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

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 and Blatchford, P. (2019) Rethinking the use of teacher aides. In: Graham, L. (ed.) Inclusive Education for the 21st Century: Theory, Policy and Practice. Routledge. ISBN 9781760527099

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2019) A blueprint for evidence-based practice? Assessing the Warnock Inquiry's proposals for research and development in special education 40 years on. Frontiers in Education, 4. ISSN 2504-284X doi: https://doi.org/10.3389/feduc.2019.00017

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2019) Looking back: a brief history of the Warnock Enquiry. In: Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (ed.) Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life. Routledge. ISBN 9780429791130

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2019) Looking forward: using the Warnock Report to chart a way forward. In: Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (ed.) Including children and young people with special educational needs and disabilities in learning and life. Routledge. ISBN 9780429791130

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439, ed. (2019) ncluding Children and Young People with Special Educational Needs and Disabilities in Learning and Life. Routledge. ISBN 9781138348868

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

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

Blatchford, P. and Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2017) ORACLE to MAST: 40 years of observation studies in UK junior school classrooms. In: Maclean, R. (ed.) Life in Schools and Classrooms: Past Present and Future. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 38 (38). Springer, pp. 169-185. ISBN 9789811036521 doi: https://doi.org/10.1007/978-981-10-3654-5_11

Baines, E. M., Blatchford, P. and Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2016) The challenges of implementing group work in primary school classrooms and including pupils with special educational needs. In: Jolliffe, W. (ed.) Learning to Learn Together Cooperation, Theory, and Practice. Routledge. ISBN 9781138665699

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

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

Radford, J., Bosanquet, P., Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 and Blatchford, P. (2015) Scaffolding learning for independence: clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction, 36. pp. 1-10. ISSN 0959-4752 doi: https://doi.org/10.1016/j.learninstruc.2014.10.005

Baines, E., Blatchford, P. and Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2015) The challenges of implementing group work in primary school classrooms and including pupils with special educational needs. Education 3-13, 43 (1). pp. 15-29. ISSN 1475-7575 doi: https://doi.org/10.1080/03004279.2015.961689

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2014) 2014 code of practice: how research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice, 30 (3). pp. 232-237. ISSN 1469-5839 doi: https://doi.org/10.1080/02667363.2014.917401

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439, Blatchford, P., Bassett, P., Brown, P., Martin, C. and Russell, A. (2011) The wider pedagogical role of teaching assistants. School Leadership and Management, 31 (1). pp. 3-20. ISSN 1364-2626 doi: https://doi.org/10.1080/13632434.2010.540562

Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439, Blatchford, P., Bassett, P., Brown, P., Martin, C. and Russell, A. (2010) Double standards and first principles: framing teaching assistant support for pupils with special educational needs. European Journal of Special Needs Education, 25 (4). pp. 319-336. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2010.513533

Rubie-Davies, C. M., Blatchford, P., Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439, Koutsoubou, M. and Bassett, P. (2010) Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21 (4). pp. 429-449. ISSN 1744-5124 doi: https://doi.org/10.1080/09243453.2010.512800

Blatchford, P., Bassett, P., Brown, P. and Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 (2009) The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35 (5). pp. 661-686. ISSN 1469-3518 doi: https://doi.org/10.1080/01411920902878917