Abbou, Fatima Zahra (2022) The identities and lived/career experiences of Algerian female academics at universities: a feminist postcolonial perspective. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110980

Bury, James (2022) Developing and enhancing communicative competence among foreign language learners in Japan. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110391

Dwek, Ilan Gabriel (2022) How do educational experiences and deaf identity relate to employment success? PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114118

El Morally, Reham, Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, Meggie (2022) Is science, technology, engineering and mathematics in higher education sexist and racist? all surface, no substance. Equity in Education & Society, 1 (2). pp. 216-236. ISSN 2752-6461 doi: https://doi.org/10.1177/27526461221105591

Fajardo, Inmaculada and Joseph, Holly (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-022-05648-2

Fuller, Carol and Akhtar, Zahra, (2022) 'Enriching lives’: supporting women out of the criminal justice system. Report. University of Reading

Furneaux, Clare (2022) Materials for developing writing skills. In: Norton, Julie and Buchanan, Heather (eds.) The Routledge Handbook of Materials Development for Language Teaching. Routledge Handbooks in Applied Linguistics. Routledge, London, pp. 244-260, 560 pages. ISBN 9781003262473 doi: https://doi.org/10.4324/b22783-21

Gomersall, Steve and Floyd, Alan ORCID: https://orcid.org/0000-0002-2008-7831 (2022) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review. ISSN 1598-1037 doi: https://doi.org/10.1007/s12564-022-09781-6

Graham, Suzanne (2022) Aptitude or motivation: which is the better predictor of successful language learning? In: Macaro, Ernesto and Woore, Robert (eds.) Debates in Second Language Education. Routledge, Abingdon, pp. 106-121. ISBN 9780367442132 doi: https://doi.org/10.4324/9781003008361

Graham, Suzanne (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal, 50 (2). pp. 186-207. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2045679

Gómez-Merino, Nadina, Fajardo Bravo, Inmaculada, Ferrer Manchón, Antonio M. and Joseph, Holly (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of the Deaf, 167 (3). pp. 313-333. ISSN 1543-0375 doi: https://doi.org/10.1353/aad.2022.0030

Harris, Richard ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, Ann and Fuller, Georgina (2022) ‘I just want to feel like I’m part of everyone else.’ How schools unintentionally contribute to the isolation of students who identify as LGBT+. The Cambridge Journal of Education, 52 (2). pp. 155-173. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2021.1965091

Hickman, Deborah (2022) A grounded theory study of secondary pupils’ and teachers’ perceptions and conceptualisations of reading and reader identity, and the influence of policy and place. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113229

Hoskins, Kate and Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418 (2022) Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education. Widening Participation and Lifelong Learning, 24 (1). pp. 114-138. ISSN 1466-6529 doi: https://doi.org/10.5456/WPLL.24.1.114

Jeffreys, Peter (2022) To what extent can social media influence parental engagement in a primary school? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113036

Joseph, Holly and Powell, Daisy (2022) Does a specialist typeface affect how fluently children with and without dyslexia process letters, words and passages? Dyslexia, 28 (4). pp. 448-470. ISSN 1099-0909 doi: https://doi.org/10.1002/dys.1727

Kambouri, Maria ORCID: https://orcid.org/0000-0001-5591-9418, Wilson, Teresa, Pieridou, Myria, Quinn, Suzanne Flannery and Liu, Jie (2022) Making partnerships work: proposing a model to support parent‑practitioner partnerships in the early years. Early Childhood Education Journal, 50. pp. 639-661. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-021-01181-6

Kasprowicz, Rowena ORCID: https://orcid.org/0000-0001-9248-6834, Roehr-Brackin, Karen and Macrory, Gee (2022) Metalinguistic awareness in early foreign language learning. In: McManus, Kevin and Schmidt, Monika (eds.) How Special are Early Birds? Foreign Language Teaching and Learning. EuroSLA Studies. Language Science Press. (In Press)

Kent, Mark and Tissot, Cathy ORCID: https://orcid.org/0000-0001-9835-0903 (2022) Mark’s story. In: Khosrow-Pour, M. (ed.) Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, pp. 1609-1625. ISBN 9781668435427 doi: https://doi.org/10.4018/978-1-6684-3542-7.ch084

Lanvers, Ursula and Graham, Suzanne (2022) Can we design language education policy and curricula for a motivated learner? Self Determination Theory and the UK language crisis. Language Learning Journal, 50 (2). pp. 223-237. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046353

Majid, Nasreen, Reed Johnson, Jo Anna, Marston, Sarah and Happle, Andrew, (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading

McCullagh, Clare (2022) A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108722

Mitchell Viesca, Kara, Teemant, Annela, Alisaari, Jenni, Enser-Kananen, Johanna, Flynn, Naomi, Hammer, Svenja, Perumal, Ratha and Routarinne, Sara (2022) Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries. Teaching and Teacher Education, 113. 103649. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2022.103649

Porter, Alison and Graham, Suzanne (2022) Research in primary languages: contribution to teacher professional development. In: McManus, Kevin and Schmid, Monika S. (eds.) How special are early birds? Foreign language teaching and learning. EuroSLA studies (6). Language Science Press, Berlin, pp. 57-88. ISBN 9783985540471

Porter, Alison, Graham, Suzanne, Myles, Florence and Holmes, Bernardette (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50 (2). pp. 208-217. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046358

Porter, Jill (2022) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education, 69 (6). pp. 2059-2073. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952

Porter, Jill (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685

Powell, Daisy, Busby, Amanda, Wellsted, David, Cooper, Peter and Murray, Lynne, (2022) Report: Extension of the impact of Early years Provision in Children’s Centres (EPICC) trial on child cognitive and socio-emotional development. Report. Nuffield Foundation

Purser, Laura (2022) What do we need to teach new teachers about child mental health? The Buckingham Journal of Education, 3 (1). pp. 47-77. ISSN 2633-4909 doi: https://doi.org/10.5750/tbje.v3i1.2059

Reed Johnson, Jo Anna ORCID: https://orcid.org/0000-0002-0247-4555, Bradley, Gaynor, Foulkes, Caroline and Happle, Andrew (2022) Place based learning in skills in schools and science teacher education programmes: student perspectives to moving learning online due to Covid-19. In: AMPS Proceedings Series 23 Online Education: Teaching in a Time of Change, 21-23 Apr 2021, Online, pp. 146-155. (ISSN 2398-9467.)

Roberts, Rachel (2022) A critical overview of ITE in England. In: Goodwyn, Andrew, Manuel, Jacqueline, Roberts, Rachel, Scherff, Lisa, Sawyer, Wayne, Durrant, Cal and Zancanella, Don (eds.) International Perspectives on English Teacher Development. Routledge, Abingdon, Oxon, pp. 79-92. ISBN 9781003168140 doi: https://doi.org/10.4324/9781003168140-9

Rose, Heath, Sahan, Kari ORCID: https://orcid.org/0000-0003-4423-3108 and Zhou, Sihan (2022) Global English medium instruction: perspectives at the crossroads of Global Englishes and EMI. Asian Englishes Journal, 24 (2). pp. 160-172. ISSN 1348-8678 doi: https://doi.org/10.1080/13488678.2022.2056794

Sahan, Kari ORCID: https://orcid.org/0000-0003-4423-3108, Galloway, Nicola and McKinley, Jim ORCID: https://orcid.org/0000-0002-9949-8368 (2022) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research. 136216882110726. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688211072632

Scheffer, Johann Heinrich (2022) What are the experiences and perceptions of leadership education and development for clinical leaders in the Emergency Department (ED) of an English NHS Acute Trust? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00111962

Trakulphadetkrai, Natthapoj Vincent ORCID: https://orcid.org/0000-0002-0706-7991 (2022) Mathematical epistemic beliefs: through the gender lens. Frontiers in Education, 7. 832462. ISSN 2504-284X doi: https://doi.org/10.3389/feduc.2022.832462

Treffers-Daller, Jeanine ORCID: https://orcid.org/0000-0002-6575-6736, Majid, Sheikha, Yap, Ngee Thai and Flynn, Naomi (2022) Explaining the diversity in Malay-English code-switching patterns: the contribution of typological similarity and bilingual optimization strategies. Languages, 7 (4). 299. ISSN 2226-471X doi: https://doi.org/10.3390/languages7040299

Tutchell, Suzy and Sharp, Stephanie (2022) Gendered identity: reminders of equality through art and fiction. Frontiers in Education, 7. 983760. ISSN 2504-284X doi: https://doi.org/10.3389/feduc.2022.983760

Wagstaffe, James Patrick (2022) How native-Chinese speakers establish discourse-level mental representations of English-language academic texts: A mixed method study. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113038

Wilson-Daily, Ann E., Harris, Richard ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, Gemma and Sabido-Codina, Judit (2022) Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals. Sustainability, 14 (23). 16213. ISSN 2071-1050 doi: https://doi.org/10.3390/su142316213

Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, Meggie (2022) Pragmatic, persistent and precarious: the pathways of three minority ethnic women in STEM higher education. International Journal of Science and Mathematics Education. ISSN 1573-1774 doi: https://doi.org/10.1007/s10763-022-10337-8

Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418 and Hoskins, Kate (2022) Ready, set, work? career preparations of final-year non-traditional university students. Higher Education Pedagogies, 7 (1). pp. 88-106. ISSN 2375-2696 doi: https://doi.org/10.1080/23752696.2022.2100446

Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y. L. Tiffany, Copsey-Blake, Meggie and Nikolopoulou, Myrto (2022) A mapping of graduate attributes: what can we expect from UK university students? Higher Education Research & Development, 41 (4). pp. 1340-1355. ISSN 1469-8366 doi: https://doi.org/10.1080/07294360.2021.1882405

Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Yuan-Li Tiffany, Murray, Órla Meadhbh and Horsburgh, Jo (2022) End of the road? The career intentions of underrepresented STEM students in higher education. International Journal of STEM Education, 9 (1). 51. ISSN 2196-7822 doi: https://doi.org/10.1186/s40594-022-00366-8

Wong, Billy ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, Megan and El Morally, Reham (2022) Silent or silenced? minority ethnic students and the battle against racism. The Cambridge Journal of Education, 52 (5). pp. 651-666. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2047889

Wright, Clare ORCID: https://orcid.org/0000-0003-3962-7903, Tsakalaki, Anna and Lin, Mei (2022) “Now I hear what you say” - how short EAP courses can foster successful academic interactional strategies. Journal of English for Academic Purposes, 55. 101074. ISSN 14751585 doi: https://doi.org/10.1016/j.jeap.2021.101074

Yang, Der Ching, Sianturi, Iwan Andi Jonri, Chen, Chia Huang, Su, Yi-Wen and Trakulphadetkrai, Natthapoj Vincent ORCID: https://orcid.org/0000-0002-0706-7991 (2022) Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics, 110. pp. 125-148. ISSN 0013-1954 doi: https://doi.org/10.1007/s10649-021-10115-3

Zhang, Pengchong ORCID: https://orcid.org/0000-0002-2136-4984 (2022) How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge. Language Teaching Research. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688221140521

Zhang, Pengchong and Graham, Suzanne (2022) Vocabulary learning through listening: which words are easier or more difficult to learn and why? In: Clenton, Jon and Paul, Booth (eds.) Vocabulary and the four skills. Routledge. ISBN 9780367503284 doi: https://doi.org/10.4324/9780429285400

Zhao, Jiayi (2022) Mid-career academic women in higher education in China: barriers and strategies. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00111478