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Items where Division is "Institute of Education" and Year is 2021

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Number of items: 45.

Bukhari, R. S. Y. (2021) A Qualitative Investigation of the Life Stories of Sixteen Saudi Arabian People who Stutter (PWS). PhD thesis, University of Reading. doi:

Burgos Solans, D. (2021) Open science and open innovation. A new paradigm to achieve (STEAM) competences. PhD thesis, University of Reading. doi:

Burn, K. and Harris, R. ORCID:, (2021) Historical Association survey of history in secondary schools in England 2021. Historical Association Secondary Survey 2021. Report. Historical Association pp46.

Butun, Z. (2021) ELT Teachers` Professional Learning in Turkey. PhD thesis, University of Reading. doi:

Chiu, Y. L. T., Wong, B. ORCID: and Charalambous, M. (2021) ‘It’s for others to judge’: what influences students’ construction of the ideal student? Journal of Further and Higher Education, 45 (10). pp. 1424-1437. ISSN 0309-877X doi:

Cockayne, M. (2021) Wolves and whales: A study of school-based mentoring using metaphor to analyse the professional lived experiences and identities of teachers who are schoolbased mentors in primary schools. EdD thesis, University of Reading. doi:

Cooper, T. (T.) and Majid, N. (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics, 25 (2). pp. 2-5. ISSN 1465-0495

Copsey-Blake, M., Hamer, J., Kemp, P. and Wong, B. ORCID: (2021) Should we be concerned about who is studying computing in schools? Understanding computing education, Theme: Equity, diversity and inclusion in computing education, 2. pp. 31-39. ISSN 2514-586X (Raspberry Pi Foundation Research Seminars)

Floyd, A. ORCID: (2021) Departmental leadership in a post pandemic world: taking collective responsibility for our future success. In: Connolly, T. M. and Farrier, S. (eds.) Leadership and Management Strategies for Creating Agile Universities. IGI Global, Pennsylvania, pp. 16-28. ISBN 9781799882138 doi:

Flynn, N. ORCID:, Powell, D. ORCID:, Stainthorp, R. and Stuart, M. (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi:

Graham, S. J. ORCID: and Zhang, P. A. ORCID: (2021) Vocabulary and listening: current research, tools and practices. In: Clenton, J. and Booth, P. (eds.) Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Routledge. ISBN 9780367503284 doi:

Harris, R. ORCID: (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:

Harris, R. ORCID: (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:

Harris, R. ORCID: (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

Harris, R. ORCID:, 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:

Jewitt, K., Baxter, J. and Floyd, A. ORCID: (2021) Strategic management of online education in English secondary schools during Covid 19 and beyond. In: 13th International Conference on Education and New Learning Technologies, 5-6 Jul 2021, Online, pp. 765-772. doi: (ISBN: 9788409312672 ISSN: 2340-1117)

Joseph, H. ORCID:, Wonnacott, E. and Nation, K. (2021) Online inference making and comprehension monitoring in children during reading: evidence from eye movements. Quarterly Journal of Experimental Psychology, 74 (7). pp. 1202-1224. ISSN 1747-0226 doi:

Kamaşak, R. ORCID:, Sahan, K. ORCID: and Rose, H. ORCID: (2021) Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49. 100945. ISSN 1475-1585 doi:

Livy, S., Muir, T., Trakulphadetkrai, N. V. ORCID: and Larkin, K. (2021) Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education. ISSN 1386-4416 doi:

Lloyd, K. (2021) The Pioneers of the Hybridised World of Vocational Education and GCSE retake. EdD thesis, University of Reading. doi:

Lyden, T. (2021) Career Mentoring in Higher Education: Exploring Mentoring and Employability Gains Across Different Social Groups. PhD thesis, University of Reading. doi:

Lynch, C. (2021) Career Journeys: Leadership, Identity and Gendered Careers of Female Primary School Leaders. EdD thesis, University of Reading. doi:

Macaro, E. ORCID:, Sahan, K. ORCID: and Rose, H. ORCID: (2021) The profiles of English medium instruction teachers in higher education. International Journal of Applied Linguistics, 31 (3). pp. 458-474. ISSN 1473-4192 doi:

Majid, N. (2021) The Arts and Mathematics. In: Ogier, S. and Tutchell, S. ORCID: (eds.) Teaching the Arts in the Primary Curriculum. Sage, pp. 134-143. ISBN 9781529742480

Majid, N. (2021) The developing professional identity of Primary Mathematics Specialist Teachers [PMaSTs]; how primary teachers’ biographical processes and experiences shape their new professional identities and career trajectories. EdD thesis, University of Reading. doi:

Martin, C. (2021) Hidden voices: the influence of the inclusion of visually impaired pupils on the teaching and learning of others. EdD thesis, University of Reading. doi:

Matterface, J. (2021) An action research project to promote a 21st-century adult learning environment in a Phase 1 military training unit. EdD thesis, University of Reading. doi:

Moyse, R. (2021) Missing: the autistic girls absent from mainstream secondary schools. PhD thesis, University of Reading. doi:

Owaidah, A. A. (2021) Autonomous learning in Saudi writing classroom: teachers’ and students’ beliefs, attitudes, and practices. EdD thesis, University of Reading. doi:

Papastefanou, T., Marinis, T. and Powell, D. ORCID: (2021) Development of reading comprehension in bilingual and monolingual children—effects of language exposure. Languages, 6 (4). 166. ISSN 2226-471X doi:

Porter, J. ORCID:, McDermott, T., Daniels, H. and Ingram, J. (2021) Feeling part of the school and feeling safe: further development of a tool for investigating school belonging. Educational Studies. pp. 1-17. ISSN 1465-3400 doi:

Powell, D. ORCID: and Atkinson, L. (2021) Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113 (4). pp. 706-718. ISSN 0022-0663 doi:

Qhadi, S. and Floyd, A. ORCID: (2021) Female English language teachers' perceptions and experiences of continuing professional development in Qatar. Education Sciences, 11 (4). 160. ISSN 2227-7102 doi:

Rogers, S. (2021) Narratives of Asian women migrant teachers in Dubai: exploring the challenges of teaching in a contrasting pedagogical and cultural context. EdD thesis, University of Reading. doi:

Sahan, K. ORCID: (2021) Implementing English-medium instruction: comparing policy to practice at a Turkish university. Australian Review of Applied Linguistics, 44 (2). pp. 129-153. ISSN 0155-0640 doi:

Sahan, K. ORCID: and Şahan, Ö. ORCID: (2021) Investigating student and alumni perspectives on language learning and career prospects through English medium instruction. Teaching in Higher Education. pp. 1-22. ISSN 1356-2517 doi:

Sahan, K. ORCID:, Rose, H. ORCID: and Macaro, E. ORCID: (2021) Models of EMI pedagogies: at the interface of language use and interaction. System, 101. 102616. ISSN 0346-251X doi:

Sookman, D., Phillips, K. A., Anholt, G. E., Bhar, S., Bream, V., Challacombe, F. L., Coughtrey, A., Craske, M. G., Foa, E., Gagne, J.-P., Huppert, J. D., Jacobi, D., Lovell, K., McLean, C. P., Neziroglu, F., Pedley, R., Perrin, S., Pinto, A., Pollard, C. A., Radomsky, A., Riemann, B., Shafran, R., Simos, G., Sochting, I., Summerfeldt, L. J., Szymanski, J., Treanor, M., van Noppen, B., van Oppen, P., Whittal, M., Williams, M. T., Williams, T. ORCID:, Yadin, E. and Veale, D. (2021) Knowledge and competency standards for specialized cognitive behavior therapy for adult obsessive-compulsive disorder: phase two series by the International Accreditation Task Force of The Canadian Institute for Obsessive Compulsive Disorders (CIOCD, Psychiatry Research, 303. 113752. ISSN 0165-1781 doi:

Stainthorp, R. (2021) How psychology helps us to understand word reading. Education 3-13, 49 (1). pp. 29-40. ISSN 0300-4279 doi:

Wall, A. (2021) The New Junior Cycle: exploring students’ perceptions and experiences of learning under educational reform using Freire’s analytical framework from a student/teacher perspective. PhD thesis, University of Reading. doi:

Wong, B. ORCID: and Chiu, Y.-L. T. (2021) Exploring the concept of 'ideal' university student. Studies in Higher Education, 46 (3). pp. 497-508. ISSN 0307-5079 doi:

Wong, B. ORCID: and Chiu, Y.-L. T. (2021) The ideal student: deconstructing expectations in Higher Education. Open University Press, London, pp192. ISBN 9780335249251

Wong, B. ORCID:, Copsey-Blake, M. and ElMorally, R., (2021) The student experiences in STEM report. Report. University of Reading pp45.

Wong, B. ORCID:, ElMorally, R. and Copsey-Blake, M. (2021) ‘Fair and square’: what do students think about the ethnicity degree awarding gap? Journal of Further and Higher Education, 45 (8). pp. 1147-1161. ISSN 0309-877X doi:

Wong, B. ORCID:, Elmorally, R., Copsey-Blake, M., Highwood, E. and Singarayer, J. (2021) Is race still relevant? Student perceptions and experiences of racism in higher education. The Cambridge Journal of Education, 51 (3). pp. 359-375. ISSN 1469-3577 doi:

This list was generated on Wed Jul 17 19:20:04 2024 UTC.

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