Number of items: 20.
B
Bütün Ikwuegbu, Z. and Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2024)
Reflection and agency: the experiences of English Language Teachers in Türkiye.
Reflective Practice.
ISSN 1470-1103
(In Press)
C
Cocks, N.
(2024)
Student-centred: education, freedom, and the idea of audience. 2nd edition.
Axis Series, 7.
Inkermen Press/Axis, pp225.
ISBN 9781803527109
(In Press)
Cousens, D. A. K.
(2024)
Academic, senior management and student perceptions and experiences of module evaluations at a UK university.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116808
G
Galloway, N., Sahan, K.
ORCID: https://orcid.org/0000-0003-4423-3108 and McKinley, J.
(2024)
English for specific purposes in surging English-medium instruction contexts.
Journal of English-Medium Instruction.
ISSN 2666-8890
doi: https://doi.org/10.1075/jemi.23011.gal
Gomersall, S. and Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831
(2024)
The impact of resilience acquisition on students transitioning to university during Covid-19: a follow up study with Myanmar students.
Asia Pacific Education Review.
ISSN 1876-407X
doi: https://doi.org/10.1007/s12564-024-09972-3
(In Press)
Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H.
(2024)
Literature and second language vocabulary learning: the role of text-type and teaching approach.
Modern Language Journal.
ISSN 1540-4781
doi: https://doi.org/10.1111/modl.12946
H
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M.
ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. and Copsey-Blake, M.
(2024)
‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum.
Sex Education.
ISSN 1472-0825
doi: https://doi.org/10.1080/14681811.2024.2361062
(In Press)
J
Jennings, B., Powell, D.
ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S.
ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H.
ORCID: https://orcid.org/0000-0003-4325-4628
(2024)
A corpus study of English language exam texts: vocabulary difficulty and the impact on students’ wider reading (or should students be reading more texts by dead white men?).
Journal of Adolescent and Adult Literacy.
(In Press)
Jones, K.
ORCID: https://orcid.org/0000-0001-5154-4583 and Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831
(2024)
Women academic’s experiences of maternity leave in the neoliberal university: unmasking governmentality.
Gender, Work & Organization, 31 (1).
pp. 92-114.
ISSN 0968-6673
doi: https://doi.org/10.1111/gwao.13059
K
Keshinro, K., Tissot, C.
ORCID: https://orcid.org/0000-0001-9835-0903 and Foley, C.
(2024)
Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success.
International Journal of Adolescence and Youth, 29 (1).
2371406.
ISSN 2164-4527
doi: https://doi.org/10.1080/02673843.2024.2371406
M
Mansouri, K., Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N.
ORCID: https://orcid.org/0000-0002-3710-9910
(2024)
An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria.
In: Wyatt, M. and Faez, F. (eds.)
Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning.
Routledge, New York.
doi: https://doi.org/10.4324/9781003379300 Pages
Morea, N.
ORCID: https://orcid.org/0000-0003-0623-3078 and Ghanbar, H.
(2024)
Q methodology in applied linguistics: a systematic research synthesis.
System, 120.
103194.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2023.103194
Muldoon, C.
(2024)
Blurring boundaries, shifting centres: interpreting narratives in storied lives of working class women.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116476
Muldoon, C. and Fuller, C.
ORCID: https://orcid.org/0000-0002-3816-5068
(2024)
Symbolic violence and the classroom.
In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.)
The Bloomsbury Handbook of Bourdieu and Educational Research.
Bloomsbury Publishing.
ISBN 9781350349162
(In Press)
S
Smith, J., Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K.
(2024)
History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland.
Journal of Education Policy.
ISSN 1464-5106
doi: https://doi.org/10.1080/02680939.2024.2357614
V
Vincent, L.
(2024)
Walking into the unknown: an exploration into the professional identity development of UK dance academics.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116090
W
Wong, B.
ORCID: https://orcid.org/0000-0002-7310-6418
(2024)
Exploring the spatial belonging of students in higher education.
Studies in Higher Education, 49 (3).
pp. 546-558.
ISSN 1470-174X
doi: https://doi.org/10.1080/03075079.2023.2243285
Wong, B.
ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J., Copsey-Blake, M. and Kemp, P.
(2024)
Is being clever enough? Young people’s construction of the ideal student in computer science education.
Educational Review.
ISSN 1465-3397
(In Press)
Z
Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S.
(2024)
Multimedia enhanced vocabulary learning: the role of input condition and learner-related factors.
System, 122.
103275.
ISSN 1879-3282
doi: https://doi.org/10.1016/j.system.2024.103275
Zoabi, K. and Fuller, C.
ORCID: https://orcid.org/0000-0002-3816-5068
(2024)
Reflexivity and the change in women’s status: the
case of Arab Bedouin women in Israel.
Cogent Social Science, 10 (1).
2294561.
ISSN 2331-1886
doi: https://doi.org/10.1080/23311886.2023.2294561
This list was generated on Tue Jul 16 10:37:10 2024 UTC.