Article

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) "Balancing acts'': elementary school girls' negotiations of femininity, achievement, and science. Science Education, 96 (6). pp. 967-989. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.21031

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Science aspirations, capital, and family habitus: how families shape children's engagement and identification with science. American Educational Research Journal, 49 (5). pp. 881-908. ISSN 0002 8312 doi: https://doi.org/10.3102/0002831211433290

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2012) The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available. European Early Childhood Education Research Journal, 20 (3). pp. 403-421. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2012.704763

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2012) Turning points: the personal and professional circumstances that lead academics to become middle managers. Educational Management Administration and Leadership, 40 (2). pp. 272-284. ISSN 1741-1440 doi: https://doi.org/10.1177/1741143211427980

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Arthur, L. (2012) Researching from within: external and internal ethical engagement. International Journal of Research & Method in Education, 35 (2). pp. 171-180. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.670481

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and MacFadyen, T. (2012) 'What with your grades?': Students motivation for and experience of vocational courses in further education. Journal of Vocational Education and Training, 64 (1). pp. 87-101. ISSN 1747-5090 doi: https://doi.org/10.1080/13636820.2011.622447

Harries, D. and Tennant, G. (2012) Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study. Mathematics Teaching, 226. pp. 9-12. ISSN 0025-5785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Downey, C. (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S., Henley, A. and Norbury, H. (2012) Higher education engagement in leadership development: using autobiographical narrative to understand potential impact. Industry and Higher Education, 26 (6). pp. 461-472. ISSN 0950-4222

Kempe, A. (2012) Self, role and character: developing a professional identity as a drama teacher. Teacher Development, 16 (4). pp. 523-536. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2012.733131

Kempe, A. (2012) ‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228

Kempe, A. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: https://doi.org/10.1111/j.1467-9604.2012.01526.x

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J. (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2012) Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand. Journal of International and Comparative Education, 1 (2). pp. 71-89. ISSN 2289-2567

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: https://doi.org/10.1177/1367006911403213

Wardale, C. (2012) Raising a storm: a case study on The Tempest from drama workshops to Year 6 production. Journal for Drama in Education, 28 (1). pp. 35-45. ISSN 1476 - 9395

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2012) Body focused repetitive behaviours of drivers in traffic queues: a study of motivational operations. psycho.philica.com. 349. ISSN 1751-3030

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Identifying with science: a case study of two 13-year-old ‘high achieving working class’ British Asian girls. International Journal of Science Education, 34 (1). pp. 43-65. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2010.551671

Book or Report Section

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2012) Narrative and life history. In: Briggs, A., Coleman, M. and Morrison, M. (eds.) Research methods in educational leadership and management. 3rd edition. Sage, London, pp. 223-235. ISBN 9781446200438

Report

Henley, A., Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Norbury, H. and Sambrook, S., (2012) Leading small business in Wales: the LEAD Wales programme 2010-2012. inside.bangor. Project Report. Bangor University, Bangor University.

Book

Kempe, A. (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031

Thesis

Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991 (2012) An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching. PhD thesis, University of Cambridge.