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Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Crisis leadership in English secondary schools: its effects on school leaders’ long-term visions of education. In: Outhwaite, D. and Simon, C. A. (eds.) Leadership and Management for Education Studies. The Routledge Education Studies Series. Routledge. ISBN 9781032343020 doi: https://doi.org/10.4324/9781003321439-9

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K. (2023) Pandemic, a catalyst for change: strategic planning for digital education in English secondary schools, before during and post covid. British Educational Research Journal, 49 (2). pp. 329-351. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3845

Berkley, R., (2023) Musicianship for key stage 1 teachers. Teaching generalist primary teachers to teach classroom music. Learning for all: BERA Small Grants Fund research reports. Project Report. British Education Research Association, London. pp13.

Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X. (2023) Supports and constraints to middle leadership development in higher education: a Q-methodology study. Educational Management Administration and Leadership. ISSN 1741-1440 doi: https://doi.org/10.1177/17411432231174092

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Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Developing leadership in higher education. In: Woods, P., Roberts, A., Tian, M. and Youngs, H. (eds.) Handbook of Leadership in Education. Elgar Handbooks in Education. Elgar. ISBN 9781800880412

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Baxter, J., Morales, A. and Bari, R. ORCID: https://orcid.org/0000-0002-6341-6578 (2023) Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England. Educational Management Administration & Leadership. ISSN 1741-1440 doi: https://doi.org/10.1177/17411432231191171

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H., (2023) The Thames Valley Chamber of Commerce LSIPs employer engagement research. Project Report. University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Qadhi, S. M., Al-Thani, H., Chaaban, Y. and Du, X. (2023) An integrated systems model for understanding experiences of academic leadership development in Qatar. Journal of Higher Education Policy and Management, 45 (6). pp. 690-705. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080X.2023.2225148

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review, 24 (3). pp. 447-459. ISSN 1598-1037 doi: https://doi.org/10.1007/s12564-022-09781-6

Hamer, J. M.M., Kemp, P. E.J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Who wants to be a computer scientist? The computing aspirations of students in English secondary schools. International Journal of Science Education, Part B: Communication and Public Engagement, 45 (12). pp. 990-1007. ISSN 2154-8463 doi: https://doi.org/10.1080/09500693.2023.2179379

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. E., Kemmelmeier, M. and Copsey-Blake, M. (2023) ‘You’re just not real’: LGBTQ+ youth and the struggle for identity in school. Educational Review. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2023.2254514

Hazir, O. ORCID: https://orcid.org/0000-0001-6010-9364 and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2023) To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. ISSN 1469-591X doi: https://doi.org/10.1080/08856257.2023.2242028

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education, 53 (2). pp. 135-154. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2086216

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2023) Precarity of post doctorate career breaks: does gender matter? Studies in Higher Education, 48 (10). pp. 1576-1594. ISSN 1470-174X doi: https://doi.org/10.1080/03075079.2023.2245849

Majid, N. ORCID: https://orcid.org/0009-0004-5271-1194, Marston, S., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555 and Happle, A. (2023) Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: a framework for initial teacher education from England, UK. Sustainability, 15 (16). 12237. ISSN 2071-1050 doi: https://doi.org/10.3390/su151612237

Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J. (2023) Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK. Sociology, 57 (4). pp. 749-766. ISSN 1469-8684 doi: https://doi.org/10.1177/00380385221117380

Nair, V. ORCID: https://orcid.org/0000-0001-6631-0587, Khamis, R., Ali, S., Aveledo, F. ORCID: https://orcid.org/0000-0002-7736-1600, Biedermann, B., Blake, O., Rosa Brea, M., Cheng, L., Sheen Chiou, H., Cruz, D., Cushing, I., de Diego-Lázaro, B., Eads, A., El Amin, M., Fabiano-Smith, L., Morrison Fagbemi, A., Brown Gandhi, A., Saldívar García, E., Hackett, A., Henner, J., Hsieh, L., Huang, T., Hussain, F. N., Hyter, Y. D., Imperial Rowland, A., Ito, N., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kašćelan, D., Licata, G., Lin, C.-C., MacLeod, A. A.N., Malik, M., Robles Manalili, M. A., Matias, F. A., McMillen, S., Modayil, M., Mohamed, N., Mollaei, F. ORCID: https://orcid.org/0000-0003-2916-9750, Monda, D., Moya-Galé, G., Munson, B., Nkomo, C., Padia, L., Perez, C., Privette, C., Risueño, P., Rodgers, L., Rodríguez-Guerra, M., Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, D. B., Soto-Boykin, X., Tan, G., Sun, L., Wylie, K., Yu, B., Yu, V. and Zisk, A. H. (2023) Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022). Journal of Critical Study of Communication and Disability, 1 (1). pp. 105-112. doi: https://doi.org/10.48516/jcscd_2023vol1iss1.21

Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) The role identities of women middle management academic leaders in STEM higher education. European Journal of Engineering Education. ISSN 1469-5898 doi: https://doi.org/10.1080/03043797.2023.2263377

Rees, E. ORCID: https://orcid.org/0000-0002-4334-7894 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision? Early Child Development and Care. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2023.2247180

Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M. (2023) School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies, 55 (2). pp. 153-170. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2023.2184212

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2023) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. In: Brooks, G., Clenton, J. and Fraser, S. (eds.) EAL research for the classroom: Practical and pedagogical implications. Routledge, pp. 59-80. ISBN 9781032229539 doi: https://doi.org/10.4324/9781003274889-6

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2023) Student identity, aspiration and the exchange-value of physics. In: Holmegaard, H. T. and Archer, L. (eds.) Science Identities: Theory, method and research. Contributions from Science Education Research (12). Springer, Cham, pp. 95-110. ISBN 9783031176418 doi: https://doi.org/10.1007/978-3-031-17642-5_5

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Pragmatic, persistent and precarious: the pathways of three minority ethnic women in STEM higher education. International Journal of Science and Mathematics Education, 21 (7). pp. 2123-2142. ISSN 1573-1774 doi: https://doi.org/10.1007/s10763-022-10337-8

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2023) ‘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, 32 (1). pp. 118-139. ISSN 1747-5066 doi: https://doi.org/10.1080/09620214.2022.2122532

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, DeWitt, J. and Chiu, Y.-L. T. (2023) Mapping the eight dimensions of the ideal student in higher education. Educational Review, 75 (2). pp. 153-171. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2021.1909538