Article

Bütün Ikwuegbu, Z. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2024) Reflection and agency: the experiences of English Language Teachers in Türkiye. Reflective Practice. ISSN 1470-1103 (In Press)

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) The impact of resilience acquisition on students transitioning to university during Covid-19: a follow up study with Myanmar students. Asia Pacific Education Review. ISSN 1876-407X doi: https://doi.org/10.1007/s12564-024-09972-3 (In Press)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. and Copsey-Blake, M. (2024) ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum. Sex Education. ISSN 1472-0825 doi: https://doi.org/10.1080/14681811.2024.2361062 (In Press)

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) Women academic’s experiences of maternity leave in the neoliberal university: unmasking governmentality. Gender, Work & Organization, 31 (1). pp. 92-114. ISSN 0968-6673 doi: https://doi.org/10.1111/gwao.13059

Keshinro, K., Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 and Foley, C. (2024) Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success. International Journal of Adolescence and Youth, 29 (1). 2371406. ISSN 2164-4527 doi: https://doi.org/10.1080/02673843.2024.2371406

Smith, J., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2024) History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland. Journal of Education Policy. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2024.2357614

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2024) Exploring the spatial belonging of students in higher education. Studies in Higher Education, 49 (3). pp. 546-558. ISSN 1470-174X doi: https://doi.org/10.1080/03075079.2023.2243285

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J., Copsey-Blake, M. and Kemp, P. (2024) Is being clever enough? Young people’s construction of the ideal student in computer science education. Educational Review. ISSN 1465-3397 (In Press)

Zoabi, K. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Reflexivity and the change in women’s status: the case of Arab Bedouin women in Israel. Cogent Social Science, 10 (1). 2294561. ISSN 2331-1886 doi: https://doi.org/10.1080/23311886.2023.2294561

Book or Report Section

Muldoon, C. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Symbolic violence and the classroom. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Publishing. ISBN 9781350349162 (In Press)

Book

Cocks, N. (2024) Student-centred: education, freedom, and the idea of audience. 2nd edition. Axis Series, 7. Inkermen Press/Axis, pp225. ISBN 9781803527109 (In Press)