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Items where Division is "Institute of Education" and Year is 2018

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Number of items: 57.

Al Mutlaq, A. (2018) Evaluation of CPD opportunities offered in TEL for lecturers in Saudi Higher Education: a single case study. PhD thesis, University of Reading. doi:

AlQurashi, H. (2018) Investigating oral communication in EFL classrooms: a case study of a Higher Education Institution in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi:

Alanezi, Y. H. (2018) Key stakeholders' perceptions of the effectiveness of a higher education programme in the state of Kuwait. PhD thesis, University of Reading. doi:

Alarfaj, M. (2018) Autism in Saudi Arabia: perspectives of parents and educational professionals. PhD thesis, University of Reading. doi:

Alazemi, J. (2018) The perceptions of classroom teachers, heads of department and head teachers of the effectiveness of recent policy reforms in middle schools in Kuwait (2005-2015). PhD thesis, University of Reading. doi:

Alhammadi, M. (2018) Outstanding schools in Saudi Arabia: leadership practices, culture and professional development. PhD thesis, University of Reading. doi:

Alharbi, S. and Dimitriadi, Y. (2018) Instructional immediacy practices in online learning environments. Journal of Education and Practice, 9 (6). pp. 1-7. ISSN 2222-288X

Alsewiket, A. A. (2018) The perspectives of male academic staff and postgraduate students on the effects of globalisation on higher education and cultural identity: a case study at a college of education in Saudi Arabia. PhD thesis, University of Reading. doi:

Alzahrani, N. (2018) Challenges facing children with ASD when transferring from a special school to an inclusive school in Jeddah. PhD thesis, University of Reading. doi:

Blatchford, P. and Webster, R. ORCID: (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:

Brassington, S. L. (2018) ‘It’s like kindling a fire’: training student teachers about special educational needs and inclusive education at a university in China. PhD thesis, University of Reading. doi:

Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi:

Farleigh, A. (2018) Constructions of literature in GCSE English policy and their implications for teaching practice. EdD thesis, University of Reading. doi:

Floyd, A. and Fung, D. (2018) Stories of leading and being led: developing collaborative relationships in an English research-intensive university. In: Gornall, L., Thomas, B. and Sweetman, L. (eds.) Exploring Consenual Leadership in Higher Education. Bloomsbury Academic, London. ISBN 9781350043572

Floyd, A. and Preston, D. (2018) The role of the Associate Dean in UK Universities: distributed leadership in action? Higher Education, 75 (5). pp. 925-943. ISSN 0018-1560 doi:

Flynn, N. and Curdt-Christiansen, X.-L. (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education, 32 (5). pp. 410-427. ISSN 1747-7581 doi:

Fuller, C. (2018) The existential self: challenging and renegotiating gender identity through higher education in England. Gender and Education, 30 (1). pp. 92-104. ISSN 1360-0516 doi:

Goodwyn, A. (2018) A critical overview of a sample of publications submitted for the award of a PhD by publication. PhD thesis, University of Reading.

Graham, S. (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi:

Harris, R. 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:

Hofweber, J. and Graham, S. (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi:

Hsuan, C.-H., Tsai, H. J. and Stainthorp, R. (2018) The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics, 39 (1). pp. 117-143. ISSN 1469-1817 doi:

Jones, B. A. (2018) An experiential look at learner engagement in University EFL courses in Japan. EdD thesis, University of Reading.

Jones, K., Ante, A., Longman, K. A. and Remke, R., eds. (2018) Perspectives on women’s higher education leadership from around the world. MPDI Books, Switzerland, pp170. ISBN 9783038972648 doi:

Jones, K. and Clifton, J. (2018) Rendering sexism invisible in workplace narratives. A narrative analysis of female entrepreneurs’ stories of not being talked to by men. Gender, Work & Organization, 25 (5). pp. 557-574. ISSN 1468-0432 doi:

Joseph, H. and Nation, K. (2018) Examining incidental word learning during reading in children: the role of context. Journal of Experimental Child Psychology, 166. pp. 190-211. ISSN 0022-0965 doi:

Kambouri-Danos, M., Liu, J., Pieridou, M. and Quinn, S. F. (2018) Exploring our practitioner and parent partnerships. Early Years Educator (EYE), 19 (10). pp. 26-29. ISSN 1465-931X doi:

Keyes, C., Nolte, L. and Williams, T. I. (2018) The battle of living with obsessive compulsive disorder: a qualitative study of young people's experiences. Child and Adolescent Mental Health, 23 (3). pp. 177-184. ISSN 1475-3588 doi:

Kilner, G. (2018) Exploring the impact of social connectedness upon well-being in undergraduates at a UK business school. EdD thesis, University of Reading.

Kruesemann, H. (2018) Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD thesis, University of Reading.

Lindsay, H., Kerawalla, C. and Floyd, A. (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43 (12). pp. 2321-2335. ISSN 0307-5079 doi:

McAdams, T. (2018) Gender and computer programming: teaching and learning strategies designed to increase the engagement of girls. EdD thesis, University of Reading.

Morris, L. (2018) ‘We don’t leave our emotions at the nursery door’: lived experiences of emotional labour in early years professional practice. EdD thesis, University of Reading.

Mosher, D. A. (2018) The effect of mode of presentation, cognitive load, and individual differences on recall. PhD thesis, University of Reading. doi:

Ogudoro, P. (2018) Examining the potential role that professional bodies could play in facilitating access to higher education in Nigeria. PhD thesis, University of Reading.

Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables, A. and Cox, S. (eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.

Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome. Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi:

Qadhi, S. (2018) Female English language teachers’ perceptions and experiences of continuing professional development in Qatar. PhD thesis, University of Reading.

Reynolds, R. A. (2018) Chinese students in UK further education: examining aspirations, motivations and choices. Routledge, pp192. ISBN 9781138226593

Rimmer, W. (2018) Exploring the contribution of teaching associations to the professionalism of teachers of English as a foreign language: a UK case study. EdD thesis, University of Reading.

Royant, L. (2018) Global citizenship education: a case study of the UK-based non-governmental organisation Reading International Solidarity Centre. EdD thesis, University of Reading.

Santos, D. and Graham, S. (2018) What teachers say about listening and its pedagogy: a comparison between two countries. In: Burns, A. and Siegal, J. (eds.) International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. Palgrave Macmillan, pp. 21-35. ISBN 9783319634432

Sheerah, H. A. (2018) Exploring English as foreign language (EFL) students’ perceptions on the use of blended learning to develop academic English language skills in preparatory year in Saudi Arabia. PhD thesis, University of Reading. doi:

Thorne, M. (2018) Career aspirations of service children: a case study of service children from a Secondary school and a Sixth Form college, their life aims and goals. EdD thesis, University of Reading.

Trakulphadetkrai, N. V. (2018) Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22 (2). pp. 3-7.

Treffers-Daller, J. (2018) The measurement of bilingual abilities: central challenges. In: De Houwer, A. and Ortega, L. (eds.) The Cambridge Handbook of Bilingualism. Cambridge University Press, Cambridge, pp. 289-306. ISBN 9781316831922 doi:

Treffers-Daller, J., Parslow, P. and Williams, S. (2018) Back to basics: how measures of lexical diversity can help discriminate between CEFR levels. Applied Linguistics, 39 (3). pp. 302-327. ISSN 1477-450X doi:

Vogt, C., Williams, T., Susi, K. and Harrison, S. (2018) Differences in measurements of hyperactivity between objective testing using infrared motion analysis (QbTest) and behavioural rating scales when comparing problems in alerting functions and response inhibition during the clinical assessment of ADHD. Psychological disorders and research, 1 (2). pp. 3-6. doi:

Williams, T. (2018) 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:

Williams, T. I., Lewis, S., Marcham, L. and Palicka, A. (2018) Treatment of dog phobia in young people with autism and severe intellectual disabilities: an extended case series. Contemporary Behavioral Health Care, 3 (1). pp. 1-5. ISSN 2058-8690 doi:

Wong, B. (2018) By chance or by plan?: The academic success of nontraditional students in higher education. AERA Open, 4 (2). 233285841878219. ISSN 2332-8584 doi:

Wong, B. and Kemp, P. E. J. (2018) Technical boys and creative girls: the career aspirations of digitally-skilled youths. The Cambridge Journal of Education, 48 (3). pp. 301-316. ISSN 1469-3577 doi:

Woore, R., Graham, S., Porter, A., Courtney, L. and Savory, C., (2018) Foreign language education: unlocking reading (FLEUR) a study into the teaching of reading to beginner learners of French in secondary school. Project Report. Oxford University, Oxford.

Zhang, P. (2018) Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English. PhD thesis, University of Reading.

Zysk, E., Shafran, R. and Williams, T. (2018) The origins of mental contamination. Journal of Obsessive-Compulsive and Related Disorders, 17. pp. 3-8. ISSN 2211-3649 doi:

Zysk, E., Shafran, R. and Williams, T. I. (2018) A single-subject evaluation of the treatment of morphing fear. Cognitive and Behavioral Practice, 25 (1). pp. 168-181. ISSN 1077-7229 doi:

de Korte, A. J. (2018) Processing Instruction (PI) versus Traditional Instruction (TI) in Dutch vocational L2 classrooms. PhD thesis, University of Reading.

This list was generated on Fri Jun 2 02:59:05 2023 UTC.

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