. and Fung, D. (2015) Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 2015. ISSN 0307-5079 doi: 10.1080/03075079.2015.1110692
Hopper, G. (2015) Art, education and gender: the shaping of female ambition. Palgrave studies in gender and education. Palgrave Macmillan, Basingstoke. ISBN 9781137408563
Kambouri, M. (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: 10.12968/eyed.2015.16.11.38
Kambouri, M. (2015) Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal. ISSN 1752-1807 doi: 10.1080/1350293X.2014.970857
Kambouri, M. 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. (2015) ‘Open sesame!’ How panto can pave the way for inclusion in theatre. Drama Research, 6 (1). ISSN 2040-2228 (Article 5)
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. J. (2015) Widening participation in theatre through ‘relaxed performances’. New Theatre Quarterly, 31 (1). pp. 56-69. ISSN 0266-464X doi: 10.1017/S0266464X15000068
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: 10.1080/08856257.2014.986915
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) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
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
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)
Williams, T. I. (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: 10.1037/pmu0000082
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: 10.1177/1475240915614934
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: 10.1080/09585176.2014.920264
Bilton, H. (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: 10.12691/education-2-10-14
Bilton, H. (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
Floyd, A. 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: 10.1080/0158037X.2013.783472
Floyd, A. and Preston, D., (2014) Exploring the role of Associate Dean in UK universities. Project Report. Leadership Foundation for Higher Education
Fuller, C. (2014) Social capital and the role of trust in aspirations for higher education. Educational Review, 66 (2). pp. 131-147. ISSN 1465-3397 doi: 10.1080/00131911.2013.768956
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). 23922. ISSN 2000-4508 doi: 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: 10.1080/1350293X.2014.883720
Harris, R. 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: 10.1080/00220272.2014.881925
Harris, R., Burn, K. and Woolley, M. (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440
Ibrayeva, L. and Fuller, C. (2014) The L2 motivational self system among Kazakh learners of LSP. Asian ESP Journal, 10 (2). pp. 40-63. ISSN 2206-0979
Jones, K., 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: 10.1080/14767333.2014.896249
Kambouri, M. 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: 10.1111/1467-9604.12062
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: 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: 10.17759/pse
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: 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. (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
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: 10.1111/bjet.12014
Attwood, G., Croll, P., Fuller, C. and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies, 39 (4). pp. 444-454. ISSN 1465-3400 doi: 10.1080/03055698.2013.776945
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: 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: 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: 10.1080/09650792.2013.815039
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: 10.1080/00071005.2013.787386
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
Floyd, A. (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. 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., 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: 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: 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: 10.1080/14613808.2012.703175
Glauert, E., Trakulphadetkrai, N. 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)
Harris, R. (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: 10.1080/03054985.2013.810551
Hewitt, P., Watts, C., Hussey, J., Power, K. and Williams, T. (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: 10.4276/030802213X13757040168270
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
Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N., 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., 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
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: 10.1177/1362168813494124
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.
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: 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: 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: 10.1016/j.tate.2013.05.004
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: 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: 10.1080/08856257.2012.742747
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
Williams, T., 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
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 (3). pp. 403-421. ISSN 1752-1807 doi: 10.1080/1350293X.2012.704763
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
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 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
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
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. (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
Jones, K., 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) Self, role and character: developing a professional identity as a drama teacher. Teacher Development, 16 (4). pp. 523-536. ISSN 1747-5120 doi: 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. (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
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: 10.1080/00131911.2011.571766
Trakulphadetkrai, N. (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. (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. (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: 10.1177/1367006911403213
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
Williams, T. (2012) Body focused repetitive behaviours of drivers in traffic queues: a study of motivational operations. psycho.philica.com. ISSN 1751-3030
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: 10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research')
Billingsley, B., Taber, K. S., Riga, F. and Newdick, H. (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X
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
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
Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: 10.1111/j.1471-3802.2011.01199.x
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 1469-9508 doi: 10.1080/1360080X.2011.585738
Hopper, G. W. (2011) An Examination of the factors that shape the subjectivities of female art students in Initial Teacher Training. PhD thesis, University of Reading.
Kambouri, M. (2011) Children's misconceptions and the teaching of early years science: a case study. Journal of Emergent Science, 2 (2). pp. 7-16. ISSN 2046-4754
Kempe, A. (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228
Kempe, A. (2011) Drama and the education of young people with special needs. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 165-169. ISBN 9789460913310
Kempe, A. (2011) Laughter in the Dark: ethical aspects of drama education. In: Drama to Inspire: a London Drama Guide to excellent practice in drama for young people. Trentham Books, Stoke on Trent, pp. 10-20. ISBN 9781858564760
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
Kempe, A. (2011) Where do drama teacher’s come from? Initial investigations into the formation of professional identity. New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3. ISSN 1178-7708
Porter, J. (2011) The challenge of using multiple methods to gather the views of children. In: Daniels, H. and Hedegaard, M. (eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Continuum, London, pp. 30-47. ISBN 9781441198587
Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: 10.1111/j.1467-8578.2011.00509.x
Stakelum, M. (2011) An analysis of verbal responses to music in a group of adult non-specialists. Music Education Research, 13 (2). pp. 173-197. ISSN 1461-3808 doi: 10.1080/14613808.2011.577770
Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22 (2). pp. 99-118. ISSN 2077-2327
Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95 (6). pp. 1000-1025. ISSN 0036-8326 doi: 10.1002/sce.20459
Taggart, G. (2011) Don't we care?: the ethics and emotional labour of early years professionalism. Early Years, 31 (1). pp. 85-95. ISSN 0957-5146 doi: 10.1080/09575146.2010.536948
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
Trakulphadetkrai, N. (2011) Thailand: educational equality and quality. In: Brock, C. and Symaco, L. P. (eds.) Education in South-East Asia. Oxford Studies in Comparative Education. Symposium, Oxford. ISBN 9781873927564
Williams, T. (2011) Autism spectrum disorders: from genes to environment. Intech, pp412. ISBN 9789533075587
Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: 10.1080/1034912x.2010.524446
Bilton, H. (2010) Outdoor learning in the early years: management and innovation. 3rd edition. Routledge. ISBN 9780415567596
Bilton, H. (2010) Playing outside: activities, ideas and inspiration for the early years. Routledge, Abingdon, pp95. ISBN 9781843120674
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Davies, T. (2010) The place of the school as a community of practice for creative action. In: Mazurkiewicz, G. (ed.) Evaluation in pedagogical supervision. Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138. ISBN 9788323330172
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Fuller, C. , Goodwyn, A. C., Francis-Brophy, E. and Harding, R. C., (2010) Advanced skills teachers: summary report. Project Report. University of Reading, Institute of Education, Reading. pp14. (Unpublished)
Fuller, K. D. and Malvern, D. D. (2010) Challenge and change: a history of the Nuffield A-level Physics Project. Institute of Education, University of Reading, Reading, pp278. (Unpublished)
Garnett, J. S. (2010) Democracy and identity: educating the student voice. In: Finney, J. and Harrison, C. (eds.) Whose music education is it? The role of the student voice. National Association of Music Educators, Solihull, pp. 147-152. ISBN 9780956654502
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.
Kempe, A. (2010) Exploring the edges of theatre form and moral values through a practical approach to Grand-Guignol. Drama Research, 1 (1). ISSN 2040-2228
Kempe, A. J. (2010) Too much information?: Drama teachers’ perceptions of the value of subject knowledge. In: IDEA 2007 dialogues: planting trees of drama with global vision in local knowledges. IDEA, Hong Kong, pp. 405-421.
Kempe, A. J. (2010) What Lauren taught us about drama and special needs. Education and Theatre, 11.
Porter, J. and Daniels, H. (2010) Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V. P. (ed.) Contemporary Issues in Intellectual Disabilities. Nova Science, New York, pp. 191-196. ISBN 9781616680237
Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., (2010) Testing of disability identification tool for schools. Report. University of Bath/Department of Education
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
Schonmann, S. and Kempe, A. J. (2010) An anthology of voices: an analysis of trainee drama teacher's monologues. British Journal of Educational Studies, 58 (3). pp. 1-19. ISSN 1467-8527 doi: 10.1080/00071001003636349
Stakelum, M. (2010) A commentary on assessment practices in music education at primary level in England: are there lessons to learn from the past? In: Music education within the context of socio-cultural changes: proceedings of the 18th EAS congress. Muzik Egyitimi Yayinlari, Turkey, pp. 443-450.
Taggart, G. (2010) Religious and spiritual identity and citizenship education in the UK. In: Soininen, M. and Merisuo-Storm, T. (eds.) Looking at Diversity in Different Ways. University of Turku, Turku, Finland, pp. 95-119.
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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
Daniels, H. and Porter, J. (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694
Daniels, H., Lauder, H. and Porter, J., eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181
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Dimitriadi, Y. (2009) Reflecting on inclusive technology practices in teacher education: learning from the experiences of disabled trainee-teachers. In: AERA 2009, 13-17 April 2009, San Diego.
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. (2009) Sociology, Gender and Educational Aspirations: Girls and their Ambitions. Continuum, New York, pp201. ISBN 9781441152077
Goodwyn, A. C., Fuller, C. L. and Protopsaltis, A., (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished)
Kempe, A. J. (2009) Resilience or resistance? The value of subject knowledge for drama teachers. Research in Drama Education, 14 (3). pp. 411-428. ISSN 1356-9783 doi: 10.1080/13569780903072224
Kempe, A. J. (2009) Too much information? : Drama teachers’ perceptions of the value of subject knowledge. In: Planting Ideas with Global Vision in Local Knowledge. IDEA, Hong Kong, pp. 405-421.
Kempe, A. J. (2009) Training drama teachers: a perspective from England. In: Teaching Theatre Today 2nd Ed. Palgrave, New York, 221 -240. ISBN 0230619002
Porter, J. (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: 10.1080/03004270903099892
Porter, J. (2009) The person in education: introduction. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Educational Theories, Cultures and Learning. Routledge, Abingdon, U. K., pp. 51-53. ISBN 9780415491181 doi: 10.4324/9780203379417
Salkovskis, P. M., Waite, P. and Williams, T. (2009) Issues and future directions in childhood OCD. In: Waite, P. and Williams, T. (eds.) Obsessive Compulsive Disorder: Cognitive Behaviour Therapy with Children and Young People (CBT with Children, Adolescents and Families). CBT with Children, Adolescents and Families. Routledge, London. ISBN 9780415403894
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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
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
Fuller, C. L. (2008) Girls and their ambitions: a sociological study of educational aspirations. PhD thesis, University of Reading.
Porter, J. and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: 10.1177/0264619607083834
Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., (2008) Disability data collection for children's services. Report. UNSPECIFIED
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
Daniels, H. and Porter, J. (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona.
Hopper, G. (2007) Assessment in Art and Design in the Primary School. In: Rayment, T. (ed.) The Problem of Assessment in Art and Design. Readings in Art and Design Education, 4. Intellect Ltd. ISBN 9781841501451
Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: 10.1111/j.1468-3148.2007.00361.x
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.
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
Dyson, M., Lonsdale, M. and Papaefthimiou, M. (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144.
Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: 10.1179/096979506799103587
Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: 10.1111/j.1467-8535.2005.00516.x
Porter, J., Parsons, S. and Robertson, C. (2006) Time for review: supporting the work of an advisory group. Journal of Research in Special Educational Needs, 6 (1). pp. 11-16. ISSN 1471-3802 doi: 10.1111/j.1471-3802.2006.00055.x
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
Williams, T. (2006) Evaluating effects of aromatherap massage on sleep in children with autism: a pilot study. Evidence-based Complementary and Alternative Medicine, 3 (3). pp. 373-377. ISSN 1741-4288
Altgassen, M., Kliegel, M. and Williams, T. (2005) Pitch perception in children with autistic spectrum disorders. British journal of developmental psychology, 23 (4). pp. 543-558.
Bilton, H., ed. (2005) Learning outdoors: improving the quality of young children’s play outdoors. David Fulton Publishers , London, pp144. ISBN 1843123509
Dimitriadi, Y. and Hodson, P., (2005) Digital video and bilingual children with special educational needs: Supporting literacy activities. BECTA
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
Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: 10.1111/j.1467-8578.2005.00396.x
Porter, J. (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: 10.1111/j.1468-3156.2005.00328.x
Porter, J. (2005) Severe learning difficulties. In: Lewis, A. and Norwich, B. (eds.) Special Teaching for Special Children: A Pedagogy for Inclusion? Open University, Milton Keynes, pp. 53-66. ISBN 9780335214051
Porter, J. and Lacey, P. (2005) Researching learning difficulties: a guide for practitioners. Sage, London, pp189. ISBN 9780761948506
Porter, J., Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: 10.1080/09687590500156386
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
Lewis, A. and Porter, J. (2004) Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32 (4). pp. 191-197. ISSN 1354-4187 doi: 10.1111/j.1468-3156.2004.00313.x
Porter, J. and Lewis, A., eds. (2004) Editorial: eliciting the views of children and young people. British Journal of Learning Disabilities, 32 (4). Wiley. ISBN 1354-4187
Stakelum, M. (2004) A song to sweeten Ireland's wrong: music education and the Celtic revival. In: Taylor-Fitzsimon, B. and Murphy, J. (eds.) The Irish Revival Reappraised. Four Courts Press.
Taggart, G. (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67.
Dee, L., Florian, L., Porter, J. and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141
Harris, R. (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785
Porter, J. (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X
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
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
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
Porter, J. and Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth.
Daniels, H. and Porter, J., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia
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
Grove, N., Bunning, K. and Porter, J. (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York.
Harris, R. (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610
Porter, J. (2001) Issues in teacher training and development. In: Carpenter, B., Bovair, K. and Ashdown, R. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). Fulton, London, pp. 305-316. ISBN 9781853466762
Porter, J. (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X
Porter, J., Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: 10.1046/j.1468-3156.2001.00083.x
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.
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
Cassidy, E., Allsopp, M. and Williams, T. (1999) Obsessive compulsive symptoms at initial presentation of adolescent eating disorders. European child & adolescent psychiatry, 8 (3). pp. 193-199. ISSN 1435-165X
Martin, N. T., Gaffan, E. and Williams, T. (1999) Experimental functional analyses for challenging behavior: a study of validity and reliability. Research in developmental disabilities, 20 (2). pp. 125-146.
Stevens, T., Williams, T. and Gaffan, E. (1999) Structured teaching for special school staff: a comparison of two training packages. Journal of Applied Research in Intellectual Disabilities, 12 (4). pp. 308-322.
Williams, T. and Allsopp, M. (1999) Obsessional Compulsive Disorder in adolescent populations: experiences of offering a combined pharmacological--psychological approach. Child Psychology and Psychiatry Review, 4 (04). pp. 162-169.
Allsopp, M. and Williams, T. (1996) Intrusive thoughts in a non-clinical adolescent population. European Child & Adolescent Psychiatry, 5 (1). pp. 25-32.
Knott, F., Lewis, C. and Williams, T. (1995) Sibling interaction of children with learning disabilities: a comparison of autism and Down's syndrome. Journal of Child Psychology and Psychiatry, 36 (6). pp. 965-976. ISSN 0021-9630
Hawkins, C. and Williams, T. (1992) Nightmares, life events and behaviour problems in preschool children. Child: care, health and development, 18 (2). pp. 117-128.
Williams, T. (1990) Language acquisition in autistic children: a research note. The European Journal of Psychiatry.
Williams, T. and Shapland, J. (1988) The code of practice: strengthening the legalist philosophy? International Journal of Law and Psychiatry, 11 (1). pp. 1-12.
Shapland, J. and Williams, T. (1983) Legalism revived: new mental health legislation in England. International journal of law and psychiatry, 6 (3). pp. 351-369.
Shapland, J. and Williams, T. (1983) Mental disorder and the law: effects of the new legislation. Issues in Criminological and Legal Psychology, 4. British Psychological Society, Leicester, pp68. ISBN 0901715220