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Number of items at this level: 286.

2017

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

Aslan, E. 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: 10.1002/tesj.268

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 Critical University Studies. Palgrave. ISBN 9783319529820 doi: 10.1007/978-3-319-52983-7

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: 10.1080/03004279.2015.1069367

Floyd, A. and Preston, D. (2017) The role of the Associate Dean in UK Universities: distributed leadership in action? Higher Education. ISSN 0018-1560 (In Press)

Fuller, C. (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., Powell, D. 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: 10.1080/00131911.2016.1199538

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

Harris, R. and Reynolds, R. (2017) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education. ISSN 0305-4985 (In Press)

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 doi: 10.1111/camh.12216 (In Press)

Lindsay, H., Kerawalla, C. and Floyd, A. (2017) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education. ISSN 0307-5079 doi: 10.1080/03075079.2017.1326025

Shafran, R., Zysk, E. and Williams, T. (2017) The origins of mental contamination. Journal of Obsessive-Compulsive and Related Disorders. ISSN 2211-3649 doi: 10.1016/j.jocrd.2017.08.007 (In Press)

Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J. and Tsakalaki, A. (2017) 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. ISSN 1367-0050 doi: 10.1080/13670050.2017.1373742

Vicary, A. and Jones, K. (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: 10.3390/ADMSCI7020020

Wong, B. (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: 10.1080/08993408.2017.1292604

Wong, B. and Chiu, Y.-L. T. (2017) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review. ISSN 1465-3397 doi: 10.1080/00131911.2017.1363718

Wong, B. and Kemp, P. E. J. (2017) Technical boys and creative girls: the career aspirations of digitally-skilled youths. The Cambridge Journal of Education. ISSN 1469-3577 doi: 10.1080/0305764X.2017.1325443

Zhao, J. and Jones, K. (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: 10.3390/admsci7030021

Zysk, E., Shafran, R. and Williams, T. I. (2017) A single-subject evaluation of the treatment of morphing fear. Cognitive and Behavioral Practice. ISSN 1077-7229 doi: 10.1016/j.cbpra.2017.03.003 (In Press)

2016

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

Archer, L., Dawson, E., Seakins, A. and Wong, B. (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: 10.1007/s11422-015-9667-7

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

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. (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: 10.1080/1350293X.2014.970857

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

Williams, T. (2016) 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: 10.1016/B978-0-12-811427-8.00007-1 (In Press)

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

Wong, B. (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: 10.1007/s11165-015-9466-x

Wong, B. (2016) Science education, career aspirations and minority ethnic students. Palgrave MacMillan, Basingstoke, pp195. ISBN 9781137533975 doi: 10.1057/9781137533982

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

2015

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. (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: 10.1002/tea.21227

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

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

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

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

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. 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

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

Wong, B. (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: 10.1002/tea.21231

Wong, B. (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: 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: 10.1177/1475240915614934

2014

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

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: 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., 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: 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.

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

Tissot, C. (2013) The role of SENCOs as leaders. British Journal of Special Education, 40 (1). pp. 463-474. ISSN 1467-8578 doi: 10.1111/1467-8578.12014

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., 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

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) 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: 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. 349. ISSN 1751-3030

Wong, B. (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: 10.1080/09500693.2010.551671

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: 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

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

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) Watching the words: drama and poems. In: Lockwood, M. (ed.) Bringing Poetry Alive. Sage, London, pp. 113-128. ISBN 9780857020741

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) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: 10.1080/02671520903281625

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

2010

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

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

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

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

Francis-Brophy, E. and McCrum, E., (2010) Evaluation of online mentoring project supporting young people who are NEET or at risk of becoming NEET in Reading and Wokingham. Project Report. ESD toolkit

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.

MacFadyen, T. (2010) Planning for learning. In: Bailey, R. P. (ed.) Physical education for learning. A guide for secondary schools. Continuum, London, pp288. ISBN 9781847065025

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.

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.

Warner, L. (2010) Overseas trained teachers: part of a problem or part of a solution? Teacher Education Advancement Network Journal, 1 (2).

2009

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

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

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

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

Daniels, H., Lauder, H. and Porter, J. (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: 10.4324/9780203378595

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

Mitchell, J. (2009) Taxonomical musings. [Show/Exhibition] (Unpublished)

Porter, J. (2009) Diversity and equity: introduction. In: Daniels, H., Porter, J. and Lauder, H. (eds.) Knowledge Values and Educational Policy. Routledge, pp. 111-113. ISBN 9780415491198

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

Williams, T. (2009) Intensive approaches for childhood fears. In: Beinart, H., Kennedy, P. and Llewelyn, S. (eds.) Clinical Psychology in Practice. Wiley-Blackwell, pp. 95-105. ISBN 9781405167673

Williams, T. and Waite, P. (2009) Introduction to obsessive compulsive disorder. 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/Taylor & Francis Group, London. ISBN 9780415403894

2008

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

Daniels, H. and Porter, J. (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331

Daniels, H., Lauder, H. and Porter, J. (2008) The Routledge companion to education. Routledge, London.

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

2007

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

Lewis, A. and Porter, J. (2007) Research and pupil voice. In: Florian, L. (ed.) The Sage Handbook of Special Education. Sage, London U. K., pp. 222-232.

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

2006

Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383

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

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

2005

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

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

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. (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X

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

2004

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

Lacey, P. and Porter, J. (2004) What might be the future role of special schools? Eye Contact, Spring. pp. 24-26.

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.

2003

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

Miller, O. and Porter, J. (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement).

Porter, J. (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X

Porter, J. (2003) Raising standards in mathematics. In: Tilstone, C. and Rose, R. (eds.) Strategies to Promote Inclusive Practice. Routledge, London, pp. 117-118. ISBN 9780415254847

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

2002

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.

2001

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

Hopper, G. (2001) Women in art: the last taboo. International Journal of Art and Design Education, 20 (3). pp. 311-319. ISSN 1476-8070 doi: 10.1111/1468-5949.00280

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

2000

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

1999

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.

1998

Oversby, J. (1998) Uma analise dos livros didáticos no ensino de conceitos de acidez para estudantes de 16 a 18 anos de idade. Educar em Revista (14). pp. 7-26. ISSN 0104-4060 doi: 10.1590/0104-4060.178

1996

Allsopp, M. and Williams, T. (1996) Intrusive thoughts in a non-clinical adolescent population. European Child & Adolescent Psychiatry, 5 (1). pp. 25-32.

1995

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

1992

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.

1991

Allsopp, M. and Williams, T. I. (1991) Self-report measures of obsessionality, depression and social anxiety in a school population of adolescents. Journal of adolescence, 14 (2). pp. 149-156. ISSN 0140-1971 doi: 10.1016/0140-1971(91)90027-O

1990

Williams, T. (1990) Language acquisition in autistic children: a research note. The European Journal of Psychiatry.

1989

Williams, T. I. (1989) A social skills group for autistic children. Journal of Autism and Developmental Disorders, 19 (1). pp. 143-155. ISSN 0162-3257 doi: 10.1007/BF02212726

1988

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.

1985

Williams, T. (1985) An evaluation of the effects of a hospital unit on the development of multiply handicapped children. Child: Care, Health and Development, 11 (1). pp. 1-12. ISSN 0305-1862 doi: 10.1111/j.1365-2214.1985.tb00444.x

1983

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

This list was generated on Tue Sep 19 09:30:27 2017 BST.

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