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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

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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.

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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, J. (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

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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, P. (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies, 71 (5). pp. 537-547. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2023.2231523

Croll, P. and Attwood, G. (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

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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, X. L. (2014) Family language policy: is learning Chinese at odds with leaning English. In: Curdt-Christiansen, X.-L. and Hancock, A. (eds.) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series (12). John Benjamins, Amsterdam, 35-56.

Curdt-Christiansen, X. L. (2010) Competing priorities: Singapore teachers’ perspectives on critical literacy. International Journal of Educational Research, 49 (6). pp. 184-194. ISSN 0883-0355

Curdt-Christiansen, X. L. (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, X. L. (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, X. L. (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, X. L. (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, X. L. (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, R. (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, X. L. and Silver, R. 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, X.-L. (2015) Family language policy in the Chinese community in Singapore: a question of balance? In: Li, W. (ed.) Multilingualism in the Chinese diaspora worldwide. Routledge critical studies in multilingualism. Routledge, London, pp. 255-275. ISBN 9781138794245

Curdt-Christiansen, X.-L. (2013) Negotiating family language policy: doing homework. In: Schwartz, M. and Verschik, A. (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

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Curdt-Christiansen, X.-L. (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, X.-L. (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, X.-L. (2015) Ideological and tensions and contradictions in lower primary English teaching materials in Singapore. In: Curdt-Christiansen, X.-L. 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, X.-L. (2017) Language socialization through textbooks. In: Duff, P. A. and May, S. (eds.) Language Socialization. Encyclopedia of Language and Education. Springer. ISBN 9783319022567

Curdt-Christiansen, X.-L. (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, X.-L. (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, X.-L. (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, X.-L. and Sun, B. (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

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Edwards, V. (2017) The West Indian language issue in British Schools: challenges and responses. Routledge Revivals. Routledge, London, UK, pp168. ISBN 9781138305195

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Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2009) Life histories of academics who become heads of department: socialisation, identity and career trajectory. PhD thesis, University of Leicester.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2013) Narratives of academics who become department heads. In: Gornall, L., Cook, C., Daunton, L., Salisbury, J. and Thomas, B. (eds.) Academic Working Lives: Experience, Practice and Change. Bloomsbury Academic, London. ISBN 9781441185341

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 (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, A. ORCID: https://orcid.org/0000-0002-2008-7831, (2016) An evaluation of the Nxplorers Programme - end of project report. Report. The Open University, Milton Keynes.

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Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Dimmock, C. (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D. (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D., (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D. (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Mhlanga, T., (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morrison, M. (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D., (2014) Exploring the role of Associate Dean in UK universities. Project Report. Leadership Foundation for Higher Education

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D. (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, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D. (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

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

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Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (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

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Goodwyn, A. (2010) The status of literature in a national curriculum: a case study of England. English in Australia, 45 (1). pp. 18-27.

Goodwyn, A. 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, A. and Findlay, K. (2002) Literacy in transition. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 21-44.

Goodwyn, A. 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, A. and Findlay, K. (2002) Secondary Schools and the national Literacy Strategy. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 45-64.

Goodwyn, A., Adams, A. and Clarke, S. (1997) ‘The Future of Literacy’. The Journal of Information Technology in Teacher Education, 6 (3). pp. 227-239.

Goodwyn, A., 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, A. (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, A. (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, A. (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, A. (2015) Is it still King Lear? English teachers and the e-reader phenomenon. In: Lin, T.-B., Chen, D. T. V. and Chai, C. S. (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, A. (2011) Literary reading: the challenge of getting young people to experience poetry. In: Lockwood, M. (ed.) Bringing Poetry Alive: a Guide to Classroom Practice. Sage, London, pp. 129-142. ISBN 9780857020734

Goodwyn, A. (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. In: Goodwyn, A., Reid, L. and Durrant, C. (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, A. (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, A. (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, A. (2005) Professionalism and accountability. In: Goodwyn, A. and Branson, J. (eds.) A Handbook for The Teaching of English. London Kogan Page/Routledge.

Goodwyn, A. (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, A. (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, A. (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, A. (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, A. (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, A. (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, A. 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, A. 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, A. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2012) Outstanding teachers, practice and ICT use. Advancing Education, 2012.

Goodwyn, A. 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, A. and Stables, A. (2004) Learning to Read Critically in Language and Literacy Education. London: Sage, pp240.

Goodwyn, A., Reid, L. and Durrant, C., eds. (2013) International perspectives on teaching English in a globalised world. Routledge, pp. 1-288. ISBN 9780415504461

Goodwyn, A. C. (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, A. C. and Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068, 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. C., Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 and Protopsaltis, A., (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished)

Goodwyn, A. and Stables, A., eds. (2004) Learning to read critically in language and literacy education. Sage, London, pp240. ISBN 9780761944744

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Aptitude or motivation: which is the better predictor of successful language learning? In: Macaro, E. and Woore, R. (eds.) Debates in Second Language Education. Routledge, Abingdon, pp. 106-121. ISBN 9780367442132 doi: https://doi.org/10.4324/9781003008361

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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. ORCID: https://orcid.org/0000-0002-7743-3977 (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. ORCID: https://orcid.org/0000-0002-7743-3977 (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. ORCID: https://orcid.org/0000-0002-7743-3977 (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. ORCID: https://orcid.org/0000-0002-7743-3977 (2003) Learners' metacognitive beliefs: a Modern Foreign Languages case study. Research in Education, 70 (2). pp. 11-29. ISSN 0034 5237

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi: https://doi.org/10.1002/9781118784235.eelt0611

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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. ORCID: https://orcid.org/0000-0002-7743-3977 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. ORCID: https://orcid.org/0000-0002-7743-3977 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, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2020) Listening and good language teachers. In: Griffiths, C. and Tajeddin, Z. (eds.) Lessons from Good Language Teachers. Cambridge University Press, pp. 246-259. doi: https://doi.org/10.1017/9781108774390

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A., (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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fisher, L., Hofweber, J. and Krüsemann, H. (2020) Getting creative in the languages classroom. In: Kohl, K., Dudrah, R., Gosler, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi: https://doi.org/10.11647/obp.0206.07

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, MacFadyen, T. and Richards, B. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977, 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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Francis-Brophy, E. (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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Vanderplank, R. (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. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. 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, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C. (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. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H. (2024) Literature and second language vocabulary learning: the role of text-type and teaching approach. Modern Language Journal, 108 (3). pp. 579-600. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12946

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 (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, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Macaro, E. (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, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2021) Vocabulary and listening: current research, tools and practices. In: Clenton, J. and Booth, P. (eds.) Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Routledge. ISBN 9780367503284 doi: https://doi.org/10.4324/9780429285400

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Richards, B. J. and Malvern, D. D. (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, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. 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, J. (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.

Grønhøj, E. O., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Bundsgaard, J. (2024) Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education. ISSN 1744-5175 doi: https://doi.org/10.1080/08993408.2024.2385876

Gómez-Merino, N., Fajardo Bravo, I., Ferrer Manchón, A. M. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (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, J. M. M., Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2024) Cracking the code: exploring student attitudes towards coding in secondary education. The Cambridge Journal of Education, 54 (4). pp. 495-516. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2024.2387335

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

Harries, D. and Tennant, G. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2017) British values, citizenship and the teaching of history. In: Davies, I. (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) Citizenship and history - uncomfortable bedfellows? In: Davies, I. (ed.) Debates in history teaching. The Debates in Subject Teaching. Routledge, London, pp. 186-196. ISBN 9780415571623

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Disciplinary knowledge denied? In: Chapman, A. (ed.) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the curriculum. UCL Press, London, pp. 97-128. ISBN 9781787357327 doi: https://doi.org/10.14324/111.9781787357303

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2006) Editorial. Citizenship education. Prospero, 12 (3). pp. 3-5. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2017) Exploring youth civic engagement: a view from England. In: Broom, C. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2011) Learning how to be a teacher: lessons the government needs to learn. Prospero, 17 (3). pp. 28-33. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history? Journal of Curriculum Studies, 53 (5). pp. 659-674. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2021.1884294

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Where are we and where are we going? A reflection on current issues in the history curriculum. Teaching History, 185. pp. 60-68. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Clarke, G. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Foreman-Peck, L. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Foreman-Peck, L. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Hatdn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: ECER 2007, 18-22 September 2007, Belguim. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2008) Children's ideas about school history and why they matter. Teaching History, 132. pp. 40-49. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2006) Pupil perceptions of history as a school subject. In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Kitson, A. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Lazar, I. (2011) Overcoming resistance. In: Huber, J. and Mompoint-Gaillard, P. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Lazar, I. (2011) Ways to bring about change. In: Huber, J. and Mompoint-Gaillard, P. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Luff, I. (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Ormond, B. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Ratcliffe, M. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Rea, A. (2006) Making history meaningful: helping pupils to see why history matters. Teaching History, 125. pp. 28-36. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Downey, C. (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, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Woolley, M. (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Cain, T. and Kinchin, G. D. (2011) Teacher research: transforming practice or re-arranging the deckchairs? In: British Educational Research Association Conference, 6-8 September 2011, London. (Unpublished)

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Courtney, L., Ul-Abadin, Z. and Burn, K. (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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2021) Exploring the secondary school experience of LGBT+ youth: an examination of school culture and school climate as understood by teachers and experienced by LGBT+ students. Intercultural Education, 32 (4). pp. 368-385. ISSN 1469-8439 doi: https://doi.org/10.1080/14675986.2021.1889987

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2022) ‘I just want to feel like I’m part of everyone else.’ How schools unintentionally contribute to the isolation of students who identify as LGBT+. The Cambridge Journal of Education, 52 (2). pp. 155-173. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2021.1965091

Hawkes, R., Marsden, E., Avery, N., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Woore, R. (2019) Making language learning make sense at the National Centre for Excellence for Language Pedagogy. Languages, Society and Policy. ISSN 2515-3854 doi: https://doi.org/10.17863/CAM.40160

Hawkins, C. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1992) Nightmares, life events and behaviour problems in preschool children. Child: care, health and development, 18 (2). pp. 117-128.

Hawthorne, S., Goodwyn, A., George, M., Reid, L. and Shoffner, M. (2012) Extending the conversation: The state of English education: considering possibilities in troubled times. English Education, 44 (3). ISSN 1943-2216

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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 )

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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)

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

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

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Henley, A., Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Norbury, H. and Sambrook, S., (2012) Leading small business in Wales: the LEAD Wales programme 2010-2012. inside.bangor. Project Report. Bangor University, Bangor University.

Hepburn, E., Egan, B. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (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

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Hickman, D. (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, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (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, J., Marinis, T. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (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, Y. (2017) The educational aspirations of 'left-behind children’ in rural China: a case study. PhD thesis, University of Reading.

Hong, Y. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (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, S. (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

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Hopper, G. 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, K. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2022) Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education. Widening Participation and Lifelong Learning, 24 (1). pp. 114-138. ISSN 1466-6529 doi: https://doi.org/10.5456/WPLL.24.1.114

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Ibrahim, N. (2017) Identity in children learning to read and write in three languages: a case study. PhD thesis, University of Reading.

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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

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Jeffreys, P. (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

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Johnston, A. (2023) Evaluating the impact of a skills-based intervention on the readiness of generalist teachers in a special school to teach music. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114851

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Jones, B. A. (2018) An experiential look at learner engagement in University EFL courses in Japan. EdD thesis, University of Reading.

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Kempe, A. (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031

Kempe, A. (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

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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, B. f. (ed.) Drama in Modern Language Teaching. Kunst und Kultur, Vienna, pp. 151-156.

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Kempe, A., Newman, C. and Roblin, B. (2006) GCSE Bitesize Drama. Bitesize GCSE. BBC Active, London, pp112. ISBN 9780563515623

Kempe, A. (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228

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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.

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Kempe, A. (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

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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.

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Lloyd, K. (2021) The Pioneers of the Hybridised World of Vocational Education and GCSE retake. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00100749

Lockwood, M. and Nicholson, C. (2004) Reflections of war in contemporary British children's literature: the picture book comes of age. Children in War: The International Journal of Evacuee and War Child Studies, 1 (2). pp. 31-38. ISSN 1745-7211

Lockwood, M. (2010) Opening the wardrobe of voices: standard English and language study at Key Stage 2. In: Goodwin, P. (ed.) The literate classroom. 3rd edition. Routledge. ISBN 9780415584081

Lockwood, M. (2008) Promoting reading for pleasure in the primary school. SAGE, London, pp150. ISBN 9781412929677

Lockwood, M. (2007) Surveying the pleasures of reading. NATE Classroom 1, 2. pp. 46-48.

Lockwood, M. (2009) Travel Genesis (poem). In: Carter, J. and Denton, G. (eds.) Orange, Silver, Sausage: a collection of poems without rhymes from Zephaniah to Agard. Walker Books, London. ISBN 9781406317015

Lockwood, M. (2003) Various contributions. In: Goodwin, P. (ed.) Texts for teaching literacy: resources for reading and writing in schools. National Centre for Language and Literacy, Reading, Various. ISBN 0704914735

Lockwood, M., Nicholson, C. and Goodwin, P. (2008) Reflections of war in children's picture books. In: Parsons, M. (ed.) Children: the invisible victims of war. DSM, Peterborough, pp. 201-212. ISBN 9780954722944