Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K. (2022) Pandemic, a catalyst for change: strategic planning for digital education in English secondary schools, before during and post covid. British Educational Research Journal. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3845

El Morally, R., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2022) Is science, technology, engineering and mathematics in higher education sexist and racist? all surface, no substance. Equity in Education & Society. doi: https://doi.org/10.1177/27526461221105591

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

Gomersall, S. and Floyd, A. 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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (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

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2022) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2086216

Hoskins, K. and Wong, B. 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

Majid, N., Reed Johnson, J. A., Marston, S. and Happle, A., (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading

Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J. (2022) Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK. Sociology. ISSN 1469-8684 doi: https://doi.org/10.1177/00380385221117380

Porter, J. (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, J. (2022) Evaluating performance on a bespoke maths game with children with Down Syndrome. Journal of Computer Assisted Learning. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685

Purser, L. (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

Roberts, R. (2022) A critical overview of ITE in England. In: Goodwyn, A., Manuel, J., Roberts, R., Scherff, L., Sawyer, W., Durrant, C. and Zancanella, D. (eds.) International Perspectives on English Teacher Development. Routledge, Abingdon, Oxon, pp. 79-92. ISBN 9781003168140 doi: https://doi.org/10.4324/9781003168140-9

Trakulphadetkrai, N. V. 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

Tutchell, S. and Sharp, S. (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

Wilson-Daily, A. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J. (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, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (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, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Hoskins, K. (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, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M. and Horsburgh, J. (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, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2022) ‘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. ISSN 1747-5066 doi: https://doi.org/10.1080/09620214.2022.2122532

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

Wright, C. ORCID: https://orcid.org/0000-0003-3962-7903, Tsakalaki, A. and Lin, M. (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