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Number of items: 69.

Murphy, S. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Wilson-Daily, A. E. (2024) The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment. International Journal of LGBTQ+ Youth Studies. ISSN 2996-900X doi: https://doi.org/10.1080/29968992.2024.2427618

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2011) History in secondary schools 2011 survey. Report. The Historical Association

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Harrison, S. and McFahn, R. (2011) Cross-curricular teaching and learning in the secondary school...humanities: history, geography, religious studies and citizenship. Cross-Curricular Teaching and Learning in.... Routledge, London, pp163. ISBN 9780415561891

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy, 26 (2). pp. 245-261. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2010.498902

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. The Cambridge Journal of Education, 41 (2). pp. 159-175. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2011.572863

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2011) Learning how to be a teacher: lessons the government needs to learn. Prospero, 17 (3). pp. 28-33. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Lazar, I. (2011) Overcoming resistance. In: Huber, J. and Mompoint-Gaillard, P. (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 91-104. ISBN 9789287170200

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Cain, T. and Kinchin, G. D. (2011) Teacher research: transforming practice or re-arranging the deckchairs? In: British Educational Research Association Conference, 6-8 September 2011, London. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Lazar, I. (2011) Ways to bring about change. In: Huber, J. and Mompoint-Gaillard, P. (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 105-116. ISBN 9789287170200

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) Citizenship and history - uncomfortable bedfellows? In: Davies, I. (ed.) Debates in history teaching. The Debates in Subject Teaching. Routledge, London, pp. 186-196. ISBN 9780415571623

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2010) 2010 Survey into History Teaching. Report. The Historical Association

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: British Educational Research Association, 1-4 September 2010. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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.

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: History Teacher Educator Network Conference, 19-20 July 2010, Newport. (Unpublished)

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2). pp. 241-261. ISSN 1366-5839 doi: https://doi.org/10.1080/00220270903403189 (special issue: National history and beyond—part two )

Bhopal, K., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Rhamie, J. (2009) ‘Race’, diversity and inclusion: student perspectives. In: ECER Annual Conference, 28-30September 2009, Vienna. (Unpublished)

Bhopal, K., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Rhamie, J. (2009) Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis. In: BERA Annual Conference, 2-5 September 2009, Manchester. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134. pp. 27-35. ISSN 0040-0610

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2009) Children’s ideas about what it means ‘to get better’ at history: a view from the United Kingdom. International Journal of Historical Learning, Teaching and Research, 8 (2). pp. 26-39. ISSN 1472-9466

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2009) What factors influence pupils' commitment to history as a school subject? A view from the United Kingdom. In: American Educational Research Association Annual Meeting (AERA 2009), 13 - 18 April 2009, San Diego. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2008) Children's ideas about school history and why they matter. Teaching History, 132. pp. 40-49. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2008) Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view. In: American Educational Research Association (AERA 2008), Mar 2008, NY. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Hatdn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: ECER 2007, 18-22 September 2007, Belguim. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: BERA Annual Conference 2007, 5-8 September 2007, London. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Rea, A. (2006) Making history meaningful: helping pupils to see why history matters. Teaching History, 125. pp. 28-36. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2006) Editorial. Citizenship education. Prospero, 12 (3). pp. 3-5. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2006) Pupil perceptions of history as a school subject. In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils? Curriculum Journal, 17 (4). pp. 315-333. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170601072544

Ratcliffe, M., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 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