Items where Division is "Institute of Education"

Reading Faculties, Schools and Departments (1319)
- Arts, Humanities and Social Science (1319)
  - Institute of Education (1319)
    - Improving Equity and Inclusion through Education (463)
    - Language and Literacy in Education (421)

Group by: Date | Creators/Editors | Item Type | No Grouping

Number of items at this level: 1319.

Abada, A. (2024) Muslim mothers' intersubjective perceptions of play in the early years: a UK case study focusing on Berkshire. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00119971

Abbou, F. Z. (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, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383

Abdelhameed, H. and Porter, J. (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, A., Liyanagunawardena, T., Rassool, N. and Williams, S. (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, A. (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, Y. (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, M. (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, M. A. and Dimitriadi, Y. (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, H. (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, Y. H. (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, M. (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, A. (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, J. (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, K. (2019) Leadership development of managers working in the Ministry of Education and educational districts in Kuwait. PhD thesis, University of Reading.

Alghahtani, G. A. (2023) Conceptual metaphor teaching: its effects on reading comprehension and metaphor learning and retention. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00114384

Alghamdi, S. (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, M. (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, S. and Dimitriadi, Y. (2018) Instructional immediacy practices in online learning environments. Journal of Education and Practice, 9 (6). pp. 1-7. ISSN 2222-288X

Alhelfawi, S. H. (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, J., Potter, J., Sharp, J. and Turvey, K. (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231

Allen, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (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, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1996) Intrusive thoughts in a non-clinical adolescent population. European Child & Adolescent Psychiatry, 5 (1). pp. 25-32.

Allsopp, M. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (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, H. (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

Almatrouk, L. (2024) The relationship between morphological awareness and word reading among typically developing children and children with reading difficulties attending bilingual (Arabic-English) schools in Kuwait. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00119449

Almutairi, E. A. 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, S. M., Davies, T. and Dimitriadi, Y. (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, T. and Dimitriadi, Y. (2015) Students’ perceptions of their m-learning readiness. International Journal of Electronics and Communication Engineering, 9 (5). pp. 1464-1467.

Almuwaiziri, F. (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, F., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial. British Journal of Special Education, 50 (2). pp. 314-324. ISSN 1467-8578 doi: https://doi.org/10.1111/1467-8578.12466

Alnaimi, H. H. (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, E. M. (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, F. E. (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, F., Dimitriadi, Y. and Kemp, A. 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, M. (2017) Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia. PhD thesis, University of Reading.

Alsewiket, A. A. (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, M. 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, W. (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, H. (2017) Teachers’ self-perceptions of their professional learning in the context of recent educational reforms in Oman. PhD thesis, University of Reading.

Alsubaie, A. (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, A. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (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, M., Kliegel, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (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, R. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (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, N. (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, L., Dawson, E., DeWitt, J., Seakins, A. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (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, L., Dawson, E., Seakins, A. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (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, L., DeWitt, J. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2014) Spheres of influence: what shapes young people's aspirations at age 12/13 and what are the implications for education policy? Journal of Education Policy, 29 (1). pp. 58-85. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2013.790079

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) "Balancing acts'': elementary school girls' negotiations of femininity, achievement, and science. Science Education, 96 (6). pp. 967-989. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.21031

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2010) "Doing" science versus "being" a scientist: examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94 (4). pp. 617-639. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.20399

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2013) 'Not girly, not sexy, not glamorous': primary school girls' and parents' constructions of science aspirations. Pedagogy, Culture and Society, 21 (1). pp. 171-194. ISSN 1468-1366 doi: https://doi.org/10.1080/14681366.2012.748676

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Science aspirations, capital, and family habitus: how families shape children's engagement and identification with science. American Educational Research Journal, 49 (5). pp. 881-908. ISSN 0002 8312 doi: https://doi.org/10.3102/0002831211433290

Ashikuti, S. (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, E. ORCID: https://orcid.org/0000-0002-4174-5493 (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, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. 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, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. 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, L., Slade, L., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Levy, J. 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, A. (2017) Approaching motion in the ESL classroom. PhD thesis, University of Reading.

Attwood, G. and Croll, P. (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. ORCID: https://orcid.org/0000-0002-3816-5068 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, S. and Stainthorp, R. (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, S. and Stainthorp, R. (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, S. and Stainthorp, R. W. (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, N. (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, R. (2017) Autism and the experience of transition from childhood to adulthood. PhD thesis, University of Reading.

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

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

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A. (2024) Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools ? School Leadership and Management. ISSN 1364-2626 (In Press)

Beaver, L. (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, R. and Richards, G. (2008) GCSE Music Literacy Workbook. Rhinegold Publishing. ISBN 9781906178598

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

Berkley, R. (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, R. (2024) Training early career women teachers in choral leadership: building a community of practice. In: Hamer, L. and Minors, H. J. (eds.) The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond. Routledge, London. ISBN 9780367456764 doi: https://doi.org/10.4324/9781003024767-28

Berkley, R. (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, R. and Terry, P. (2009) The AS Music Literacy Workbook. Rhinegold Publishing, Reading. ISBN 9781906178468

Bestbier, L. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (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, K., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Rhamie, J. (2009) ‘Race’, diversity and inclusion: student perspectives. In: ECER Annual Conference, 28-30September 2009, Vienna. (Unpublished)

Bhopal, K., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Rhamie, J. (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, B., Brock, R., Taber, K. S. and Riga, F. (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, B., Riga, F., Taber, K. S. and Newdick, H. (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, B., Taber, K. S., Riga, F. and Newdick, H. (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X

Billingsley, B., Taber, K., Riga, F. and Newdick, H. (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, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2006) L is for sheep. In: Featherstone, S. (ed.) L is for sheep. Featherstone Education , London. ISBN 9781905019632

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530, ed. (2005) Learning outdoors: improving the quality of young children’s play outdoors. David Fulton Publishers , London, pp144. ISBN 1843123509

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (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, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2010) Outdoor learning in the early years: management and innovation. 3rd edition. Routledge. ISBN 9780415567596

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2010) Playing outside: activities, ideas and inspiration for the early years. Routledge, Abingdon, pp95. ISBN 9781843120674

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2008) Setting the scene for child-initiated learning out of doors. In: Featherstone, S. (ed.) Like bees not butterflies: child-initiated learnng in the early years. A & C Black Publishers Ltd, London, pp. 75-81. ISBN 9781906029760

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (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

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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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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

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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

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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. (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

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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, V. (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

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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, V. (2015) Literacy in bilingual and multilingual education. In: Wright, W. E., Boun, S. and García, O. (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

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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

Edwards, V. and Li, D. (2016) Overseas training for Chinese teachers of English. In: Van Deusen-Scholl, N. and May, S. (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

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Edwards, V. and Redfern, A. (2017) At home in school. Routledge Revivals. Routledge, London, UK, pp192. ISBN 9781138301283

Edwards, V., Goodwin, J. and Wellings, A. (2017) English 7-14: every child's entitlement. Routledge Revivals. Routledge, London, UK, pp106. ISBN 9781138505353

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Edwards, V. (2015) ‘Doing school’: cross cultural encounters. TESOL in context, 25 (1). pp. 4-15. ISSN 1030-8385

Edwards, V. (2011) Globalization and multilingualism: the case of the UK. Intercultural Communication Studies, 20 (1). pp. 27-35. ISSN 1057-7769

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Edwards, V. and Li, D., (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, V. and Ngwaru, J. M. (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, V. and Ngwaru, J. M. (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

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Falshaw, E. 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, A. (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

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Fidler, B. and Atton, T. (2006) Better workforce, better results. School Leadership Today (formerly Managing Schools Today), 15 (4). pp. 35-37.

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Fidler, B. and Atton, T. (2004) The headship game: the challenges of contemporary school leadership. Routledge, London, pp248. ISBN 9780415277815

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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

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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

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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

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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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Goodwyn, A. (2004) What's in a frame: the English framework three years on. English Drama Media, 2. pp. 122-131.

Goodwyn, A. (2000) “A bringer of new things”: an English Teacher in the computer age?,. In: Goodwyn, A. (ed.) English in the Digital Age. London: Continuum, pp. 1-21.

Goodwyn, A. (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, 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 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2024) Learning vocabulary through listening. AILA Review. ISSN 1570-5595 doi: https://doi.org/10.1075/aila.24019.gra

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2024) Learning vocabulary through listening: the role of strategy use and linguistic proficiency. AILA Review, 37 (2). pp. 241-265. ISSN 1570-5595 doi: https://doi.org/10.1075/aila.24019.gra

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

Guo, C. (2024) Investigating TNE students’ academic writing through a vision enhancement programme. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00119967

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. E. 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

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

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, 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

Hewitt, P., Watts, C., Hussey, J., Power, K. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (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, 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

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, G. (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, T. (ed.) The Problem of Assessment in Art and Design. Readings in Art and Design Education, 4. Intellect Ltd. ISBN 9781841501451

Hopper, G. (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, 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

Hsuan, C.-H., Tsai, H. J. and Stainthorp, R. (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, C. M. (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, E. (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, E. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (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, N. (2017) Identity in children learning to read and write in three languages: a case study. PhD thesis, University of Reading.

Ibrayeva, L. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (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, 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

Jeffries, L., Malcolm, D., Rodgers, J., Santos, D. and Schedl, M. (2009) Symposium on reading. In: IATEFL Annual Conference, 01-04 Apr 2009, Cardiff, UK, pp. 181-183.

Jennings, B., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2024) A corpus study of English language exam texts: vocabulary difficulty and the impact on students’ wider reading (or should students be reading more texts by dead white men?). Journal of Adolescent and Adult Literacy. (In Press)

Jewitt, K., Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2021) Strategic management of online education in English secondary schools during Covid 19 and beyond. In: 13th International Conference on Education and New Learning Technologies, 5-6 Jul 2021, Online, pp. 765-772. doi: https://doi.org/10.21125/edulearn.2021.0210 (ISBN: 9788409312672 ISSN: 2340-1117)

John, J. and Creighton, J. ORCID: https://orcid.org/0000-0002-4608-9202 (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, 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

Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991, 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, B. A. (2018) An experiential look at learner engagement in University EFL courses in Japan. EdD thesis, University of Reading.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, ed. (2020) Challenging gender stereotypes in education. Learning Matters. Sage Publications, London.

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Porter, J. (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, J. (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, J. (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, J. (2022) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education, 69 (6). pp. 2059-2073. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952

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Porter, J. (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

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Porter, J., 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. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2012.742747

Porter, J. ORCID: https://orcid.org/0000-0002-8507-6260, McDermott, T., Daniels, H. and Ingram, J. (2021) Feeling part of the school and feeling safe: further development of a tool for investigating school belonging. Educational Studies. pp. 1-17. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2021.1944063

Porter, J., 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

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

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) A blessing with a curse: model minority ethnic students and the construction of educational success. Oxford Review of Education, 41 (6). pp. 730-746. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2015.1117970

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2021) Exploring the concept of 'ideal' university student. Studies in Higher Education, 46 (3). pp. 497-508. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2019.1643302

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2019) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review, 71 (2). pp. 218-233. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2017.1363718

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2019) ‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students. British Journal of Sociology of Education, 40 (7). pp. 868-882. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2019.1604209

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2020) University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education, 44 (1). pp. 54-68. ISSN 0309-877X doi: https://doi.org/10.1080/0309877X.2018.1504010

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y.-L. T. (2021) The ideal student: deconstructing expectations in Higher Education. Open University Press, London, pp192. ISBN 9780335249251

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

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Hoskins, K. (2022) Ready, set, work? career preparations of final-year non-traditional university students. Higher Education Pedagogies, 7 (1). pp. 88-106. ISSN 2375-2696 doi: https://doi.org/10.1080/23752696.2022.2100446

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Kemp, P. E. J. (2018) Technical boys and creative girls: the career aspirations of digitally-skilled youths. The Cambridge Journal of Education, 48 (3). pp. 301-316. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2017.1325443

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y. L. T., Copsey-Blake, M. and Nikolopoulou, M. (2022) A mapping of graduate attributes: what can we expect from UK university students? Higher Education Research & Development, 41 (4). pp. 1340-1355. ISSN 1469-8366 doi: https://doi.org/10.1080/07294360.2021.1882405

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M. and Horsburgh, J. (2022) End of the road? The career intentions of underrepresented STEM students in higher education. International Journal of STEM Education, 9 (1). 51. ISSN 2196-7822 doi: https://doi.org/10.1186/s40594-022-00366-8

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2023) ‘Biology is easy, physics is hard’: student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education, 32 (1). pp. 118-139. ISSN 1747-5066 doi: https://doi.org/10.1080/09620214.2022.2122532

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and ElMorally, R. (2024) Barriers to belonging for racially minoritised students in STEM higher education. In: Kandiko Howson, C. and Kingsbury, M. (eds.) Belonging and Identity in STEM Higher Education. UCL Press, London, pp. 143-161. ISBN 9781800084988 doi: https://doi.org/10.14324/111.9781800084988

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and El Morally, R. (2022) Silent or silenced? minority ethnic students and the battle against racism. The Cambridge Journal of Education, 52 (5). pp. 651-666. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2047889

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and ElMorally, R., (2021) The student experiences in STEM report. Report. University of Reading pp45.

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

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, ElMorally, R. and Copsey-Blake, M. (2021) ‘Fair and square’: what do students think about the ethnicity degree awarding gap? Journal of Further and Higher Education, 45 (8). pp. 1147-1161. ISSN 0309-877X doi: https://doi.org/10.1080/0309877X.2021.1932773

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Elmorally, R., Copsey-Blake, M., Highwood, E. and Singarayer, J. (2021) Is race still relevant? Student perceptions and experiences of racism in higher education. The Cambridge Journal of Education, 51 (3). pp. 359-375. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2020.1831441

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. M. M., Copsey-Blake, M. and Kemp, P. E. J. (2024) Is being clever enough? Young people’s construction of the ideal student in computer science education. Educational Review. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2024.2379430

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Kemp, P., Hamer, J. and Copsey-Blake, M. (2024) Only Ada?: dominance of entrepreneurial white men as the famous figures in computing and technology for young people. Oxford Review of Education. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2024.2432639

Wonnacott, E., Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Adelman, J. S. and Nation, K. (2016) Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). pp. 855-879. ISSN 1747-0218 doi: https://doi.org/10.1080/17470218.2015.1011176

Woore, R., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Porter, A., Courtney, L. and Savory, C., (2018) Foreign language education: unlocking reading (FLEUR) a study into the teaching of reading to beginner learners of French in secondary school. Project Report. Oxford University, Oxford.

Wright, C. ORCID: https://orcid.org/0000-0003-3962-7903, Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 and Lin, M. (2022) “Now I hear what you say” - how short EAP courses can foster successful academic interactional strategies. Journal of English for Academic Purposes, 55. 101074. ISSN 14751585 doi: https://doi.org/10.1016/j.jeap.2021.101074

Yahya, M. Y. (2019) Improving speaking performance and L2 motivation through task-based language teaching on Malaysian undergraduate students. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00089016

Yan, M. (2022) Left-behind children in rural China: an exploratory case study of the level of autonomy of ‘left-behind children’ in rural China. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00116543

Yang, D. C., Sianturi, I. A. J., Chen, C. H., Su, Y.-W. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2022) Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics, 110. pp. 125-148. ISSN 0013-1954 doi: https://doi.org/10.1007/s10649-021-10115-3

Yap, N. T., Razak, R. A., Haman, E., Łuniewska, M. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2017) Construction of the Malay Cross-linguistic Lexical Task: a preliminary report. Language Studies Working Papers, 8. pp. 47-61. ISSN 2040-3461

Yassaei, S. (2011) Action research: a step toward understanding classroom life. In: Coombe, C., Stephenson, L. and Abu Rmaileh, S. (eds.) Leadership & management in English language teaching. TESOL Arabia, pp. 209-218.

Yassaei, S. (2012) Reflective practice among MATESOL graduates in the UAE: theoretical construct or ongoing benefit? Reflective Practice, 13 (2). pp. 255-270. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2011.626399

Ye, L. and Edwards, V. (2015) Chinese overseas doctoral student narratives of intercultural adaptation. Journal of Research in International Education, 14 (3). pp. 228-241. ISSN 1741-2943 doi: https://doi.org/10.1177/1475240915614934

Ye, L. and Edwards, V. (2017) A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad. Race, Ethnicity and Education, 20 (6). pp. 865-876. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2017.1294570

Ye, W. (2016) Confucius Institute Chinese Teachers in the UK: language, culture and identity. PhD thesis, University of Reading.

Ye, W. and Edwards, V. (2017) Confucius Institute teachers in the UK: motivation, challenges and transformative learning. Race, Ethnicity and Education, 21 (6). pp. 843-857. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2017.1376636

Yige, M. M. (2016) A comparative case study of teaching Art in inclusive classrooms in Turkey and the UK. PhD thesis, University of Reading.

Zhang, P. (2018) Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English. PhD thesis, University of Reading.

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 (2022) How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge. Language Teaching Research. ISSN 1477-0954 doi: https://doi.org/10.1177/13621688221140521

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2020) Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. Language Learning, 70 (4). pp. 1017-1053. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12411

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2020) Vocabulary learning through listening: comparing L2 explanations, teacher codeswitching, contrastive focus-on form and incidental learning. Language Teaching Research, 24 (6). pp. 765-784. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168819829022

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Vocabulary learning through listening: which words are easier or more difficult to learn and why? In: Clenton, J. and Paul, B. (eds.) Vocabulary and the four skills. Routledge. ISBN 9780367503284 doi: https://doi.org/10.4324/9780429285400

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S. (2024) Multimedia enhanced vocabulary learning: the role of input condition and learner-related factors. System, 122. 103275. ISSN 1879-3282 doi: https://doi.org/10.1016/j.system.2024.103275

Zhao, J. (2022) Mid-career academic women in higher education in China: barriers and strategies. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00111478

Zhao, J. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2017) Women and leadership in higher education in China: discourse and the discursive construction of identity. Administrative Sciences, 7 (3). 21. ISSN 2076-3387 doi: https://doi.org/10.3390/admsci7030021

Zheng, Y., Gao, X. (A.), McKinley, J., Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H. T. M., Nguyen, H. T. T., Starfield, S., Hoang, T., Melo-Pfeirer, S. and Lin, A. M. Y. (2023) Researching multilingually to rethink EMI policy and practices. Language Teaching. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444823000381

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

Zysk, E., Shafran, R. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) The origins of mental contamination. Journal of Obsessive-Compulsive and Related Disorders, 17. pp. 3-8. ISSN 2211-3649 doi: https://doi.org/10.1016/j.jocrd.2017.08.007

Zysk, E., Shafran, R. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) A single-subject evaluation of the treatment of morphing fear. Cognitive and Behavioral Practice, 25 (1). pp. 168-181. ISSN 1077-7229 doi: https://doi.org/10.1016/j.cbpra.2017.03.003

Zysk, E., Shafran, R., Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 and Melli, G. (2016) Development and validation of the Morphing Fear Questionnaire (MFQ). Clinical Psychology & Psychotherapy, 23 (6). pp. 533-542. ISSN 1063-3995 doi: https://doi.org/10.1002/cpp.1987

de Korte, A. J. (2018) Processing Instruction (PI) versus Traditional Instruction (TI) in Dutch vocational L2 classrooms. PhD thesis, University of Reading.

Şahan, Ö. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguistics and Education, 75. 101149. ISSN 1873-1864 doi: https://doi.org/10.1016/j.linged.2023.101149

Şahan, Ö., Şahan, K. E. and Razı, S. (2014) Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey. Procedia - Social and Behavioral Sciences, 158. pp. 304-311. ISSN 1877-0428 doi: https://doi.org/10.1016/j.sbspro.2014.12.092

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