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Items where Division is "Institute of Education" and Year is 2022

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Number of items: 49.


El Morally, Reham, Wong, Billy ORCID logoORCID: 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:

Fajardo, Inmaculada and Joseph, Holly (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi:

Gomersall, Steve and Floyd, Alan ORCID logoORCID: (2022) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review. ISSN 1598-1037 doi:

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:

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:

Harris, Richard ORCID logoORCID:, 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:

Hoskins, Kate and Wong, Billy ORCID logoORCID: (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:

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:

Kambouri, Maria ORCID logoORCID:, 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:

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:

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:

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:

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:

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:

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:

Rose, Heath, Sahan, Kari ORCID logoORCID: 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:

Sahan, Kari ORCID logoORCID:, Galloway, Nicola and McKinley, Jim ORCID logoORCID: (2022) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research. 136216882110726. ISSN 1477-0954 doi:

Trakulphadetkrai, Natthapoj Vincent ORCID logoORCID: (2022) Mathematical epistemic beliefs: through the gender lens. Frontiers in Education, 7. 832462. ISSN 2504-284X doi:

Treffers-Daller, Jeanine ORCID logoORCID:, 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:

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

Wilson-Daily, Ann E., Harris, Richard ORCID logoORCID:, 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:

Wong, Billy ORCID logoORCID: 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:

Wong, Billy ORCID logoORCID: 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:

Wong, Billy ORCID logoORCID:, 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:

Wong, Billy ORCID logoORCID:, 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:

Wong, Billy ORCID logoORCID:, 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:

Wright, Clare ORCID logoORCID:, 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:

Yang, Der Ching, Sianturi, Iwan Andi Jonri, Chen, Chia Huang, Su, Yi-Wen and Trakulphadetkrai, Natthapoj Vincent ORCID logoORCID: (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:

Zhang, Pengchong ORCID logoORCID: (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:

Book or Report Section

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:

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:

Kasprowicz, Rowena ORCID logoORCID:, 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 logoORCID: (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:

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

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:

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:


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

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

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

Conference or Workshop Item

Reed Johnson, Jo Anna ORCID logoORCID:, 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.)


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:

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

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

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:

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

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:

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:

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:

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

This list was generated on Tue Nov 28 07:20:08 2023 UTC.

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