Items where Division is "Institute of Education"
Number of items at this level: 1256. Abbou, Fatima Zahra (2022) The identities and lived/career experiences of Algerian female academics at universities: a feminist postcolonial perspective. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110980 Abdelhameed, H. and Porter, Jill (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383 Abdelhameed, Hala and Porter, Jill (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: https://doi.org/10.1080/1034912x.2010.524446 Adams, Andrew, Liyanagunawardena, Tharindu, Rassool, Naz and Williams, Shirley (2013) Use of open educational resources in higher education. British Journal of Educational Technology, 44 (5). E149-E150. ISSN 1467-8535 doi: https://doi.org/10.1111/bjet.12014 Afonso, A. S. and Gilbert, J. K. (2007) Educational value of different types of exhibits in an interactive science and technology center. Science Education, 91 (6). pp. 967-987. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.20220 Afonso, A. S. and Gilbert, J. K. (2008) The nature of exhibits about acoustics in Science and Technology centres. Research in Science Education, 38 (5). pp. 633-651. ISSN 0157-244X doi: https://doi.org/10.1007/s11165-007-9067-4 Afonso, A.S. and Gilbert, J.K. (2006) The use of memories in understanding science and technology exhibits. International Journal of Science Education, 28 (13). pp. 1523-1544. ISSN 0950-0693 doi: https://doi.org/10.1080/09500690600768828 Al Mutlaq, Addullah (2018) Evaluation of CPD opportunities offered in TEL for lecturers in Saudi Higher Education: a single case study. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00076011 Al-Ghatrifi, Yaqoob (2016) The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences. PhD thesis, University of Reading. Al-Siyabi, Muna (2019) Mobile learning in Oman: a case study of two 'cycle 2' (grades 5-10) private schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084912 Al-Siyabi, Muna Abdullah and Dimitriadi, Yota (2020) Opportunities and challenges of mobile learning implementation in schools in Oman. International Journal of Mobile and Blended Learning (IJMBL), 12 (3). pp. 32-48. ISSN 1941-8647 doi: https://doi.org/10.4018/IJMBL.2020070103 AlQurashi, Hassan (2018) Investigating oral communication in EFL classrooms: a case study of a Higher Education Institution in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00079993 Alanezi, Yousif Hadi (2018) Key stakeholders' perceptions of the effectiveness of a higher education programme in the state of Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085358 Alarfaj, Manar (2018) Autism in Saudi Arabia: perspectives of parents and educational professionals. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084077 Alatiq, Ahlam (2020) Exploring Resistance to Change and Teacher Attitude towards Educational Change in Female Schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094603 Alazemi, Jassim (2018) The perceptions of classroom teachers, heads of department and head teachers of the effectiveness of recent policy reforms in middle schools in Kuwait (2005-2015). PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00083855 Alenezi, Kafa (2019) Leadership development of managers working in the Ministry of Education and educational districts in Kuwait. PhD thesis, University of Reading. Alghamdi, Sharifah (2023) An examination of the impact of colour response cards on teacher-pupil classroom interaction in girls’ primary schools in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112569 Alhammadi, Muteb (2018) Outstanding schools in Saudi Arabia: leadership practices, culture and professional development. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00077932 Alharbi, Samar and Dimitriadi, Yota (2018) Instructional immediacy practices in online learning environments. Journal of Education and Practice, 9 (6). pp. 1-7. ISSN 2222-288X Alhelfawi, Suhair Husan (2023) Reading and reading-related skills in Arabic-English bilingual speakers in the UK and Saudi Arabia for typical children and children with reading difficulties. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112468 Allen, Jonathan, Potter, John, Sharp, Jane and Turvey, Keith (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231 Allen, Michael and Kambouri-Danos, Maria (2017) Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care, 187 (2). pp. 181-191. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2016.1237561 Allsopp, M and Williams, Tim (1996) Intrusive thoughts in a non-clinical adolescent population. European Child & Adolescent Psychiatry, 5 (1). pp. 25-32. Allsopp, Mark and Williams, Tim I. (1991) Self-report measures of obsessionality, depression and social anxiety in a school population of adolescents. Journal of adolescence, 14 (2). pp. 149-156. ISSN 0140-1971 doi: https://doi.org/10.1016/0140-1971(91)90027-O Almalki, Hussain (2019) School leaders’ experiences and perceptions of school reform in KSA: autonomy, accountability and decision making. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084891 Almutairi, Eqab Ali A (2023) Perception of pre-service teachers and lecturers of using social media as Digital Personalised Learning Environments to enhance student-centre and self- directed learning in a Kuwaiti higher education institution: a mixed-method Investigation. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112782 Almutairy, Sulaiman Mohaia, Davies, Trevor and Dimitriadi, Yota (2015) The readiness of applying m-learning among Saudi Arabian students at higher education. International Journal of Interactive Mobile Technologies (IJIM), 9 (3). pp. 33-36. ISSN 1865-7923 doi: https://doi.org/10.3991/ijim.v9i3.4423 Almutairy, S., Davies, Trevor and Dimitriadi, Yota (2015) Students’ perceptions of their m-learning readiness. International Journal of Electronics and Communication Engineering, 9 (5). pp. 1464-1467. Almuwaiziri, Fatemah (2020) Solving Mathematical Word Problems Using Passively Received Visualisation (PRV) and Self-constructed Visualisation (SCV): The Case of Primary School Students with Attention Deficit Hyperactivity Disorder (ADHD) in Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094606
Almuwaiziri, Fatemah, Trakulphadetkrai, Natthapoj Vincent Alnaimi, Hamda Hamad (2017) A longitudinal mixed methods study of twelfth grade Qatari Students’ higher education and occupational choices and the role of family, friends, and school as factors influencing these decisions. PhD thesis, University of Reading. Alotaibi, Emad Matar (2023) Rural education in Saudi Arabia: secondary school leaders’ and teachers’ experiences and perceptions. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113033 Alotaibi, Faihan Eqab (2017) Teachers’ perceptions of the use and effectiveness of Social Stories™ in the development of social skills for children with Autism Spectrum Disorder (ASD) in Saudi Arabia. PhD thesis, University of Reading. Alotaibi, Faihan, Dimitriadi, Yota and Kemp, Anthony E. (2016) Perceptions of teachers using social stories for children with autism at special schools in Saudi Arabia. Journal of Education and Practice, 7 (11). pp. 85-97. ISSN ISSN 2222-1735 Alromaih, Mohammad (2017) Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia. PhD thesis, University of Reading. Alsewiket, Ahmad Abdullah (2018) The perspectives of male academic staff and postgraduate students on the effects of globalisation on higher education and cultural identity: a case study at a college of education in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00080631 Alshaikhi, Mohammed A. (2019) Investigating Saudi English language teachers' use and perceptions of the interactive whiteboard for teaching vocabulary in English as a foreign language in Saudi primary schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088956 Alshamrani, Wafa (2020) An investigation into the effectiveness of the leadership development of female headteachers working in girls’ state secondary schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110815 Alshandudi, Hilal (2017) Teachers’ self-perceptions of their professional learning in the context of recent educational reforms in Oman. PhD thesis, University of Reading. Alsubaie, Azzah (2020) An Investigation into Experiences and Perceptions of School Performance Evaluation (SPE) in Secondary Schools in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00101656 Alsubaie, Azzah and Jones, Karen (2017) An overview of the current state of women’s leadership in higher education in Saudi Arabia and a proposal for future research directions. Administrative Sciences, 7 (4). 36. ISSN 2076-3387 doi: https://doi.org/10.3390/admsci7040036 Altgassen, Mareike, Kliegel, Matthias and Williams, Tim (2005) Pitch perception in children with autistic spectrum disorders. British journal of developmental psychology, 23 (4). pp. 543-558. Alyami, R. H. (2016) A case study of the Tatweer school system in Saudi Arabia: the perceptions of leaders and teachers. PhD thesis, University of Reading. Alyami, Rfah and Floyd, Alan (2019) Female school leaders’ perceptions and experiences of decentralisation and distributed leadership in the Tatweer system in Saudi Arabia. Education Sciences, 9 (1). 25. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci9010025 Alzahrani, Norah (2018) Challenges facing children with ASD when transferring from a special school to an inclusive school in Jeddah. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085393 Archer, Louise, Dawson, Emily, DeWitt, Jennifer, Seakins, Amy and Wong, Billy (2015) “Science capital”: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52 (7). pp. 922-948. ISSN 1098-2736 doi: https://doi.org/10.1002/tea.21227 Archer, Louise, Dawson, Emily, Seakins, Amy and Wong, Billy (2016) Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit. Cultural Studies of Science Education, 11 (4). pp. 917-939. ISSN 1871-1510 doi: https://doi.org/10.1007/s11422-015-9667-7
Archer, Louise, DeWitt, Jennifer and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy Ashikuti, Selma (2019) Implementing Namibia’s language policy: a case study of classroom practices and language beliefs in rural and urban Namibian schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088438 Aslan, Erhan (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575 Aslan, Erhan and Thompson, Amy S. (2017) Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs. TESOL Journal, 8 (2). pp. 277-294. ISSN 1949-3533 doi: https://doi.org/10.1002/tesj.268 Aslan, Erhan and Thompson, Amy S. (2016) Native and non-native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. LIF – Language in Focus Journal, 2 (1). pp. 87-102. ISSN 2300-9764 doi: https://doi.org/10.1515/lifijsal-2016-0005 Atkinson, Lynette, Slade, Lance, Powell, Daisy and Levy, Joseph P. (2017) Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164. pp. 225-238. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.04.007 Attwood, Anthony (2017) Approaching motion in the ESL classroom. PhD thesis, University of Reading. Attwood, Gaynor and Croll, Paul (2011) Attitudes to school and intentions for educational participation: an analysis of data from the longitudinal survey of young people in England. International Journal of Research & Method in Education, 34 (3). pp. 269-287. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research') Attwood, G., Croll, P. and Hamilton, J. (2004) Challenging students in Further Education: themes arising from a study of innovative FE provision for excluded and disaffected young people. Journal of Further and Higher Education, 28 (1). pp. 107-119. ISSN 0309-877X doi: https://doi.org/10.1080/0309877032000161850 Attwood, G., Croll, P. and Hamilton, J. (2005) Recovering potential: factors associated with success in engaging challenging students with alternative pre-16 provision. Educational Research, 47 (2). pp. 149-162. ISSN 0013-1881 doi: https://doi.org/10.1080/00131880500104259 Attwood, G., Croll, P., Fuller, C. and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies, 39 (4). pp. 444-454. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2013.776945 Babayigit, Selma and Stainthorp, Rhona (2013) Correlates of early reading comprehension skills: a componential analysis. Educational Psychology, 34 (2). pp. 185-207. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410.2013.785045 Babayigit, Selma and Stainthorp, Rhona (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 doi: https://doi.org/10.1037/a0021671 Babayigit, S. and Stainthorp, R. (2007) Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30 (4). pp. 394-413. ISSN 0141-0423 doi: https://doi.org/10.1111/j.1467-9817.2007.00350.x Babayiğit, Selma and Stainthorp, Rhona Winifred (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777 doi: https://doi.org/10.1007/s11145-009-9173-y Badi, Nezha (2020) Reading comprehension performance, self-efficacy perceptions, and causal attributions within a Collaborative Strategic Reading (CSR) approach and an attributional feedback intervention. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110818 Baker, D. (2006) Life histories of music service histories, the past in inductees' present. British Journal of Music Education, 23 (1). pp. 39-50. ISSN 0265-0517 doi: https://doi.org/10.1017/S026505170500673X Baker, D. (2009) Narrative inquiry in music education: troubling certainty. Psychology of Music, 37 (4). pp. 504-507. ISSN 0305-7356 Balubaid, Reem (2017) Autism and the experience of transition from childhood to adulthood. PhD thesis, University of Reading. Bamber, Valentina (2020) Language Teacher Education for TEYL: What do Trentino-South Tyrol LETs’ perceptions of their professional learning reveal about best practice professional development? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00094457 Bannan, N. (2003) Reverse-engineering the human voice: examining the adaptive prequisites for song and language. In: Proceedings of the Fifth Triennial Conference of the European Society for the Cognitive Sciences of Music, Hanover. Bannan, N.J.C. (2004) A role for action research projects in developing new pedagogical approaches to aural and musicianship education. In: Davidson, J. (ed.) The music practitioner: exploring practices and research in the development of the expert music performer, teacher and listener. Ashgate, London, pp. 295-308. ISBN 9780754604655 Bannan, N.J.C. and Gohn, D. (2004) Career development for music teachers through international distance-learning media. Revista Em Pauta, 15 (24). pp. 141-153. ISSN 1414-8609
Baxter, Jacqueline and Floyd, Alan Baxter, Jacqueline and Floyd, Alan (2019) Strategic narrative in multi-academy trusts in England: principal drivers for expansion. British Educational Research Journal, 45 (5). pp. 1050-1071. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3550
Baxter, Jacqueline, Floyd, Alan Beaver, Lois (2017) Inclusion: using pupil voice to explore and improve the experience of pupils with special educational needs in a mainstream secondary school. EdD thesis, University of Reading. Benko, S.S., Spranger, H. and Parsons, M. (2004) The past must inform the future: war children… the trauma. Children in War: The International Journal of Evacuee and War Child Studies, 1 (1). pp. 67-70. ISSN 1745-7211 Berkley, Rebecca and Richards, Gavin (2008) GCSE Music Literacy Workbook. Rhinegold Publishing. ISBN 9781906178598 Berkley, Rebecca, (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. Berkley, Rebecca (2004) Teaching composing as creative problem solving: conceptualising composing pedagogy. British Journal of Music Education, 21 (2). pp. 239-263. ISSN 0265-0517 doi: https://doi.org/10.1017/S026505170400587X Berkley, Rebecca (2020) Training young female teachers in choral leadership: Building a community of practice. In: The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond. Routledge, London. (In Press) Berkley, Rebecca (2001) Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions. British Journal of Music Education, 18 (2). pp. 119-138. ISSN 0265-0517 doi: https://doi.org/10.1017/S0265051701000225 Berkley, Rebecca and Terry, Paul (2009) The AS Music Literacy Workbook. Rhinegold Publishing, Reading. ISBN 9781906178468 Bestbier, Lana and Williams, Tim (2017) The immediate effects of deep pressure on young people with autism and severe intellectual difficulties: a case series demonstrating individual differences. Occupational therapy international, 2017. 7534972,. ISSN 1557-0703 doi: https://doi.org/10.1155/2017/7534972 Bhatti, G. (2004) From learning by rote to teaching for meaning. In: Mansoor, S., Tahir, A. and Meraj, S. (eds.) Policy, planning and practice: a South Asian perspective. Oxford University Press, Oxford, pp. 123-137. ISBN 9780195799651 Bhatti, G. (2003) Social Justice and non-traditional participants in Higher Education: a tale of border-crossing, instrumentalism and drift. In: Vincent, C. (ed.) Social Justice, Education and Identity. Routledge, pp. 65-82. ISBN 9780415296960 Bhatti, G. (2003) A reply to Morwenna, and in memory of Mike's idiosyncrasies. In: Griffiths, M. (ed.) Action for social justice in education: fairly different. Open University Press, Buckingham, pp. 93-96. ISBN 9780335199013 Bhatti, G. and McEachron, G. (2005) Language support for immigrant children: a study of state schools in the UK and US. Language, Culture and Curriculum, 18 (2). pp. 164-180. ISSN 0790-8318 doi: https://doi.org/10.1080/07908310508668739 Bhopal, Kalwant, Harris, Richard and Rhamie, Jasmine (2009) ‘Race’, diversity and inclusion: student perspectives. In: ECER Annual Conference, 28-30September 2009, Vienna. (Unpublished) Bhopal, Kalwant, Harris, Richard and Rhamie, Jasmine (2009) Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis. In: BERA Annual Conference, 2-5 September 2009, Manchester. (Unpublished) Billingsley, Berry, Brock, Richard, Taber, Keith S. and Riga, Fran (2016) How students view the boundaries between their science and religious education concerning the origins of life and the universe. Science Education International, 100 (3). pp. 459-482. ISSN 2077-2327 doi: https://doi.org/10.1002/sce.21213 Billingsley, Berry, Riga, Fran, Taber, Keith S and Newdick, Helen (2014) Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25 (3). pp. 372-395. ISSN 0958-5176 doi: https://doi.org/10.1080/09585176.2014.920264 Billingsley, Berry, Taber, Keith S., Riga, Fran and Newdick, Helen (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X Billingsley, Berry, Taber, Keith, Riga, Fran and Newdick, Helen (2013) Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education, 43 (4). pp. 1715-1732. ISSN 0157-244X doi: https://doi.org/10.1007/s11165-012-9317-y Bilton, Helen (2010) Outdoor learning in the early years: management and innovation. 3rd edition. Routledge. ISBN 9780415567596 Bilton, Helen (2010) Playing outside: activities, ideas and inspiration for the early years. Routledge, Abingdon, pp95. ISBN 9781843120674 Bilton, Helen (2008) Setting the scene for child-initiated learning out of doors. In: Featherstone, Sally (ed.) Like bees not butterflies: child-initiated learnng in the early years. A & C Black Publishers Ltd, London, pp. 75-81. ISBN 9781906029760 Bilton, Helen and Crook, Anne (2016) Exploring outdoors ages 3-11: a guide for schools. Routledge, pp162. ISBN 9781138814035 Bilton, Helen, Bento, Gabriela and Dias, Gi (2016) Taking the first steps outside. Under threes learning and developing in the natural environment. Routledge, London, pp156. ISBN 9781138919891 Bilton, Helen (2006) L is for sheep. In: Featherstone, Sally (ed.) L is for sheep. Featherstone Education , London. ISBN 9781905019632 Bilton, Helen, ed. (2005) Learning outdoors: improving the quality of young children’s play outdoors. David Fulton Publishers , London, pp144. ISBN 1843123509 Bilton, H. (2006) Miss, I want that bike. In: Featherstone, S. (ed.) L is for sheep: getting ready for phonics. Featherstone Education Ltd., Lutterworth, pp. 107-114. ISBN 9781905019632 Bilton, Helen (2020) Values stop play? Teachers’ attitudes to the early years outdoor environment. Early Child Development and Care, 190 (1). pp. 12-20. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2019.1653548 Bilton, Helen (2014) What is outside? The early years foundation stage in England: outdoor facilities, organisation and staff attitudes. American Journal of Educational Research, 2 (10). pp. 942-949. ISSN 2327-6126 doi: https://doi.org/10.12691/education-2-10-14 Bilton, Helen (2014) The aims of early years outdoor education in England: a conceptual and empirical investigation. International Journal of Education and Social Science, 1 (3). pp. 38-50. ISSN 2410-5171 Bilton, Helen (2012) The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available. European Early Childhood Education Research Journal, 20 (3). pp. 403-421. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2012.704763 Bilton, Helen and Waters, Jane (2017) Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales. Social Sciences, 6 (1). 1. ISSN 2076-0760 doi: https://doi.org/10.3390/socsci6010001 Bilton, H., James, K., Wilson, W. and Woonton, M., eds. (2005) Learning outdoors. Improving the quality of young children's play outdoors. David Fulton Publishers, London, pp144. ISBN 9781843123507 Bilton, Mary (2023) Attrition of mid-career teachers in a neoliberal world – why are experienced teachers leaving the profession? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112785 Blackford, E. and Stainthorp, R. (2007) The interpretation of Kodaly's philosophy of music education by teachers working in England and Scotland. Bulletin of the International Kodaly Society, 32. pp. 30-38.
Blatchford, Peter and Webster, Rob Blythe, Hazel I. and Joseph, Holly S. S. L. (2011) Children’s eye movements during reading. In: Liversedge, Simon P., Gilchrist, Iain and Everling, Stefan (eds.) The Oxford Handbook of Eye Movements. Oxford University Press, Oxford, pp. 643-662. ISBN 9780199539789 Blythe, Hazel I, Liversedge, Simon P, Joseph, Holly, White, Sarah J and Rayner, Keith (2009) Visual information capture during fixations in reading for children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.03.015 Blythe, Hazel I, Liversedge, Simon P, Joseph, Holly SSL, White, Sarah J, Findlay, John M and Rayner, Keith (2006) The binocular coordination of eye movements during reading in children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2006.06.006 Boorman, J. (2004) Banastre, Alard (fl. 1166-1175). In: Matthew, H.C.G. and Harrison, B. (eds.) Oxford Dictionary of National Biography. Oxford University Press, Oxford. doi: https://doi.org/10.1093/ref:odnb/1265 Boorman, J. (2004) Belet, Michael (d. 1201). In: Matthew, H.C.G. and Harrison, B. (eds.) Oxford Dictionary of National Biography. Oxford University Press, Oxford. doi: https://doi.org/10.1093/ref:odnb/1986 Boorman, J. (2004) Pantulf, Hugh (d. 1224). In: In Matthew, H.C.G. and Harrison, B (eds.) Oxford Dictionary of National Biography. Oxford University Press, Oxford. Boorman, J. (2004) Ralph fitz Stephen (d. 1202). In: Matthew, H.C.G. and Harrison, B. (eds.) Oxford Dictionary of National Biography. Oxford University Press, Oxford. Bracewell, Stuart (2023) The rhetoric of the prospectus image. Deconstructing schools’ visual promotional material in an age of neoliberal inequality. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113198 Brassington, Sufang Li (2018) ‘It’s like kindling a fire’: training student teachers about special educational needs and inclusive education at a university in China. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00080304 Brehony, Kevin J. and Rassool, Nazima, eds. (1999) Nationalisms old and new. Explorations in Sociology. British Sociological Association Conference Volume Series , 51. Macmillan Press Ltd, Houndsmills, Basingstoke and London, pp245. ISBN 9780312220525 Broad, Sara Eileen (2009) Historical or hysterical? Periodising family breakdown in contemporary children’s literature. IBBYlink, 25. pp. 3-5. Broad, Sara Eileen (2008) Beyond Belief: Harry Potter in text and film. Journal of Children's Literature Studies, 5 (1). ISSN 1743-0526 Brookes, W. (2005) The graduate teacher programme in England: mentor training, quality assurance and the findings of inspection. Professional Development in Education (formerly Journal of In-service Education), 31 (1). pp. 43-62. ISSN 1941-5257 doi: https://doi.org/10.1080/13674580500200268 Brookes, Winston and Goodwyn, Andy (1999) What Literacy Means: An Initial Enquiry. The English and Media Magazine, 39. pp. 43-47. Brookes, Winston A. (2016) The Masters in Teaching and Learning (MTL): a retrospective, intrinsic case study of the process of policy into practice and its impact on teacher participants. PhD thesis, University of Reading. Bukhari, Reham Shaker Yldash (2021) A Qualitative Investigation of the Life Stories of Sixteen Saudi Arabian People who Stutter (PWS). PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00100429 Burgos Solans, Daniel (2021) Open science and open innovation. A new paradigm to achieve (STEAM) competences. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108978 Burn, Katharine and Harris, Richard, (2010) 2010 Survey into History Teaching. Report. The Historical Association Burn, Katharine and Harris, Richard, (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association Burn, Katharine and Harris, Richard, (2011) History in secondary schools 2011 survey. Report. The Historical Association
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Chaaban, Youmen, Qadhi, Saba, Al-Thani, Hessa, Floyd, Alan Charman, Tony, Ricketts, Jessie, Dockrell, Julie E, Lindsay, Geoff and Palikara, Olympia (2015) Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders, 50 (1). pp. 84-93. ISSN 1368-2822 doi: https://doi.org/10.1111/1460-6984.12116 Chawla-Duggan, Rita, Milner, Susan and Porter, Jill (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412 Chipere, N., Malvern, D.D. and Richards, B.J. (2004) Using a corpus of children's writing to test a solution to the sample size problem affecting Type-Token Ratios. In: Aston, G., Bernadini, S. and Stewart, D. (eds.) Corpora and language learners. John Benjamins, Amsterdam, pp. 139-147. ISBN 9027222886
Chiu, Yuan Li Tiffany, Wong, Billy Chu, Fang-I (2019) English learning motivation in a Taiwanese university context: a study of its dynamic nature from socio-dynamic perspectives. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084851 Clark, Timothy Robin (2017) Exploring the social construction of philosophical assumptions: the methodological journeys of doctoral researchers in the social sciences. EdD thesis, University of Reading. Cockayne, Mandy (2021) Wolves and whales: A study of school-based mentoring using metaphor to analyse the professional lived experiences and identities of teachers who are schoolbased mentors in primary schools. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00104766 Cocks, Neil (2017) Higher Education discourse and deconstruction: challenging the case for transparency and objecthood. Palgrave Critical University Studies. Palgrave. ISBN 9783319529820 doi: https://doi.org/10.1007/978-3-319-52983-7 Colloff, Kate and Tennant, Geoff (2011) The 'algebra as object' analogy: a view from school. Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3). 4. ISSN 1463-6840 Constantinidou, Maria and Stainthorp, Rhona Winifred (2009) Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 29 (2). pp. 171-186. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410802613483 Cooper, Thomas (Tom) and Majid, Nasreen (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics, 25 (2). pp. 2-5. ISSN 1465-0495 Cope, E., Parnell, D., Macfadyen, Tony and Reeves, M. (2015) A critical debate on provision of Primary Physical Education: the English context. Bulletin of the International Council for Sport Science and Physical Education, 68. pp. 57-63. ISSN 1728-5909
Copsey-Blake, Meggie, Hamer, Jessica, Kemp, Peter and Wong, Billy Courtney, Louise (2013) The role of context in forming young learners' attitudes and motivation to learning French. In: Archibald, E (ed.) Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. British Association for Applied Linguistics, pp. 47-50. ISBN 9780955953354 Courtney, Louise (2017) Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education, 43 (4). pp. 462-481. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1329721 Courtney, Louise and Graham, Suzanne (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners, 1 (2). pp. 161-186. ISSN 2589-207X doi: https://doi.org/10.1075/ltyl.18009.cou Courtney, Louise, Graham, Suzanne, Tonkyn, Alan and Marinis, Theo (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics, 38 (6). pp. 824-847. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amv071 Cowan, Richard and Powell, Daisy (2014) The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology, 106 (1). pp. 214-229. ISSN 0022-0663 doi: https://doi.org/10.1037/a0034097 Cox, B. (2006) Transforming Research in Music Education History. In: Colwell, R. (ed.) MENC (Music Educators National Conference) Handbook of Research Methodologies. Oxford University Press, New York, pp. 73-94. ISBN 9780195304558 Cox, G. (2006) Historical perspectives. In: McPherson, G. (ed.) The child as musician: a handbook of musical development. Oxford University Press, London, pp. 397-413. ISBN 9780198530312 Cox, G. (2005) Inspecting the teaching of singing in the teacher training colleges of England, Wales and Scotland 1883-1899. Research Studies in Music Education, 24 (1). pp. 17-27. ISSN 1321-103X doi: https://doi.org/10.1177/1321103X050240010201 Cox, G. (2008) Popular music and society. Music Education Research, 10 (4). pp. 505-507. ISSN 1461-3808 doi: https://doi.org/10.1080/14613800802547763 Cox, G. (2007) Prelude: some crossing points in curriculum History, History of Education and Arts Education. In: Bresler, L. (ed.) International Handbook of Research in Arts Education. Springer, Dordrecht, Netherlands, pp. 3-6. ISBN 9781402029981 Cox, G. (2007) Section editor: History. In: Bresler, L. (ed.) International Handbook of Research in Arts Education. Springer, Dordrecht, Netherlands, pp. 3-140. ISBN 9781402029981 Cox, G. (2003) Sir Arthur Somervell on music education: his writings, speeches and letters. The Boydell Press, Woodbridge, pp160. ISBN 9781843830191 Cox, G. (2003) Teaching Music in the 1960s: towards a usable past. National Association of Music Educators. pp. 28-30. Cox, G. (2006) The experimental Seventies; the optimistic Eighties; from the nervous Nineties towards 'a long overdue renaissance',. In: Rainbow, B. and Cox, G. (eds.) Music in educational thought and practice: a survey from 800BC. The Boydell Press, Woodbridge, pp. 323-385. ISBN 9781843832133 Cox, G. (2007) The teaching and learning of music in the settings of family, church, and schools: some historical perspectives. In: Bressler, L. (ed.) International handbook of research in Arts education. Springer, Dordrecht, Netherlands, pp. 67-79. ISBN 9781402029981 Cracknell, Julie (2020) Early career teachers’ reflections of teaching in an age of performativity. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00110817 Cremin, T., Bearne, E., Mottram, M. and Goodwin, P. (2008) Exploring teachers' knowledge of children's literature. The Cambridge Journal of Education, 38 (4). pp. 449-464. ISSN 0305-764X doi: https://doi.org/10.1080/03057640802482363 Cremin, T., Bearne, E., Mottram, M. and Goodwin, P. (2008) Primary teachers as readers. English in Education, 42 (1). pp. 8-23. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2007.00001.x Croll, Paul , Attwood, Gaynor and Fuller, Carol (2010) Children's lives, children's futures: A study of children starting secondary school. Continuum Studies in Educational Research . Continuum, London, pp218. ISBN 9781847062697 Croll, P. (2009) Educational participation post-16: a longitudinal analysis of intentions and outcomes. British Journal of Educational Studies, 57 (4). pp. 400-416. ISSN 0007-1005 doi: https://doi.org/10.1111/j.1467-8527.2009.00445.x Croll, P. (2004) Families, social capital and educational outcomes. British Journal of Educational Studies, 52 (4). pp. 390-416. ISSN 0007-1005 Croll, P. (2004) Observation schedules. In: Lewis-Beck, M., Bryman, A. and Futing Liao, T. (eds.) Encyclopedia of social science research methods. SAGE, London, pp. 751-752. ISBN 9780761923633 Croll, P. (2008) Occupational choice, socio-economic status and educational attainment: a study of the occupational choices and destinations of young people in the British household panel survey. Research Papers in Education, 23 (3). pp. 243-268. ISSN 0267-1522 doi: https://doi.org/10.1080/02671520701755424 Croll, P. (2004) Structured Observation. In: Lewis-Beck, M., Bryman, A. and Futing Liao, T. (eds.) Encyclopedia of Research Methods for the Social Sciences. SAGE, London, pp. 1096-1098. ISBN 9780761923633 Croll, P. (2006) Truancy in secondary pupils: prevalance, trajectories and pupil perspectives. Research Papers in Education, 21 (4). pp. 467-484. ISSN 0267-1522 doi: https://doi.org/10.1080/02671520600942446 Croll, Paul (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2023.2231523 Croll, Paul and Attwood, Gaynor (2013) Participation in Higher Education: aspirations, attainment and social background. British Journal of Educational Studies, 61 (2). pp. 187-202. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2013.787386 Croll, P. and Moses, D. (2003) Special educational needs across two decades: survey evidence from English primary schools. British Educational Research Journal, 29 (5). pp. 731-747. ISSN 0141-1926 doi: https://doi.org/10.1080/0141192032000133695 Croll, P., Attwood, G. and Hamilton, J. (2003) Re-engaging with Education. Research Papers in Education, 18 (1). pp. 75-95. ISSN 0267-1522 doi: https://doi.org/10.1080/0267152032000048596 Croll, Paul James and Fuller, Carol Louise (2009) Children's attitudes to school. Sociology Review, 18 (4). ISSN 0959-8499 Croll, Paul James, Attwood, Gaynor, Fuller, Carol Louise and Last, Kathryn (2008) The Structure and implications of children's attitudes to school. British Journal of Educational Studies, 56 (4). pp. 382-399. ISSN 1467-8527 doi: https://doi.org/10.1111/j.1467-8527.2008.00420.x Crossley, M. and Watson, K. (2009) Comparative and international education: policy transfer, context sensitivity and professional development. Oxford Review of Education, 35 (5). pp. 633-649. ISSN 0305-4985 doi: https://doi.org/10.1080/03054980903216341 Curdt-Christiansen, Xiao Lan (2014) Family language policy: is learning Chinese at odds with leaning English. In: Curdt-Christiansen, Xiao-Lan and Hancock, Andy (eds.) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series (12). John Benjamins, Amsterdam, 35-56. Curdt-Christiansen, Xiao Lan (2010) Competing priorities: Singapore teachers’ perspectives on critical literacy. International Journal of Educational Research, 49 (6). pp. 184-194. ISSN 0883-0355 Curdt-Christiansen, Xiao Lan (2013) Family language policy: realities and continuities. Language Policy, 12 (1). pp. 1-6. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-012-9269-0 Curdt-Christiansen, Xiao Lan (2012) Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. Journal of Early Childhood Literacy, 13 (3). pp. 348-370. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798412455819 Curdt-Christiansen, Xiao Lan (2009) Invisible and visible language planning: ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8 (4). pp. 351-375. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-009-9146-7 Curdt-Christiansen, Xiao Lan (2014) Planning for development or decline? Education policy for Chinese language in Singapore. Critical Inquiry in Language Studies, 11 (1). pp. 1-26. ISSN 1542-7587 doi: https://doi.org/10.1080/15427587.2014.871621 Curdt-Christiansen, Xiao Lan (2008) Reading the world through words: cultural themes in heritage Chinese language textbooks. Language and Education, 22 (2). pp. 95-113. ISSN 1747-7581 doi: https://doi.org/10.2167/le721.0 Curdt-Christiansen, X L and Silver, Rita (2013) New wine into old skins: the enactment of literacy policy in Singapore. Language and Education, 27 (3). pp. 246-260. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2012.704046 Curdt-Christiansen, Xiao Lan and Silver, Rita E (2012) Educational reforms, cultural clashes and classroom practices. The Cambridge Journal of Education, 42 (2). pp. 141-161. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2012.676631 Curdt-Christiansen, Xiao-Lan (2015) Family language policy in the Chinese community in Singapore: a question of balance? In: Li, Wei (ed.) Multilingualism in the Chinese diaspora worldwide. Routledge critical studies in multilingualism. Routledge, London, pp. 255-275. ISBN 9781138794245 Curdt-Christiansen, Xiao-Lan (2013) Negotiating family language policy: doing homework. In: Schwartz, Mila and Verschik, Anna (eds.) Successful family language policy: parents, children and educators in interaction. Multilingual Education, 7. Springer, Dordrecht, Netherlands, pp. 277-295. ISBN 9789400777521 doi: https://doi.org/10.1007/978-94-007-7753-8 Curdt-Christiansen, Xiao-Lan and Hancock, Andy, eds. (2014) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series, 12. John Benjamins, Amsterdam, pp243. ISBN 9789027205292 Curdt-Christiansen, Xiao-Lan (2016) Conflicting language ideologies and contradictory language practices in Singaporean bilingual families. Jounal of Multilingual and Multicultural Development, 37 (7). pp. 694-709. ISSN 0143-4632 doi: https://doi.org/10.1080/01434632.2015.1127926 Curdt-Christiansen, Xiao-Lan (2007) Exploring trilingual Chinese children’s language use. Sociolinguistic Studies, 1 (1). pp. 67-85. ISSN 1750-8649 doi: https://doi.org/10.1558/sols.v1i1.67 Curdt-Christiansen, Xiao-Lan (2015) Ideological and tensions and contradictions in lower primary English teaching materials in Singapore. In: Curdt-Christiansen, Xiao-Lan and Weninger, C. (eds.) Language, ideologies and education: The politics of textbooks in language education. Routledge, New York and London, pp. 129-145. ISBN 9780415840385 Curdt-Christiansen, Xiao-Lan (2017) Language socialization through textbooks. In: Duff, Patricia A. and May, Stephen (eds.) Language Socialization. Encyclopedia of Language and Education. Springer. ISBN 9783319022567 Curdt-Christiansen, Xiao-Lan (2009) Love of reading: the evaluation of KidsREAD programme in Singapore. The International Journal of Learning, 16 (9). pp. 69-85. ISSN 1447-9494 Curdt-Christiansen, Xiao-Lan (2015) Striking a balance: cultural conflicts or cultural adaptation. The European Journal of Applied Linguistics and TEFL, 4 (2). pp. 73-92. ISSN 2192-1032 Curdt-Christiansen, Xiao-Lan (2006) Teaching and learning Chinese: heritage language classroom discourse in Montreal. Language, Culture and Curriculum, 19 (2). pp. 189-207. ISSN 1747-7573 doi: https://doi.org/10.1080/07908310608668762 Curdt-Christiansen, Xiao-Lan and Sun, Baoqi (2016) Nurturing bilingual learners: challenges and concerns in Singapore. International Journal of Bilingual Education and Bilingualism, 19 (6). pp. 689-705. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2016.1181606 Curdt-Christiansen, Xiao-Lan and Weninger, Csilla (2015) Introduction: ideology and the politics of language text books. In: Curdt-Christiansen, Xiao-Lan and Weninger, Csilla (eds.) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-8. ISBN 9780415840385 Curdt-Christiansen, Xiao-Lan and Weninger, C., eds. (2015) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-226. ISBN 9780415840385 Curtis, Fiona (2015) Challenge: always a good thing? In: BSRLM conference, June 2015, Durham University, pp. 7-12. Curtis, Fiona (2017) Keeping it real: an action research investigation into using concrete objects to teach algebra. In: Research Methods Cases - Education. Sage. ISBN 9781473991903 doi: https://doi.org/10.4135/9781473991903 Curtis, Fiona (2016) Using concrete materials to learn algebra: workshop. In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114. Daller, Michael Helmut and Treffers-Daller, Jeanine (2014) Moving between languages: Turkish returnees from Germany. In: Menzel, Birgit and Engel, Christine (eds.) Rückkehr in die Fremde? Ethnische Remigration russlanddeutscher Spätaussiedler. Ost-West-Express. Kultur und Übersetzung (21). Frank & Timme, Berlin, pp. 185-212. ISBN 9873865964663 Daller, Michael H., Treffers-Daller, Jeanine and Furman, Reyhan (2011) Transfer of conceptualisation patterns in bilinguals: the construal of motion events in Turkish and German. Bilingualism: Language and Cognition, 14 (1). pp. 95-119. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728910000106 Daniels, Harry and Porter, Jill (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694 Daniels, Harry and Porter, Jill, (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia Daniels, H. and Porter, Jill (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331 Daniels, H. and Porter, Jill (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona. Daniels, H., Lauder, H. and Porter, Jill (2008) The Routledge companion to education. Routledge, London. Daniels, H., Lauder, H. and Porter, Jill, eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181 Daniels, H., Lauder, H. and Porter, Jill (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, Jill (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: https://doi.org/10.4324/9780203378595 Davies, T. (2005) Creativity: the road to enlightenment in European education. In: Nolan, V. and Darby, G. (eds.) Reinventing education: a thought experiment by 21 authors. Synectics Education Initiative, London, pp. 167-180. ISBN 9780953853410 Davies, T. (2005) Using teacher-led research as a development tool to challenge pre-conceived notions about the teaching of gifted and talented students; accessing higher order teaching skills through the use of language in the classroom. 'Reflexive School': the International Journal of the Reading and Writing for Critical Thinking Association, 2/1 (4). pp. 56-62. Davies, Trevor (2010) The place of the school as a community of practice for creative action. In: Mazurkiewicz, Grzegorz (ed.) Evaluation in pedagogical supervision. Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138. ISBN 9788323330172 Davies, T. (2006) Creating teaching and learning in Europe: promoting a new paradigm. The Curriculum Journal, 17 (1). pp. 37-57. ISSN 0958-5176 doi: https://doi.org/10.1080/09585170600682574 Davies, Trevor (2013) Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change, 14 (1). pp. 51-71. ISSN 1573-1812 doi: https://doi.org/10.1007/s10833-012-9192-3 Davies, T. and Gilbert, J. (2003) Modelling: promoting creativity whilst forging links between science education and design and technology education. Canadian Journal of Science, Mathematics and Technology Education, 3 (1). pp. 67-82. ISSN 1492-6156 doi: https://doi.org/10.1080/14926150309556552 Davies, T.C. (2007) Educational empowerment and capacity building: experiences from Eastern Europe. In: International Development Conference, University of Cambridge. Davies, T.C. (2007) New wine in old bottles: re-conceptualising a creative direction for meaningful learning in science and technology. In: 2007 World Conference on Science and Technology Education, Perth, Western Australia. Davies, T.C. (2007) The dilemma for promoting 'student voice' in science and technology classroom. Citizenship Education as a means for transmitting and transforming values and attitudes. In: Comehius Conference, Sintra, Portugal. Davies, T.C. and Gilbert, J.K. (2005) Promoting creativity while forging links between science education and design and technology education. In: Gilbert, J.K. (ed.) Constructing Worlds through Science Education: the selected works of John K. Gilbert. Routledge, Abingdon, UK & New York, USA, pp. 128-143. ISBN 9780415352178 De Silva, R and Graham, Suzanne (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2015.06.009
DeWitt, Jennifer, Archer, Louise, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
DeWitt, Jennifer, Osborne, Jonathan, Archer, Louise, Dillon, Justin, Willis, Beatrice and Wong, Billy Dee, L., Florian, L., Porter, Jill and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141 Denicolo, P. (2004) Doctoral supervision of colleagues: peeling off the veneer of satisfaction and competence. Studies in Higher Education, 29 (6). pp. 693-707. ISSN 0307-5079 doi: https://doi.org/10.1080/0307507042000287203 Denicolo, P.M. (2003) Assessing the PhD: a constructive view of criteria. Quality Assurance in Education, 11 (2). pp. 84-91. ISSN 0968 4883 doi: https://doi.org/10.1108/09684880310471506 Denicolo, P.M. (2003) Constructivist/action research in the community: building on experience of practice for the future. In: Chiari, G. and Nuzzo, M.L. (eds.) Psychological constructivism and the social world. Ancona/EPCA Publications, Pequod, pp. 255-263. ISBN 884644812X Denicolo, P.M. (2003) Elicitation methods to fit different purposes. In: Fransella, F. (ed.) International handbook of personal construct psychology. John Wiley and Sons Ltd, Chichester, pp. 123-131. ISBN 9780470013373 doi: https://doi.org/10.1002/0470013370 Denicolo, P.M. (2003) PCP and Meaning-Making in Research: a Metaphorical Bridge. Work Science Research Bulletin, 1:2001. pp. 1-10. ISSN 1650-0806 Denicolo, P.M. and Kompf, M. (2003) Teacher thinking twenty years on: revisiting persisting problems and advances in education. Swets and Zeitlinger, Lisse, The Netherlands, pp369. ISBN 9789026519543 Dimitriadi, Y. (2006) Resistance from within: children with dyslexia gazing at their disability. In: Satterthwaite, J., Martin, W. and Roberts, L. (eds.) Discourse, resistance and identity formation. Trentham, London. ISBN 9781858563862 Dimitriadi, Yota (2006) Children with Special Educational Needs as film makers: Using digital video to support Understandings of Narrative. In: AERA 2006, 7-11 April 2006, San Francisco, USA. Dimitriadi, Yota (2014) ICT practices and uses in teacher education: learning from the experiences of trainee-teachers with SEN and disabilities. In: ECER 2014, The Past, the Present and the Future of Educational Research, 1-5 September 2014, Porto, Portugal. Dimitriadi, Yota (2009) Reflecting on inclusive technology practices in teacher education: learning from the experiences of disabled trainee-teachers. In: AERA 2009, 13-17 April 2009, San Diego. Dimitriadi, Yota (2000) Using Information and Communication Technology to Support Bilingual Dyslexic Learners. In: Reid, Gavin and Peer, Lindsay (eds.) Multilingualism, Literacy and Dyslexia. 1-85346-696-4. David Fulton Publishers, London, pp. 102-11. Dimitriadi, Yota (2002) Working with Dyslexic Learners: Authoring in a Multimedia Environment. In: Watson, Deryn and Andersen, Jane (eds.) Networking the Learner: Computers in Education : Seventh IFIP World Conference on Computers in Education, WCCE 2001, July 29-August 3, 2001, Copenhagen, Denmark. Kluwer Academic Publishers Group, The Netherlands, pp. 267-277. ISBN 1-4020-7132-9 Dimitriadi, Yota and Hodson, Pamela, (2005) Digital video and bilingual children with special educational needs: Supporting literacy activities. BECTA Dimitriadi, Yota and Peacey, Nick (2005) Special Educational Needs & ICT. In: Leask, M and Pachler, N (eds.) Learning to Teach ICT in the Secondary School. A Companion to School Experience, 2nd Edition. Learning to Teach Subjects in the Secondary School Series. Routledge Falmer, London. ISBN 978-0-415-35104-1 Dimitriadi, Yota, Marshman, Peter and Dorling, Mark (2015) Exploring gender imbalance in Computer Science: female school students' perceptions of access and engagement in Computing. In: ECER 2015, Education and Transition, 7-11 September 2015, Budapest, Hungary. Dimitriadi, Yota (2001) Evaluating the use of multimedia authoring with dyslexic learners: a case study. British Journal of Educational Technology, 32 (3). pp. 265-275. ISSN 1467-8535 doi: https://doi.org/10.1111/1467-8535.00197 Dimitriadi, Yota (2006) Resistance from within: Children with dyslexia gazing at their disability. In: Roberts, L, Martin, W and Satterthwaite , J (eds.) Discourse, Resistance and Identity Formation. Discourse, Power, Resistance Series. Trentham, London. ISBN 9781858563862 Dimitriadi, Yota, Hodson, Pamela and Ludhra, Geeta (2011) Emphasising the 'C' in ICT: speaking, listening and communication. In: Jones, Deborah and Hodson, Pamela (eds.) Unlocking speaking and listening. Unlocking Series. Taylor & Francis, London, pp. 146-162. ISBN 9780415603171 Dimitriadi, Yota, Hodson, Pamela and Ludhra, Geetha (2011) Emphasising the ‘C’ in ICT: speaking, listening and communication. In: Unlocking speaking and listening. Unlocking Series. Taylor & Francis. Dimitriadi, Y. and Hodson, P. (2006) Supporting speaking and listening using ICT. In: Hodson, P. and Jones, D. (eds.) Unlocking speaking and listening. Unlocking. Routledge, London. ISBN 9781843123927 Dimitriadi, Y. and Peacey, N. (2005) Special Educational Needs and ICT. In: Leask, M. and Pachler, N. (eds.) Learning to teach using ICT in the Secondary School: a companion to school experience. Learning to teach in the secondary school . Routledge, London, pp. 115-129. ISBN 9780415351041 Dockrell, Julie E, Ricketts, Jessie, Charman, Tony and Lindsay, Geoff (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi: https://doi.org/10.1016/j.learninstruc.2014.01.008 Drakoularakou, A., McCartney, A., Rastall, R. and Gibson, G.R. (2004) Established and emerging prebiotics and their effects on the gut microflora. Agro Food Industry Hi-Tech, 15 (5). pp. 18-20. ISSN 1722-6996 Du, Xin and Wong, Billy (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41 (15). pp. 2136-2155. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2019.1662135 Durán, P., Malvern, D., Richards, B. and Chipere, N. (2004) Developmental trends in lexical diversity. Applied Linguistics, 25 (2). pp. 220-242. ISSN 0142-6001 doi: https://doi.org/10.1093/applin/25.2.220 Dyson, Mary, Lonsdale, M. and Papaefthimiou, Maria (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144. Edwards, A. M., MacFadyen, A. M. and Clark, N. (2003) Test performance indicators from a single soccer specific fitness test differentiate between highly trained and recreationally active soccer players. Journal of Sports Medicine and Physical Fitness, 43 (1). pp. 14-20. ISSN 0022-4707 Edwards, A., Claxton, D. and Fysh, M. (2003) A comparison of two time-domain analysis procedures in the determination of VO2 kinetics by pseudorandom binary sequence exercise testing. European Journal of Applied Physiology, 88 (4-5). pp. 411-416. ISSN 1439-6319 doi: https://doi.org/10.1007/s00421-002-0725-y Edwards, V., ed. (2004) Pupil mobility in Lambeth schools: implications for raising achievement and school management. Lambeth Education, London. ISBN 0954551915 Edwards, V. and Newcombe, L. (2005) Language transmission in the family in Wales: an example of innovative language planning. Language problems and language planning, 29 (2). pp. 135-150. ISSN 0272-2690 doi: https://doi.org/10.1075/lplp.29.2.03edw Edwards, V. and Newcombe, L. (2005) When school is not enough: new initiatives in intergenerational language transmission in Wales. International Journal of Bilingualism and Bilingual Education, 8 (4). pp. 298-312. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050508668612 Edwards, V. (2008) Building on experience: meeting the needs of Chinese students in British Higher Education. In: Coverdale, T. and Rastall, P. (eds.) Internationalising the university: the Chinese context. Palgrave Macmillan, Basingstoke, pp. 185-205. ISBN 9780230203518 Edwards, Viv (2015) Diversity lessons from Wales: how marketing bilingualism contributes to language shift and language maintenance. In: Kuppers, A, and Bozdag, Ç. (eds.) Doing diversity in education through multilingualism, media and mobility. Istanbul Policy Centre, Istanbul, pp. 18-20, 50–51. ISBN 9786059178013 Edwards, V. (2006) Education and the development of early childhood bilingualism. In: O'Riagain, D. (ed.) Voces diversae: lesser-used language education in Europe. Belfast studies in language, culture and politics, 15. Clo Ollscoilna Banriona/Queen's University, Belfast, Belfast, pp. 16-24. ISBN 9780853898863 Edwards, V. (2008) Immigrant languages in the UK. In: Ammon, U. and Haarmann, H. (eds.) Weiser encyclopaedia of Western European languages. Wieser Verlag, Klagenfurt, pp. 471-87. ISBN 9783851297966 Edwards, V. (2007) Language, diversity and education on Europe: implications for resources. In: Papapavlou, A. and Pavlou, P. (eds.) Sociolinguistic and pedagogical dimensions of dialects in education. Cambridge Scholars Publishing, Newcastle, pp. 34-49. ISBN 9781847181596 Edwards, V. (2009) Learning to be literate. Multilingual Matters, Clevedon, Avon, pp128. ISBN 9781847690609 Edwards, V. (2009) Linguistic diversity in the UK: from pathology to promotion. In: Lengyel, D., Reich, H., Roth, H. and Döll, M. (eds.) Von der Sprachdiagnose zur Sprachföderung. Waxmann, Berlin, pp. 35-44. ISBN 9783830921707 Edwards, Viv (2015) Literacy in bilingual and multilingual education. In: Wright, Wayne E., Boun, Sovicheth and García, Ofelia (eds.) The Handbook of Bilingual and Multilingual Education. Wiley-Blackwell, New Malden, MA, pp. 75-91. ISBN 9781118533499 Edwards, V. (2004) Multilingualism in the English-speaking world: pedigree of nations. Wiley-Blackwell, Oxford, pp264. ISBN 9780631236139 Edwards, V. (2008) New minority languages in the United Kingdom. In: Extra, G. and Gorter, D. (eds.) Multilingual Europe: facts and policies. Mouton de Gruyer, Berlin, pp. 253-70. ISBN 9783110205121 Edwards, V., (2004) Raising the achievement of mobile pupils in Lambeth schools: good practice guidance and recommendations for schools and other agencies. UNSPECIFIED, London. doi: 0954551923 Edwards, V. (2007) Training for early literacy learning: web-based resources for teacher training in multilingual contexts. In: Alexander, N. and Busch, B. (eds.) Literacy and linguistic diversity in a global perceptive: an intercultural exchange with African countries. European Centre for Modern Languages, Graz, pp. 63-74. ISBN 9789287161413 Edwards, Viv (2017) The West Indian language issue in British Schools: challenges and responses. Routledge Revivals. Routledge, London, UK, pp168. ISBN 9781138305195 Edwards, Viv and Li, Daguo (2016) Overseas training for Chinese teachers of English. In: Van Deusen-Scholl, Nelleke and May, Stephen (eds.) Second and foreign language education. Encyclopedia of Language and Education. Springer, Switzerland. ISBN 9783319023236 doi: https://doi.org/10.1007/978-3-319-02323-6_21-1 Edwards, V. and Pritchard Newcombe, L. (2006) Back to basics: marketing the benefits of bilingualism to parents. In: Garcia, O., Skutnabb-Kangas, T. and Torres-Guzman, Tm. (eds.) Imagining multilingual schools, languages in education and globalisation. Multilingual Matters, Clevedon, pp. 137-150. ISBN 9781853598951 Edwards, Viv and Redfern, Angela (2017) At home in school. Routledge Revivals. Routledge, London, UK, pp192. ISBN 9781138301283 Edwards, Viv, Goodwin, Jagiro and Wellings, Angela (2017) English 7-14: every child's entitlement. Routledge Revivals. Routledge, London, UK, pp106. ISBN 9781138505353 Edwards, V., Lewis, K., McAndrew, E., Power, C. and Thompson, A. (2004) Strategies schools use to minimise the effects of mobility in achievement. In: Edwards, V. (ed.) Pupil mobility in Lambeth schools: implications for raising achievement and school management. Lambeth Education, London, pp. 91-132. ISBN 0954551915 Edwards, Viv (2015) ‘Doing school’: cross cultural encounters. TESOL in context, 25 (1). pp. 4-15. ISSN 1030-8385 Edwards, Viv (2011) Globalization and multilingualism: the case of the UK. Intercultural Communication Studies, 20 (1). pp. 27-35. ISSN 1057-7769 Edwards, V. (2009) Vocabulary, education and diversity. In: Richards, B. J., Daller, H., Malvern, D. D., Meara, P., Milton, J. and Treffers-Daller, J. (eds.) Vocabulary studies in first and second language acquisition: the interface between theory and application. Palgrave MacMillan, Basingstoke, pp. 59-73. ISBN 9780230206687 Edwards, Viv and Li, Daguo, (2011) Confucius, constructivism and the impact of continuing professional development of teachers of English in China. ELT Research Papers 11-02. Report. British Council, Manchester. pp23. ISBN 9780863556739 Edwards, Viv and Ngwaru, Jacob Marriote (2012) African language books for children: issues for authors. Language, Culture and Curriculum, 25 (2). pp. 123-137. ISSN 1747-7573 doi: https://doi.org/10.1080/07908318.2011.629051 Edwards, Viv and Ngwaru, Jacob Marriote (2011) African language publishing for children in South Africa: challenges for translators. International Journal of Bilingual Education and Bilingualism, 14 (5). pp. 589-602. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2011.558618 Edwards, Viv and Ngwaru, Jacob Marriote (2014) Language capital and development: the case of African language publishing for children in South Africa. International Journal of the Sociology of Language, 2014 (225). pp. 29-50. ISSN 1613-3668 doi: https://doi.org/10.1515/ijsl-2013-0064 Edwards, Viv and Ngwaru, Jacob Marriote (2011) Multilingual education in South Africa: the role of publishers. Journal of Multilingual and Multicultural Development, 32 (5). pp. 435-450. ISSN 1747-7557 doi: https://doi.org/10.1080/01434632.2011.592192 Edwards, V., An, R. and Daguo, L. (2007) Uneven playing field or falling standards? Chinese students' competence in English. Race, Ethnicity and Education, 10 (4). pp. 387-400. ISSN 1361-3324 (paper) 1470-109X (elec) doi: https://doi.org/10.1080/13613320701658431
El Morally, Reham, Wong, Billy Ellins, J. and Porter, Jill (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x Elliott, Grace (2020) Reading for Meaning: Interventions to ameliorate children’s reading comprehension difficulties. A randomised controlled trial to investigate whether interventions in oral language and text-based strategies improve the reading comprehension skills of students aged between 11 and 13. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00106095 Enow, Linda (2016) Teacher cognition: a study of secondary English teachers. EdD thesis, University of Reading. Everley, Suzanne and Macfadyen, Tony (2017) ‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 1475-7575 doi: https://doi.org/10.1080/03004279.2015.1069367 Fabrício, Branca F. and Santos, Denise (2009) The (re-)framing process as a collaborative locus for change. In: Cook, Guy and North, Sarah (eds.) Applied linguistics in action: a reader. Routledge, London. ISBN 9780415545471 Fairfield, C. and Richards, Brian (2007) Reported voice difficulties in student teachers: a questionnaire survey. British Journal of Educational Studies, 55 (4). pp. 409-425. ISSN 0007-1005 doi: https://doi.org/10.1111/j.1467-8527.2007.00387.x Fairfield, Carol Ann, Kempe, Andrew John and Richards, Brian James (2008) Reported voice difficulties and vocal symptoms in trainee PGCE secondary teachers. In: Choice for Voice Conference, 10-12 July, London. Fajardo, Inmaculada and Joseph, Holly (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-022-05648-2 Falk, John, Dierking, Lynn, Osborne, Jonathan, Wenger, Matthew, Dawson, Emily and Wong, Billy (2015) Analyzing science education in the U.K.: taking a system-wide approach. Science Education, 99 (1). pp. 145-173. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.21140 Falshaw, Edward R. (2023) One-to-one Chromebook technology and student engagement in the independent secondary school classroom: a case study. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00112904 Farleigh, Anna (2018) Constructions of literature in GCSE English policy and their implications for teaching practice. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084744
Farrugia, Marie Therese and Trakulphadetkrai, Natthapoj Vincent Feiler, Anthony, Porter, Jill, Daniels, Harry, Georgeson, Jan, Hacker, Jane and Martin, Sue (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x Fidler, B. and Atton, T. (2006) Better workforce, better results. School Leadership Today (formerly Managing Schools Today), 15 (4). pp. 35-37. Fidler, B. and Atton, T. (2006) Handle with Care. School Leadership Today (formerly Managing Schools Today), 15 (5). pp. 47-49. ISSN 2040-1310 Fidler, B. and Atton, T. (2004) The headship game: the challenges of contemporary school leadership. Routledge, London, pp248. ISBN 9780415277815 Fidler, B. , Jones, J. , MacBurnie, S., A., Makori and Boparai, R. (2006) Second headship - challenge and revitalisation. In: Report to the National College for School Leadership, Nottingham NCSL. Fidler, B. and Atton, T. (2006) PPA time - the story so far. School Leadership Today (formerly Managing Schools Today), 15 (6). pp. 24-26. ISSN 2040-1310 Fidler, B. and Parsons, C. (2008) World university rankings: stability and variability. Higher Education Review, 40 (3). pp. 15-34. Floyd, Alan (2009) Life histories of academics who become heads of department: socialisation, identity and career trajectory. PhD thesis, University of Leicester. Floyd, Alan (2012) Narrative and life history. In: Briggs, A., Coleman, M. and Morrison, M. (eds.) Research methods in educational leadership and management. 3rd edition. Sage, London, pp. 223-235. ISBN 9781446200438 Floyd, Alan (2013) Narratives of academics who become department heads. In: Gornall, Lynne, Cook, Caryn, Daunton, Lyn, Salisbury, Jane and Thomas, Brychan (eds.) Academic Working Lives: Experience, Practice and Change. Bloomsbury Academic, London. ISBN 9781441185341 Floyd, Alan, (2016) An evaluation of the Nxplorers Programme - end of project report. Report. The Open University, Milton Keynes. Floyd, Alan and Fung, Dilly, (2013) Focusing the kaleidoscope: investigating the newly formed role of 'Academic Lead’ at a research-led University. Project Report. The Leadership Foundation for Higher Education Floyd, Alan and Fung, Dilly (2018) Stories of leading and being led: developing collaborative relationships in an English research-intensive university. In: Gornall, L., Thomas, B. and Sweetman, L. (eds.) Exploring Consenual Leadership in Higher Education. Bloomsbury Academic, London. ISBN 9781350043572 Floyd, Alan and Mhlanga, Thanda, (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading. Floyd, Alan and Preston, Diane, (2014) Exploring the role of Associate Dean in UK universities. Project Report. Leadership Foundation for Higher Education
Floyd, Alan
Floyd, Alan
Floyd, Alan Floyd, Alan (2016) Supporting academic middle managers in Higher Education: do we care? Higher Education Policy, 29 (2). pp. 167-183. ISSN 1740-3863 doi: https://doi.org/10.1057/hep.2015.11 Floyd, Alan (2012) Turning points: the personal and professional circumstances that lead academics to become middle managers. Educational Management Administration and Leadership, 40 (2). pp. 272-284. ISSN 1741-1440 doi: https://doi.org/10.1177/1741143211427980 Floyd, Alan and Arthur, L. (2012) Researching from within: external and internal ethical engagement. International Journal of Research & Method in Education, 35 (2). pp. 171-180. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.670481 Floyd, Alan and Dimmock, Clive (2011) ‘Jugglers’, ‘copers’ and ‘strugglers’: academics’ perceptions of being a head of department in a post-1992 UK university and how it influences their future careers. Journal of Higher Education Policy and Management, 33 (4). pp. 387-399. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080X.2011.585738 Floyd, Alan and Fuller, Carol (2016) Leadership identity in a small island developing state: the Jamaican context. Compare: A Journal of Comparative and International Education, 46 (2). pp. 251-271. ISSN 0305-7925 doi: https://doi.org/10.1080/03057925.2014.936365 Floyd, Alan and Fung, Dilly (2015) Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 2015. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2015.1110692 Floyd, Alan and Morrison, Marlene (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36 (1). pp. 38-53. ISSN 1470-126X doi: https://doi.org/10.1080/0158037X.2013.783472 Floyd, Alan and Preston, Diane (2019) Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41 (4). pp. 430-443. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080x.2019.1625220 Floyd, Alan and Preston, Diane (2018) The role of the Associate Dean in UK Universities: distributed leadership in action? Higher Education, 75 (5). pp. 925-943. ISSN 0018-1560 doi: https://doi.org/10.1007/s10734-017-0178-1
Floyd, Alan
Floyd, Alan Flynn, Naomi (2017) Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers. In: Goodwin, Prue (ed.) The Literate Classroom (4th edition). Routledge, Abingdon, UK, pp. 87-100. ISBN 9781138282605 Flynn, Naomi (2019) Facilitating evidence-informed practice. Teacher Development, 23 (1). pp. 64-82. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2018.1505649 Flynn, Naomi (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2018.1481366 Flynn, Naomi and Curdt-Christiansen, Xiao-Lan (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education, 32 (5). pp. 410-427. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2018.1475484 Flynn, Naomi and Stainthorp, R. (2006) The learning and teaching of reading and writing. WileyBlackwell, Chichester. ISBN 9780470019399 Flynn, Naomi, Powell, Daisy, Stainthorp, Rhona and Stuart, Morag (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336 Flynn, Naomi, Teemant, Annela, Mitchell Viesca, Kara and Perumal, Ratha (2023) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly. ISSN 1545-7249 doi: https://doi.org/10.1002/tesq.3224 Foley, Catherine (2016) Girls’ perceptions of mathematics: an interpretive study of girls’ mathematical identities. EdD thesis, University of Reading. Foskett, N. , Lumby, J. and Fidler, B. (2005) Evolution or extinction? Reflections on the future of research in educational leadership and management. Educational Management, Administration and Leadership, 33 (2). pp. 245-253. ISSN 1741-1432 doi: https://doi.org/10.1177/1741143205051056 Francis-Brophy, Eloise and McCrum, Elizabeth, (2010) Evaluation of online mentoring project supporting young people who are NEET or at risk of becoming NEET in Reading and Wokingham. Project Report. ESD toolkit Franke, N., ed. (2008) Romantic piano anthology. Schott anthology series, 2 . Schott Music, London, pp64. ISBN 9781902455938 Fuller, C. (2009) Sociology, gender and educational aspirations: girls and their ambitions. Continuum, London. ISBN 9780826499387 Fuller, Carol , Goodwyn, Andrew C., Francis-Brophy, Eloise and Harding, Robert C., (2010) Advanced skills teachers: summary report. Project Report. University of Reading, Institute of Education, Reading. pp14. (Unpublished) Fuller, Carol (2017) The advanced skills teacher in England. In: Goodwyn, Andrew (ed.) Expert Teachers: An International Perspective. Routledge, Abingdon, pp. 69-89. ISBN 9780415812207 Fuller, Carol and Lloyd, Viki (2019) Martial arts and well-being: connecting communities and promoting health. Routledge, pp116. ISBN 9781138213555 Fuller, Carol (2014) Social capital and the role of trust in aspirations for higher education. Educational Review, 66 (2). pp. 131-147. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768956 Fuller, Carol (2018) The existential self: challenging and renegotiating gender identity through higher education in England. Gender and Education, 30 (1). pp. 92-104. ISSN 1360-0516 doi: https://doi.org/10.1080/09540253.2016.1241380 Fuller, Carol and Akhtar, Zahra, (2022) 'Enriching lives’: supporting women out of the criminal justice system. Report. University of Reading Fuller, Carol and MacFadyen, Tony (2012) 'What with your grades?': Students motivation for and experience of vocational courses in further education. Journal of Vocational Education and Training, 64 (1). pp. 87-101. ISSN 1747-5090 doi: https://doi.org/10.1080/13636820.2011.622447 Fuller, Carol, Danos, Maria and Muldoon, Cecilia (2020) Empowering Women from the bottom to the top; parents, community and partnership. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542 Fuller, Carol, Goodwyn, Andy and Francis-Brophy, Ellie (2013) Advanced skills teachers: professional identity and status. Teachers and Teaching: Theory and Practice, 19 (4). pp. 463-474. ISSN 1354-0602 doi: https://doi.org/10.1080/13540602.2013.770228 Fuller, Carol, Majid, Nasreen and Yan, Meilun (2020) Constructing self: gender, social background and ethnicity in developing educational identities. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542 Fuller, Carol, McCrum, Elizabeth and Macfadyen, Tony (2014) Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England. Education Inquiry, 5 (2). 23922. ISSN 2000-4508 doi: https://doi.org/10.3402/edui.v5.23922 Fuller, Carol, Powell, Daisy and Fox, Simon (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69 (2). pp. 232-247. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2016.1199538 Fuller, Carol Louise (2008) Girls and their ambitions: a sociological study of educational aspirations. PhD thesis, University of Reading. Fuller, Carol Louise (2009) Sociology, Gender and Educational Aspirations: Girls and their Ambitions. Continuum, New York, pp201. ISBN 9781441152077 Fuller, Keith Douglas and Malvern, David Daniel (2010) Challenge and change: a history of the Nuffield A-level Physics Project. Institute of Education, University of Reading, Reading, pp278. (Unpublished) Furneaux, Clare (2022) Materials for developing writing skills. In: Norton, Julie and Buchanan, Heather (eds.) The Routledge Handbook of Materials Development for Language Teaching. Routledge Handbooks in Applied Linguistics. Routledge, London, pp. 244-260, 560 pages. ISBN 9781003262473 doi: https://doi.org/10.4324/b22783-21 Garnett, James (2013) Beyond a constructivist curriculum : a critique of competing paradigms in music education. British Journal of Music Education, 30 (2). pp. 161-175. ISSN 0265-0517 doi: https://doi.org/10.1017/S0265051712000575 Garnett, James (2013) Enterprise pedagogy in music: an exploration of multiple pedagogies. Music Education Research, 15 (1). pp. 1-18. ISSN 1469-9893 doi: https://doi.org/10.1080/14613808.2012.703175 Garnett, James Stephen (2010) Democracy and identity: educating the student voice. In: Finney, John and Harrison, Chris (eds.) Whose music education is it? The role of the student voice. National Association of Music Educators, Solihull, pp. 147-152. ISBN 9780956654502 Garnett, J. S. (2009) Making the grade: partnership between studio and classroom teachers and their pupils. Music Teacher, 88 (5). pp. 48-49. Garnett, J. S. (2009) Question time: assessment for learning in instrumental and vocal pedagogy. Music Teacher, 88 (1). pp. 27-29. Garnett, J. S. (2009) Those who can, teach. Yamaha Education Supplement. pp. 14-15. Gaston, V. and Simpson, C. (2004) A netball specific fitness test. International Journal of Performance Analysis in Sport, 4 (2). pp. 82-96. ISSN 1474-8185 Gayford, C.G. (2003) Participatory methods and reflective practice applied to research in education for sustainability. Canadian Journal of Environmental Education, 8. 129 -142. ISSN 1205-5352 Georgeson, Jan, Porter, Jill, Daniels, Harry and Feiler, Anthony (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720 Gilbert, J., ed. (2005) Constructing worlds through science education: the selected works of John K. Gilbert. Routledge, Abingdon, UK & New York, USA., pp288. ISBN 9780415352185 Gilbert, J., ed. (2006) Science education in schools: issues, evidence and proposals. ESRC, Teaching and Learning Programme . UNSPECIFIED, London, pp19. Gilbert, J., ed. (2005) Science education: major themes in education. Routledge, London, pp1648. ISBN 9780415342254 Gilbert, J. and France, B.F. (2006) A model for communication about biotechnology. Sense Publishers, Amsterdam, pp100. ISBN 9789077874752 Gilbert, J. K. (2003) According to the book: using TIMSS to investigate the translation of policy into practice through the world of textbooks. British Journal of Educational Studies, 51 (4). pp. 437-438. ISSN 0007-1005 Gilbert, J. K. (2005) How students learn: science in the classroom. Science Education, 89 (6). pp. 1043-1045. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.20115 Gilbert, J. K. (2006) On the nature of "context" in chemical education. International Journal of Science Education, 28 (9). pp. 957-976. ISSN 0950-0693 doi: https://doi.org/10.1080/09500690600702470 Gilbert, J., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H., eds. (2003) Chemical education: towards research-based practice. Contemporary trends and issues in science education, 17. Kluwer, Dordrecht, pp448. ISBN 9781402011849 Gilbert, J.K., ed. (2004) Reader in Science Education. RoutledgeFalmer, London, pp278. ISBN 9780415327787 Gilbert, J.K. (2004) Science education: global or national? In: Gilbert, J.K. (ed.) Reader in Science Education. RoutledgeFalmer, London, 1-12.. ISBN 9780415327787 Gilbert, J.K. and Newberry, M. (2004) The Cams Hill Science Consortium: an inter-institutional collaborative action research project in science education. In: Ralle, B. and Eilks, I. (eds.) Quality in practice-oriented research in science education. Shaker Verlag, Aachen, pp. 53-62. ISBN 9783832230760 Gilbert, J.K. and France, B. (2003) Discourse in more than just talk: towards a model for communication between biotechnologists and other communities. New Zealand Biotechnology Association Journal, 56. pp. 21-30. Gilbert, J.K. and Justi, R. (2003) Models and modelling in chemical education. In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (eds.) Chemical Education: Towards Research-Based Practice. Springer, pp. 47-68. ISBN 9781402011849 Gilbert, J.K. and Stocklmayer, S.M. (2003) Informal chemical education. In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (eds.) Chemical education: towards research-based practice. Kluwer, Dordrecht, pp. 143-164. ISBN 9781402011849 Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (2003) Research and development for the future of chemical education. In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (eds.) Chemical education: towards research-based practice. Springer, pp. 391-408. ISBN 9781402011849 Gilbert, J.K., Justi, R., Van Driel, J.H., De Jong, O. and Treagust, D. (2004) Securing a future for chemical education. Chemical Education: Research and Practice, 5 (1). pp. 5-14. ISSN 1109-4028 Glauert, E, Trakulphadetkrai, N and Maloney, J, (2013) D4.4 Report on Practices and their Implications. Creative Little Scientists: Enabling creativity through science and mathematics in preschool and first years of primary education (CLS). Project Report. EU (Unpublished)
Gomersall, Steve and Floyd, Alan Goodwin, P., ed. (2004) Literacy through creativity. David Fulton Publishers, London, pp160. ISBN 9781843120872 Goodwin, P., ed. (2005) The Literate Classroom. David Fulton Publishers, London. ISBN 9781843123187 Goodwin, P., ed. (2008) Understanding children's books. SAGE, London, pp130. ISBN 9781847870322 Goodwin, P. (2005) Creative young readers. In: Wilson, A. (ed.) Creativity in primary education: theory and practice. Learning Matters, Exeter, pp. 44-57. ISBN 9781844450138 Goodwin, P. (2004) Looking to be literate. In: Goodwin, P. (ed.) Literacy through creativity. David Fulton Publishers, London, pp. 124-133. ISBN 9781843120872 Goodwin, P. (2003) Texts for teaching literacy. National Centre for Language and Literacy, Reading, pp34. ISBN 9780704914735 Goodwin, P. (2003) Working together with reading. National Centre for Language and Literacy, Reading, pp24. ISBN 0704914530 Goodwin, P. and Perkins, M. (2006) Play and planning: a sound pathway to pleasurable reading. In: Lewis, M. and Ellis, S. (eds.) Phonics: practice, research and policy. SAGE, London, pp. 54-58. ISBN 9781412930864 Goodwin, P. (2008) Introduction. In: Eccleshare, J. (ed.) Riveting reads plus: book ahead. Schools Library Association (supported by DCSF), Swindon, pp. 8-18. ISBN 9781903446430 Goodwin, P. (2004) Introduction: Creativity and literacy learning. In: Goodwin, P. (ed.) Literacy through creativity. David Fulton Publishers, London, pp. 1-11. ISBN 9781843120872 Goodwin, P. (2008) A world of children's books. In: Goodwin, P. (ed.) Understanding children's books. SAGE, London, pp. 1-10. ISBN 9781847870322 Goodwyn, Andrew (2010) The expert teacher of English. The expert teacher . Routledge, Abingdon, UK, pp192. ISBN 9780415316965 Goodwyn, A and Branson, J., eds. (2004) A handbook for the teaching of English. Kogan Page/Routledge, London, pp240. Goodwyn, Andy (1998) Adapting to the Textual landscape: Bringing Print and Visual Texts Together in the Classroom. In: Goodwyn, Andy (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 129-150. Goodwyn, Andy (1997) Almost Together. The English and Media Magazine, 24. pp. 26-27. Goodwyn, Andy (1998) Broadening the Literacy Horizon. In: Goodwyn, Andy (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 1-23. Goodwyn, Andy (1995) Contextualising ability within the subject of English. In: Goodwyn, Andy (ed.) English and Ability. London: David Fulton Publishers, pp. 1-13. Goodwyn, Andy (2001) Cultural Rights in the Convergence. In: Durrant, C and Beavis, C (eds.) P[ICT] URES of English: Teachers, learners and technology. Australian Association for the Teaching of English, Kent Town: Wakefield Press, pp. 52-68. Goodwyn, Andy (1995) Defining High Ability in English. In: Goodwyn, Andy (ed.) English and Ability. London: David Fulton Publishers, pp. 14-27. Goodwyn, Andy (1997) Developing English Teachers. Buckingham: Open University Press, pp160. Goodwyn, Andy (1991) The Employment of Drama. The Drama Magazine. Goodwyn, Andy (1992) English Teaching and Media Education. Buckingham: Open University Press, pp160. Goodwyn, Andy, ed. (1995) English and Ability. London: David Fulton Publishers, pp128. Goodwyn, Andy (2014) English and literacy in education – national policies. In: Leung, Constant and Street, Brian V. (eds.) The Routledge companion to English studies. Routledge, Abingdon, pp. 16-32. ISBN 9780415676182 Goodwyn, Andy, ed. (2000) English in the Digital Age. London: Continuum, pp180. Goodwyn, A. (2004) English teaching and the moving image. Routledge Falmer, London, pp192. ISBN 9780415306614 Goodwyn, Andy, ed. (2002) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp180. Goodwyn, Andy (1992) Information Technology in English in Initial Teacher Training, Project Report. Journal of Information Technology for Teacher Education, 1 (1). pp. 171-173. Goodwyn, Andy (2002) Introduction: reviewing transition and literacy. In: Goodwyn, Andy (ed.) Improving Literacy at KS2 and KS3,. London:Paul Chapman Publishing,, pp. 1-21. Goodwyn, Andy (2003) Literacy or English: The struggle for the professional identity of English teachers in England. In: Homer, D, Doecke, B and Nixon, H (eds.) English Teachers at Work: Narratives, Counter-narratives and Arguments. Australian Association for the Teaching of English /Interface. Kent Town, South Australia: Wakefield Press. Goodwyn, A. (2004) Literacy versus English?: a professional identity crisis. In: Goodwyn, A. and Stables, A. (eds.) Learning to read critically in language and literacy education. Learning to read critically. Sage, London, pp. 192-205. ISBN 9780761944744 Goodwyn, Andy, ed. (1998) Literary and Media Texts in Secondary English. London: Cassells, pp180. Goodwyn, Andy (1998) Literature: The writing on the wall is now on the screen. In: Kooy, M, Janssen, T and Watson, K (eds.) Fiction, Literature and Media: Studies in Language and Literature, International Perspectives on Mother Tongue Education. Amsterdam University Press,, pp. 39-50. Goodwyn, Andy (2000) Making a point with Point Horror. The Secondary English Magazine, 2 (2). pp. 19-24. Goodwyn, Andy (1998) New Audience, new text. The Secondary English Magazine, 1 (2). pp. 26-28. Goodwyn, Andy (1997) Signs of Growth but not of Status: Management and Media Education. The English and Media Magazine, 37. pp. 36-39. Goodwyn, Andy (2000) Texting; reading and writing in the intertext. In: Goodwyn, Andy (ed.) English in the Digital Age. Continuum, London, pp. 78-96. Goodwyn, Andy (1992) Theoretical Models of English Teaching. English in Education, 26 (3). pp. 4-10. Goodwyn, A. (2003) We teach English not Literacy : growth pedagogy under seige in England. English teachers at work: narratives counter-narratives and arguments. AATE/Interface and Wakefield Press, Kent Town. ISBN 9781862546158 Goodwyn, A. (2004) What's in a frame: the English framework three years on. English Drama Media, 2. pp. 122-131. Goodwyn, Andy (2000) “A bringer of new things”: an English Teacher in the computer age?,. In: Goodwyn, Andy (ed.) English in the Digital Age. London: Continuum, pp. 1-21. Goodwyn, Andy (2018) A critical overview of a sample of publications submitted for the award of a PhD by publication. PhD thesis, University of Reading. Goodwyn, A. (2004) The professional identity of English teachers in England. English in Australia, 139. pp. 122-131. Goodwyn, A. (2004) The role of media education. In: Goodwyn, A. and Branson, J. (eds.) Teaching English: a handbook for Primary and Secondary school teachers. Kogan Page/Routledge, London, pp. 103-118. ISBN 9780415335270 Goodwyn, Andy (2010) The status of literature in a national curriculum: a case study of England. English in Australia, 45 (1). pp. 18-27. Goodwyn, Andy and Findlay, K (1999) The Cox Models Revisited: English Teacher’s Views of their Subject and the National Curriculum. English in Education, 33 (2). pp. 19-31. Goodwyn, Andy and Findlay, K (2002) Literacy in transition. In: Goodwyn, Andy (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 21-44. Goodwyn, Andy and Findlay, K (1999) Media Education and Mother Tongue teaching: conflict or convergence. In: Hart, A (ed.) The Frankfurt Papers, MEC Collected research papers. The Media Education Centre, The University of Southampton, pp. 9-20. Goodwyn, Andy and Findlay, K (2002) Secondary Schools and the national Literacy Strategy. In: Goodwyn, Andy (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 45-64. Goodwyn, Andy and Fuller, Carol (2012) Outstanding teachers, practice and ICT use. Advancing Education, 2012. Goodwyn, Andy, Adams, A and Clarke, S (1997) ‘The Future of Literacy’. The Journal of Information Technology in Teacher Education, 6 (3). pp. 227-239. Goodwyn, Andy, Adams, A and Clarke, S (1997) The Great God of the Future: Views of Current and Future English Teachers on the place of IT in English. English in Education, 31 (2). pp. 54-62. Goodwyn, Andy (2002) Breaking up is hard to do: English teachers and that LOVE of reading. English Teaching: Practice and Critique, 1 (1). pp. 66-78. ISSN 1175-8708 Goodwyn, Andy (2011) English teachers in the digital age – a case study of policy and expert practice from England. English in Australia, 46 (1). pp. 53-61. ISSN 0155-2147 Goodwyn, Andy (2009) English teachers in the digital age: a case study of policy and expert practice from England. English in Aotearoa, 69. pp. 36-44. ISSN 0113-7867 Goodwyn, Andy (2015) Is it still King Lear? English teachers and the e-reader phenomenon. In: Lin, Tzu-Bin, Chen, Der Thanq Victor and Chai, Ching Sing (eds.) New media and learning in the 21st century: a Socio-Cultural Perspective. Springer, London, pp. 145-160. ISBN 9789812873255 doi: https://doi.org/10.1007/978-981-287-326-2 Goodwyn, Andy (2011) Literary reading: the challenge of getting young people to experience poetry. In: Lockwood, Michael (ed.) Bringing Poetry Alive: a Guide to Classroom Practice. Sage, London, pp. 129-142. ISBN 9780857020734 Goodwyn, Andrew (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. In: Goodwyn, Andrew, Reid, Louann and Durrant, Cal (eds.) International perspectives on teaching English in a globalised world. National Association for the Teaching of English (NATE). Routledge, Abingdon, pp. 65-78. ISBN 9780415504461 Goodwyn, Andy (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. Changing English, 20 (2). pp. 148-159. ISSN 1358-684X doi: https://doi.org/10.1080/1358684X.2013.788294 Goodwyn, Andrew (2012) One size fits all: the increasing standardisation of English teachers' work in England. English Teaching: Practice and Critique, 11 (4). pp. 36-53. ISSN 1175-8708 Goodwyn, A. (2004) Professionalism and accountability. In: Goodwyn, A. and Branson, J. (eds.) Teaching English: a handbook for Primary and Secondary school teachers. Kogan Page/Routledge, London, pp. 163-175. ISBN 9780415335270 Goodwyn, Andy (2005) Professionalism and accountability. In: Goodwyn, Andy and Branson, J (eds.) A Handbook for The Teaching of English. London Kogan Page/Routledge. Goodwyn, Andy (2013) Reading is now 'cool': a study of English teachers' perspectives on e-reading devices as a challenge and an opportunity. Educational Review, 66 (3). pp. 263-275. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768960 Goodwyn, Andy (2001) Second tier professionals: English teachers in England. L1 - Educational Studies in Language and Literature, 1 (2). pp. 149-161. ISSN 1573-1731 doi: https://doi.org/10.1023/A:1012739412076 Goodwyn, Andy (2016) Still growing after all these years? The resilience of the “Personal Growth model of English” in England and also internationally. English Teaching: Practice & Critique, 15 (1). pp. 7-21. ISSN 1175-8708 doi: https://doi.org/10.1108/etpc-12-2015-0111 Goodwyn, Andy (2001) Who wants to be a super teacher? The perils and pleasures of recognising expertise in English teaching. English in Australia, 129-130. pp. 39-50. ISSN 0046-208X Goodwyn, A. (2007) The beacon that was Bullock: A response to John Steadman's 'The "problem" of English'. The Use of English, 58 (2). pp. 134-148. ISSN 0042-1243 Goodwyn, Andrew (2004) A framework for English? Or a vehicle for literacy? English teaching in England in the age of the Strategy. English Teaching: Practice and Critique, 3 (3). pp. 16-28. ISSN 1175-8708 Goodwyn, Andy (2012) The status of literature: English teaching and the condition of literature teaching in schools. English in Education, 46 (3). pp. 212-227. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01121.x Goodwyn, A. (2004) The subject of English: putting English in perspective. In: Goodwyn, A. and Branson, J. (eds.) Teaching English: a handbook for Primary and Secondary school teachers. Kogan Page / Routledge, London, pp. 1-18. ISBN 9780415335270 Goodwyn, Andy and Branson, J (2005) A Handbook for The Teaching of English. London: Kogan Page/Routledge, pp240. Goodwyn, A. and Findlay, K. (2003) I.A. Richards and the paradox of Practical Criticism: a response to David W. West. Changing English: Studies in Culture and Education, 10 (1). pp. 101-106. ISSN 1358-684X doi: https://doi.org/10.1080/1358684032000055163 Goodwyn, A. and Findlay, K. (2002) Literature, literacy and the discourses of English teaching: a case study. L1-Educational Studies in Language and Literature, 2 (3). pp. 221-238. ISSN 1567-6617 doi: https://doi.org/10.1023/A:1021386422638 Goodwyn, Andy and Findlay, K (2001) Media Studies and the establishment. International Journal of Media Education, 1 (1). ISSN 1475-7567 Goodwyn, A. and Findlay, K. (2003) Shaping literacy in the secondary school: policy, practice and agency in the age of the national literacy strategy. British Journal of Educational Studies, 51 (1). pp. 20-35. ISSN 0007-1005 Goodwyn, Andy and Powell, M (2003) Canonical texts, critical literacy and the classroom: the case of 'The Lady of Shallott'. English in Australia, 138. pp. 51-56. ISSN 0155-2147 Goodwyn, Andy and Stables, A (2004) Learning to Read Critically in Language and Literacy Education. London: Sage, pp240. Goodwyn, Andy, Reid, Louann and Durrant, Call, eds. (2013) International perspectives on teaching English in a globalised world. Routledge, pp. 1-288. ISBN 9780415504461 Goodwyn, Andrew Cecil (2010) Becoming an English teacher: identity, self-knowledge and expertise. In: Davidson, J, Daly, C and Moss, J (eds.) Debates in English teaching. Routledge, Abingdon, pp. 18-36. ISBN 9780415569163 Goodwyn, Andrew Cecil, Fuller, Carol Louise and Protopsaltis, Aristidis, (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished) Goodwyn, Andrew Cecil and Fuller, Carol Louise, eds. (2011) The great literacy debate: a critical response to the Literacy Strategy and the Framework for English. Routledge, London, pp182. ISBN 9780415597630 Goodwyn, A. and Stables, A., eds. (2004) Learning to read critically in language and literacy education. Sage, London, pp240. ISBN 9780761944744 Graham, S. (2006) Developing Speaking Skills in the Modern Foreign Language. In: Pachler, N. and Redondo, A. (eds.) A practical guide to teaching modern foreign languages in the secondary school. Routledge, London, pp. 58-66. ISBN 978-0415393287 Graham, Suzanne, Courtney, Louise, Marinis, Theo and Tonkyn, Alan, (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Project Report. University of Reading (Unpublished) Graham, Suzanne, Fisher, Linda, Hofweber, Julia and Krüsemann, Heike (2020) Getting creative in the languages classroom. In: Kohl, Katrin, Dudrah, Rajinder, Gosler, Andrew, Graham, Suzanne, Maiden, Martin, Ouyang, Wen-chin and Reynolds, Matthew (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi: https://doi.org/10.11647/obp.0206.07 Graham, S., Macaro, E. and Vanderplank, R. (2007) A review of listening strategies: focus on sources of knowledge and on success. In: Cohen, A.D. and Macaro, E. (eds.) Language Learner Strategies: 30 Years of Research and Practice. Oxford University Press, Oxford, pp. 165-185. ISBN 9780194422543 Graham, Suzanne (2022) Aptitude or motivation: which is the better predictor of successful language learning? In: Macaro, Ernesto and Woore, Robert (eds.) Debates in Second Language Education. Routledge, Abingdon, pp. 106-121. ISBN 9780367442132 doi: https://doi.org/10.4324/9781003008361 Graham, Suzanne (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25 (1). pp. 15-20. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730285200051 Graham, S. (2009) French applied linguistics. Journal of French Language Studies, 19 (3). pp. 409-410. ISSN 0959-2695 doi: https://doi.org/10.1017/s0959269509990263 Graham, S. (2003) Learner strategies and advanced level listening comprehension. Language Learning Journal, 28 (1). pp. 64-69. ISSN 0957-1736 doi: https://doi.org/10.1080/09571730385200221 Graham, S. (2007) Learner strategies and self-efficacy: making the connection. Language Learning Journal, 35 (1). pp. 81-93. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730701315832 Graham, S. (2003) Learners' metacognitive beliefs: a Modern Foreign Languages case study. Research in Education, 70 (2). pp. 11-29. ISSN 0034 5237 Graham, S. (2006) Listening comprehension: the learners' perspective. System, 34 (2). pp. 165-182. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2005.11.001 Graham, Suzanne (2017) Research into practice: listening strategies in an instructed classroom setting. Language Teaching, 50 (1). pp. 107-119. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444816000306 Graham, Suzanne (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 (2). pp. 113-117. ISSN 1475-1585 doi: https://doi.org/10.1016/j.jeap.2011.04.001 Graham, Suzanne (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal, 50 (2). pp. 186-207. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2045679 Graham, Suzanne (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi: https://doi.org/10.1002/9781118784235.eelt0611 Graham, S. (2006) A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39 (2). pp. 296-309. ISSN 0015-718X doi: https://doi.org/10.1111/j.1944-9720.2006.tb02267.x Graham, S. and Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. Language Learning Journal, 35 (2). pp. 153-173. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730701599203 Graham, S. and Roberts, J. (2007) Student-teachers' perspectives on positive and negative social processes in schools. Teachers and Teaching: theory and practice, 13 (4). pp. 399-410. ISSN 1354-0602 doi: https://doi.org/10.1080/13540600701391952 Graham, Suzanne and Santos, Denise (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766 Graham, Suzanne and Santos, Denise (2020) Listening and good language teachers. In: Griffiths, Carol and Tajeddin, Zia (eds.) Lessons from Good Language Teachers. Cambridge University Press, pp. 246-259. doi: https://doi.org/10.1017/9781108774390 Graham, Suzanne and Santos, Denise (2013) Selective listening in L2 learners of French. Language Awareness, 22 (1). pp. 56-75. ISSN 1747-7565 doi: https://doi.org/10.1080/09658416.2011.652634 Graham, Suzanne and Santos, Denise (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi: https://doi.org/10.1057/9781137410528 Graham, Suzanne, Courtney, Louise, Marinis, Theo and Tonkyn, Alan (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12251 Graham, Suzanne, Courtney, Louise, Tonkyn, Alan and Marinis, Theodoros (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3230 Graham, Suzanne, MacFadyen, Tony and Richards, Brian (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2012.662525 Graham, Suzanne, Santos, Denise and Francis-Brophy, Ellie (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2014.01.007 Graham, Suzanne, Santos, Denise and Vanderplank, Robert (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, 15 (4). pp. 435-456. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168811412026 Graham, S., Santos, Denise and Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1). pp. 52-68. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2007.11.001 Graham, Suzanne, Woore, Robert, Porter, Alison, Courtney, Louise and Savory, Clare (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12670 Graham, S. J. (2004) Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal, 88 (2). pp. 171-191. ISSN 0026-7902 doi: https://doi.org/10.1111/j.0026-7902.2004.00224.x Graham, Suzanne Jane and Macaro, Ernesto (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). pp. 747-783. ISSN 0023-8333 doi: https://doi.org/10.1111/j.1467-9922.2008.00478.x
Graham, Suzanne Jane and Zhang, Pengchong Anthony Graham, Suzanne Jane, Richards, Brian James and Malvern, David Daniel (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi: https://doi.org/10.1017/S0959269508003499 Graham, Suzanne Jane, Santos, Denise and Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4 (1). pp. 1-20. ISSN 1750-1229 doi: https://doi.org/10.1080/17501220802385866 Grove, N., Bunning, K. and Porter, Jill (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York. Gómez-Merino, Nadina, Fajardo Bravo, Inmaculada, Ferrer Manchón, Antonio M. and Joseph, Holly (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of the Deaf, 167 (3). pp. 313-333. ISSN 1543-0375 doi: https://doi.org/10.1353/aad.2022.0030
Hamer, Jessica M.M., Kemp, Peter E.J., Wong, Billy Harries, David and Tennant, Geoff (2012) Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study. Mathematics Teaching, 226. pp. 9-12. ISSN 0025-5785 Harris, Richard (2017) British values, citizenship and the teaching of history. In: Davies, Ian (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597 Harris, Richard (2010) Citizenship and history - uncomfortable bedfellows? In: Davies, Ian (ed.) Debates in history teaching. The Debates in Subject Teaching. Routledge, London, pp. 186-196. ISBN 9780415571623 Harris, Richard (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton. Harris, Richard and Haydn, Terry (2008) Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view. In: American Educational Research Association (AERA 2008), Mar 2008, NY. (Unpublished) Harris, Richard and Haydn, Terry (2006) Pupil perceptions of history as a school subject. In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva. (Unpublished) Harris, Richard and Luff, Ian (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633 Harris, Richard, Burn, Katharine and Woolley, Mary (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440 Harris, Richard, Cain, Timothy and Kinchin, Gary D. (2011) Teacher research: transforming practice or re-arranging the deckchairs? In: British Educational Research Association Conference, 6-8 September 2011, London. (Unpublished) Harris, Richard, Harrison, Simon and McFahn, Richard (2011) Cross-curricular teaching and learning in the secondary school...humanities: history, geography, religious studies and citizenship. Cross-Curricular Teaching and Learning in.... Routledge, London, pp163. ISBN 9780415561891
Harris, Richard Harris, Richard (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: British Educational Research Association, 1-4 September 2010. (Unpublished) Harris, Richard (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: History Teacher Educator Network Conference, 19-20 July 2010, Newport. (Unpublished) Harris, Richard (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610 Harris, Richard (2006) Editorial. Citizenship education. Prospero, 12 (3). pp. 3-5. ISSN 1358-6785 Harris, Richard (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785 Harris, Richard (2017) Exploring youth civic engagement: a view from England. In: Broom, Catherine (ed.) Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective. Palgrave studies in global citizenship education and democracy. Palgrave Macmillan, New York, pp. 37-58. ISBN 9781137565327 doi: https://doi.org/10.1057/978-1-137-56533-4 Harris, Richard (2011) Learning how to be a teacher: lessons the government needs to learn. Prospero, 17 (3). pp. 28-33. ISSN 1358-6785 Harris, Richard (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218
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Harris, Richard Harris, Richard (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610 Harris, Richard (2000) An action research project to improve the quality of A level history essay writing. Prospero, 6 (3 & 4). pp. 65-69. ISSN 1358-6785 Harris, Richard (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39 (3). pp. 400-419. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2013.810551 Harris, Richard and Bilton, Helen (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416 Harris, Richard and Burn, Katherine (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy, 26 (2). pp. 245-261. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2010.498902 Harris, Richard and Burn, Katharine (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48 (4). pp. 518-546. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2015.1122091 Harris, Richard and Clarke, Gill (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. The Cambridge Journal of Education, 41 (2). pp. 159-175. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2011.572863 Harris, Richard and Foreman-Peck, Lorraine (2001) Learning to teach history writing: discovering what works. Educational Action Research, 9 (1). pp. 97-109. ISSN 1747-5074 doi: https://doi.org/10.1080/09650790100200141 Harris, Richard and Foreman-Peck, Lorraine (2004) 'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum. International Journal of Historical Learning, Teaching and Research, 4 (2). pp. 1-14. ISSN 1472-9466 Harris, Richard and Graham, Suzanne (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570 Harris, Richard and Hatdn, Terry (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: ECER 2007, 18-22 September 2007, Belguim. (Unpublished) Harris, Richard and Haydn, Terry (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134. pp. 27-35. ISSN 0040-0610 Harris, Richard and Haydn, Terry (2008) Children's ideas about school history and why they matter. Teaching History, 132. pp. 40-49. ISSN 0040-0610 Harris, Richard and Haydn, Terry (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: BERA Annual Conference 2007, 5-8 September 2007, London. (Unpublished) Harris, Richard and Haydn, Terry (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils? Curriculum Journal, 17 (4). pp. 315-333. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170601072544 Harris, Richard and Haydn, Terry (2012) What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK. Research Papers in Education, 27 (1). pp. 81-101. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903513217 Harris, Richard and Kitson, Alison (2002) Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit. Teaching History, 109. pp. 27-35. ISSN 0040-0610 Harris, Richard and Lazar, Ildiko (2011) Overcoming resistance. In: Huber, Josef and Mompoint-Gaillard, Pascale (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 91-104. ISBN 9789287170200 Harris, Richard and Lazar, Ildiko (2011) Ways to bring about change. In: Huber, Josef and Mompoint-Gaillard, Pascale (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 105-116. ISBN 9789287170200 Harris, Richard and Ormond, Barbara (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764 Harris, Richard and Ratcliffe, Mary (2005) Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'collapsed day' project? The Curriculum Journal, 16 (4). pp. 439-453. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170500384396 Harris, Richard and Rea, Amanda (2006) Making history meaningful: helping pupils to see why history matters. Teaching History, 125. pp. 28-36. ISSN 0040-0610 Harris, Richard and Reynolds, Rosemary (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1352498 Harris, Richard and Reynolds, Rosemary (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2014.881925 Harris, Richard, Burn, Katharine and Downey, Chris (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614 Harris, Richard, Courtney, Louise, Ul-Abadin, Zain and Burn, Katharine (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528
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Hawkes, Rachel, Marsden, Emma, Avery, Nick, Kasprowicz, Rowena Hawkins, C and Williams, Tim (1992) Nightmares, life events and behaviour problems in preschool children. Child: care, health and development, 18 (2). pp. 117-128. Hawthorne, Shaun, Goodwyn, Andy, George, Marshall, Reid, Louann and Shoffner, Melanie (2012) Extending the conversation: The state of English education: considering possibilities in troubled times. English Education, 44 (3). ISSN 1943-2216 Haydn, Terry and Harris, Richard (2009) What factors influence pupils' commitment to history as a school subject? A view from the United Kingdom. In: American Educational Research Association Annual Meeting (AERA 2009), 13 - 18 April 2009, San Diego. (Unpublished) Haydn, Terry and Harris, Richard (2009) Children’s ideas about what it means ‘to get better’ at history: a view from the United Kingdom. International Journal of Historical Learning, Teaching and Research, 8 (2). pp. 26-39. ISSN 1472-9466 Haydn, Terry and Harris, Richard (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2). pp. 241-261. ISSN 1366-5839 doi: https://doi.org/10.1080/00220270903403189 (special issue: National history and beyond—part two ) Hazir, Oguzhan (2019) Implementing school based teacher training: the case study of departments of education for intellectually disabled students in Turkey. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00086468 Hazir, Oguzhan and Harris, Richard (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 0885-6257 doi: https://doi.org/10.1080/08856257.2023.2242028 (In Press)
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Hazir, Oguzhan, Harris, Richard Hedderly, A. and Oversby, J. (2008) A research approach to developing teacher subject knowledge: the case of dissolving. In: Ralle, B. and Eilks, I. (eds.) Promoting successful Science Education - the worth of Science Education research. Shaker, Aachen, pp. 155-168. ISBN 9783832254629 Henley, Andrew, Jones, Karen, Norbury, Heather and Sambrook, Sally, (2012) Leading small business in Wales: the LEAD Wales programme 2010-2012. inside.bangor. Project Report. Bangor University, Bangor University. Hepburn, Emma, Egan, Bridget and Flynn, Naomi (2010) Vocabulary acquisition in young children: the role of the story. Journal of Early Childhood Literacy, 10 (2). pp. 159-182. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798410363754 Hewitt, Peter, Watts, Claire, Hussey, Jacqueline, Power, Kath and Williams, Tim (2013) Does a structured gardening programme improve well-being In young-onset dementia? A preliminary study. British Journal of Occupational Therapy, 76 (8). pp. 355-361. ISSN 0308-0226 doi: https://doi.org/10.4276/030802213X13757040168270 Hickman, Deborah (2022) A grounded theory study of secondary pupils’ and teachers’ perceptions and conceptualisations of reading and reader identity, and the influence of policy and place. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113229 Hofweber, Julia and Graham, Suzanne (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi: https://doi.org/10.6084/m9.figshare.5925100 Hofweber, Julia, Marinis, Theodoros and Treffers-Daller, Jeanine (2016) Effects of dense code-switching on executive control. Linguistic Approaches to Bilingualism, 6 (5). pp. 648-668. ISSN 1879-9272 doi: https://doi.org/10.1075/lab.15052.hof Hong, Yang (2017) The educational aspirations of 'left-behind children’ in rural China: a case study. PhD thesis, University of Reading. Hong, Yang and Fuller, Carol (2019) Alone and ‘left behind’: a case study of ‘left-behind children’ in rural China. Cogent Education, 6 (1). 1654236. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2019.1654236 Honour, L., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., Frost, D. , James, M. , MacBeath, J., McCormick, R., Marshall, B., Pedder, D., Procter, R. , Swaffield, S. and William, D. (2006) Learning how to learn: tools for schools. Routledge, London. ISBN 9780415400268 Honour, L., Carmichael, P., Fox, A., McCormick, R. and Procter, R. (2006) Teachers' networks in and out of school. Research Papers in Education, 21 (2 (special). pp. 217-234. ISSN 0267-1522 doi: https://doi.org/10.1080/02671520600615729 Hood, Sonia (2019) I believe I can write: exploring the impact of writing workshops on self-efficacy beliefs of Foundation degree students. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085134 Hopper, G. (2007) Art and Global Citizenship in Initial Teacher Training. In: Mann, (ed.) Making a difference: Global Citizenship in Initial Training. CCCI, London Southbank University, London. ISBN 9780946786428 Hopper, Gill (2015) Art, education and gender: the shaping of female ambition. Palgrave studies in gender and education. Palgrave Macmillan, Basingstoke. ISBN 9781137408563 Hopper, G. (2007) Assessment in Art and Design in the Primary School. In: Rayment, Trevor (ed.) The Problem of Assessment in Art and Design. Readings in Art and Design Education, 4. Intellect Ltd. ISBN 9781841501451 Hopper, Gill (2001) Women in art: the last taboo. International Journal of Art and Design Education, 20 (3). pp. 311-319. ISSN 1476-8070 doi: https://doi.org/10.1111/1468-5949.00280 Hopper, Gillian W. (2011) An Examination of the factors that shape the subjectivities of female art students in Initial Teacher Training. PhD thesis, University of Reading.
Hoskins, Kate and Wong, Billy Hsuan, Chung-Hui, Tsai, Henry J. and Stainthorp, Rhona (2018) The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics, 39 (1). pp. 117-143. ISSN 1469-1817 doi: https://doi.org/10.1017/S0142716417000194 Hunt, M., Barnes, A., Powell, B. and Martin, Cynthia Margaret (2008) Moving on: the challenges for foreign language learning on transition from primary to secondary school. Teaching and Teacher Education, 24 (4). pp. 915-926. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2007.08.005 Hyder, Eileen (2012) Serving two masters: a reflective narrative of reconciling the tensions faced in designing doctoral research. English Teaching: Practice and Critique, 11 (2). pp. 128-144. ISSN 1175-8708 Hyder, Eileen and Tissot, Cathy (2013) ‘That’s definite discrimination’: practice under the umbrella of inclusion. Disability and Society, 28 (1). pp. 1-13. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2012.695579 Ibrahim, Nayr (2017) Identity in children learning to read and write in three languages: a case study. PhD thesis, University of Reading. Ibrayeva, Laura and Fuller, Carol (2014) The L2 motivational self system among Kazakh learners of LSP. Asian ESP Journal, 10 (2). pp. 40-63. ISSN 2206-0979 Ivin, P., Morse, C. and Williams, S. (2001) The children of London. Attendance and welfare at school 1870-1990 (Bedford Way Papers). Institute of Education, pp210. ISBN 9780854736409 James, H. C. L. (2008) An extension of the well-known quaternary section at Godrevy, St Ives Bay, West Cornwall: analysis and review. In: Pirrie, D. (ed.) Geoscience in South-West England. Proceedings of the USSHER Society, 12 pt 1. Ussher Soc, Exeter, pp. 55-57. ISBN 0566-3954 James, H. C. L. and Weir, M. (2003) Reflective teaching of Geography 11-18. British Journal of Educational Studies, 51 (2). p. 190. ISSN 0007-1005 James, H.C.L. (2003) The Coastal Palaeo-Morphology of West Cornwall with particular reference to shore (wave-cut) platforms. Transactions of the Royal Geological Society of Cornwall, 22. pp. 121-144. ISSN 0372-1108 Jeffreys, Peter (2022) To what extent can social media influence parental engagement in a primary school? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00113036 Jeffries, L, Malcolm, D, Rodgers, J, Santos, Denise and Schedl, M (2009) Symposium on reading. In: IATEFL Annual Conference, 01-04 Apr 2009, Cardiff, UK, pp. 181-183.
Jewitt, K., Baxter, J. and Floyd, Alan John, Joanna and Creighton, John (2013) 'In practice it doesn't always work out like that.' Undergraduate experiences in a research community of practice. Journal of Further and Higher Education, 37 (6). pp. 750-768. ISSN 1469-9486 doi: https://doi.org/10.1080/0309877X.2012.684037 Johnston, J, Riley, A, Crompton, A, Glauert, E, Trakulphadetkrai, N, Maloney, J, Barber, P, Manches, A, Clack, J, Cremin, T and Craft, A, (2013) D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education (CLS). Project Report. EU (Unpublished) Jones, Brent A. (2018) An experiential look at learner engagement in University EFL courses in Japan. EdD thesis, University of Reading. Jones, Karen, ed. (2020) Challenging gender stereotypes in education. Learning Matters. Sage Publications, London. Jones, Karen (2020) Sexism, sexual harassment and sexual violence in schools. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen (2020) What next? In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen (2020) The formation of gender identity and gender stereotypes. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen (2020) A whole school approach. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen, Ante, Arta, Longman, Karen A. and Remke, Robyn, eds. (2018) Perspectives on women’s higher education leadership from around the world. MPDI Books, Switzerland, pp170. ISBN 9783038972648 doi: https://doi.org/10.3390/books978-3-03897-265-5 Jones, Karen, Sambrook, Sally, Henley, Andrew and Norbury, Heather (2011) A biographical approach to researching leadership and entrepreneurship development processes in a small business context. Bangor Business School Working Paper Series, 2011. pp. 1-17. doi: https://doi.org/10.2139/ssrn.1952667 Jones, Karen (2020) Introduction to challenging gender stereotypes in education. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.
Jones, Karen Jones, Karen (2020) A feminist poststructuralist analysis of Discourses invoked in the construction of women’s leadership identities in higher education. In: Samier, Eugenie A. and Milley, Peter (eds.) Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges. Routledge, Abingdon, pp. 1-33. ISBN 9780367272906 Jones, Karen and Clifton, Jonathan (2018) Rendering sexism invisible in workplace narratives. A narrative analysis of female entrepreneurs’ stories of not being talked to by men. Gender, Work & Organization, 25 (5). pp. 557-574. ISSN 1468-0432 doi: https://doi.org/10.1111/gwao.12216
Jones, Karen Jones, Karen, Henley, Andrew, Sambrook, Sally and Norbury, Heather (2013) Learning to lead for business growth – implications for supporting SMEs in Wales. Contemporary Wales, 26. pp. 1-23. ISSN 2058-508X Jones, Karen, Sambrook, Sally A., Pittaway, Luke, Henley, Andrew and Norbury, Heather (2014) Action learning: how learning transfers from entrepreneurs to small firms. Action Learning: Research and Practice, 11 (2). pp. 131-166. ISSN 1476-7333 doi: https://doi.org/10.1080/14767333.2014.896249 Jones, Karen, Sambrook, Sally, Henley, Andrew and Norbury, Heather (2012) Higher education engagement in leadership development: using autobiographical narrative to understand potential impact. Industry and Higher Education, 26 (6). pp. 461-472. ISSN 0950-4222 Joseph, Holly and Nation, Kate (2018) Examining incidental word learning during reading in children: the role of context. Journal of Experimental Child Psychology, 166. pp. 190-211. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.08.010 Joseph, Holly and Powell, Daisy (2022) Does a specialist typeface affect how fluently children with and without dyslexia process letters, words and passages? Dyslexia, 28 (4). pp. 448-470. ISSN 1099-0909 doi: https://doi.org/10.1002/dys.1727 Joseph, Holly, Liversedge, Simon P, Blythe, Hazel I, White, Sarah J, Gathercole, Susan E and Rayner, Keith (2008) Children’s and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology. ISSN 1747-0218 Joseph, Holly, Wonnacott, Elizabeth and Nation, Kate (2021) Online inference making and comprehension monitoring in children during reading: evidence from eye movements. Quarterly Journal of Experimental Psychology, 74 (7). pp. 1202-1224. ISSN 1747-0226 doi: https://doi.org/10.1177/1747021821999007 Joseph, Holly S. S. L. and Liversedge, Simon P. (2013) Children’s and adults’ processing of syntactically ambiguous sentences during reading. PLoS ONE, 8 (1). e54141. ISSN 1932-6203 doi: https://doi.org/10.1371/journal.pone.0054141 Joseph, Holly S. S. L., Bremner, Georgina, Liversedge, Simon P. and Nation, Kate (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095 Joseph, Holly S. S. L., Liversedge, Simon P., Blythe, Hazel I., White, Sarah J. and Rayner, Keith (2009) Word length and landing position effects during reading in children and adults. Vision Research, 49 (16). pp. 2078-2086. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.05.015 Joseph, Holly S. S. L., Nation, Kate and Liversedge, Simon P. (2013) Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42 (2). pp. 207-222. ISSN 0279-6015 Joseph, Holly S. S. L., Wonnacott, Elizabeth, Forbes, Paul and Nation, Kate (2014) Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133 (1). pp. 238-248. ISSN 0010-0277 doi: https://doi.org/10.1016/j.cognition.2014.06.015 Justi, R. S. and Gilbert, J. K. (2003) Teachers' views on the nature of models. International Journal of Science Education, 25 (11). pp. 1369-1386. ISSN 0950-0693 doi: https://doi.org/10.1080/0950069032000070324
Kamasak, Rifat and Sahan, Kari
Kamaşak, Rifat Kambouri, Maria (2011) Children's misconceptions and the teaching of early years science: a case study. Journal of Emergent Science, 2 (2). pp. 7-16. ISSN 2046-4754 Kambouri, Maria (2015) Children's preconceptions of science: how these can be used in teaching. Early years educator (EYE), 16 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2015.16.11.38 Kambouri, Maria (2016) Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 24 (6). pp. 907-927. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970857
Kambouri, Maria Kambouri, Maria and Michaelides, Anthia (2015) Dramatic water: a drama-based approach to science in the early years. Primary Science Review, 136. pp. 10-12. ISSN 0269-2465 Kambouri, Maria and Michaelides, Anthia (2014) Using drama techniques for the teaching of early years science : a case study. Journal of Emergent Science, 7. pp. 7-14. ISSN 2046-4754 Kambouri, Maria, Salowm Pampoulou, Eliada, Pieridou, Myria and Allen, Michael (2016) Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 12 (9). pp. 2399-2417. ISSN 1305-8223 doi: https://doi.org/10.12973/eurasia.2016.1275a
Kambouri, Maria Kambouri-Danos, Maria and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2019.20.11.38 Kambouri-Danos, Maria, Liu, Jie, Pieridou, Myria and Quinn, Suzanne Flannery (2018) Exploring our practitioner and parent partnerships. Early Years Educator (EYE), 19 (10). pp. 26-29. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2018.19.10.26 Kambouri-Danos, Maria, Ravanis, Konstantinos, Jameau, Alain and Boilevin, Jean-Marie (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-019-00937-5 Kanuga, Ingrid (2019) Student perspectives on the relationship between assessment methods and retention of learning in higher education. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088670 Karaoz, Ismail (2020) Affordances of digital technologies for autonomous language learning: a Q-methodological research. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108502
Kasprowicz, Rowena Kasprowicz, Rowena E., Marsden, Emma and Sephton, Nick (2019) Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. Modern Language Journal, 103 (3). pp. 580-606. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12586 Kay, W.K., Francis, L.J. and Watson, J.K.P., eds. (2003) Religion in education, distance learning. Gracewing, Leominster, pp415. ISBN 0852445857 Kemp, Peter E. J., Wong, Billy and Berry, Miles G. (2019) Female performance and participation in computer science: a national picture. ACM Transactions on Computing Education, 20 (1). 4. doi: https://doi.org/10.1145/3366016 Kempe, A. and Holroyd, J. (2004) Speaking, Listening and Drama. David Fulton Publishers, London, pp114. ISBN 9781843120414 Kempe, A. (2008) Aaaagh, what's up Doc? Drama: the journal of national drama, 15 (Winter). pp. 25-28. Kempe, A. (2009) Dipping into the Dark Side! In: Govas, N. (ed.) Theatre & Education at Centre Stage. Hellenic Theatre/Drama & Education Network, Athens, pp. 148-153. Kempe, Andy (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031 Kempe, Andy (2015) Introducing children with special educational needs to theatre through ‘Relaxed Performances’. In: The Wisdom of Many. International Yearbook for Research in Arts Education (3). Waxman, Munster, pp. 278-284. ISBN 9783830931195 Kempe, A. (2003) KS3 national strategy: drama objectives bank. DfES, London, pp92. ISBN DfES 0321/2003 Kempe, Andy (2013) A Kind of Integrity: explorations in history and drama. In: How Drama Activates Learning : Contemporary Research and Practice. Bloomsbury, London, pp. 195-207. ISBN 9781441136343 Kempe, Andy (2011) Laughter in the Dark: ethical aspects of drama education. In: Drama to Inspire: a London Drama Guide to excellent practice in drama for young people. Trentham Books, Stoke on Trent, pp. 10-20. ISBN 9781858564760 Kempe, A. 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(2009) What semiotics can teach drama teachers. In: Govas, N. (ed.) Theatre & Education at Centre Stage. Hellenic Theatre/Drama & Education Network, Athens, pp. 88-94. Kempe, A (2008) The ethics of drama education. In: Nakayama, K (ed.) Drama in education: ethics and development. The Nippon Foundation, Tokyo, pp. 4-14. Kempe, A. (2005) The playwright's perspective. Drama, 12 (2). 26 -30. Kempe, A. (2009) A special girl called Lauren. Drama: the Journal of National Drama, 15 (3). pp. 12-18. Kempe, A. (2009) The stimulation of limitation: using the 'line story' technique to enhance the creative use of language. In: Unterricht, Bundesministerium für (ed.) Drama in Modern Language Teaching. Kunst und Kultur, Vienna, pp. 151-156. Kempe, A. (2008) A swift introduction to satire. Secondary English Magazine. pp. 18-23. Kempe, A. (2008) A walk in the woods. In: Nakayama, K. (ed.) Drama in education: ethics and development. The Nippon Foundation, Tokyo, pp. 21-25. Kempe, A. and Nicholson, H. (2007) Learning to teach Drama 11-18. Continuum International Publishing Group, London, pp256. ISBN 9780826491688 Kempe, Andy and Shah, Sonali (2015) Looking back, moving forward: drama, disability and social justice. In: Freebody, Kelly and Finneran, Michael (eds.) Drama and Social Justice. Routledge Research in Education. Routledge, London, pp. 89-102. ISBN 9781138799653 Kempe, A., Newman, C. and Roblin, B. (2006) Bandwagons, balderdash and blather: assessment and acquiesence in drama. Drama: the journal of national drama, 13.2 (Summer). pp. 5-12. Kempe, A., Newman, C. and Roblin, B. (2006) GCSE Bitesize Drama. Bitesize GCSE. BBC Active, London, pp112. ISBN 9780563515623 Kempe, Andy (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228 Kempe, Andy (2014) Developing social skills in autistic children through ‘Relaxed Performances’. Support for Learning, 29 (3). pp. 261-274. ISSN 0268-2141 doi: https://doi.org/10.1111/1467-9604.12062 Kempe, Andrew (2011) Drama and the education of young people with special needs. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 165-169. ISBN 9789460913310 Kempe, A. (2009) Exploring the edges of theatre form and moral values through a practical approach to Grand Guignol. Drama Research, 1. pp. 48-60. Kempe, Andrew (2010) Exploring the edges of theatre form and moral values through a practical approach to Grand-Guignol. Drama Research, 1 (1). ISSN 2040-2228 Kempe, Andy (2015) ‘Open sesame!’ How panto can pave the way for inclusion in theatre. Drama Research, 6 (1). ISSN 2040-2228 (Article 5) Kempe, A. (2008) Review of 'structure and spontaneity': the process drama of Cecily O'Neill. Research in Drama Education, 13 (1). pp. 107-108. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780701825435 Kempe, Andy (2012) Self, role and character: developing a professional identity as a drama teacher. Teacher Development, 16 (4). pp. 523-536. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2012.733131 Kempe, Andy (2012) ‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228 Kempe, A. (2009) Training drama teachers: a perspective from England. In: Fliotsos, A. L. and Medford, G. S. (eds.) Teaching theatre today: pedagogical views of theatre in Higher Education. Palgrave Macmillan, New York. ISBN 9781403966889 Kempe, Andrew (2011) What dramatic literature teaches about disability. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 171-175. ISBN 9789460913310 Kempe, Andy (2011) Where do drama teacher’s come from? Initial investigations into the formation of professional identity. New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3. ISSN 1178-7708 Kempe, A. (2003) The role of drama in the teaching of speaking and listening as the basis for social capital. Research in Drama Education, 8 (1). pp. 65-78. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780308320 Kempe, Andy and Tissot, Cathy (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: https://doi.org/10.1111/j.1467-9604.2012.01526.x Kempe, A. J. (2010) What Lauren taught us about drama and special needs. Education and Theatre, 11. Kempe, A. J. (2009) Resilience or resistance? The value of subject knowledge for drama teachers. Research in Drama Education, 14 (3). pp. 411-428. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780903072224 Kempe, A J (2009) Too much information? : Drama teachers’ perceptions of the value of subject knowledge. In: Planting Ideas with Global Vision in Local Knowledge. IDEA, Hong Kong, pp. 405-421. Kempe, Andy J. (2010) Too much information?: Drama teachers’ perceptions of the value of subject knowledge. In: IDEA 2007 dialogues: planting trees of drama with global vision in local knowledges. IDEA, Hong Kong, pp. 405-421. Kempe, A J (2009) Training drama teachers: a perspective from England. In: Teaching Theatre Today 2nd Ed. Palgrave, New York, 221 -240. ISBN 0230619002 Kempe, Andrew J (2015) Widening participation in theatre through ‘relaxed performances’. New Theatre Quarterly, 31 (1). pp. 56-69. ISSN 0266-464X doi: https://doi.org/10.1017/S0266464X15000068
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Children: the invisible victims of war. DSM, Peterborough, pp. 201-212. ISBN 9780954722944 Lockwood, Michael (2012) Attitudes to reading in English primary schools. English in Education, 46 (3). pp. 228-246. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01132.x Lockwood, Michael (2013) “Bad talk” made good: language variety in four Caribbean British children’s poets. Children's Literature in Education, 45 (1). pp. 74-88. ISSN 1573-1693 doi: https://doi.org/10.1007/s10583-013-9202-y Lockwood, Michael, ed. (2011) Bringing poetry alive: a guide to classroom practice. SAGE, London, pp160. ISBN 9780857020734 Lockwood, M. (2006) Changing Standards? Children's awareness and knowledge of features of written standard English at ages 10-11. Changing English, 13 (1). pp. 17-28. ISSN 1358-684X doi: https://doi.org/10.1080/13586840500523455 Lockwood, Michael (2012) Changing standards revisited: children’s awareness and knowledge of features of written standard English at ages 10-11. 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Macaro, Ernesto Macfadyen, A.M., Edwards, A.M. and Clark, N. (2003) Lactate and ventilatory thresholds reflect the training status of professional soccer players where maximum aerobic power is unchanged. Journal of Sports Science and Medicine, 1 (5). pp. 23-29. ISSN 1303-2968 Macfadyen, T. (2005) Leading learning. British Journal of Educational Studies, 53 (2). pp. 221-223. ISSN 0007-1005 Madden, D. (2005) Time for a genetic switch? Journal of Biological Education, 39 (3). pp. 100-101. ISSN 0021-9266 Maguire, Mary and Curdt-Christiansen, Xiao-Lan (2007) Multiple schools, languages, experiences and affiliations: ideological becomings and positionings. Heritage Language Journal, 5 (1). pp. 50-78. ISSN 1550-7076 Majid, Nasreen (2021) The Arts and Mathematics. In: Ogier, Susan and Tutchell, Suzy (eds.) Teaching the Arts in the Primary Curriculum. Sage, pp. 134-143. ISBN 9781529742480 Majid, Nasreen (2021) The developing professional identity of Primary Mathematics Specialist Teachers [PMaSTs]; how primary teachers’ biographical processes and experiences shape their new professional identities and career trajectories. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097144 Majid, Nasreen and Bobik-Dawes, Renata (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics, 23 (3). pp. 23-25. ISSN 1465-0495 Majid, Nasreen, Reed Johnson, Jo Anna, Marston, Sarah and Happle, Andrew, (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading
Majid, Nasreen Majid, Sheikha (2020) English to Malay and back again: an analysis of lecturers' code switching in English classrooms. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089400 Malvern, David Daniel and Richards, Brian (2012) Measures of lexical richness. In: Chapelle, Carol (ed.) The Encyclopedia of Applied Linguistics. Blackwell/Wiley. ISBN 9781405194730 Malvern, D. D. and Richards, B. J. (2009) A new method of measuring rare word diversity: the example of L2 learners of French. In: Richards, B. J., Daller, H., Malvern, D. D., Meara, P., Milton, J. and Treffers-Daller, J. (eds.) Vocabulary studies in first and second language acquisition: the interface between theory and application. Palgrave MacMillan, Basingstoke, pp. 164-78. ISBN 9780230206687 Malvern, D D, Richards, B J, Chipere, N and Durán, P (2008) Lexical diversity and language development: quantification and assessment. Palgrave Macmillan, Basingstoke, pp272. ISBN 9781403902320 Malvern, D.D. and Richards, B.J. (2007) What's in a word? Advantages of mathematically modelling diversity. In: ESRC-funded seminar on 'Models and measures of vocabulary deployment: oreintation towards the future', University of Reading, September 2007. Malvern, D.D. and Richards, B.J. (2007) Validity and threats to the validity of vocabulary assessment. In: Daller, H., Milton, J. and Treffers-Dallers, J. (eds.) Modelling and assessing vocabulary knowledge. Cambridge University Press, Cambridge. ISBN 9780521878517 Malvern, D.D., Richards, B.J., Chipere, N. and Durán, P. (2004) Lexical diversity and language development: quantification and assessment. Palgrave Macmillan, Basingstoke, pp288. ISBN 9781403902313 Mansouri, Keltoum (2020) Research into practice: implementing strategy and metacognition-based instruction in the teaching of EFL listening for Algerian university teachers and students. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00095650 Marsden, Emma and Graham, Suzanne Jane (2009) Review of doctoral research in second-language teaching and learning in England (2006). Language Teaching, 42 (3). pp. 369-396. ISSN 0261-4448 doi: https://doi.org/10.1017/s0261444809005783 Martin, Clare (2021) Hidden voices: the influence of the inclusion of visually impaired pupils on the teaching and learning of others. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00101762 Martin, Cynthia Margaret (2008) Primary languages: effective learning and teaching. Achieving QTS. Learning Matters Ltd., Exeter, pp178. ISBN 9781844451388 Martin, Cynthia Margaret and Farren, A. (2004) Working together. Native speaker assistants in the primary school. CILT, London, pp88. ISBN 9781904243311 Martin, Cynthia Margaret, Driscoll, P. and Jones, J., (2004) A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11. Social Science Research Unit, Institute of Education, EPPI-Centre, University of London, London. Martin, Neil T, Gaffan, EA and Williams, Tim (1999) Experimental functional analyses for challenging behavior: a study of validity and reliability. Research in developmental disabilities, 20 (2). pp. 125-146. Matterface, Jill (2021) An action research project to promote a 21st-century adult learning environment in a Phase 1 military training unit. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108246 Matthews, Bethanie and Majid, Nasreen (2020) What is it about mathematics that causes anxiety for pupils? Primary Mathematics, 24 (2). pp. 25-27. McAdams, Terence (2018) Gender and computer programming: teaching and learning strategies designed to increase the engagement of girls. EdD thesis, University of Reading. McCrum, Elizabeth (2013) Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2013.837093 McCrum, Elizabeth (2013) Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2013.837093 McCrum, Elizabeth (2013) History teachers’ thinking about the nature of their subject. Teaching and Teacher Education, 35. pp. 73-80. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2013.05.004 McCullagh, Clare (2022) A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00108722
McKinley, James, Sahan, Kari McMurchy, Blair A. (2017) Managerial roles of Ontario college presidents. EdD thesis, University of Reading. Meredith, A. (2006) From ideals to reality: The women's smallholding colony at Lingfield, 1920-39. Agricultural History Review, 54. pp. 105-121. ISSN 0002-1490 Mhlanga, Thandazani (2017) The construction of professional identities in Further Education in the UK: perspectives of middle managers and academic experts in Educational Leadership and Management. PhD thesis, University of Reading. Micai, Martina, Joseph, Holly, Vulchanova, Mila and Saldaña, David (2017) Strategies of readers with autism when responding to inferential questions: an eye movement study. Autism Research, 10 (5). pp. 888-900. ISSN 1939-3806 doi: https://doi.org/10.1002/aur.1731 Miller, O. and Porter, Jill (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement). Milton, J., Daller, H. M., Malvern, D. D., Meara, P., Richards, B. J. and Treffers-Daller, J. (2008) Vocabulary (guest editorial). Language Learning Journal, 36 (2 (special). pp. 135-138. ISSN 0957-1736 doi: https://doi.org/10.1080/09571730802389959 Milton, J., Daller, H., Malvern, David, Meara, P., Richards, Brian and Treffers-Daller, Jeanine, eds. (2008) Vocabulary. Language Learning Journal (special issue), 36 (2). Routledge, pp. 135-265. Mishra, R. and Stainthorp, R. (2007) The relationship between phonological awareness and word reading accuracy in Oriya and English: A Study of Oriya-speaking fifth-graders. Journal of Research in Reading, 30 (1). pp. 23-27. doi: https://doi.org/10.1111/j.1467-9817.2006.00326.x Mitchell Viesca, Kara, Strom, Kathryn, Hammer, Svenja, Masterson, Jessica, Hammer Linzell, Cindy, Mitchell-McCollough, Jessica and Flynn, Naomi (2019) Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43 (1). pp. 304-335. ISSN 0091-732X doi: https://doi.org/10.3102/0091732X18820910 Mitchell Viesca, Kara, Teemant, Annela, Alisaari, Jenni, Enser-Kananen, Johanna, Flynn, Naomi, Hammer, Svenja, Perumal, Ratha and Routarinne, Sara (2022) Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries. Teaching and Teacher Education, 113. 103649. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2022.103649 Mitchell, John (2009) Taxonomical musings. [Show/Exhibition] (Unpublished) Moncrieffe, Marlon Lee (2017) Examining experiences and perceptions of mass migration and settlement in Britain over the ages: how can this assist teaching and learning in Key Stage 2 history? EdD thesis, University of Reading.
Morea, Nicola Morris, Lynette (2018) ‘We don’t leave our emotions at the nursery door’: lived experiences of emotional labour in early years professional practice. EdD thesis, University of Reading. Morrison, Marlene, Arthur, Linet, Floyd, Alan, Glenny, Georgina, Westcott, Liz, Ewens, Ann, Lansdown, Gail, Lloyd-Jones, Netta, Vitali, Sharon, Bell, Judith and Mickan, Sharon, (2010) Inter-professional Education and Collaborative Practice: a critical literature review. Report. Oxford Brookes University, Oxford. Mosher, Denise Anne (2018) The effect of mode of presentation, cognitive load, and individual differences on recall. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084822 Moyse, Ruth (2021) Missing: the autistic girls absent from mainstream secondary schools. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097405 Moyse, R. and Porter, Jill (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915 Muijs, D., Barnes, A., Hunt, M., Martin, Cynthia Margaret, Powell, B., Arweck, E. and Lindsay, G. (2005) Evaluation of the Key Stage 2 language learning pathfinders. Research Report (Great Britain Dept. for Education and Skills). 692. DfES, Nottingham, pp141. ISBN 9781844785919 Muqaibal, Muna Hussain (2020) Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00096634
Muqaibal, Muna Hussain, Kasprowicz, Rowena Murjas, Teresa (2012) Surviving Objects. [Performance]
Murray, Órla Meadhbh, Chiu, Yuan-Li Tiffany, Wong, Billy Mvalo, Steve (2019) Developing computer networks students’ computational thinking: the case for the use of simulation software. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00085246
Nair, Vishnu Newball, C. and Goodwin, P. (2004) Dance and the literacy curriculum. In: Goodwin, P. (ed.) Literacy through creativity. David Fulton Publishers, London, pp. 105-111. ISBN 9781843120872 Nicholson, C. (2005) Reading the pictures: children's response to Rose Blanche. In: Goodwin, P. (ed.) The Literate Classroom. David Fulton Publishers, London, pp. 66-76. ISBN 9781843123187 Nicholson, C. and Dahl., (2006) The marvellous boy. Twentieth Century Literacy Criticism, 173. pp. 22-30. ISSN 9780787689278
Norman, Rebecca Ogudoro, Peter (2018) Examining the potential role that professional bodies could play in facilitating access to higher education in Nigeria. PhD thesis, University of Reading. Olasimbo, Tubosun M. (2017) An exploration of the perspectives of first generation immigrant students on their educational experiences at an FE college in South East England. EdD thesis, University of Reading. Olteanu, Alin, Kambouri, Maria and Stables, Andrew (2016) Predicating from an early age: edusemiotics and the potential of children’s preconceptions. Studies in Philosophy and Education, 35 (6). pp. 621-640. ISSN 0039-3746 doi: https://doi.org/10.1007/s11217-016-9526-3 Onderi, H. and Croll, P. (2008) In-service training needs in an African context: a study of headteacher and teacher perspectives in the Gucha District of Kenya. Journal of In-service Education, 34 (3 ). pp. 361-373. ISSN 1367-4587 doi: https://doi.org/10.1080/13674580801950832 Onderi, H. and Croll, P. (2009) Teacher self-perceptions of effectiveness: a study in a district of Kenya. Educational Research, 51 (1). pp. 97-107. ISSN 1469-5847 doi: https://doi.org/10.1080/00131880802704798 Opoku-Amankwa, K. (2009) English-only language-in-education policy in multilingual classrooms in Ghana. Language Culture and Curriculum, 22 (2). pp. 121-135. ISSN 0790-8318 doi: https://doi.org/10.1080/07908310903075159 Oversby, J. (2003) Representing chemistry - chemical equations and formulae. In: Proceedings of the XIX Symposium of the Finnish Mathematics and Science Education Research Association 2003, Joensum, Finland. Oversby, J. (2004) A teacher researcher group's exploration of chemical equations. In: Ralle, B. and Eilks, I. (eds.) Quality in practice-oriented research in science education. Shaker, Aachen, 73 - 82. ISBN 9783832230760 Oversby, J. (2004) Science knowledge: representing liquids. Primary Science Review, 83. p. 27. ISSN 0269-2465 Oversby, J. (2004) Science teachers as science education researchers. School Science Review, 85 (3). pp. 79-83. ISSN 0036-6811 Oversby, John (1998) Uma analise dos livros didáticos no ensino de conceitos de acidez para estudantes de 16 a 18 anos de idade. Educar em Revista (14). pp. 7-26. ISSN 0104-4060 doi: https://doi.org/10.1590/0104-4060.178 Owaidah, Abrar Abdulhadi (2021) Autonomous learning in Saudi writing classroom: teachers’ and students’ beliefs, attitudes, and practices. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00099772 Papastefanou, Theodora, Marinis, Theodoros and Powell, Daisy (2021) Development of reading comprehension in bilingual and monolingual children—effects of language exposure. Languages, 6 (4). 166. ISSN 2226-471X doi: https://doi.org/10.3390/languages6040166 Papastefanou, Theodora, Powell, Daisy and Marinis, Theodoros (2019) Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language. Frontiers in Communication, 4. 65. ISSN 2297-900X doi: https://doi.org/10.3389/fcomm.2019.00065 Parsons, C. and Fidler, B. (2004) De-internationalisation in higher education: the case of UK plc. Higher Education Review, 36 (3). pp. 13-32. Parsons, C. and Fidler, B. (2005) A new theory of educational change - punctuated equilibrium: the case of the internationalisation of Higher Education institutions. British Journal of Educational Studies, 53 (4). pp. 447-465. ISSN 0007-1005 doi: https://doi.org/10.1111/j.1467-8527.2005.00306.x Parsons, M. (2005) 'Kinderlandverschickung'. Eine Einführung in das erweiterte deutsche Evakuierungs- Programm. UNSPECIFIED. Parsons, M. (2004) The Manchester evacuation. the exception to the rule. DSM, Peterborough, pp80. ISBN 0954722906 Parsons, M. (2006) Uberlegungen zum 'eurpaischen Desaster'. Kindheiten im Zweiten . Juventa, Weltkrieg. Parsons, M. and Oakes, J. (2003) Men such as these. DSM, Cambridge, pp175. ISBN 9780953651672 Parsons, M. and Oakes, J. (2005) Reading School: the first 800 years. DSM, Peterborough, pp104. ISBN 9780954722920 Parsons, M., James, L., Gregory, A., Leonard, H. and Davies, J. (2008) Global citizenship for primary teacher education and training in England and Wales. Comprehensions of Citizenship and Citizenship Education. pp. 33-46. Parsons, M. (2007) Adults make wars... children suffer them. Children in War, January 20. ISSN 1745-7211 Parsons, M. (2008) Children: the invisible victims of war. an interdisciplinary study. DSM, Peterborough, pp356. ISBN 9780954722944 Parsons, M. (2007) Die not evakuierter kinder in Europa im II. In: Helga, (ed.) Der Krieg nach dem Krieg Spatfolgen bei traumatisierten Mensch. Springer, pp. 89-99. ISBN 9783833479540 Parsons, M. (2006) Die not evakuierter kinder in Europa im II. Kriegskinder. Weltkrieg. Parsons, M. (2004) 'Kinderlandverschickung'. An introduction to the expanded German evacuation scheme. Children in War: The International Journal of Evacuee and War Child Studies, 1 (2). pp. 97-102. ISSN 1745-7211 Parsons, M. (2008) War child: children caught in conflict. The History Press, Stroud, pp286. ISBN 9780752442938 Parsons, S., Daniels, H., Porter, Jill and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: https://doi.org/10.1179/096979506799103587 Parsons, Sarah, Daniels, Harry, Porter, Jill and Robertson, Christopher (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: https://doi.org/10.1111/j.1468-3148.2007.00361.x Parsons, Sarah, Daniels, Harry, Porter, Jill and Robertson, Christopher (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: https://doi.org/10.1111/j.1467-8535.2005.00516.x Patterson-Igwe, Lisa (2019) Accountability: a case study of the Jamaican and English education systems. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088579 Pawley, H. and Tennant, G. D. (2008) Student perceptions of their IEP targets. Support for Learning, 23 (4). pp. 183-186. ISSN 0268-2141 doi: https://doi.org/10.1111/j.1467-9604.2008.00392.x Pawson, Matthew (2019) Perceptions on the effectiveness of teacher appraisal: a case study of two-state funded academies. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00086315 Perez, Ana, Joseph, Holly S. S. L., Bajo, Teresa and Nation, Kate (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience, 31 (4). pp. 549-566. ISSN 2327-3801 doi: https://doi.org/10.1080/23273798.2015.1115883 Perkins, M. (2007) Inside the classroom: three approaches to phonics teaching. In: Goodwin, (ed.) Phonics: practice, research and policy. UKLA/PCP. ISBN 9781412930864 Perkins, Margaret (2008) Literature for the very young. In: Goodwin, Prue Emily (ed.) Understanding Children's Books: A Guide for Education Professionals. Sage, London, pp. 21-31. ISBN 9781847870322 Perkins, Margaret (2013) Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education, 36 (3). pp. 293-306. ISSN 0261-9768 doi: https://doi.org/10.1080/02619768.2013.763790 Perkins, Margaret (2011) Teaching poetry in the early years. In: Lockwood, Michael (ed.) Bringing poetry alive. Sage, London, pp. 26-37. ISBN 9780857020734 Perumal, Ratha, Flynn, Naomi, Mitchell Viesca, Kara, Ennser-Kananen, Hanna and Routarinne, Sara (2020) What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England. In: Kirsch, Claudine and Duarte, Joana (eds.) Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education. Routledge Research in Languages Education. Routledge, pp. 52-72. ISBN 9780367181352 Pieridou, Myria and Kambouri-Danos, Maria (2020) Qualitative doctoral research in educational settings: reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9 (1). pp. 21-31. doi: https://doi.org/10.11591/ijere.v9i1.20360 Pope, M.L. and Denicolo, P.M. (2003) Images of teaching: reflections from student teachers, experienced teachers and teacher educators. In: Chiari, G. and Nuzzo, M.L. (eds.) Psychological constructivism and the social world. Ancona/EPCA Publications, Pequod, pp. 123-131. ISBN 884644812X Porter, Alison and Graham, Suzanne (2022) Research in primary languages: contribution to teacher professional development. In: McManus, Kevin and Schmid, Monika S. (eds.) How special are early birds? Foreign language teaching and learning. EuroSLA studies (6). Language Science Press, Berlin, pp. 57-88. ISBN 9783985540471 Porter, Alison, Graham, Suzanne, Myles, Florence and Holmes, Bernardette (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50 (2). pp. 208-217. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2046358 Porter, Jill (2018) Inclusive design and schools. In: Tse, Hau Ming, Daniels, Harry, Stables, Andrew and Cox, Sarah (eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London. Porter, Jill (2001) Issues in teacher training and development. In: Carpenter, B., Bovair, K. and Ashdown, R. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). Fulton, London, pp. 305-316. ISBN 9781853466762 Porter, Jill (2003) Raising standards in mathematics. In: Tilstone, C. and Rose, R. (eds.) Strategies to Promote Inclusive Practice. Routledge, London, pp. 117-118. ISBN 9780415254847 Porter, Jill (2005) Severe learning difficulties. In: Lewis, A. and Norwich, B. (eds.) Special Teaching for Special Children: A Pedagogy for Inclusion? Open University, Milton Keynes, pp. 53-66. ISBN 9780335214051 Porter, Jill (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909 Porter, Jill (2011) The challenge of using multiple methods to gather the views of children. In: Daniels, Harry and Hedegaard, M. (eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Continuum, London, pp. 30-47. ISBN 9781441198587 Porter, Jill and Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth. Porter, Jill and Daniels, Harry (2010) Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V. P. (ed.) Contemporary Issues in Intellectual Disabilities. Nova Science, New York, pp. 191-196. ISBN 9781616680237 Porter, Jill and Lacey, P. (2005) Researching learning difficulties: a guide for practitioners. Sage, London, pp189. ISBN 9780761948506 Porter, Jill and Lewis, A., eds. (2004) Editorial: eliciting the views of children and young people. British Journal of Learning Disabilities, 32 (4). Wiley. ISBN 1354-4187 Porter, Jill, Daniels, Harry, Georgeson, Jan, Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., (2008) Disability data collection for children's services. Report. UNSPECIFIED Porter, Jill, Daniels, Harry, Martin, Susan, Hacker, J., Feiler, A. and Georgeson, Jan, (2010) Testing of disability identification tool for schools. Report. University of Bath/Department of Education Porter, Jill (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse Porter, Jill (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2005.00328.x Porter, Jill (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.675554 Porter, Jill (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, Jill (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208 Porter, Jill (2009) Diversity and equity: introduction. In: Daniels, H., Porter, Jill and Lauder, H. (eds.) Knowledge Values and Educational Policy. Routledge, pp. 111-113. ISBN 9780415491198 Porter, Jill (2015) Engaging with research. In: Lacey, Penny, Ashdown, Rob, Jones, Phyllis, Lawson, Hazel and Pipe, Michele (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972 Porter, Jill (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome. Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246 Porter, Jill (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685 Porter, Jill (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X Porter, Jill (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: https://doi.org/10.1080/03004270903099892 Porter, Jill (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X Porter, Jill (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X Porter, Jill (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605 Porter, Jill (2015) Using number in everyday life. In: Lacey, Penny, Ashdown, Rob, Jones, Phyllis, Lawson, Hazel and Pipe, Michele (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972 Porter, Jill (2009) The person in education: introduction. In: Daniels, H., Lauder, H. and Porter, Jill (eds.) Educational Theories, Cultures and Learning. Routledge, Abingdon, U. K., pp. 51-53. ISBN 9780415491181 doi: https://doi.org/10.4324/9780203379417 Porter, Jill and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: https://doi.org/10.1177/0264619607083834 Porter, Jill, Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: https://doi.org/10.1080/09687590500156386 Porter, Jill, Daniels, Harry, Feiler, Anthony and Georgeson, Jan (2011) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903281625 Porter, Jill, Daniels, Harry, Feiler, Anthony and Georgeson, Jan (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2011.00509.x Porter, Jill, Daniels, Harry, Martin, Sue, Hacker, Jayne, Feiler, Anthony and Georgeson, Jan (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766 Porter, Jill, Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. 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Porter, J. Porter, Jill, Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: https://doi.org/10.1046/j.1468-3156.2001.00083.x Porter, Jill, Parsons, S. and Robertson, C. (2006) Time for review: supporting the work of an advisory group. Journal of Research in Special Educational Needs, 6 (1). pp. 11-16. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2006.00055.x Powell, Daisy (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521
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Qhadi, Saba and Floyd, Alan Quinn, A., Snowling, A. and Denicolo, P.M., (2003) Older people's perspectives: devising information, advice and advocacy services. UNSPECIFIED, York. ISBN 9781859351079 Rassool, N. (2003) Author's Commentary on: Flexible Identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school. In: Lewis, V. , Kellett, M. , Robinson, C. , Fraser, S. and Ding, S. (eds.) The Reality of Research with Children and Young People. Sage Publications, London, pp. 233-254. ISBN 9780761943792 Rassool, Nazima (1995) Black Women as 'Other' within the Academy. In: Morley, Louise and Walsh, Val (eds.) Feminist Academics: Creative Agents for Change. Taylor & Francis, London, pp. 22-41. Rassool, N. (2004) Countering globalization: linguistic diversity and the assertion of local voices in development. In: Fraurud, K. and Hyltenstam, K. (eds.) Multilingualism in global and local perspectives. Rinkeby Institute of Multilingual Research, Stockholm, pp. 31-46. ISBN 916315238X Rassool, Nazima (2012) English and migration. In: Hewing, A. and Tagg, C. (eds.) The Politics of English: conflict, competition, co-existence. Worlds of English. Routledge, London. ISBN 9780415674256 Rassool, N. (2009) Equity and social justice discourses in education. In: Daniels, H., Lauder, H. and Porter, Jill (eds.) Knowledge, values and educational policy: a critical perspective. Routledge, London, pp. 127-137. ISBN 9780415491198 Rassool, N. (2004) Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school, with author's commentary. OU Reader, Course EK310. In: Research with Children and Young People. Open University Press, Milton Keynes, pp. 233-253. Rassool, Nazima (2010) Flexible identitites: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school. In: Torrance, Harry (ed.) Qualitative research methods in education. Fundamental issues in applied research, 3. Sage, London. ISBN 9781848602076 Rassool, Nazima (1997) Fractured or Flexible Identities? Life Histories of 'Black' Diasporic Women in Britain. In: Mirza, Heidi (ed.) British Black Feminism: A Reader. Routledge, London, pp. 187-204. Rassool, N. (2007) Global issues in language, education and development: perspectives from postcolonial countries. Multilingual Matters, Clevedon, Avon. ISBN 9781853599514 Rassool, N. (2005) Language and education. Encyclopedia of Life Support Systems (E0LSS), Entrée under Theme 6.20 Linguistic Anthropology. Rassool, Nazima (2000) Language maintenance as an arena of cultural and political stuggle in a changing world. In: Phillipson, R. (ed.) Rights to Language: equity, power and education. Routledge, pp. 57-61. ISBN 9780805833461 Rassool, Nazima (1998) Language policies for a multicultural Britain. In: Corson, David (ed.) 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ISBN 9780123876706 doi: https://doi.org/10.1016/B0-12-387670-2/00171-0 Rassool, Nazima (1996) Nationalism, Cultural Pluralism and the Struggle for Democracy in Post-Communist Bulgaria: the role of education. Education Today, 46 (2). pp. 12-23. Rassool, N. (2009) Quality issues in language education. In: Mansoor, S., Sikander, A. and Ahsani, N. (eds.) Emerging issues in TEFL: challenges for Asia. Oxford University Press, pp. 181-190. ISBN 9780195476514 Rassool, Nazima (1999) Regulating the chaos: the irrationalities of technical control in teacher education. In: Graham, J. (ed.) Teacher Professionalism and the Challenge of Change. University of East London Studies in Education. Trentham Books, Stoke-on-Trent, pp. 79-88. ISBN 9781858562186 Rassool, Nazima (2013) The political economy of English language and development: English vs national and local languages in developing countries. In: Erling, E J and Seargeant, P (eds.) English and international development: policy, pedagogy and globalization. Critical Language and Literacy Studies. Multilingual Matters, Bristol, pp. 45-67. ISBN 9781847699466 Rassool, Nazima and Morley, Louise (1999) School effectiveness: fracturing the discourse. Master Classes in Education. Routledge, London and New York, pp176. ISBN 9780750708487 Rassool, N., Edwards, V. and Bloch, C. (2006) Language and development in multilingual settings: a case study of knowledge exchange and teacher education in South Africa. International Review of Education, 52 (6). pp. 533-552. Rassool, Nazima (2014) Considering heteroglossia in language and development in Sub-Saharan Africa. International Journal of the Sociology of Language, 2014 (225). pp. 51-73. ISSN 0165-2516 doi: https://doi.org/10.1515/ijsl-2013-0065 Rassool, Nazima (2000) Contested and contesting identities: minority languages vs. the teaching of 'world' languages within the global cultural economy. 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ISSN 1747-5104 doi: https://doi.org/10.1080/14681360400200192 Rassool, Nazima (1999) Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city school. British Journal of Sociology of Education, 20 (1). pp. 23-36. ISSN 0142-5692 Rassool, Nazima (2000) Foreword. In: Lest We Forget: recapturing subjugated cultural histories of Cape Town (1897-1956). University of the Western Cape, Cape Town. Rassool, N. (2004) Language and communicative competence in the 21st century: the role of education. In: Mansoor, S., Tahir, A. and Meraj, S. (eds.) Language Policy, Planning and Practice: a South Asian Perspective. Oxford University Press, Oxford, pp. 3-22. ISBN 9780195799651 Rassool, Nazima (1999) Literacy and Development in the Information Age: redefining possibilites in Sub-Saharan Africa. Social Dynamics-a Journal of the Centre for African Studies University of Cape Town, 25 (1). pp. 130-149. ISSN 0253-3952 Rassool, N. (2009) Literacy in search of a paradigm. In: Soler, J., Fletcher-Campbell, F. and Reid, G. (eds.) Understanding Difficulties in Literacy Development. SAGE, London, pp. 5-31. ISBN 9781848607736 Rassool, N. (2004) Literacy in search of a paradigm. In: Soler, J., Wearmouth, J. and Reid, G. (eds.) Conceptualizing difficulties in literacy development: exploring politics, culture, ethnicity and ethics. Routledge, London, pp. 17-46. Rassool, N. (2008) Paradigm issues: interpreting, identifying and redefining racism within the global cultural economy. British Journal of Sociology of Education, 29 (1). pp. 117-122. ISSN 0142-5692 doi: https://doi.org/10.1080/01425690701801196 Rassool, Nazima (1993) Post-Fordism? Technology and new forms of control: the case of technology in the curriculum. British Journal of Sociology of Education, 14 (3). pp. 227-244. ISSN 0142-5692 Rassool, N. (2006) Postmodernity, Cultural Pluralism and the Nation-State: problems of language rights, human rights, identity and power. In: Weihua, Y. (ed.) A Cross-Cultural studies reader. New perspectives in literature and culture series. Wuhan University Press, China. ISBN 7307048728 Rassool, Nazima (1998) Postmodernity, Cultural Pluralism and the nation-State: problems of language rights, human rights, identity and power. Language Sciences, 20 (1). pp. 89-99. Rassool, N. (2004) Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities. Comparative Education, Special Issue: Postcolonialism and Comparative Education, 40 (2). pp. 199-214. ISSN 0305-0068 doi: https://doi.org/10.1080/0305006042000231356 Rassool, Nazima (1995) Theorizing Literacy, Politics and Social Process: revisiting Maktab literacy in Rian in search of a paradigm. International Journal of Educational Development, 15 (4). pp. 423-436. ISSN 0738-0593 doi: https://doi.org/10.1016/0738-0593(95)00025-X Rassool, Nazima and Edwards, Viv (2011) Multilingualism in African schools: constraints and possibilities. Language and Education, 24 (4). pp. 277-281. ISSN 1747-7581 doi: https://doi.org/10.1080/09500781003678720 (special issue 'Multilingualism in African schools: constraints and possibilities') Rassool, Nazima and Morely, L. (2000) School effectiveness: new managerialism, quality and the Japanisation of education. Journal of Education Policy, 15 (2). pp. 169-183. ISSN 1464-5106 doi: https://doi.org/10.1080/026809300285881 Rassool, Nazima and Morley, Louise (2000) School effectiveness and the displacement of equity discourses in education. Race, Ethnicity and Education, 3 (3). pp. 237-259. ISSN 1470-109X doi: https://doi.org/10.1080/713693043 Rassool, Nazima, Edwards, Viv and Bloch, Carol (2006) Issues in language and development in multilingual settings: a case-study of knowledge exchange and teacher education in South Africa. International Review of Education, 52 (6). pp. 533-552. ISSN 1573-0638 doi: https://doi.org/10.1007/s11159-006-9008-x Ratcliffe, Mary, Harris, Richard and McWhirter, Jenny (2005) Cross-curricular collaboration in teaching social aspects of genetics. In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.) Research and the Quality of Science Education. Springer, Netherlands, pp. 77-88. ISBN 9781402036729 Ratcliffe, Mary, Harris, Richard and McWhirter, Jenny (2004) Teaching ethical aspects of science - is cross-curricular collaboration the answer? School Science Review, 86 (315). pp. 39-44. ISSN 0036-6811 Rayment, T. (2007) The problem of assessment in Art and Design. Readings in Art and Design education. Intellect Books, Bristol/Chicago. ISBN 9781841501451 Rayment, T. and Britton, B. (2004) The assessment of GCSE art: Criterion-referencing and cognitive abilities. International Journal of Art & Design Education, 23 (2). pp. 148-154. ISSN 1476-8062
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Rees, Elena and Tissot, Catherine Reichle, Erik D., Liversedge, Simon P., Drieghe, Denis, Blythe, Hazel I., Joseph, Holly S. S. L., White, Sarah J. and Rayner, Keith (2013) Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33 (2). pp. 110-149. ISSN 0273-2297 doi: https://doi.org/10.1016/j.dr.2013.03.001 Reiner, M. and Gilbert, J. K. (2004) The symbiotic roles of empirical experimentation and thought experimentation in the learning of physics. International Journal of Science Education, 26 (15). pp. 1819-1834. ISSN 0950-0693 doi: https://doi.org/10.1080/0950069042000205440 Renouf, J.T. and James, H.C.L. (2005) Age relationships beteen low level rock platforms and the high coastal slopes in Jersey and the surrounding area. Geoscience in South West England, 11. pp. 145-150. ISSN 0566-3954 Reynolds, Rosemary A. (2018) Chinese students in UK further education: examining aspirations, motivations and choices. Routledge, pp192. ISBN 9781138226593 Richards, B. and Malvern, D. (2006) Extending the VOCD programme of CHILDES to measuring the deployment of rare infrequently used words in language assessment. In: Using CHILDES to support the French SLA research Agenda, AAAL/CAAAL, Montreal. Richards, B. and Malvern, D. (2006) Measuring the deployment of rare words in the writing of lower intermediate students of French as a foreign language. In: 2nd ESRC vocabulary seminar: testing and teaching vocabulary in a second language setting, University of Swansea. Richards, B. and Malvern, D. (2006) A discussion of the issues in, and approaches to, comparing measures between languages. In: The measurement of bilingual proficiency: methodological aspects, Sociolonguistics symposium 16, University of Limerick. Richards, B. and Roberts, J., (2008) Assessment for learning in teacher education: the development of a diagnostic language test for French. Final report to the Higher Education Academy. 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ISBN 9780230206687 Richards, Brian James, Malvern, David Daniel and Graham, Suzanne Jane (2008) Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools. Language Learning Journal, 36 (2). pp. 199-213. ISSN 0957-1736 doi: https://doi.org/10.1080/09571730802390098 Richards, B.J. and Malvern, D.D. (2004) Investigating the validity of a new measure of lexical diversity for root and inflected forms. In: Trott, K., Dobbinson, S. and Griffiths, P. (eds.) The child language reader. Routledge, London, pp. 81-89. ISBN 9780415281010 Richards-Bray, J. E. (2020) What impact does pre-sojourn preparation have on host-culture adjustment for sojourning students? A case-study of a SINO-UK Joint Programme. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00103907 Riches, Caroline and Curdt-Christiansen, Xiao-Lan (2010) A tale of two Montreal communities: parental perspectives on their children's multi-lingual and multi-literate development. Canadian Modern Language Review, 66 (4). pp. 525-555. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.66.4.525 Ricketts, Jessie (2011) Research review: reading comprehension in developmental disorders of language and communication. Journal of Child Psychology and Psychiatry, 52 (11). pp. 1111-1123. ISSN 0021-9630 doi: https://doi.org/10.1111/j.1469-7610.2011.02438.x Ricketts, Jessie, Bishop, Dorothy VM and Nation, Kate (2008) Investigating orthographic and semantic aspects of word learning in poor comprehenders. Journal of Research in Reading, 31 (1). pp. 117-135. ISSN 1467-9817 doi: https://doi.org/10.1111/j.1467-9817.2007.00365.x Ricketts, Jessie, Bishop, Dorothy VM, Pimperton, Hannah and Nation, Kate (2011) The role of self-teaching in learning orthographic and semantic aspects of new words. Scientific Studies of Reading, 15 (1). pp. 47-70. ISSN 1088-8438 doi: https://doi.org/10.1080/10888438.2011.536129 Ricketts, Jessie, Bishop, Dorothy V.M. and Nation, Kate (2009) Orthographic facilitation in oral vocabulary acquisition. Quarterly Journal of Experimental Psychology, 62 (10). pp. 1948-1966. ISSN 0272-4987 doi: https://doi.org/10.1080/17470210802696104 Ricketts, Jessie, Jones, Catherine R G, Happé, Francesca and Charman, Tony (2013) Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43 (4). pp. 807-816. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-012-1619-4 Ricketts, Jessie, Nation, Kate and Bishop, Dorothy VM (2007) Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11 (3). pp. 235-257. ISSN 1088-8438 doi: https://doi.org/10.1080/10888430701344306 Ricketts, Jessie, Sperring, Rachael and Nation, Kate (2014) Educational attainment in poor comprehenders. Frontiers in Psychology, 5. 445. ISSN 1664-1078 doi: https://doi.org/10.3389/fpsyg.2014.00445 Rimmer, Wayne (2018) Exploring the contribution of teaching associations to the professionalism of teachers of English as a foreign language: a UK case study. EdD thesis, University of Reading. Rimmer, Wayne and Floyd, Alan (2020) Teaching associations and professionalism. English Language Teaching Journal, 74 (2). pp. 126-135. ISSN 1477-4526 doi: https://doi.org/10.1093/elt/ccaa003 Rimmer, Wayne and Floyd, Alan (2020) The contribution of conferences to teachers’ professionalism. TESL-EJ, 24 (1). ISSN 1072-4303 Roberts, J. and Graham, S. (2008) Agency and conformity in school-based teacher training. Teaching and Teacher Education, 24 (6). pp. 1401-1412. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2008.01.003 Roberts, Rachel (2019) Critical conversations: the role of evaluative language in mentor meetings in initial teacher training. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084859 Roberts, Rachel (2019) English - the torch of life: reflections on the Newbolt Report from an ITE perspective. English in Education, 53 (3). pp. 211-222. ISSN 0425-0494 doi: https://doi.org/10.1080/04250494.2019.1657772 Roberts, Rachel (2022) A critical overview of ITE in England. In: Goodwyn, Andrew, Manuel, Jacqueline, Roberts, Rachel, Scherff, Lisa, Sawyer, Wayne, Durrant, Cal and Zancanella, Don (eds.) International Perspectives on English Teacher Development. Routledge, Abingdon, Oxon, pp. 79-92. ISBN 9781003168140 doi: https://doi.org/10.4324/9781003168140-9 Rogers, Sarah (2021) Narratives of Asian women migrant teachers in Dubai: exploring the challenges of teaching in a contrasting pedagogical and cultural context. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00103387
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Rose, Heath, Sahan, Kari Rothman, Jason and Treffers-Daller, Jeanine (2014) A prolegomenon to the construct of the native speaker: heritage speaker bilinguals are natives too! Applied Linguistics, 35 (1). pp. 93-98. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amt049 Royant, Lena (2018) Global citizenship education: a case study of the UK-based non-governmental organisation Reading International Solidarity Centre. EdD thesis, University of Reading. Rutherford, Stephen M. (2019) ‘Flying the nest’: an analysis of the development of self-regulated learning during the transition to Higher Education. EdD thesis, University of Reading. Sae Kang, Hayley (2019) Exploring the role of the learning support assistant: a case study of an English special school. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00086006
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Sahan, Kari Saigh, Budor Hamid (2017) Health related quality of life screening for children and adolescents in Saudi Arabia. PhD thesis, University of Reading. Salkovskis, Paul M, Waite, Polly and Williams, Tim (2009) Issues and future directions in childhood OCD. In: Waite, Polly and Williams, Tim (eds.) Obsessive Compulsive Disorder: Cognitive Behaviour Therapy with Children and Young People (CBT with Children, Adolescents and Families). CBT with Children, Adolescents and Families. Routledge, London. ISBN 9780415403894 Samuel, Ruth (2019) Teacher values and value construction among low income female teachers in Bangalore, India: implications for reflective practice in teacher education in India. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00088831
Sandhu, Saiba, Harris, Richard Sandström Kjellin, M., Stier, J., Einarson, T., Davies, Trevor and Asunta, T. (2010) Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33 (2). pp. 201-218. ISSN 0261-9768 doi: https://doi.org/10.1080/02619761003631823 Santos, Denise and Graham, Suzanne (2018) What teachers say about listening and its pedagogy: a comparison between two countries. In: Burns, A. and Siegal, J. (eds.) International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. Palgrave Macmillan, pp. 21-35. ISBN 9783319634432 Santos, Denise and Silva, Gláucia V. (2008) The orchestration of voices in conversation sessions: rules and roles developed by participants. In: Wiedemann, Lyris and Scaramucci, M.V.R. (eds.) Português para falantes de Espanhol: ensino e aquisição: artigos selecionados escritos em Português e Inglês / Portuguese for Spanish speakers: teaching and acquisition: selected articles written in Portuguese and English. Pontes Editores, Campinas, Brazil, pp. 135-156. ISBN 9788571132795 Santos, Denise and Silva, Gláucia V. (2008) Authenticating materials through critical thinking: the case of teaching and learning suggestions in Portuguese. Hispania, 91 (1). pp. 109-122. ISSN 0018-2133 Santos, Denise and Silva, Gláucia V. (2008) Making suggestions in the workplace: insights from learner and native-speaker discourses. Hispania, 91 (3). pp. 651-664. ISSN 0018-2133 Santos, Denise, Graham, S. and Vanderplank, R. (2008) Second language listening strategy research: methodological challenges and perspectives. Evaluation and Research in Education, 21 (2). pp. 111-133. ISSN 1747-7514 doi: https://doi.org/10.1080/09500790802152183 Savec, V. F., Vrtacnik, M., Gilbert, J. K. and Peklaj, C. (2006) In-service and pre-service teachers' opinion on the use of models in teaching chemistry. Acta Chimica Slovenica, 53 (3). pp. 381-390. ISSN 1318-0207 Scheffer, Johann Heinrich (2022) What are the experiences and perceptions of leadership education and development for clinical leaders in the Emergency Department (ED) of an English NHS Acute Trust? EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00111962 Schonmann, Shifra and Kempe, Andy J. (2010) An anthology of voices: an analysis of trainee drama teacher's monologues. British Journal of Educational Studies, 58 (3). pp. 1-19. ISSN 1467-8527 doi: https://doi.org/10.1080/00071001003636349 Shafran, Roz, Zysk, Eva and Williams, Tim (2019) CBT for a fear of morphing: a case illustration. In: Dimidjian, Sona (ed.) Evidence-Based Practice in Action. Guilford Press, New York, pp. 244-256. ISBN 9781462539765 Shapland, Joanna and Williams, Tim (1983) Legalism revived: new mental health legislation in England. International journal of law and psychiatry, 6 (3). pp. 351-369. Shapland, Joanna and Williams, Tim (1983) Mental disorder and the law: effects of the new legislation. Issues in Criminological and Legal Psychology, 4. British Psychological Society, Leicester, pp68. ISBN 0901715220 Sheerah, Hebah Asaad (2018) Exploring English as foreign language (EFL) students’ perceptions on the use of blended learning to develop academic English language skills in preparatory year in Saudi Arabia. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00084952 Silby, Alison and Watts, Mike (2015) Making the tacit explicit: children's strategies for classroom writing. British Educational Research Journal, 41 (5). pp. 801-819. ISSN 0141-1926 doi: https://doi.org/10.1002/berj.3176 Silva, Gláucia V. and Santos, Denise (2010) Business communication in less commonly taught languages: teaching suggestions through discourse analysis. Journal of the National Council of Less Commonly Taught Languages, 8. pp. 1-20. Silva-Corvalan, Carmen and Treffers-Daller, Jeanine, eds. (2016) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge. ISBN 9781107044494 Silver, Rita, Curdt-Christiansen, Xiao-Lan, Wright, Susan and Stinson, Madonna (2013) Working through the layers: curriculum implementation in language education. In: Deng, Zongyi, Gopinathan, S. and Lee, Cathrine (eds.) Globalization and the Singapore Curriculum: From policy to classroom. Springer, London, pp. 151-167. ISBN 9789814451574 Simasangyaporn, Nantikarn (2016) The effect of listening strategy instruction on Thai learners’ self-efficacy, English listening comprehension and reported use of listening strategies. PhD thesis, University of Reading. Sinyangwe, Kabwe Maureen Kanchebele (2017) Secondary school mathematics teachers' perspectives of Continuing Professional Development (CPD): the case of a selected district in Central Zambia. PhD thesis, University of Reading. Smith, F. (2004) The persistence of craft: the applied arts today. International Journal of Art & Design Education, 23 (1). pp. 106-107. ISSN 1476-8062 Smith, Neil, Allsop, Yasemin, Caldwell, Helen, Hill, David, Dimitriadi, Yota and Csizmadia, Andrew Paul (2015) Master Teachers in Computing: what have we achieved? In: WiPSCE '15, 9-11 Nov 2015, London, pp. 21-24. (Proceedings of the Workshop in Primary and Secondary Computing Education) Smith, Richard, Kullman, John, Gray, John, Wharton, Sue, Santos, Denise and Pennycook, Alastair (2009) Critical approaches to coursebooks. In: IATEFL Annual Conference, 7-11 Apr 2008, Exeter, UK, pp. 78-80.
Sookman, Debbie, Phillips, Katharine A., Anholt, Gideon E., Bhar, Sunil, Bream, Victoria, Challacombe, Fiona L., Coughtrey, Anna, Craske, Michelle G., Foa, Edna, Gagne, Jean-Philippe, Huppert, Jonathan D., Jacobi, David, Lovell, Karina, McLean, Carmen P., Neziroglu, Fugen, Pedley, Rebecca, Perrin, Sean, Pinto, Anthony, Pollard, C. Alec, Radomsky, Adam, Riemann, Brad, Shafran, Roz, Simos, Gregoris, Sochting, Ingrid, Summerfeldt, Laura J., Szymanski, Jeff, Treanor, Michael, van Noppen, Barbara, van Oppen, Patricia, Whittal, Maureen, Williams, Monnica T., Williams, Timothy Speed, Harriet (2020) What is the effect of contextualised grammar teaching using Functional Linguistics strategies on the understanding of Year 9 learners in writing tasks? PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097046 Stainthorp, R. (2006) Open dialogue peer review: a response to Stuart. The Psychology of Education Review, 30 (2). pp. 35-37. Stainthorp, Rhona (2003) Phonology and learning to read. In: Hall, N., Larson, J. and Marsh, J. (eds.) Handbook of early childhood literacy. Sage, London, pp. 209-221. ISBN 9780761974376 Stainthorp, R. (2009) Reviewing the primary curriculum in England: the Rose and the Cambridge Reviews. Learning Difficulties Australia Bulletin, 41 (2). pp. 9-10. Stainthorp, R. (2006) A rose is a rows: a celebration of the importance of accurate word reading to ensure understanding of texts. In: Lewis, M. and Ellis, S. (eds.) Phonics: practice research and policies. SAGE (formerly Paul Chapman Publishing), London, pp. 116-118. ISBN 9781412930857 Stainthorp, Rhona (2016) The structure of literacy teaching: a case study from England. In: Cook, Vivian and Ryan, Des (eds.) The Routledge Handbook of the English Writing System. Routledge, London, pp. 235-257. ISBN 9780415715973 Stainthorp, Rhona and Hughes, Diana (1999) Learning from children who read at an early age. Routledge, pp177. ISBN 9780415174954 Stainthorp, R., Barnett, A., Henderson, S. and Scheib, B. (2006) Handwriting, policy and practice in primary schools. Issues in practice. University of London, Institute of Education, London, pp20. ISBN 9780854737284 Stainthorp, Rhona (2014) Dyslexia and remediation/education: where next? Current developmental disorders reports, 1 (4). pp. 260-266. ISSN 2196-2987 doi: https://doi.org/10.1007/s40474-014-0029-z Stainthorp, Rhona (2021) How psychology helps us to understand word reading. Education 3-13, 49 (1). pp. 29-40. ISSN 0300-4279 doi: https://doi.org/10.1080/03004279.2020.1824700 Stainthorp, Rhona (2019) Spelling: from words in the head to words on the page. In: Murphy, James and Bennett, Tom (eds.) The Research ED Guide to Literacy. John Catt Educational Ltd, Woodbridge, pp. 77-92. ISBN 9781912906420 Stainthorp, Rhona (2004) W(h)ither phonological awareness? Literate trainee teachers’ lack of stable knowledge about the sound structure of words. Educational Psychology, 24 (6). pp. 753-766. ISSN 0144-3410 doi: https://doi.org/10.1080/0144341042000271728 Stainthorp, Rhona (2020) A national intervention in teaching phonics: a case study from England. The Educational and Developmental Psychologist, 37 (2). pp. 114-122. ISSN 2059-0776 doi: https://doi.org/10.1017/edp.2020.14 Stainthorp, Rhona and Hughes, Diana (2000) Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23 (1). pp. 41-54. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.00101 Stainthorp, Rhona and Hughes, Diana (1998) Phonological sensitivity and reading: evidence from precocious readers. Journal of Research in Reading, 21 (1). pp. 53-68. ISSN 0141-0423 doi: https://doi.org/10.1111/1467-9817.00042 Stainthorp, Rhona and Hughes, Diana (2004) What happens to precocious readers’ performance by the age of 11 years? Journal of Research in Reading, 27 (4). pp. 357-372. ISSN 1467-9817 doi: https://doi.org/10.1111/j.1467-9817.2004.00239.x Stainthorp, Rhona and Hughes, Diana (2004) An illustrative case study of precocious reading ability. Gifted Child Quarterly, 48 (2). pp. 107-120. ISSN 0016-9862 doi: https://doi.org/10.1177/001698620404800204 Stainthorp, Rhona, Powell, Daisy and Stuart, Morag (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817 doi: https://doi.org/10.1111/jrir.12002 Stainthorp, R., Stuart, M. , Garwood, H., Powell, D. and Quinlan, P (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2007.04.003 Stainthorp, Rhona Winifred and Rauf, N. (2009) An investigation of the influence of the transcription skills of handwriting and spelling on the quality of text writing by girls and boys in Key Stage 2. Handwriting Today, 8. pp. 8-13. ISSN 1744-036X Stainthorp, Rhona Winifred, Stuart, Morag, Powell, Daisy, Quinlan, Philip and Garwood, Holly (2010) Visual processing deficits in children with slow RAN performance. Scientific Studies of Reading, 14 (3). pp. 266-292. ISSN 1088-8438 doi: https://doi.org/10.1080/10888431003724070 Stakelum, Mary (2004) A song to sweeten Ireland's wrong: music education and the Celtic revival. In: Taylor-Fitzsimon, B. and Murphy, J. (eds.) The Irish Revival Reappraised. Four Courts Press. Stakelum, Mary (2014) Boundaries and Bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in nineteenth century Ireland. International journal of music education, 32 (4). pp. 409-421. ISSN 0255-7614 doi: https://doi.org/10.1177/0255761413515805 Stakelum, M. (2008) Creating a musical world in the classroom: application of a Bourdieuan approach towards understanding teacher practice. British Journal of Music Education, 25 (1). pp. 91-102. ISSN 0265-0517 doi: https://doi.org/10.1017/S0265051707007747 Stakelum, M. (2008) Primary music education: the misrepresentation of the ideals of curricula in research. Irish Educational Studies, 27 (3). pp. 281-293. ISSN 0332-3315 doi: https://doi.org/10.1080/03323310802242229 Stakelum, Mary (2011) An analysis of verbal responses to music in a group of adult non-specialists. Music Education Research, 13 (2). pp. 173-197. ISSN 1461-3808 doi: https://doi.org/10.1080/14613808.2011.577770 Stakelum, Mary (2010) A commentary on assessment practices in music education at primary level in England: are there lessons to learn from the past? In: Music education within the context of socio-cultural changes: proceedings of the 18th EAS congress. Muzik Egyitimi Yayinlari, Turkey, pp. 443-450. Stakelum, Mary and Baker, David (2013) The MaPS project: mapping teacher conceptions of musical development. In: Stakelum, Mary (ed.) Developing the Musician: Contemporary Perspectives on Teaching and Learning. Sempre studies in the psychology of music. Ashgate, Farnham, pp. 135-154. ISBN 9781409450177 Stevens, Trevor, Williams, Tim and Gaffan, Elizabeth (1999) Structured teaching for special school staff: a comparison of two training packages. Journal of Applied Research in Intellectual Disabilities, 12 (4). pp. 308-322. Stier, J., Davies, T. and Asunta, T. (2009) Teachers’ voices about being a teacher: comparative studies in England, Finland and Sweden. Canadian Social Sciences, 5 (3). pp. 68-81. ISSN 1712-8056 Stoten, David William (2019) A critical review of a sample of publications submitted for the award of PhD by published works. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089059 Stuart, Morag and Stainthorp, Rhona (2016) Reading development and teaching. Sage, pp240. ISBN 9781446249031 Stuart, M. and Stainthorp, R., (2006) The searchlights model-the case for change. Appendix I in Independent review of the teaching of Early Reading (The Rose Review). UNSPECIFIED Stuart, Morag and Stainthorp, Rhona (2016) Supporting teachers in the teaching of reading, or what every teacher should know. Patoss Bulletin, 29 (1). ISSN 1476-1521 Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy as a complex activity: deconstructing the simple view of reading. Literacy, 42 (2). pp. 59-66. doi: https://doi.org/10.1111/j.1741-4369.2008.00490.x Sturman, Linda and Taggart, Geoff (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions. British Educational Research Journal, 34 (1). 117-134. ISSN 0141-1926 doi: https://doi.org/10.1080/01411920701492159 Sun, Baoqi and Curdt-Christiansen, Xiao-Lan (2016) Morphological awareness and reading development in bilingual English-Chinese children in Singapore. In: Silver, Rita E. and Bokhorst-Heng, Wendy D. (eds.) Quadrilingual education in Singapore: Pedagogical innovation in language education. Education Innovation. Springer, Singapore, pp. 148-192. ISBN 9789812879653 Taber, Keith, Billingsley, Berry, Riga, Fran and Newdick, Helen (2011) To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22 (2). pp. 99-118. ISSN 2077-2327 Taber, Keith, Billingsley, Berry, Riga, Fran and Newdick, Helen (2011) Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95 (6). pp. 1000-1025. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.20459 Taggart, Geoff (2019) Cultivating ethical dispositions in early childhood practice for an ethic of care: a contemplative approach. In: Langton, Rachel (ed.) Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury, New York. ISBN 9781350067486 Taggart, Geoff (2010) Religious and spiritual identity and citizenship education in the UK. In: Soininen, Marjaana and Merisuo-Storm, Tuula (eds.) Looking at Diversity in Different Ways. University of Turku, Turku, Finland, pp. 95-119. Taggart, Geoffrey (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67. Taggart, Geoffrey and Ridley, Kate (2005) Thinking skills in the early years: a literature review. NFER, Slough, pp73. ISBN 9781905314126 Taggart, Geoff (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24 (2). pp. 173-185. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970847 Taggart, Geoff (2011) Don't we care?: the ethics and emotional labour of early years professionalism. Early Years, 31 (1). pp. 85-95. ISSN 0957-5146 doi: https://doi.org/10.1080/09575146.2010.536948 Taggart, Geoff (2002) Mickey Mouse spirituality? Children’s worldviews and the culture industry. British Journal of Religious Education, 25 (1). pp. 60-68. ISSN 1740-7931 doi: https://doi.org/10.1080/0141620020250106 Taggart, Geoff (2002) Spiritual literacy and tacit knowledge. Journal of Beliefs and Values, 23 (1). pp. 7-17. ISSN 1469-9362 doi: https://doi.org/10.1080/13617670220125638 Taggart, Geoff (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years, 35 (4). pp. 381-393. ISSN 0957-5146 doi: https://doi.org/10.1080/09575146.2015.1105200 Tang, Chanchan and Treffers-Daller, Jeanine (2016) Assessing incidental vocabulary learning by Chinese EFL learners: a test of the Involvement Load Hypothesis. In: Yu, Giouxing and Jin, Yan (eds.) Assessing Chinese learners of English: language constructs, consequences and conundrums. Palgrave, London, pp. 121-149. ISBN 9781137449771 doi: https://doi.org/10.1057/9781137449788 Tavakoli, Parvaneh (2016) Fluency in monologic and dialogic task performance: challenges in defining and measuring L2 fluency. International Review of Applied Linguistics in Language Teaching, 54 (2). pp. 133-150. ISSN 1613-4141 doi: https://doi.org/10.1515/iral-2016-9994 Tennant, Geoff and Foley, Catherine (2014) Inclusive approaches to teaching and learning mathematics. In: Hyde, Rosalyn and Edwards, Julie-Ann (eds.) Mentoring Mathematics Teachers: Supporting and inspiring pre-service and newly qualified teachers. Routledge, Abingdon, pp. 77-92. ISBN 9780415819909 Tennant, G., Cajkler, W., Tknaz, Y., Sage, R., Taylor, C. and Tucker, S. (2007) A systematic literature review on how training and professional development activities impact on teaching assistants' classroom (1988-2006). EPPI Centre, Institute of Education, London, pp29. Tennant, G., Cajkler, W., Tknaz, Y., Sage, R., Taylor, C., Tucker, S., Tansey, R. and Cooper, P.W. (2007) A systematic literature review on the perceptions of ways in which teaching assistants work to support pupils' social and academic engagement in secondary classrooms (1988-2005). EPPI Centre, Institute of Education, London, pp2. Tennant, G. (2009) 2a+3a=5a without apples: the algebra as object analogy. Mathematics in School, 38 (1). pp. 4-6. ISSN 0305-7259 Tennant, G. (2007) IEPs in mainstream secondary schools: an agenda for research. Support for Learning, 22 (4). pp. 204-208. ISSN 0268-2141 doi: https://doi.org/10.1111/j.1467-9604.2007.00472.x Tennant, Geoffrey Daniel (2010) Mathematical notation: help or hindrance? Scottish Mathematical Council Journal, 40. pp. 22-25. Tennant, Geoffrey Daniel (2010) Euler's theorem under the microscope. Mathematics Teaching, 218. pp. 17-18. ISSN 0025-5785 Tennent, W., Stainthorp, R. and Stuart, M. (2008) Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities. British Educational Research Journal, 34 (4). pp. 431-446. ISSN 0141-1926 doi: https://doi.org/10.1080/01411920701532251 Thompson, Amy and Aslan, Erhan (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2014.973413 Thorne, Matthew (2018) Career aspirations of service children: a case study of service children from a Secondary school and a Sixth Form college, their life aims and goals. EdD thesis, University of Reading. Tidball, Francoise and Treffers-Daller, Jeanine (2008) Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words. Journal of French Language Studies, 18 (3). pp. 299-313. ISSN 0959-2695 doi: https://doi.org/10.1017/S0959269508003463 (Special issue: knowledge and use of the lexicon in French as a second language) Tissot, C. (2009) Establishing a sexual identity: case studies of learners with autism and learning difficulties. Autism, 13 (6). pp. 551-566. ISSN 1362-3613 doi: https://doi.org/10.1177/1362361309338183 Tissot, Catherine (2011) Working together? Parent and local authority views on the process of obtaining appropriate educational provision for children with autism spectrum disorders. Educational Research, 53 (1). pp. 1-15. ISSN 1469-5847 doi: https://doi.org/10.1080/00131881.2011.552228 Tissot, Cathy (2013) The role of SENCOs as leaders. British Journal of Special Education, 40 (1). pp. 463-474. ISSN 1467-8578 doi: https://doi.org/10.1111/1467-8578.12014 Tissot, Catherine Ann and Evans, R. (2006) Securing provision for children with autistic spectrum disorders: the views of parents. Perspectives in Education, 24 (1). pp. 73-86. ISSN 0258-2236 Tissot, Catherine Ann and Evans, Roy (2003) Visual teaching strategies for children with autism. Early Child Development and Care, 173 (4). pp. 425-433. ISSN 1476-8275 doi: https://doi.org/10.1080/0300443032000079104 Trakulphadetkrai, N (2011) Thailand: educational equality and quality. In: Brock, C and Symaco, L P (eds.) Education in South-East Asia. Oxford Studies in Comparative Education. Symposium, Oxford. ISBN 9781873927564 Trakulphadetkrai, N (2012) An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching. PhD thesis, University of Cambridge. Trakulphadetkrai, N. V. (2018) Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22 (2). pp. 3-7.
Trakulphadetkrai, Natthapoj Vincent Trakulphadetkrai, Natthapoj Vincent (2012) Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand. Journal of International and Comparative Education, 1 (2). pp. 71-89. ISSN 2289-2567 Trakulphadetkrai, N. V. (2017) Where are the girls and women in mathematical picture books? Mathematics Teaching, 258. pp. 23-25. ISSN 0025-5785 Trakulphadetkrai, Natthapoj Vincent, Aerila, Juli-Anna and Yrjänäinen, Sari (2019) Bringing mathematics alive through stories. In: Kerry-Moran, Kelli Jo and Aerila, Juli-Anna (eds.) Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Educating the Young Child (16). Springer, pp. 199-225. ISBN 9783030192655 doi: https://doi.org/10.1007/978-3-030-19266-2_11 Trakulphadetkrai, Natthapoj Vincent, Courtney, Louise, Clenton, Jon, Treffers-Daller, Jeanine and Tsakalaki, Anna (2020) 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. International Journal of Bilingual Education and Bilingualism, 23 (4). pp. 463-487. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2017.1373742
Trakulphadetkrai, Natthapoj Vincent Treffers-Daller, Jeanine (2010) Borrowing. In: Fried, M., Östman, J-O. and Verschueren, J. (eds.) Variation and change: pragmatic perspectives. Handbook of pragmatics highlights (6). John Benjamins, Amsterdam / Philadelphia, pp. 17-35. ISBN 9789027289179 Treffers-Daller, Jeanine (2011) Chercher pour or chercher après: arguing the case for contact-induced linguistic innovation in different varieties of French. In: Martineau, F. and Nadasdi, T. (eds.) Le francais en contact. Hommages a Raymond Mougeon. Universite de Laval, Canada, pp. 375-392. ISBN 9782763793177 Treffers-Daller, Jeanine (2013) Measuring lexical diversity among L2 learners of French: an exploration of the validity of D, MTLD and HD-D as measures of language ability. In: Jarvis, Scott and Daller, Michael (eds.) Vocabulary knowledge: human ratings and automated measures. Benjamins, Amsterdam, pp. 79-104. ISBN 9789027241887 Treffers-Daller, Jeanine (1991) Towards a uniform approach to code-switching and borrowing. In: ESF Network on Codeswitching and language contact, group (ed.) Papers for the workshop on constraints, conditions and models. European Science Foundation, Strasbourg, pp. 259-279. Treffers-Daller, Jeanine and Sakel, Jeanette, eds. (2012) New perspectives on transfer among bilinguals and L2 users. International Journal of Bilingualism, 16 (1). SAGE, London, pp174. Treffers-Daller, Jeanine and Tidball, Francoise (2015) Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French. In: Guijarro-Fuentes, Pedro, Schmitz, Katrin and Müller, Natascha (eds.) The acquisition of French in multi-lingual contexts. Multilingual Matters, Bristol, pp. 145-184. ISBN 9781783094523 Treffers-Daller, Jeanine (2009) Code-switching and transfer: an exploration of similarities and differences. In: Bullock, Barbara E. and Toribio, A. J. (eds.) The Cambridge handbook of linguistic code-switching. Cambridge handbooks in language and linguistics. Cambridge University Press, Cambridge, pp. 58-74. ISBN 9780521875912 Treffers-Daller, Jeanine (1999) Borrowing and shift-induced interference: contrasting patterns in French-Germanic contact in Brussels and Strasbourg. Bilingualism: Language and Cognition, 2 (1). pp. 1-22. ISSN 1469-1841 Treffers-Daller, Jeanine (2005) Brussels French une fois: Transfer-induced innovation or system-internal development? Bilingualism: Language and Cognition, 8 (2). pp. 145-157. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728905002166 Treffers-Daller, Jeanine (2005) Evidence for insertional codemixing: mixed compounds and French nominal groups in Brussels Dutch. International Journal of Bilingualism, 9 (3-4). pp. 477-506. ISSN 1756-6878 doi: https://doi.org/10.1177/13670069050090030901 Treffers-Daller, Jeanine (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: https://doi.org/10.1177/1367006911403213 Treffers-Daller, Jeanine (2009) Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items. In: Richards, Brian, Daller, H. Michael, Malvern, David Daniel, Milton, James and Treffers-Daller, Jeanine (eds.) Vocabulary studies in first and second language acquisition. The interface between theory and application. Palgrave, Basingstoke, UK, pp. 74-90. ISBN 9780230206687 Treffers-Daller, Jeanine (2011) Operationalising and measuring language dominance. International Journal of Bilingualism, 15 (2). pp. 147-163. ISSN 1756-6878 doi: https://doi.org/10.1177/1367006910381186 Treffers-Daller, Jeanine (2012) Thinking for speaking and linguistic relativity among bilinguals: towards a new research agenda. Language, Interaction and Acquisition, 3 (2). pp. 288-300. ISSN 1879-7873 doi: https://doi.org/10.1075/lia.3.2.06tre Treffers-Daller, Jeanine (2015) The construct of language dominance, its operationalization and measurement. In: Silva-Corvalan, Carmen and Treffers-Daller, Jeanine (eds.) Language Dominance in Bilinguals: Issues of Measurement and Operationalization. Cambridge University Press, Cambridge, pp. 235-265. ISBN 9781107044494 Treffers-Daller, Jeanine (2018) The measurement of bilingual abilities: central challenges. In: De Houwer, A. and Ortega, L. (eds.) The Cambridge Handbook of Bilingualism. Cambridge University Press, Cambridge, pp. 289-306. ISBN 9781316831922 doi: https://doi.org/10.1017/9781316831922.016 Treffers-Daller, Jeanine and Calude, Andreea (2015) The role of statistical learning in the acquisition of motion event construal in a second language. International Journal of Bilingual Education and Bilingualism, 18 (5). pp. 602-623. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2015.1027146 Treffers-Daller, Jeanine and Korybski, Tomasz (2015) Using lexical diversity measures to operationalise language dominance in bilinguals. In: Silva-Corvalan, Carmen and Treffers-Daller, Jeanine (eds.) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge, pp. 106-123. ISBN 9781107044494 Treffers-Daller, Jeanine and Milton, James (2013) Vocabulary size revisited: the link between vocabulary size and academic achievement. Applied Linguistics Review, 4 (1). pp. 151-172. ISSN 1868-6311 doi: https://doi.org/10.1515/applirev-2013-0007 Treffers-Daller, Jeanine and Mougeon, Raymond (2005) The role of transfer in language variation and change: Evidence from contact varieties of French. Bilingualism: Language and Cognition, 8 (2). pp. 93-98. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728905002191 Treffers-Daller, Jeanine and Xu, Ziyan (2016) Can classroom learners use statistical learning? A new perspective on motion event construal in a second language. In: Alonso Alonso, R. (ed.) Crosslinguistic Influence in Second Language Acquisition. Second Language Acquisition. Multilingual Matters, Bristol, pp. 121-146. ISBN 9781783094813 Treffers-Daller, Jeanine, Daller, Michael, Furman, Reyhan and Rothman, Jason (2016) Ultimate attainment in the use of lexical collocations among heritage speakers of Turkish in Germany and Turkish-German returnees. Bilingualism: Language and Cognition, 19 (3). pp. 504-519. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728915000139 Treffers-Daller, Jeanine, Daller, Michael Helmut, Malvern, David, Richards, Brian, Meara, Paul and Milton, James, eds. (2008) Knowledge and use of the lexicon in French as a second language. Journal of French Language Studies, 18 (3). Cambridge University Press, Cambridge, pp112. (Special issue 03)
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