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Items where Division is "Institute of Education" and Year is 2019

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Number of items: 53.


Alyami, R. and Floyd, A. (2019) Female school leaders’ perceptions and experiences of decentralisation and distributed leadership in the Tatweer system in Saudi Arabia. Education Sciences, 9 (1). 25. ISSN 2227-7102 doi:

Baxter, J. and Floyd, A. (2019) Strategic narrative in multi-academy trusts in England: principal drivers for expansion. British Educational Research Journal, 45 (5). pp. 1050-1071. ISSN 1469-3518 doi:

Courtney, L. and Graham, S. (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners, 1 (2). pp. 161-186. ISSN 2589-207X doi:

Du, X. and Wong, B. (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41 (15). pp. 2136-2155. ISSN 0950-0693 doi:

Floyd, A. ORCID: (2019) Investigating the PDR process in a UK university: continuing professional development or performativity? Professional Development in Education (formerly Journal of In-service Education). ISSN 1941-5257 doi:

Floyd, A. and Preston, D. (2019) Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41 (4). pp. 430-443. ISSN 1469-9508 doi:

Flynn, N. (2019) Facilitating evidence-informed practice. Teacher Development, 23 (1). pp. 64-82. ISSN 1747-5120 doi:

Flynn, N. (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi:

Harris, R. and Bilton, H. (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:

Harris, R. and Graham, S. (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:

Harris, R. 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:

Hawkes, R., Marsden, E., Avery, N., Kasprowicz, R. ORCID: and Woore, R. (2019) Making language learning make sense at the National Centre for Excellence for Language Pedagogy. Languages, Society and Policy. ISSN 2515-3854 doi:

Hong, Y. and Fuller, C. (2019) Alone and ‘left behind’: a case study of ‘left-behind children’ in rural China. Cogent Education, 6 (1). 1654236. ISSN 2331-186X doi:

Kambouri-Danos, M., Ravanis, K., Jameau, A. and Boilevin, J.-M. (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi:

Kambouri-Danos, M. and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi:

Kasprowicz, R. E., Marsden, E. and Sephton, N. (2019) Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. Modern Language Journal, 103 (3). pp. 580-606. ISSN 1540-4781 doi:

Kemp, P. E. J., Wong, B. and Berry, M. G. (2019) Female performance and participation in computer science: a national picture. ACM Transactions on Computing Education, 20 (1). 4. doi:

Lindsay, H. and Floyd, A. (2019) Experiences of using the researching professional development framework. Studies in Graduate and Postdoctoral Education, 10 (1). pp. 54-68. ISSN 2398-4686 doi:

Majid, N. and Bobik-Dawes, R. (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics, 23 (3). pp. 23-25. ISSN 1465-0495

Mitchell Viesca, K., Strom, K., Hammer, S., Masterson, J., Hammer Linzell, C., Mitchell-McCollough, J. and Flynn, N. (2019) Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43 (1). pp. 304-335. ISSN 0091-732X doi:

Papastefanou, T., Powell, D. and Marinis, T. (2019) Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language. Frontiers in Communication, 4. 65. ISSN 2297-900X doi:

Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi:

Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. (2019) Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 38 (2). pp. 157-175. ISSN 0332-3315 doi:

Roberts, R. (2019) English - the torch of life: reflections on the Newbolt Report from an ITE perspective. English in Education, 53 (3). pp. 211-222. ISSN 0425-0494 doi:

Webster, R. ORCID: 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:

Wong, B. and Chiu, Y.-L. T. (2019) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review, 71 (2). pp. 218-233. ISSN 1465-3397 doi:

Wong, B. and Chiu, Y.-L. T. (2019) ‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students. British Journal of Sociology of Education, 40 (7). pp. 868-882. ISSN 0142-5692 doi:

Book or Report Section

Graham, S. J. and Zhang, P. (2019) Vocabulary and listening: current research, tools and practices. In: Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Routledge.

Shafran, R., Zysk, E. and Williams, T. (2019) CBT for a fear of morphing: a case illustration. In: Dimidjian, S. (ed.) Evidence-­Based Practice in Action. Guilford Press, New York, pp. 244-256. ISBN 9781462539765

Stainthorp, R. (2019) Spelling: from words in the head to words on the page. In: Murphy, J. (ed.) The Research ED Guide to Literacy. John Catt Educational Ltd, Woodbridge, pp. 77-92. ISBN 9781912906420

Taggart, G. (2019) Cultivating ethical dispositions in early childhood practice for an ethic of care: a contemplative approach. In: Langton, R. (ed.) Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury, New York. ISBN 9781350067486

Trakulphadetkrai, N. V., Aerila, J.-A. and Yrjänäinen, S. (2019) Bringing mathematics alive through stories. In: Kerry-Moran, K. J. and Aerila, J.-A. (eds.) Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Educating the Young Child (16). Springer, pp. 199-225. ISBN 9783030192655 doi:


Floyd, A. and Mhlanga, T., (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading.


Fuller, C. and Lloyd, V. (2019) Martial arts and well-being: connecting communities and promoting health. Routledge, pp116. ISBN 9781138213555


Al-Siyabi, M. (2019) Mobile learning in Oman: a case study of two 'cycle 2' (grades 5-10) private schools. PhD thesis, University of Reading. doi:

Alenezi, K. (2019) Leadership development of managers working in the Ministry of Education and educational districts in Kuwait. PhD thesis, University of Reading.

Almalki, H. (2019) School leaders’ experiences and perceptions of school reform in KSA: autonomy, accountability and decision making. PhD thesis, University of Reading. doi:

Alshaikhi, M. A. (2019) Investigating Saudi English language teachers' use and perceptions of the interactive whiteboard for teaching vocabulary in English as a foreign language in Saudi primary schools. PhD thesis, University of Reading. doi:

Ashikuti, S. (2019) Implementing Namibia’s language policy: a case study of classroom practices and language beliefs in rural and urban Namibian schools. PhD thesis, University of Reading. doi:

Chu, F.-I. (2019) English learning motivation in a Taiwanese university context: a study of its dynamic nature from socio-dynamic perspectives. PhD thesis, University of Reading. doi:

Hazir, O. (2019) Implementing school based teacher training: the case study of departments of education for intellectually disabled students in Turkey. PhD thesis, University of Reading. doi:

Hood, S. (2019) I believe I can write: exploring the impact of writing workshops on self-efficacy beliefs of Foundation degree students. EdD thesis, University of Reading. doi:

Kanuga, I. (2019) Student perspectives on the relationship between assessment methods and retention of learning in higher education. EdD thesis, University of Reading. doi:

Mvalo, S. (2019) Developing computer networks students’ computational thinking: the case for the use of simulation software. EdD thesis, University of Reading. doi:

Patterson-Igwe, L. (2019) Accountability: a case study of the Jamaican and English education systems. PhD thesis, University of Reading. doi:

Pawson, M. (2019) Perceptions on the effectiveness of teacher appraisal: a case study of two-state funded academies. EdD thesis, University of Reading. doi:

Roberts, R. (2019) Critical conversations: the role of evaluative language in mentor meetings in initial teacher training. PhD thesis, University of Reading. doi:

Rutherford, S. M. (2019) ‘Flying the nest’: an analysis of the development of self-regulated learning during the transition to Higher Education. EdD thesis, University of Reading.

Sae Kang, H. (2019) Exploring the role of the learning support assistant: a case study of an English special school. EdD thesis, University of Reading. doi:

Samuel, R. (2019) Teacher values and value construction among low income female teachers in Bangalore, India: implications for reflective practice in teacher education in India. EdD thesis, University of Reading. doi:

Stoten, D. W. (2019) A critical review of a sample of publications submitted for the award of PhD by published works. PhD thesis, University of Reading. doi:

Wang, Y. (2019) Individual differences in listening comprehension among adult Chinese learners of English. PhD thesis, University of Reading. doi:

Yahya, M. Y. (2019) Improving speaking performance and L2 motivation through task-based language teaching on Malaysian undergraduate students. PhD thesis, University of Reading. doi:

This list was generated on Fri Jan 28 00:13:34 2022 UTC.

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