Alghahtani, G. A. (2023) Conceptual metaphor teaching: its effects on reading comprehension and metaphor learning and retention. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114384

Alghamdi, S. (2023) An examination of the impact of colour response cards on teacher-pupil classroom interaction in girls’ primary schools in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112569

Alhelfawi, S. H. (2023) Reading and reading-related skills in Arabic-English bilingual speakers in the UK and Saudi Arabia for typical children and children with reading difficulties. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112468

Almutairi, E. A. A. (2023) Perception of pre-service teachers and lecturers of using social media as Digital Personalised Learning Environments to enhance student-centre and self- directed learning in a Kuwaiti higher education institution: a mixed-method Investigation. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112782

Almuwaiziri, F., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial. British Journal of Special Education, 50 (2). pp. 314-324. ISSN 1467-8578 doi: https://doi.org/10.1111/1467-8578.12466

Alotaibi, E. M. (2023) Rural education in Saudi Arabia: secondary school leaders’ and teachers’ experiences and perceptions. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113033

Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Crisis leadership in English secondary schools: its effects on school leaders’ long-term visions of education. In: Outhwaite, D. and Simon, C. A. (eds.) Leadership and Management for Education Studies. The Routledge Education Studies Series. Routledge. ISBN 9781032343020 doi: https://doi.org/10.4324/9781003321439-9

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K. (2023) Pandemic, a catalyst for change: strategic planning for digital education in English secondary schools, before during and post covid. British Educational Research Journal, 49 (2). pp. 329-351. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3845

Berkley, R., (2023) Musicianship for key stage 1 teachers. Teaching generalist primary teachers to teach classroom music. Learning for all: BERA Small Grants Fund research reports. Project Report. British Education Research Association, London. pp13.

Bilton, M. (2023) Attrition of mid-career teachers in a neoliberal world – why are experienced teachers leaving the profession? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112785

Bracewell, S. (2023) The rhetoric of the prospectus image. Deconstructing schools’ visual promotional material in an age of neoliberal inequality. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113198

Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X. (2023) Supports and constraints to middle leadership development in higher education: a Q-methodology study. Educational Management Administration and Leadership. ISSN 1741-1440 doi: https://doi.org/10.1177/17411432231174092

Croll, P. (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies, 71 (5). pp. 537-547. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2023.2231523

Daffu, B. K. (2023) Experiences and perceptions of academic managers in a private higher education institution in England. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114665

Di Pede, G. (2023) How students learn to lead: insights into the lived experiences of undergraduate business students during their placement year. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00118937

Falshaw, E. R. (2023) One-to-one Chromebook technology and student engagement in the independent secondary school classroom: a case study. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112904

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Developing leadership in higher education. In: Woods, P., Roberts, A., Tian, M. and Youngs, H. (eds.) Handbook of Leadership in Education. Elgar Handbooks in Education. Elgar. ISBN 9781800880412

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Baxter, J., Morales, A. and Bari, R. ORCID: https://orcid.org/0000-0002-6341-6578 (2023) Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England. Educational Management Administration & Leadership. ISSN 1741-1440 doi: https://doi.org/10.1177/17411432231191171

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H., (2023) The Thames Valley Chamber of Commerce LSIPs employer engagement research. Project Report. University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Qadhi, S. M., Al-Thani, H., Chaaban, Y. and Du, X. (2023) An integrated systems model for understanding experiences of academic leadership development in Qatar. Journal of Higher Education Policy and Management, 45 (6). pp. 690-705. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080X.2023.2225148

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R. (2023) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly. ISSN 1545-7249 doi: https://doi.org/10.1002/tesq.3224

Gilson, T. (2023) Founder and successor CEOs’ perceptions and experiences of leadership development and succession in Multi Academy Trusts. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114365

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review, 24 (3). pp. 447-459. ISSN 1598-1037 doi: https://doi.org/10.1007/s12564-022-09781-6

Hamer, J. M.M., Kemp, P. E.J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Who wants to be a computer scientist? The computing aspirations of students in English secondary schools. International Journal of Science Education, Part B: Communication and Public Engagement, 45 (12). pp. 990-1007. ISSN 2154-8463 doi: https://doi.org/10.1080/09500693.2023.2179379

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. E., Kemmelmeier, M. and Copsey-Blake, M. (2023) ‘You’re just not real’: LGBTQ+ youth and the struggle for identity in school. Educational Review. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2023.2254514

Hazir, O. ORCID: https://orcid.org/0000-0001-6010-9364 and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2023) To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. ISSN 1469-591X doi: https://doi.org/10.1080/08856257.2023.2242028

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education, 53 (2). pp. 135-154. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2086216

Johnston, A. (2023) Evaluating the impact of a skills-based intervention on the readiness of generalist teachers in a special school to teach music. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114851

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2023) Precarity of post doctorate career breaks: does gender matter? Studies in Higher Education, 48 (10). pp. 1576-1594. ISSN 1470-174X doi: https://doi.org/10.1080/03075079.2023.2245849

Kamasak, R. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) Academic success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use. RELC journal. ISSN 1745-526X doi: https://doi.org/10.1177/00336882231167611

Kuzuca, L. E. (2023) Exploration of history teachers’ expertise in teaching historical thinking. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00115889

Langran, C. ORCID: https://orcid.org/0000-0001-5186-4528 (2023) “You have to look at the whole picture”: An exploration of influences on pharmacy student engagement and the use of digital data to monitor student engagement. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113455

Li, J., Wong, L., Rodrigues, C., Hulme, R. C., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kyle, F. E. and Taylor, J. S. H. (2023) Contextual diversity and anchoring: null effects on learning word forms and opposing effects on learning word meanings. Quarterly Journal of Experimental Psychology. ISSN 1747-0226 doi: https://doi.org/10.1177/17470218231218990

Majid, N. ORCID: https://orcid.org/0009-0004-5271-1194, Marston, S., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555 and Happle, A. (2023) Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: a framework for initial teacher education from England, UK. Sustainability, 15 (16). 12237. ISSN 2071-1050 doi: https://doi.org/10.3390/su151612237

McKinley, J., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S. and Rose, H. (2023) Researching EMI policy and practice multilingually: reflections from China and Turkey. Language and Education. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2023.2246954

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Fisher, L. ORCID: https://orcid.org/0000-0001-7916-9199 (2023) Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2023.2251499

Munjee, R. M. and MacPherson, S. (2023) Mindfulness and compassion in response to racism. Diaspora, Indigenous, and Minority Education. ISSN 1559-5706 doi: https://doi.org/10.1080/15595692.2023.2254873

Muqaibal, M. H., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom. Language Teaching Research. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688221146146

Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J. (2023) Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK. Sociology, 57 (4). pp. 749-766. ISSN 1469-8684 doi: https://doi.org/10.1177/00380385221117380

Nair, V. ORCID: https://orcid.org/0000-0001-6631-0587, Khamis, R., Ali, S., Aveledo, F. ORCID: https://orcid.org/0000-0002-7736-1600, Biedermann, B., Blake, O., Rosa Brea, M., Cheng, L., Sheen Chiou, H., Cruz, D., Cushing, I., de Diego-Lázaro, B., Eads, A., El Amin, M., Fabiano-Smith, L., Morrison Fagbemi, A., Brown Gandhi, A., Saldívar García, E., Hackett, A., Henner, J., Hsieh, L., Huang, T., Hussain, F. N., Hyter, Y. D., Imperial Rowland, A., Ito, N., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kašćelan, D., Licata, G., Lin, C.-C., MacLeod, A. A.N., Malik, M., Robles Manalili, M. A., Matias, F. A., McMillen, S., Modayil, M., Mohamed, N., Mollaei, F. ORCID: https://orcid.org/0000-0003-2916-9750, Monda, D., Moya-Galé, G., Munson, B., Nkomo, C., Padia, L., Perez, C., Privette, C., Risueño, P., Rodgers, L., Rodríguez-Guerra, M., Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, D. B., Soto-Boykin, X., Tan, G., Sun, L., Wylie, K., Yu, B., Yu, V. and Zisk, A. H. (2023) Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022). Journal of Critical Study of Communication and Disability, 1 (1). pp. 105-112. doi: https://doi.org/10.48516/jcscd_2023vol1iss1.21

Norman, R. ORCID: https://orcid.org/0000-0002-4272-4352, Hulme, R. C. ORCID: https://orcid.org/0000-0002-9596-7729, Sarantopoulos, C., Chandran, V., Shen, H., Rodd, J. M., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Taylor, J. S. H. ORCID: https://orcid.org/0000-0002-1109-8539 (2023) Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts. Quarterly Journal of Experimental Psychology, 76 (7). pp. 1658-1671. ISSN 1747-0218 doi: https://doi.org/10.1177/17470218221126976

Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) The role identities of women middle management academic leaders in STEM higher education. European Journal of Engineering Education. ISSN 1469-5898 doi: https://doi.org/10.1080/03043797.2023.2263377

Rees, E. ORCID: https://orcid.org/0000-0002-4334-7894 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision? Early Child Development and Care. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2023.2247180

Rose, H. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) What ROAD-MAPPING adds to our understanding of English-medium educational policy research. In: Dafouz, E. and Smit, U. (eds.) Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework. Routledge, London, pp. 20-35. ISBN 9781032045757 doi: https://doi.org/10.4324/9781003193852-2

Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663, Macaro, E., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Aizawa, I., Zhou, S. and Wei, M. (2023) Defining English medium instruction: striving for comparative equivalence. Language Teaching, 56 (4). pp. 539-550. ISSN 0261-4448 doi: https://doi.org/10.1017/S0261444821000483

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Kamaşak, R. and Rose, H. (2023) The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System, 114. 103016. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2023.103016

Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M. (2023) School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies, 55 (2). pp. 153-170. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2023.2184212

Siddall, A., Williams, A. A., Sanders, J., Denton, J. A., Madden, D., Schollar, J. and Bryk, J. ORCID: https://orcid.org/0000-0002-2791-9709 (2023) Unigems: plasmids and parts to facilitate teaching on assembly, gene expression control and logic in E. coli. Access Microbiology, 5 (9). ISSN 2516-8290 doi: https://doi.org/10.1099/acmi.0.000596.v3

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2023) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. In: Brooks, G., Clenton, J. and Fraser, S. (eds.) EAL research for the classroom: Practical and pedagogical implications. Routledge, pp. 59-80. ISBN 9781032229539 doi: https://doi.org/10.4324/9781003274889-6

Virdi, S. L. (2023) What are practitioners' understanding and perceptions of extrinsic motivation, how is it used with children in the foundation stage and what are its perceived effects on their learning and well-being? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112990

WANG, C. (2023) A study of the motivation of adult learners who learn Chinese as a foreign language in the UK. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112916

Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 and Vogelzang, M. (2023) Children’s developing conversational and reading inference skills: a call for a collaborative approach. Language Development Research. ISSN 2771-7976 (In Press)

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2023) Student identity, aspiration and the exchange-value of physics. In: Holmegaard, H. T. and Archer, L. (eds.) Science Identities: Theory, method and research. Contributions from Science Education Research (12). Springer, Cham, pp. 95-110. ISBN 9783031176418 doi: https://doi.org/10.1007/978-3-031-17642-5_5

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Pragmatic, persistent and precarious: the pathways of three minority ethnic women in STEM higher education. International Journal of Science and Mathematics Education, 21 (7). pp. 2123-2142. ISSN 1573-1774 doi: https://doi.org/10.1007/s10763-022-10337-8

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2023) ‘Biology is easy, physics is hard’: student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education, 32 (1). pp. 118-139. ISSN 1747-5066 doi: https://doi.org/10.1080/09620214.2022.2122532

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, DeWitt, J. and Chiu, Y.-L. T. (2023) Mapping the eight dimensions of the ideal student in higher education. Educational Review, 75 (2). pp. 153-171. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2021.1909538

Zheng, Y., Gao, X. (A.), McKinley, J., Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H. T. M., Nguyen, H. T. T., Starfield, S., Hoang, T., Melo-Pfeirer, S. and Lin, A. M. Y. (2023) Researching multilingually to rethink EMI policy and practices. Language Teaching. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444823000381

Şahan, Ö. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguistics and Education, 75. 101149. ISSN 1873-1864 doi: https://doi.org/10.1016/j.linged.2023.101149