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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

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

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

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

Book or Report Section

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

Report

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

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