Article

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

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

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: https://doi.org/10.1177/1468794117728412

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 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: https://doi.org/10.1007/s10734-017-0178-1

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 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: https://doi.org/10.1080/09500782.2018.1475484

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (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: https://doi.org/10.1080/09540253.2016.1241380

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

Hofweber, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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: https://doi.org/10.6084/m9.figshare.5925100

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: https://doi.org/10.1017/S0142716417000194

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 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: https://doi.org/10.1111/gwao.12216

Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 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: https://doi.org/10.1016/j.jecp.2017.08.010

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, 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: https://doi.org/10.12968/eyed.2018.19.10.26

Keyes, C., Nolte, L. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (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: https://doi.org/10.1111/camh.12216

Lindsay, H., Kerawalla, C. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43 (12). pp. 2321-2335. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2017.1326025

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: https://doi.org/10.1111/jcal.12246

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2018) Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22 (2). pp. 3-7.

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, 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: https://doi.org/10.1093/applin/amw009

Vogt, C., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, 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: https://doi.org/10.31487/j.PDR.2018.02.002

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316, 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: https://doi.org/10.15761/CBHC.1000125

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2018) By chance or by plan?: The academic success of nontraditional students in higher education. AERA Open, 4 (2). 233285841878219. ISSN 2332-8584 doi: https://doi.org/10.1177/2332858418782195

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 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: https://doi.org/10.1080/0305764X.2017.1325443

Zysk, E., Shafran, R. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) The origins of mental contamination. Journal of Obsessive-Compulsive and Related Disorders, 17. pp. 3-8. ISSN 2211-3649 doi: https://doi.org/10.1016/j.jocrd.2017.08.007

Zysk, E., Shafran, R. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) A single-subject evaluation of the treatment of morphing fear. Cognitive and Behavioral Practice, 25 (1). pp. 168-181. ISSN 1077-7229 doi: https://doi.org/10.1016/j.cbpra.2017.03.003

Book or Report Section

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 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

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi: https://doi.org/10.1002/9781118784235.eelt0611

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.

Santos, D. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (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: https://doi.org/10.1017/9781316831922.016

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (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: https://doi.org/10.1016/B978-0-12-811427-8.00007-1

Report

Woore, R., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, 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.

Book

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, 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: https://doi.org/10.3390/books978-3-03897-265-5

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

Thesis

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: https://doi.org/10.48683/1926.00076011

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: https://doi.org/10.48683/1926.00079993

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: https://doi.org/10.48683/1926.00085358

Alarfaj, M. (2018) Autism in Saudi Arabia: perspectives of parents and educational professionals. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084077

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: https://doi.org/10.48683/1926.00083855

Alhammadi, M. (2018) Outstanding schools in Saudi Arabia: leadership practices, culture and professional development. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00077932

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: https://doi.org/10.48683/1926.00080631

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: https://doi.org/10.48683/1926.00085393

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: https://doi.org/10.48683/1926.00080304

Farleigh, A. (2018) Constructions of literature in GCSE English policy and their implications for teaching practice. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084744

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.

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

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.

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: https://doi.org/10.48683/1926.00084822

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.

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

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.

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: https://doi.org/10.48683/1926.00084952

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.

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

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