Number of items: 22.
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
This list was generated on Wed Feb 1 21:37:20 2023 UTC.