Number of items at this level: 1312.
2024
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
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)
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
Bütün Ikwuegbu, Z. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515
(2024)
Reflection and agency: the experiences of English Language Teachers in Türkiye.
Reflective Practice.
ISSN 1470-1103
(In Press)
Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P.
(2024)
Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach.
Journal of Further and Higher Education.
ISSN 1469-9486
doi: https://doi.org/10.1080/0309877X.2024.2428722
(In Press)
Cocks, N.
(2024)
Student-centred: education, freedom, and the idea of audience. 2nd edition.
Axis Series, 7.
Inkermen Press/Axis, pp225.
ISBN 9781803527109
(In Press)
Cousens, D. A. K.
(2024)
Academic, senior management and student perceptions and experiences of module evaluations at a UK university.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116808
Galloway, N., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and McKinley, J.
(2024)
English for specific purposes in surging English-medium instruction contexts.
Journal of English-Medium Instruction.
ISSN 2666-8890
doi: https://doi.org/10.1075/jemi.23011.gal
Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2024)
The impact of resilience acquisition on students transitioning to university during Covid-19: a follow up study with Myanmar students.
Asia Pacific Education Review, 25 (4).
pp. 1161-1174.
ISSN 1876-407X
doi: https://doi.org/10.1007/s12564-024-09972-3
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
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
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
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
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)
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2024)
Women academic’s experiences of maternity leave in the neoliberal university: unmasking governmentality.
Gender, Work & Organization, 31 (1).
pp. 92-114.
ISSN 0968-6673
doi: https://doi.org/10.1111/gwao.13059
Kemp, P., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. and Copsey-Blake, M.,
(2024)
The future of computing education: considerations for policy, curriculum and practice.
Project Report.
King's College London and University of Reading
Keshinro, K., Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 and Foley, C.
(2024)
Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success.
International Journal of Adolescence and Youth, 29 (1).
2371406.
ISSN 2164-4527
doi: https://doi.org/10.1080/02673843.2024.2371406
Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2024)
“Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study.
Language Learning Journal.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571736.2024.2388116
(In Press)
Li, X.
(2024)
Exploring a combined input and output-oriented teaching approach to develop Chinese secondary school students’ English grammatical knowledge: a classroom-based experimental study.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00119131
Lian, F.
(2024)
The moon and sixpence: a qualitative study of the
professional identity development of highly-educated
female teachers at primary/secondary schools in Beijing.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00119647
Mansouri, K., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2024)
An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria.
In: Wyatt, M. and Faez, F. (eds.)
Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning.
Routledge, New York.
doi: https://doi.org/10.4324/9781003379300 Pages
Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Ghanbar, H.
(2024)
Q methodology in applied linguistics: a systematic research synthesis.
System, 120.
103194.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2023.103194
Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078, Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Morrison, A. and Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729
(2024)
Diverse population, homogenous ability: the development of a new receptive vocabulary size test for young language learners in England using Rasch analysis.
Research Methods in Applied Linguistics, 3 (3).
100166.
ISSN 2772-7661
doi: https://doi.org/10.1016/j.rmal.2024.100166
Muldoon, C.
(2024)
Blurring boundaries, shifting centres: interpreting narratives in storied lives of working class women.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116476
Muldoon, C. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068
(2024)
Symbolic violence and the classroom.
In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.)
The Bloomsbury Handbook of Bourdieu and Educational Research.
Bloomsbury Publishing.
ISBN 9781350349162
(In Press)
Murphy, S. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Wilson-Daily, A. E.
(2024)
The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment.
International Journal of LGBTQ+ Youth Studies.
ISSN 2996-900X
doi: https://doi.org/10.1080/29968992.2024.2427618
Parkes, S.
(2024)
Beyond a checklist? A multiple case study exploration of the
perceptions and experiences of teachers, mathematics subject leaders and senior leaders of the evaluation of primary
mathematics teaching.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00117406
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2024)
English as an international language in English-medium education.
In: Galloway, N. and Selvi, A. F. (eds.)
The Routledge Handbook of Teaching English as an International Language.
Routledge Handbooks in Applied Linguistics.
Routledge, London.
ISBN 9781032888330
(In Press)
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2024)
English-medium instruction in Turkish universities: policies, practices, and perceptions.
Routledge, pp96.
ISBN 9781032065311
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2024)
Why study in English? Teachers’ and students’ perceptions of EMI policy and motivations at Turkish universities.
In: Lasagabaster, D., Fernandez-Costales, A. and Gonzalez-Mujico, F. d. L. (eds.)
The affective dimension in language learning in higher education.
Multilingual Matters, Bristol.
ISBN 9781800417649
(In Press)
Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729
(2024)
Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education.
Language and Education.
ISSN 1747-7581
doi: https://doi.org/10.1080/09500782.2024.2404089
(In Press)
Smith, J., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K.
(2024)
History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland.
Journal of Education Policy.
ISSN 1464-5106
doi: https://doi.org/10.1080/02680939.2024.2357614
Viesca, K. M., Ailsaari, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Lemmrich, S., Routarinne, S. and Teemant, A.
(2024)
Orientations for co-constructing a positive climate for diversity in teaching and learning.
In: Braselmann, S., Eibensteiner, L. and Volkmann, L. (eds.)
Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity.
Peter Lang, Oxford, pp. 59-78.
ISBN 9783631872222
doi: https://doi.org/10.3726/b21759
Vincent, L.
(2024)
Walking into the unknown: an exploration into the professional identity development of UK dance academics.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116090
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2024)
Exploring the spatial belonging of students in higher education.
Studies in Higher Education, 49 (3).
pp. 546-558.
ISSN 1470-174X
doi: https://doi.org/10.1080/03075079.2023.2243285
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, 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, 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
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
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
2023
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
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
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
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
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
Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2023)
Crisis leadership in English secondary schools: its effects on school leaders’ long-term visions of education.
In: Outhwaite, D. and Simon, C. A. (eds.)
Leadership and Management for Education Studies.
The Routledge Education Studies Series.
Routledge.
ISBN 9781032343020
doi: https://doi.org/10.4324/9781003321439-9
Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K.
(2023)
Pandemic, a catalyst for change: strategic planning for digital education in English secondary schools, before during and post covid.
British Educational Research Journal, 49 (2).
pp. 329-351.
ISSN 1469-3518
doi: https://doi.org/10.1002/berj.3845
Berkley, R.,
(2023)
Musicianship for key stage 1 teachers. Teaching generalist primary teachers to teach classroom music.
Learning for all: BERA Small Grants Fund research reports.
Project Report.
British Education Research Association, London.
pp13.
Bilton, M.
(2023)
Attrition of mid-career teachers in a neoliberal world – why are experienced teachers leaving the profession?
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00112785
Bracewell, S.
(2023)
The rhetoric of the prospectus image. Deconstructing schools’
visual promotional material in an age of neoliberal inequality.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00113198
Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X.
(2023)
Supports and constraints to middle leadership development in higher education: a Q-methodology study.
Educational Management Administration and Leadership.
ISSN 1741-1440
doi: https://doi.org/10.1177/17411432231174092
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
Daffu, B. K.
(2023)
Experiences and perceptions of academic managers in a
private higher education institution in England.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00114665
Di Pede, G.
(2023)
How students learn to lead: insights into the lived experiences of undergraduate business students during their placement year.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00118937
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
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2023)
Developing leadership in higher education.
In: Woods, P., Roberts, A., Tian, M. and Youngs, H. (eds.)
Handbook of Leadership in Education.
Elgar Handbooks in Education.
Elgar.
ISBN 9781800880412
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Baxter, J., Morales, A. and Bari, R. ORCID: https://orcid.org/0000-0002-6341-6578
(2023)
Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England.
Educational Management Administration & Leadership.
ISSN 1741-1440
doi: https://doi.org/10.1177/17411432231191171
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H.,
(2023)
The Thames Valley Chamber of Commerce LSIPs employer engagement research.
Project Report.
University of Reading, Reading.
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Qadhi, S. M., Al-Thani, H., Chaaban, Y. and Du, X.
(2023)
An integrated systems model for understanding experiences of academic leadership development in Qatar.
Journal of Higher Education Policy and Management, 45 (6).
pp. 690-705.
ISSN 1469-9508
doi: https://doi.org/10.1080/1360080X.2023.2225148
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R.
(2023)
Effective teachers of multilingual learners:
a mixed method study of UK and US critical sociocultural teaching practices.
TESOL Quarterly.
ISSN 1545-7249
doi: https://doi.org/10.1002/tesq.3224
Gilson, T.
(2023)
Founder and successor CEOs’ perceptions and experiences of leadership development and succession in Multi Academy Trusts.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00114365
Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2023)
Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability.
Asia Pacific Education Review, 24 (3).
pp. 447-459.
ISSN 1598-1037
doi: https://doi.org/10.1007/s12564-022-09781-6
Hamer, J. M.M., Kemp, P. E.J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M.
(2023)
Who wants to be a computer scientist? The computing aspirations of students in English secondary schools.
International Journal of Science Education, Part B: Communication and Public Engagement, 45 (12).
pp. 990-1007.
ISSN 2154-8463
doi: https://doi.org/10.1080/09500693.2023.2179379
Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. E., Kemmelmeier, M. and Copsey-Blake, M.
(2023)
‘You’re just not real’: LGBTQ+ youth and the struggle for identity in school.
Educational Review.
ISSN 1465-3397
doi: https://doi.org/10.1080/00131911.2023.2254514
Hazir, O. ORCID: https://orcid.org/0000-0001-6010-9364 and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515
(2023)
To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye?
European Journal of Special Needs Education.
ISSN 1469-591X
doi: https://doi.org/10.1080/08856257.2023.2242028
Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316
(2023)
The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency.
The Cambridge Journal of Education, 53 (2).
pp. 135-154.
ISSN 1469-3577
doi: https://doi.org/10.1080/0305764X.2022.2086216
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
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2023)
Precarity of post doctorate career breaks: does gender matter?
Studies in Higher Education, 48 (10).
pp. 1576-1594.
ISSN 1470-174X
doi: https://doi.org/10.1080/03075079.2023.2245849
Kamasak, R. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2023)
Academic success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use.
RELC journal.
ISSN 1745-526X
doi: https://doi.org/10.1177/00336882231167611
Kuzuca, L. E.
(2023)
Exploration of history teachers’ expertise in teaching
historical thinking.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00115889
Langran, C. ORCID: https://orcid.org/0000-0001-5186-4528
(2023)
“You have to look at the whole picture”: An
exploration of influences on pharmacy
student engagement and the use of digital
data to monitor student engagement.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00113455
Li, J., Wong, L., Rodrigues, C., Hulme, R. C., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kyle, F. E. and Taylor, J. S. H.
(2023)
Contextual diversity and anchoring: null effects on learning word forms and opposing effects on learning word meanings.
Quarterly Journal of Experimental Psychology.
ISSN 1747-0226
doi: https://doi.org/10.1177/17470218231218990
Majid, N. ORCID: https://orcid.org/0009-0004-5271-1194, Marston, S., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555 and Happle, A.
(2023)
Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: a framework for initial teacher education from England, UK.
Sustainability, 15 (16).
12237.
ISSN 2071-1050
doi: https://doi.org/10.3390/su151612237
McKinley, J., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S. and Rose, H.
(2023)
Researching EMI policy and practice multilingually: reflections from China and Turkey.
Language and Education.
ISSN 1747-7581
doi: https://doi.org/10.1080/09500782.2023.2246954
Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Fisher, L. ORCID: https://orcid.org/0000-0001-7916-9199
(2023)
Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education.
The Language Learning Journal.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571736.2023.2251499
Munjee, R. M. and MacPherson, S.
(2023)
Mindfulness and compassion in response to racism.
Diaspora, Indigenous, and Minority Education.
ISSN 1559-5706
doi: https://doi.org/10.1080/15595692.2023.2254873
Muqaibal, M. H., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2023)
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom.
Language Teaching Research.
ISSN 1477-0954
doi: https://doi.org/10.1177/13621688221146146
Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J.
(2023)
Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK.
Sociology, 57 (4).
pp. 749-766.
ISSN 1469-8684
doi: https://doi.org/10.1177/00380385221117380
Nair, V. ORCID: https://orcid.org/0000-0001-6631-0587, Khamis, R., Ali, S., Aveledo, F. ORCID: https://orcid.org/0000-0002-7736-1600, Biedermann, B., Blake, O., Rosa Brea, M., Cheng, L., Sheen Chiou, H., Cruz, D., Cushing, I., de Diego-Lázaro, B., Eads, A., El Amin, M., Fabiano-Smith, L., Morrison Fagbemi, A., Brown Gandhi, A., Saldívar García, E., Hackett, A., Henner, J., Hsieh, L., Huang, T., Hussain, F. N., Hyter, Y. D., Imperial Rowland, A., Ito, N., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kašćelan, D., Licata, G., Lin, C.-C., MacLeod, A. A.N., Malik, M., Robles Manalili, M. A., Matias, F. A., McMillen, S., Modayil, M., Mohamed, N., Mollaei, F. ORCID: https://orcid.org/0000-0003-2916-9750, Monda, D., Moya-Galé, G., Munson, B., Nkomo, C., Padia, L., Perez, C., Privette, C., Risueño, P., Rodgers, L., Rodríguez-Guerra, M., Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, D. B., Soto-Boykin, X., Tan, G., Sun, L., Wylie, K., Yu, B., Yu, V. and Zisk, A. H.
(2023)
Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022).
Journal of Critical Study of Communication and Disability, 1 (1).
pp. 105-112.
doi: https://doi.org/10.48516/jcscd_2023vol1iss1.21
Norman, R. ORCID: https://orcid.org/0000-0002-4272-4352, Hulme, R. C. ORCID: https://orcid.org/0000-0002-9596-7729, Sarantopoulos, C., Chandran, V., Shen, H., Rodd, J. M., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Taylor, J. S. H. ORCID: https://orcid.org/0000-0002-1109-8539
(2023)
Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts.
Quarterly Journal of Experimental Psychology, 76 (7).
pp. 1658-1671.
ISSN 1747-0218
doi: https://doi.org/10.1177/17470218221126976
Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2023)
The role identities of women middle management academic leaders in STEM higher education.
European Journal of Engineering Education.
ISSN 1469-5898
doi: https://doi.org/10.1080/03043797.2023.2263377
Rees, E. ORCID: https://orcid.org/0000-0002-4334-7894 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2023)
Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision?
Early Child Development and Care.
ISSN 1476-8275
doi: https://doi.org/10.1080/03004430.2023.2247180
Rose, H. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2023)
What ROAD-MAPPING adds to our understanding of English-medium educational policy research.
In: Dafouz, E. and Smit, U. (eds.)
Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework.
Routledge, London, pp. 20-35.
ISBN 9781032045757
doi: https://doi.org/10.4324/9781003193852-2
Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663, Macaro, E., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Aizawa, I., Zhou, S. and Wei, M.
(2023)
Defining English medium instruction: striving for comparative equivalence.
Language Teaching, 56 (4).
pp. 539-550.
ISSN 0261-4448
doi: https://doi.org/10.1017/S0261444821000483
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Kamaşak, R. and Rose, H.
(2023)
The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education.
System, 114.
103016.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2023.103016
Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M.
(2023)
School history, identity and ethnicity: an examination of the experiences of young adults in England.
Journal of Curriculum Studies, 55 (2).
pp. 153-170.
ISSN 1366-5839
doi: https://doi.org/10.1080/00220272.2023.2184212
Siddall, A., Williams, A. A., Sanders, J., Denton, J. A., Madden, D., Schollar, J. and Bryk, J. ORCID: https://orcid.org/0000-0002-2791-9709
(2023)
Unigems: plasmids and parts to facilitate teaching on assembly, gene expression control and logic in E. coli.
Access Microbiology, 5 (9).
ISSN 2516-8290
doi: https://doi.org/10.1099/acmi.0.000596.v3
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811
(2023)
The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study.
In: Brooks, G., Clenton, J. and Fraser, S. (eds.)
EAL research for the classroom: Practical and pedagogical implications.
Routledge, pp. 59-80.
ISBN 9781032229539
doi: https://doi.org/10.4324/9781003274889-6
Virdi, S. L.
(2023)
What are practitioners' understanding and perceptions of extrinsic motivation, how is it used with children in the foundation stage
and what are its perceived effects on their
learning and well-being?
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00112990
WANG, C.
(2023)
A study of the motivation of adult learners who learn Chinese as a foreign language in the UK.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00112916
Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 and Vogelzang, M.
(2023)
Children’s developing conversational and reading inference
skills: a call for a collaborative approach.
Language Development Research.
ISSN 2771-7976
(In Press)
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2023)
Student identity, aspiration and the exchange-value of physics.
In: Holmegaard, H. T. and Archer, L. (eds.)
Science Identities: Theory, method and research.
Contributions from Science Education Research (12).
Springer, Cham, pp. 95-110.
ISBN 9783031176418
doi: https://doi.org/10.1007/978-3-031-17642-5_5
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M.
(2023)
Pragmatic, persistent and precarious: the pathways of three minority ethnic women in STEM higher education.
International Journal of Science and Mathematics Education, 21 (7).
pp. 2123-2142.
ISSN 1573-1774
doi: https://doi.org/10.1007/s10763-022-10337-8
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M.
(2023)
‘Biology is easy, physics is hard’: student perceptions of the ideal and the typical student across STEM higher education.
International Studies in Sociology of Education, 32 (1).
pp. 118-139.
ISSN 1747-5066
doi: https://doi.org/10.1080/09620214.2022.2122532
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, DeWitt, J. and Chiu, Y.-L. T.
(2023)
Mapping the eight dimensions of the ideal student in higher education.
Educational Review, 75 (2).
pp. 153-171.
ISSN 1465-3397
doi: https://doi.org/10.1080/00131911.2021.1909538
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
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
2022
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
Bury, J.
(2022)
Developing and enhancing communicative competence among foreign language learners in Japan.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00110391
Dwek, I. G. ORCID: https://orcid.org/0009-0009-1416-8094
(2022)
How do educational experiences and deaf identity relate to employment success?
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00114118
El Morally, R., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M.
(2022)
Is science, technology, engineering and mathematics in higher education sexist and racist? all surface, no substance.
Equity in Education & Society, 1 (2).
pp. 216-236.
ISSN 2752-6461
doi: https://doi.org/10.1177/27526461221105591
Fajardo, I. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628
(2022)
Brief Report: autistic students read between lines.
Journal of Autism and Developmental Disorders.
ISSN 0162-3257
doi: https://doi.org/10.1007/s10803-022-05648-2
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Akhtar, Z.,
(2022)
'Enriching lives’: supporting women out of the criminal justice system.
Report.
University of Reading
Furneaux, C.
(2022)
Materials for developing writing skills.
In: Norton, J. and Buchanan, H. (eds.)
The Routledge Handbook of Materials Development for Language Teaching.
Routledge Handbooks in Applied Linguistics.
Routledge, London, pp. 244-260, 560 pages.
ISBN 9781003262473
doi: https://doi.org/10.4324/b22783-21
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
(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
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
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
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
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
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
Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407
(2022)
Does a specialist typeface affect how fluently children with and without dyslexia process letters, words and passages?
Dyslexia, 28 (4).
pp. 448-470.
ISSN 1099-0909
doi: https://doi.org/10.1002/dys.1727
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson, T., Pieridou, M., Quinn, S. F. and Liu, J.
(2022)
Making partnerships work: proposing a model to support parent‑practitioner partnerships in the early years.
Early Childhood Education Journal, 50.
pp. 639-661.
ISSN 1573-1707
doi: https://doi.org/10.1007/s10643-021-01181-6
Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Roehr-Brackin, K. and Macrory, G.
(2022)
Metalinguistic awareness in early foreign language learning.
In: McManus, K. and Schmidt, M. S. (eds.)
How Special are Early Birds? Foreign Language Teaching and Learning.
EuroSLA Studies.
Language Science Press, pp. 93-117.
ISBN 9783985540471
Kent, M. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2022)
Mark’s story.
In: Khosrow-Pour, M. (ed.)
Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society.
IGI Global, pp. 1609-1625.
ISBN 9781668435427
doi: https://doi.org/10.4018/978-1-6684-3542-7.ch084
Knight, J.
(2022)
Square pegs in round holes: a study around student aspiration in a high performing international school environment.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00115652
Lanvers, U. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2022)
Can we design language education policy and curricula for a motivated learner? Self Determination Theory and the UK language crisis.
Language Learning Journal, 50 (2).
pp. 223-237.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571736.2022.2046353
Majid, N., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S. and Happle, A.,
(2022)
UoR Climate Education and Sustainability ITE Framework.
University of Reading
McCullagh, C.
(2022)
A kind of currency or just a quiet pride? Exploring career journeys, academic prestige and impact of senior teaching fellowships for women in HE.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00108722
Mitchell Viesca, K., Teemant, A., Alisaari, J., Enser-Kananen, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Perumal, R. and Routarinne, S.
(2022)
Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries.
Teaching and Teacher Education, 113.
103649.
ISSN 0742-051X
doi: https://doi.org/10.1016/j.tate.2022.103649
Oliver, A.
(2022)
A case study of teachers' professional identity and professional learning.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00115735
Pawson, G.
(2022)
Supervision in the early years: a case study of ten nurseries within the private sector.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00114445
Porter, A. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2022)
Research in primary languages: contribution to teacher professional development.
In: McManus, K. and Schmid, M. S. (eds.)
How special are early birds? Foreign language teaching and learning.
EuroSLA studies (6).
Language Science Press, Berlin, pp. 57-88.
ISBN 9783985540471
Porter, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Myles, F. and Holmes, B.
(2022)
Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review.
Language Learning Journal, 50 (2).
pp. 208-217.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571736.2022.2046358
Porter, 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
Porter, J.
(2022)
Evaluating performance on a bespoke maths game with children with Down syndrome.
Journal of Computer Assisted Learning, 38 (5).
pp. 1394-1407.
ISSN 1365-2729
doi: https://doi.org/10.1111/jcal.12685
Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Busby, A., Wellsted, D., Cooper, P. and Murray, L.,
(2022)
Report: Extension of the impact of Early years Provision in Children’s Centres (EPICC) trial on child cognitive and socio-emotional development.
Report.
Nuffield Foundation
Purser, L.
(2022)
What do we need to teach new teachers about child mental health?
The Buckingham Journal of Education, 3 (1).
pp. 47-77.
ISSN 2633-4909
doi: https://doi.org/10.5750/tbje.v3i1.2059
Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Bradley, G., Foulkes, C. and Happle, A.
(2022)
Place based learning in skills in schools and science teacher education programmes: student perspectives to moving learning online due to Covid-19.
In: AMPS Proceedings Series 23 Online Education: Teaching in a Time of Change, 21-23 Apr 2021, Online, pp. 146-155.
(ISSN 2398-9467.)
Roberts, R.
(2022)
A critical overview of ITE in England.
In: Goodwyn, A., Manuel, J., Roberts, R., Scherff, L., Sawyer, W., Durrant, C. and Zancanella, D. (eds.)
International Perspectives on English Teacher Development.
Routledge, Abingdon, Oxon, pp. 79-92.
ISBN 9781003168140
doi: https://doi.org/10.4324/9781003168140-9
Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Zhou, S.
(2022)
Global English medium instruction: perspectives at the crossroads of Global Englishes and EMI.
Asian Englishes Journal, 24 (2).
pp. 160-172.
ISSN 1348-8678
doi: https://doi.org/10.1080/13488678.2022.2056794
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Galloway, N. and McKinley, J. ORCID: https://orcid.org/0000-0002-9949-8368
(2022)
‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education.
Language Teaching Research.
136216882110726.
ISSN 1477-0954
doi: https://doi.org/10.1177/13621688211072632
Sakin, M.
(2022)
Leadership practice in centralised systems: accountability,
school culture and continuing professional development.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00115733
Scheffer, J. H.
(2022)
What are the experiences and perceptions of leadership education and
development for clinical leaders in the Emergency Department (ED) of an
English NHS Acute Trust?
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00111962
Sherwood, S.
(2022)
Emotional labour: the perceptions and experiences of senior leaders in autism specific special schools in England.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00115888
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2022)
Mathematical epistemic beliefs: through the gender lens.
Frontiers in Education, 7.
832462.
ISSN 2504-284X
doi: https://doi.org/10.3389/feduc.2022.832462
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Majid, S., Yap, N. T. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2022)
Explaining the diversity in Malay-English code-switching patterns: the contribution of typological similarity and bilingual optimization strategies.
Languages, 7 (4).
299.
ISSN 2226-471X
doi: https://doi.org/10.3390/languages7040299
Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 and Sharp, S.
(2022)
Gendered identity: reminders of equality through art and fiction.
Frontiers in Education, 7.
983760.
ISSN 2504-284X
doi: https://doi.org/10.3389/feduc.2022.983760
Wagstaffe, J. P.
(2022)
How native-Chinese speakers establish discourse-level
mental representations of English-language
academic texts: A mixed method study.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00113038
Wilson-Daily, A. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J.
(2022)
Revisiting past experiences of LGBTQ+-identifying students:
an analysis framed by the UN’s Sustainable Development Goals.
Sustainability, 14 (23).
16213.
ISSN 2071-1050
doi: https://doi.org/10.3390/su142316213
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, 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, 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
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
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
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
(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
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
2021
Bukhari, R. S. Y.
(2021)
A Qualitative Investigation of the Life Stories of Sixteen
Saudi Arabian People who Stutter (PWS).
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00100429
Burgos Solans, D.
(2021)
Open science and open innovation. A new paradigm to achieve (STEAM) competences.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00108978
Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515,
(2021)
Historical Association survey of history in secondary schools in England 2021.
Historical Association Secondary Survey 2021.
Report.
Historical Association
pp46.
Butun, Z.
(2021)
ELT Teachers` Professional Learning in
Turkey.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00104555
Chiu, Y. L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Charalambous, M.
(2021)
‘It’s for others to judge’: what influences students’ construction of the ideal student?
Journal of Further and Higher Education, 45 (10).
pp. 1424-1437.
ISSN 0309-877X
doi: https://doi.org/10.1080/0309877X.2021.1945553
Cockayne, M.
(2021)
Wolves and whales:
A study of school-based mentoring using metaphor to analyse the
professional lived experiences and identities of teachers who are schoolbased mentors in primary schools.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00104766
Cooper, T. (T.) and Majid, N.
(2021)
Can manipulatives benefit pupils' mathematical thinking at Upper KS2?
Primary Mathematics, 25 (2).
pp. 2-5.
ISSN 1465-0495
Copsey-Blake, M., Hamer, J., Kemp, P. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2021)
Should we be concerned about who is studying computing in schools?
Understanding computing education, Theme: Equity, diversity and inclusion in computing education, 2.
pp. 31-39.
ISSN 2514-586X
(Raspberry Pi Foundation Research Seminars)
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2021)
Departmental leadership in a post pandemic world:
taking collective responsibility for our future success.
In: Connolly, T. M. and Farrier, S. (eds.)
Leadership and Management Strategies for Creating Agile Universities.
IGI Global, Pennsylvania, pp. 16-28.
ISBN 9781799882138
doi: https://doi.org/10.4018/978-1-7998-8213-8
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M.
(2021)
Training teachers for phonics and early reading: developing research-informed practice.
Journal of Research in Reading, 44 (2).
pp. 301-318.
ISSN 1467-9817
doi: https://doi.org/10.1111/1467-9817.12336
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
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
(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, 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
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)
Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Wonnacott, E. and Nation, K.
(2021)
Online inference making and comprehension monitoring in children during reading: evidence from eye movements.
Quarterly Journal of Experimental Psychology, 74 (7).
pp. 1202-1224.
ISSN 1747-0226
doi: https://doi.org/10.1177/1747021821999007
Kamaşak, R. ORCID: https://orcid.org/0000-0001-8768-3569, Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663
(2021)
Academic language-related challenges at an English-medium university.
Journal of English for Academic Purposes, 49.
100945.
ISSN 1475-1585
doi: https://doi.org/10.1016/j.jeap.2020.100945
Livy, S., Muir, T., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Larkin, K.
(2021)
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning.
Journal of Mathematics Teacher Education.
ISSN 1386-4416
doi: https://doi.org/10.1007/s10857-021-09517-0
Lloyd, K.
(2021)
The Pioneers of the Hybridised World of
Vocational Education and GCSE retake.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00100749
Lyden, T.
(2021)
Career Mentoring in Higher
Education: Exploring Mentoring
and Employability Gains Across
Different Social Groups.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00103046
Lynch, C.
(2021)
Career Journeys: Leadership, Identity and
Gendered Careers of Female Primary School
Leaders.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00100785
Macaro, E. ORCID: https://orcid.org/0000-0002-0886-2057, Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663
(2021)
The profiles of English medium instruction teachers in higher education.
International Journal of Applied Linguistics, 31 (3).
pp. 458-474.
ISSN 1473-4192
doi: https://doi.org/10.1111/ijal.12344
Majid, N.
(2021)
The Arts and Mathematics.
In: Ogier, S. and Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 (eds.)
Teaching the Arts in the Primary Curriculum.
Sage, pp. 134-143.
ISBN 9781529742480
Majid, N.
(2021)
The developing professional identity of
Primary Mathematics Specialist Teachers
[PMaSTs]; how primary teachers’
biographical processes and experiences
shape their new professional identities
and career trajectories.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097144
Martin, C.
(2021)
Hidden voices: the influence of the
inclusion of visually impaired pupils on
the teaching and learning of others.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00101762
Matterface, J.
(2021)
An action research project to promote a 21st-century
adult learning environment in a Phase 1 military training
unit.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00108246
Moyse, R.
(2021)
Missing: the autistic girls absent from
mainstream secondary schools.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097405
Owaidah, A. A.
(2021)
Autonomous learning in Saudi writing classroom: teachers’ and students’ beliefs, attitudes, and practices.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00099772
Papastefanou, T., Marinis, T. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407
(2021)
Development of reading comprehension in bilingual and
monolingual children—effects of language exposure.
Languages, 6 (4).
166.
ISSN 2226-471X
doi: https://doi.org/10.3390/languages6040166
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
Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L.
(2021)
Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.
Journal of Educational Psychology, 113 (4).
pp. 706-718.
ISSN 0022-0663
doi: https://doi.org/10.1037/edu0000625
Qhadi, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2021)
Female English language teachers' perceptions and experiences of continuing professional development in Qatar.
Education Sciences, 11 (4).
160.
ISSN 2227-7102
doi: https://doi.org/10.3390/educsci11040160
Rogers, S.
(2021)
Narratives of Asian women migrant teachers in
Dubai: exploring the challenges of teaching in a
contrasting pedagogical and cultural context.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00103387
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2021)
Implementing English-medium instruction: comparing policy to practice at a Turkish university.
Australian Review of Applied Linguistics, 44 (2).
pp. 129-153.
ISSN 0155-0640
doi: https://doi.org/10.1075/aral.20094.sah
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Şahan, Ö. ORCID: https://orcid.org/0000-0002-6948-0423
(2021)
Investigating student and alumni perspectives on language learning and career prospects through English medium instruction.
Teaching in Higher Education.
pp. 1-22.
ISSN 1356-2517
doi: https://doi.org/10.1080/13562517.2021.1973407
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Rose, H. ORCID: https://orcid.org/0000-0002-6434-6663 and Macaro, E. ORCID: https://orcid.org/0000-0002-0886-2057
(2021)
Models of EMI pedagogies: at the interface of language use and interaction.
System, 101.
102616.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2021.102616
Sookman, D., Phillips, K. A., Anholt, G. E., Bhar, S., Bream, V., Challacombe, F. L., Coughtrey, A., Craske, M. G., Foa, E., Gagne, J.-P., Huppert, J. D., Jacobi, D., Lovell, K., McLean, C. P., Neziroglu, F., Pedley, R., Perrin, S., Pinto, A., Pollard, C. A., Radomsky, A., Riemann, B., Shafran, R., Simos, G., Sochting, I., Summerfeldt, L. J., Szymanski, J., Treanor, M., van Noppen, B., van Oppen, P., Whittal, M., Williams, M. T., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Yadin, E. and Veale, D.
(2021)
Knowledge and competency standards for specialized cognitive behavior therapy for adult
obsessive-compulsive disorder: phase two series by the International Accreditation Task
Force of The Canadian Institute for Obsessive Compulsive Disorders (CIOCD, www.ciocd.ca).
Psychiatry Research, 303.
113752.
ISSN 0165-1781
doi: https://doi.org/10.1016/j.psychres.2021.113752
Stainthorp, R.
(2021)
How psychology helps us to understand word reading.
Education 3-13, 49 (1).
pp. 29-40.
ISSN 0300-4279
doi: https://doi.org/10.1080/03004279.2020.1824700
Wall, A.
(2021)
The New Junior Cycle: exploring students’ perceptions and experiences of learning under educational reform using Freire’s analytical framework from a student/teacher
perspective.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00103111
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.
(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, 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, 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
2020
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
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
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
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
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
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
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
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
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
Elliott, G.
(2020)
Reading for Meaning: Interventions to ameliorate children’s reading
comprehension difficulties.
A randomised controlled trial to investigate whether interventions in oral language and text-based strategies improve the reading comprehension skills of students aged between 11 and 13.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00106095
Farrugia, M. T. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2020)
Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning.
Cogent Education, 7 (1).
1817253.
ISSN 2331-186X
doi: https://doi.org/10.1080/2331186X.2020.1817253
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Muldoon, C.
(2020)
Empowering Women from the bottom to the top; parents, community and partnership.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Sage.
ISBN 9781526494542
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Majid, N. and Yan, M.
(2020)
Constructing self: gender, social background and ethnicity in developing educational identities.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Sage.
ISBN 9781526494542
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, 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, 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
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
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, ed.
(2020)
Challenging gender stereotypes in education.
Learning Matters.
Sage Publications, London.
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2020)
Introduction to challenging gender stereotypes in education.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Learning Matters.
Sage Publications, London.
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2020)
Sexism, sexual harassment and sexual violence in schools.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Learning Matters.
Sage Publications, London.
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2020)
What next?
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Learning Matters.
Sage Publications, London.
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2020)
A feminist poststructuralist analysis of Discourses invoked in the construction of women’s leadership identities in higher education.
In: Samier, E. A. and Milley, P. (eds.)
Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges.
Routledge, Abingdon, pp. 1-33.
ISBN 9780367272906
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2020)
The formation of gender identity and gender stereotypes.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Learning Matters.
Sage Publications, London.
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2020)
A whole school approach.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
Learning Matters.
Sage Publications, London.
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418
(2020)
The role of professionals and play in the Early Years, in challenging gender stereotypes in education.
In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.)
Challenging Gender Stereotypes in Education.
SAGE, London, pp. 53-64.
ISBN 9781526494542
Karaoz, I.
(2020)
Affordances of digital technologies for autonomous language learning: a Q-methodological research.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00108502
Majid, S.
(2020)
English to Malay and back again: an analysis of lecturers' code switching in English classrooms.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00089400
Mansouri, K.
(2020)
Research into practice: implementing strategy and metacognition-based
instruction in the teaching of EFL listening for Algerian university teachers
and students.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00095650
Matthews, B. and Majid, N.
(2020)
What is it about mathematics that causes anxiety for pupils?
Primary Mathematics, 24 (2).
pp. 25-27.
Muqaibal, M. H.
(2020)
Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00096634
Perumal, R., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Mitchell Viesca, K., Ennser-Kananen, H. and Routarinne, S.
(2020)
What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England.
In: Kirsch, C. and Duarte, J. (eds.)
Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education.
Routledge Research in Languages Education.
Routledge, pp. 52-72.
ISBN 9780367181352
Pieridou, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418
(2020)
Qualitative doctoral research in educational settings: reflecting on meaningful encounters.
International Journal of Evaluation and Research in Education, 9 (1).
pp. 21-31.
doi: https://doi.org/10.11591/ijere.v9i1.20360
Richards-Bray, J. E.
(2020)
What impact does pre-sojourn preparation have on host-culture adjustment
for sojourning students? A case-study of a SINO-UK Joint Programme.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00103907
Rimmer, W. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2020)
Teaching associations and professionalism.
English Language Teaching Journal, 74 (2).
pp. 126-135.
ISSN 1477-4526
doi: https://doi.org/10.1093/elt/ccaa003
Rimmer, W. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2020)
The contribution of conferences to teachers’ professionalism.
TESL-EJ, 24 (1).
ISSN 1072-4303
Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108
(2020)
ELF interactions in English-medium engineering classrooms.
ELT Journal, 74 (4).
pp. 418-427.
ISSN 1477-4526
doi: https://doi.org/10.1093/elt/ccaa033
Speed, H.
(2020)
What is the effect of contextualised grammar teaching using
Functional Linguistics strategies
on the understanding of Year 9 learners in writing tasks?
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097046
Stainthorp, R.
(2020)
A national intervention in teaching phonics: a case study from England.
The Educational and Developmental Psychologist, 37 (2).
pp. 114-122.
ISSN 2059-0776
doi: https://doi.org/10.1017/edp.2020.14
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811
(2020)
The contribution of general language ability, reading
comprehension and working memory to mathematics
achievement among children with English as additional
language (EAL): an exploratory study.
International Journal of Bilingual Education and Bilingualism, 23 (4).
pp. 463-487.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2017.1373742
Visram, Z.
(2020)
A pluralistic approach to multicultural group work.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097048
Weber, S. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515
(2020)
‘[N]ow I can be a poetic writer’: using action research as a way of reclaiming and implementing professional values in the primary school.
Educational Action Research, 30 (1).
pp. 3-21.
ISSN 1747-5074
doi: https://doi.org/10.1080/09650792.2020.1788621
Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439, Bosanquet, P. and Blatchford, P.
(2020)
Preparing teaching assistants for including all learners.
In:
Oxford Research Encyclopedia of Education.
Oxford University Press.
ISBN 9780190264093
doi: https://doi.org/10.1093/acrefore/9780190264093.013.1235
Wilson, C.
(2020)
Can a targeted intervention programme promote change in the educational
aspirations, attitudes and beliefs of a group of underachieving white British
disadvantaged girls?
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00096801
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
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
2019
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
Alenezi, K.
(2019)
Leadership development of managers working in the Ministry of Education and educational districts in Kuwait.
PhD thesis, University of Reading.
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
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
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
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
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
Chu, F.-I.
(2019)
English learning motivation in a Taiwanese university
context: a study of its dynamic nature from
socio-dynamic perspectives.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084851
Courtney, L. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2019)
‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning.
Language Teaching for Young Learners, 1 (2).
pp. 161-186.
ISSN 2589-207X
doi: https://doi.org/10.1075/ltyl.18009.cou
Du, X. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2019)
Science career aspiration and science capital in China and UK: a comparative study using PISA data.
International Journal of Science Education, 41 (15).
pp. 2136-2155.
ISSN 0950-0693
doi: https://doi.org/10.1080/09500693.2019.1662135
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2019)
Investigating the PDR process in a UK university: continuing professional development or performativity?
Professional Development in Education (formerly Journal of In-service Education), 48 (2).
pp. 315-329.
ISSN 1941-5257
doi: https://doi.org/10.1080/19415257.2019.1696874
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Mhlanga, T.,
(2019)
An evaluation of the nxplorers programme – stage 2.
Report.
The University of Reading, Reading.
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and 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
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2019)
Facilitating evidence-informed practice.
Teacher Development, 23 (1).
pp. 64-82.
ISSN 1747-5120
doi: https://doi.org/10.1080/13664530.2018.1505649
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2019)
Teachers and Polish children: capturing changes in the linguistic field.
British Journal of Sociology of Education, 40 (1).
pp. 65-82.
ISSN 0142-5692
doi: https://doi.org/10.1080/01425692.2018.1481366
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Lloyd, V.
(2019)
Martial arts and well-being: connecting communities and promoting health.
Routledge, pp116.
ISBN 9781138213555
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 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 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
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
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
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
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
Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Evans, A.
(2019)
Perceptions of gender roles: a case study.
Early Years Educator (EYE), 20 (11).
pp. 38-44.
ISSN 1465-931X
doi: https://doi.org/10.12968/eyed.2019.20.11.38
Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Ravanis, K., Jameau, A. and Boilevin, J.-M.
(2019)
Precursor models and early years science learning: a case study related to the water state changes.
Early Childhood Education Journal, 47 (4).
pp. 475-488.
ISSN 1573-1707
doi: https://doi.org/10.1007/s10643-019-00937-5
Kanuga, I.
(2019)
Student perspectives on the relationship between assessment methods and retention of learning in higher education.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00088670
Kasprowicz, R. E. ORCID: https://orcid.org/0000-0001-9248-6834, Marsden, E. and Sephton, N.
(2019)
Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom.
Modern Language Journal, 103 (3).
pp. 580-606.
ISSN 1540-4781
doi: https://doi.org/10.1111/modl.12586
Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Berry, M. G.
(2019)
Female performance and participation in computer science:
a national picture.
ACM Transactions on Computing Education, 20 (1).
4.
doi: https://doi.org/10.1145/3366016
Lindsay, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2019)
Experiences of using the researching professional development framework.
Studies in Graduate and Postdoctoral Education, 10 (1).
pp. 54-68.
ISSN 2398-4686
doi: https://doi.org/10.1108/SGPE-02-2019-049
Majid, N. and Bobik-Dawes, R.
(2019)
Developing deeper thinking in Key Stage 2 mathematics.
Primary Mathematics, 23 (3).
pp. 23-25.
ISSN 1465-0495
Mitchell Viesca, K., Strom, K., Hammer, S., Masterson, J., Hammer Linzell, C., Mitchell-McCollough, J. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2019)
Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings.
Review of Research in Education, 43 (1).
pp. 304-335.
ISSN 0091-732X
doi: https://doi.org/10.3102/0091732X18820910
Mvalo, S.
(2019)
Developing computer networks students’ computational
thinking: the case for the use of simulation software.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00085246
Papastefanou, T., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Marinis, T.
(2019)
Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language.
Frontiers in Communication, 4.
65.
ISSN 2297-900X
doi: https://doi.org/10.3389/fcomm.2019.00065
Patterson-Igwe, L.
(2019)
Accountability: a case study of the Jamaican and English education systems.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00088579
Pawson, M.
(2019)
Perceptions on the effectiveness of teacher appraisal: a case study of two-state funded academies.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00086315
Porter, J.
(2019)
Discriminating quantity: new starting points for teaching children with Down syndrome about number?
International Journal of Disability, Development and Education, 66 (2).
pp. 133-150.
ISSN 1034-912X
doi: https://doi.org/10.1080/1034912X.2019.1569208
Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2019)
Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland.
Irish Educational Studies, 38 (2).
pp. 157-175.
ISSN 0332-3315
doi: https://doi.org/10.1080/03323315.2018.1484302
Roberts, R.
(2019)
Critical conversations: the role of evaluative language in mentor meetings in initial teacher training.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084859
Roberts, R.
(2019)
English - the torch of life: reflections on the Newbolt Report from an ITE perspective.
English in Education, 53 (3).
pp. 211-222.
ISSN 0425-0494
doi: https://doi.org/10.1080/04250494.2019.1657772
Rutherford, S. M.
(2019)
‘Flying the nest’: an analysis of the development of self-regulated learning during the transition to Higher Education.
EdD thesis, University of Reading.
Sae Kang, H.
(2019)
Exploring the role of the learning support assistant: a case study of an English special school.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00086006
Samuel, R.
(2019)
Teacher values and value construction among low income female teachers in Bangalore, India: implications for reflective practice in teacher education in India.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00088831
Shafran, R., Zysk, E. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2019)
CBT for a fear of morphing: a case illustration.
In: Dimidjian, S. (ed.)
Evidence-Based Practice in Action.
Guilford Press, New York, pp. 244-256.
ISBN 9781462539765
Stainthorp, R.
(2019)
Spelling: from words in the head to words on the page.
In: Murphy, J. and Bennett, T. (eds.)
The Research ED Guide to Literacy.
John Catt Educational Ltd, Woodbridge, pp. 77-92.
ISBN 9781912906420
Stoten, D. W.
(2019)
A critical review of a sample of publications submitted for the award of PhD by published works.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00089059
Taggart, G.
(2019)
Cultivating ethical dispositions in early childhood practice for an ethic of care: a contemplative approach.
In: Langton, R. (ed.)
Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers.
Bloomsbury, New York.
ISBN 9781350067486
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Aerila, J.-A. and Yrjänäinen, S.
(2019)
Bringing mathematics alive through stories.
In: Kerry-Moran, K. J. and Aerila, J.-A. (eds.)
Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning.
Educating the Young Child (16).
Springer, pp. 199-225.
ISBN 9783030192655
doi: https://doi.org/10.1007/978-3-030-19266-2_11
Wang, Y.
(2019)
Individual differences in listening comprehension among adult Chinese learners of English.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00085057
Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 and Blatchford, P.
(2019)
Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools.
European Journal of Special Needs Education, 34 (1).
pp. 98-113.
ISSN 0885-6257
doi: https://doi.org/10.1080/08856257.2018.1458474
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
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
2018
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
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
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
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
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
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
Blatchford, P. and Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439
(2018)
Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs.
British Educational Research Journal, 44 (4).
pp. 681-703.
ISSN 1469-3518
doi: https://doi.org/10.1002/berj.3454
Brassington, S. L.
(2018)
‘It’s like kindling a fire’: training student teachers about special educational needs and inclusive education at a university in China.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00080304
Chawla-Duggan, R., Milner, S. and Porter, J.
(2018)
Reflexivity and visual technology in research: young
children’s perspectives of paternal engagement in the
home environment.
Qualitative Research, 18 (4).
pp. 471-491.
ISSN 1741-3109
doi: https://doi.org/10.1177/1468794117728412
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
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D.
(2018)
Stories of leading and being led: developing collaborative relationships in an English research-intensive university.
In: Gornall, L., Thomas, B. and Sweetman, L. (eds.)
Exploring Consenual Leadership in Higher Education.
Bloomsbury Academic, London.
ISBN 9781350043572
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D.
(2018)
The role of the Associate Dean in UK Universities: distributed leadership in action?
Higher Education, 75 (5).
pp. 925-943.
ISSN 0018-1560
doi: https://doi.org/10.1007/s10734-017-0178-1
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Curdt-Christiansen, X.-L.
(2018)
Intentions versus enactment: making sense of policy and practice for teaching English as an additional language.
Language and Education, 32 (5).
pp. 410-427.
ISSN 1747-7581
doi: https://doi.org/10.1080/09500782.2018.1475484
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068
(2018)
The existential self: challenging and renegotiating gender identity through higher education in England.
Gender and Education, 30 (1).
pp. 92-104.
ISSN 1360-0516
doi: https://doi.org/10.1080/09540253.2016.1241380
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.
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
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
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
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
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 and Clifton, J.
(2018)
Rendering sexism invisible in workplace narratives. A narrative analysis of female entrepreneurs’ stories of not being talked to by men.
Gender, Work & Organization, 25 (5).
pp. 557-574.
ISSN 1468-0432
doi: https://doi.org/10.1111/gwao.12216
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Ante, A., Longman, K. A. and Remke, R., eds.
(2018)
Perspectives on women’s higher education leadership from around the world.
MPDI Books, Switzerland, pp170.
ISBN 9783038972648
doi: https://doi.org/10.3390/books978-3-03897-265-5
Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Nation, K.
(2018)
Examining incidental word learning during reading in children: the role of context.
Journal of Experimental Child Psychology, 166.
pp. 190-211.
ISSN 0022-0965
doi: https://doi.org/10.1016/j.jecp.2017.08.010
Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Liu, J., Pieridou, M. and Quinn, S. F.
(2018)
Exploring our practitioner and parent partnerships.
Early Years Educator (EYE), 19 (10).
pp. 26-29.
ISSN 1465-931X
doi: https://doi.org/10.12968/eyed.2018.19.10.26
Keyes, C., Nolte, L. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316
(2018)
The battle of living with obsessive compulsive disorder: a qualitative study of young people's experiences.
Child and Adolescent Mental Health, 23 (3).
pp. 177-184.
ISSN 1475-3588
doi: https://doi.org/10.1111/camh.12216
Kilner, G.
(2018)
Exploring the impact of social connectedness upon well-being in
undergraduates at a UK business school.
EdD thesis, University of Reading.
Kruesemann, H.
(2018)
Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press.
PhD thesis, University of Reading.
Lindsay, H., Kerawalla, C. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2018)
Supporting researching professionals: EdD students’ perceptions of their development needs.
Studies in Higher Education, 43 (12).
pp. 2321-2335.
ISSN 0307-5079
doi: https://doi.org/10.1080/03075079.2017.1326025
McAdams, T.
(2018)
Gender and computer programming: teaching and learning strategies designed to increase the
engagement of girls.
EdD thesis, University of Reading.
Morris, L.
(2018)
‘We don’t leave our emotions at the nursery door’: lived experiences of emotional labour in early years professional practice.
EdD thesis, University of Reading.
Mosher, D. A.
(2018)
The effect of mode of presentation, cognitive load, and individual differences on recall.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084822
Ogudoro, P.
(2018)
Examining the potential role that professional bodies could play in facilitating access to higher education in Nigeria.
PhD thesis, University of Reading.
Porter, J.
(2018)
Inclusive design and schools.
In: Tse, H. M., Daniels, H., Stables, A. and Cox, S. (eds.)
Designing Schools for the Future of Schooling: Contemporary Visions for Education.
Routledge, London.
Porter, J.
(2018)
Entering Aladdin’s cave: developing an app for children with Down Syndrome.
Journal of Computer Assisted Learning, 34 (4).
pp. 429-439.
ISSN 1365-2729
doi: https://doi.org/10.1111/jcal.12246
Qadhi, S.
(2018)
Female English language teachers’
perceptions and experiences of continuing
professional development in Qatar.
PhD thesis, University of Reading.
Reynolds, R. A.
(2018)
Chinese students in UK further education: examining aspirations, motivations and choices.
Routledge, pp192.
ISBN 9781138226593
Rimmer, W.
(2018)
Exploring the contribution of teaching associations to the professionalism of teachers of English as a foreign language: a UK case study.
EdD thesis, University of Reading.
Royant, L.
(2018)
Global citizenship education: a case study of the UK-based non-governmental organisation Reading International
Solidarity Centre.
EdD thesis, University of Reading.
Santos, D. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2018)
What teachers say about listening and its pedagogy: a comparison between two countries.
In: Burns, A. and Siegal, J. (eds.)
International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing.
Palgrave Macmillan, pp. 21-35.
ISBN 9783319634432
Sheerah, H. A.
(2018)
Exploring English as foreign language (EFL) students’ perceptions on the use of blended learning to develop academic English language skills in preparatory year in Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084952
Thorne, M.
(2018)
Career aspirations of service children: a case study of service children from a Secondary school and a Sixth Form college, their life aims and goals.
EdD thesis, University of Reading.
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2018)
Story picture books as a mathematics teaching and learning tool.
Primary Mathematics, 22 (2).
pp. 3-7.
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2018)
The measurement of bilingual abilities: central challenges.
In: De Houwer, A. and Ortega, L. (eds.)
The Cambridge Handbook of Bilingualism.
Cambridge University Press, Cambridge, pp. 289-306.
ISBN 9781316831922
doi: https://doi.org/10.1017/9781316831922.016
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Parslow, P. and Williams, S.
(2018)
Back to basics: how measures of lexical diversity can help discriminate between CEFR levels.
Applied Linguistics, 39 (3).
pp. 302-327.
ISSN 1477-450X
doi: https://doi.org/10.1093/applin/amw009
Vogt, C., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Susi, K. and Harrison, S.
(2018)
Differences in measurements of hyperactivity between objective testing using infrared motion analysis (QbTest) and behavioural rating scales when comparing problems in alerting functions and response inhibition during the clinical assessment of ADHD.
Psychological disorders and research, 1 (2).
pp. 3-6.
doi: https://doi.org/10.31487/j.PDR.2018.02.002
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2018)
Modifying cognitions in the treatment of OCD in young people.
In: Storch, E., McGuire, J. and McKay, D. (eds.)
Clinician’s Guide to Cognitive-Behavioral Therapy for Childhood Obsessive-Compulsive Disorder.
Elsevier, San Diego, CA.
ISBN 9780128114278
doi: https://doi.org/10.1016/B978-0-12-811427-8.00007-1
Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316, Lewis, S., Marcham, L. and Palicka, A.
(2018)
Treatment of dog phobia in young people with autism and severe intellectual disabilities: an extended case series.
Contemporary Behavioral Health Care, 3 (1).
pp. 1-5.
ISSN 2058-8690
doi: https://doi.org/10.15761/CBHC.1000125
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2018)
By chance or by plan?: The academic success of nontraditional students in higher education.
AERA Open, 4 (2).
233285841878219.
ISSN 2332-8584
doi: https://doi.org/10.1177/2332858418782195
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
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.
Zhang, P.
(2018)
Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English.
PhD thesis, University of Reading.
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
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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
de Korte, A. J.
(2018)
Processing Instruction (PI) versus Traditional Instruction (TI) in Dutch vocational L2 classrooms.
PhD thesis, University of Reading.
2017
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
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, 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.
Alromaih, M.
(2017)
Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia.
PhD thesis, University of Reading.
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. 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
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
Atkinson, L., Slade, L., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Levy, J. P.
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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.
Balubaid, R.
(2017)
Autism and the experience of transition from childhood to adulthood.
PhD thesis, University of Reading.
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.
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
Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 and Waters, J.
(2017)
Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales.
Social Sciences, 6 (1).
1.
ISSN 2076-0760
doi: https://doi.org/10.3390/socsci6010001
Burton, P., Palicka, A. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2017)
Treating specific phobias in young people with autism and severe learning difficulties.
The Cognitive Behaviour Therapist, 10.
e21.
ISSN 1754-470X
doi: https://doi.org/10.1017/S1754470X17000241
Clark, T. R.
(2017)
Exploring the social construction of philosophical assumptions: the methodological journeys of doctoral researchers in the social sciences.
EdD thesis, University of Reading.
Cocks, N.
(2017)
Higher Education discourse and deconstruction: challenging the case for transparency and objecthood.
Palgrave Critical University Studies.
Palgrave.
ISBN 9783319529820
doi: https://doi.org/10.1007/978-3-319-52983-7
Courtney, L.
(2017)
Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency.
Oxford Review of Education, 43 (4).
pp. 462-481.
ISSN 0305-4985
doi: https://doi.org/10.1080/03054985.2017.1329721
Courtney, L., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Tonkyn, A. and Marinis, T.
(2017)
Individual differences in early language learning: a study of English learners of French.
Applied Linguistics, 38 (6).
pp. 824-847.
ISSN 1477-450X
doi: https://doi.org/10.1093/applin/amv071
Curdt-Christiansen, X.-L.
(2017)
Language socialization through textbooks.
In: Duff, P. A. and May, S. (eds.)
Language Socialization.
Encyclopedia of Language and Education.
Springer.
ISBN 9783319022567
Curtis, F.
(2017)
Keeping it real: an action research investigation into using concrete objects to teach algebra.
In:
Research Methods Cases - Education.
Sage.
ISBN 9781473991903
doi: https://doi.org/10.4135/9781473991903
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 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
Everley, S. and Macfadyen, T.
(2017)
‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools.
Education 3-13, 45 (2).
pp. 151-175.
ISSN 1475-7575
doi: https://doi.org/10.1080/03004279.2015.1069367
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2017)
Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers.
In: Goodwin, P. (ed.)
The Literate Classroom (4th edition).
Routledge, Abingdon, UK, pp. 87-100.
ISBN 9781138282605
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068
(2017)
The advanced skills teacher in England.
In: Goodwyn, A. (ed.)
Expert Teachers: An International Perspective.
Routledge, Abingdon, pp. 69-89.
ISBN 9780415812207
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Fox, S.
(2017)
Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy.
Educational Review, 69 (2).
pp. 232-247.
ISSN 1465-3397
doi: https://doi.org/10.1080/00131911.2016.1199538
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, 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
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
(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
Hong, Y.
(2017)
The educational aspirations of 'left-behind children’ in
rural China: a case study.
PhD thesis, University of Reading.
Ibrahim, N.
(2017)
Identity in children learning to read and write in three languages: a case study.
PhD thesis, University of Reading.
Koro, R.
(2017)
To what extent is a CLIL approach useful in teaching intercultural understanding in MFL?
EdD thesis, University of Reading.
Lindsay, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831,
(2017)
Evaluating the effectiveness of the Researching Professional Development Framework.
Report.
The Open University, Milton Keynes.
Liu, J.
(2017)
Trilingual education of Chinese university minority
students in China: a case study.
PhD thesis, University of Reading.
Liu, J. and Edwards, V.
(2017)
Trilingual education in China: perspectives from a university programme for minority students.
International Journal of Multilingualism, 14 (1).
pp. 38-52.
ISSN 1747-7530
doi: https://doi.org/10.1080/14790718.2017.1258983
McMurchy, B. A.
(2017)
Managerial roles of Ontario college presidents.
EdD thesis, University of Reading.
Mhlanga, T.
(2017)
The construction of professional identities in Further Education in the UK: perspectives of middle managers and academic experts in Educational Leadership and Management.
PhD thesis, University of Reading.
Micai, M., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Vulchanova, M. and Saldaña, D.
(2017)
Strategies of readers with autism when responding to inferential questions: an eye movement study.
Autism Research, 10 (5).
pp. 888-900.
ISSN 1939-3806
doi: https://doi.org/10.1002/aur.1731
Moncrieffe, M. L.
(2017)
Examining experiences and perceptions of mass migration and settlement in Britain over the ages: how can this assist teaching and learning in Key Stage 2 history?
EdD thesis, University of Reading.
Olasimbo, T. M.
(2017)
An exploration of the perspectives of first generation immigrant students on their educational experiences at an FE college in South East England.
EdD thesis, University of Reading.
Saigh, B. H.
(2017)
Health related quality of life screening for children and adolescents in Saudi Arabia.
PhD thesis, University of Reading.
Sinyangwe, K. M. K.
(2017)
Secondary school mathematics teachers' perspectives of Continuing Professional Development (CPD): the case of a selected district in Central Zambia.
PhD thesis, University of Reading.
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2017)
Where are the girls and women in mathematical picture books?
Mathematics Teaching, 258.
pp. 23-25.
ISSN 0025-5785
Vicary, A. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583
(2017)
The implications of contractual terms of employment for women and leadership: an autoethnographic study in UK higher education.
Administrative Sciences, 7 (2).
20.
ISSN 2076-3387
doi: https://doi.org/10.3390/ADMSCI7020020
Wang, Y. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2017)
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness.
System, 65.
pp. 139-150.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2016.12.013
Wardale, C.
(2017)
The TAEDS Tree: a case study of graduate identity and employability in a unique degree programme.
EdD thesis, University of Reading.
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2017)
‘I’m good, but not that good’: digitally-skilled young people’s identity in computing.
Computer Science Education, 26 (4).
pp. 299-317.
ISSN 0899-3408
doi: https://doi.org/10.1080/08993408.2017.1292604
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
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. 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
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
2016
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.
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
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.
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
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
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
Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 and Crook, A.
(2016)
Exploring outdoors ages 3-11: a guide for schools.
Routledge, pp162.
ISBN 9781138814035
Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530, Bento, G. and Dias, G.
(2016)
Taking the first steps outside. Under threes learning and developing in the natural environment.
Routledge, London, pp156.
ISBN 9781138919891
Brookes, W. A.
(2016)
The Masters in Teaching and Learning (MTL): a retrospective, intrinsic case study of the process of policy into practice and its impact on teacher participants.
PhD thesis, University of Reading.
Curdt-Christiansen, X.-L.
(2016)
Conflicting language ideologies and contradictory language practices in Singaporean bilingual families.
Jounal of Multilingual and Multicultural Development, 37 (7).
pp. 694-709.
ISSN 0143-4632
doi: https://doi.org/10.1080/01434632.2015.1127926
Curdt-Christiansen, X.-L. and Sun, B.
(2016)
Nurturing bilingual learners: challenges and concerns in
Singapore.
International Journal of Bilingual Education and Bilingualism, 19 (6).
pp. 689-705.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2016.1181606
Curtis, F.
(2016)
Using concrete materials to learn algebra: workshop.
In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114.
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
Enow, L.
(2016)
Teacher cognition: a study of secondary English teachers.
EdD thesis, University of Reading.
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2016)
Supporting academic middle managers in Higher Education: do we care?
Higher Education Policy, 29 (2).
pp. 167-183.
ISSN 1740-3863
doi: https://doi.org/10.1057/hep.2015.11
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831,
(2016)
An evaluation of the Nxplorers Programme - end of project report.
Report.
The Open University, Milton Keynes.
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
Foley, C.
(2016)
Girls’ perceptions of mathematics: an interpretive study of girls’ mathematical identities.
EdD thesis, University of Reading.
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
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
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
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
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418
(2016)
Investigating early years teachers’ understanding and response to children’s preconceptions.
European Early Childhood Education Research Journal, 24 (6).
pp. 907-927.
ISSN 1752-1807
doi: https://doi.org/10.1080/1350293X.2014.970857
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Salowm Pampoulou, E., Pieridou, M. and Allen, M.
(2016)
Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science.
Eurasia Journal of Mathematics, Science and Technology Education, 12 (9).
pp. 2399-2417.
ISSN 1305-8223
doi: https://doi.org/10.12973/eurasia.2016.1275a
Li, D., Zhang, X. and Edwards, V.
(2016)
Innovation and change in English teaching in the western provinces of China: the impact of overseas training.
In: Chi-Kin Lee, J., Yu, Z., Huang, X. and Hau-fai Law, E. (eds.)
Educational Development in Western China: Towards quality and equity.
Sense Publishers, Rotterdam, pp. 191-214.
ISBN 9789463002318
Olteanu, A., Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Stables, A.
(2016)
Predicating from an early age: edusemiotics and the potential of children’s preconceptions.
Studies in Philosophy and Education, 35 (6).
pp. 621-640.
ISSN 0039-3746
doi: https://doi.org/10.1007/s11217-016-9526-3
Perez, A., Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Bajo, T. and Nation, K.
(2016)
Evaluation and revision of inferential comprehension in narrative texts: an eye movement study.
Language, Cognition and Neuroscience, 31 (4).
pp. 549-566.
ISSN 2327-3801
doi: https://doi.org/10.1080/23273798.2015.1115883
Porter, J.
(2016)
Time for justice: safeguarding the rights of disabled children.
Disability and Society, 31 (8).
pp. 997-1012.
ISSN 1360-0508
doi: https://doi.org/10.1080/09687599.2016.1223605
Preston, D. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2016)
Supporting the role of Associate Dean in universities: an alternative approach to management development.
Higher Education Quarterly, 70 (3).
pp. 264-280.
ISSN 1468-2273
doi: https://doi.org/10.1111/hequ.12099
Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, eds.
(2016)
Language dominance in bilinguals: issues of measurement and operationalization.
Cambridge University Press, Cambridge.
ISBN 9781107044494
Simasangyaporn, N.
(2016)
The effect of listening strategy instruction on Thai learners’ self-efficacy, English listening comprehension and reported use of listening strategies.
PhD thesis, University of Reading.
Stainthorp, R.
(2016)
The structure of literacy teaching: a case study from England.
In: Cook, V. and Ryan, D. (eds.)
The Routledge Handbook of the English Writing System.
Routledge, London, pp. 235-257.
ISBN 9780415715973
Stuart, M. and Stainthorp, R.
(2016)
Reading development and teaching.
Sage, pp240.
ISBN 9781446249031
Stuart, M. and Stainthorp, R.
(2016)
Supporting teachers in the teaching of reading, or what every teacher should know.
Patoss Bulletin, 29 (1).
ISSN 1476-1521
Sun, B. and Curdt-Christiansen, X.-L.
(2016)
Morphological awareness and reading development in bilingual English-Chinese children in Singapore.
In: Silver, R. E. and Bokhorst-Heng, W. D. (eds.)
Quadrilingual education in Singapore: Pedagogical innovation in language education.
Education Innovation.
Springer, Singapore, pp. 148-192.
ISBN 9789812879653
Taggart, G.
(2016)
Compassionate pedagogy: the ethics of care in early childhood professionalism.
European Early Childhood Education Research Journal, 24 (2).
pp. 173-185.
ISSN 1752-1807
doi: https://doi.org/10.1080/1350293X.2014.970847
Tang, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2016)
Assessing incidental vocabulary learning by Chinese EFL learners: a test of the Involvement Load Hypothesis.
In: Yu, G. and Jin, Y. (eds.)
Assessing Chinese learners of English: language constructs, consequences and conundrums.
Palgrave, London, pp. 121-149.
ISBN 9781137449771
doi: https://doi.org/10.1057/9781137449788
Tavakoli, P. ORCID: https://orcid.org/0000-0003-0807-3709
(2016)
Fluency in monologic and dialogic task performance: challenges in defining and measuring L2 fluency.
International Review of Applied Linguistics in Language Teaching, 54 (2).
pp. 133-150.
ISSN 1613-4141
doi: https://doi.org/10.1515/iral-2016-9994
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Xu, Z.
(2016)
Can classroom learners use statistical learning? A new perspective on motion event construal in a second language.
In: Alonso Alonso, R. (ed.)
Crosslinguistic Influence in Second Language Acquisition.
Second Language Acquisition.
Multilingual Matters, Bristol, pp. 121-146.
ISBN 9781783094813
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Daller, M., Furman, R. and Rothman, J.
(2016)
Ultimate attainment in the use of lexical collocations among heritage speakers of Turkish in Germany and Turkish-German returnees.
Bilingualism: Language and Cognition, 19 (3).
pp. 504-519.
ISSN 1469-1841
doi: https://doi.org/10.1017/S1366728915000139
Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811
(2016)
Investigating spelling in English and Greek native speaking children with and without dyslexia.
PhD thesis, University of Reading.
Wang, W. and Curdt-Christiansen, X.-L.
(2016)
Teaching Chinese to international students in China: political rhetoric and ground realities.
The Asia-Pacific Education Researcher, 25 (5-6).
pp. 723-734.
ISSN 0119-5646
doi: https://doi.org/10.1007/s40299-016-0316-z
Warner, L., Crolla, C., Goodwyn, A., Hyder, E. and Richards, B.
(2016)
Reading aloud in high schools: students and teachers across the curriculum.
Educational Review, 68 (2).
pp. 222-238.
ISSN 1465-3397
doi: https://doi.org/10.1080/00131911.2015.1067881
Wilson, T.
(2016)
Working with parents, carers and families in the early years.
David Fulton, Abingdon.
ISBN 9780415728713
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2016)
Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital.
Research in Science Education, 46 (1).
pp. 113-127.
ISSN 1573-1898
doi: https://doi.org/10.1007/s11165-015-9466-x
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2016)
Science education, career aspirations and minority ethnic students.
Palgrave MacMillan, Basingstoke, pp195.
ISBN 9781137533975
doi: https://doi.org/10.1057/9781137533982
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
Ye, W.
(2016)
Confucius Institute Chinese Teachers in the UK: language, culture and identity.
PhD thesis, University of Reading.
Yige, M. M.
(2016)
A comparative case study of teaching Art in inclusive classrooms in Turkey and the UK.
PhD thesis, University of Reading.
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
2015
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.
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
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
Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G. and Palikara, O.
(2015)
Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders.
International Journal of Language & Communication Disorders, 50 (1).
pp. 84-93.
ISSN 1368-2822
doi: https://doi.org/10.1111/1460-6984.12116
Cope, E., Parnell, D., Macfadyen, T. and Reeves, M.
(2015)
A critical debate on provision of Primary Physical Education: the English context.
Bulletin of the International Council for Sport Science and Physical Education, 68.
pp. 57-63.
ISSN 1728-5909
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.
(2015)
Ideological and tensions and contradictions in lower primary English teaching materials in Singapore.
In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.)
Language, ideologies and education: The politics of textbooks in language education.
Routledge, New York and London, pp. 129-145.
ISBN 9780415840385
Curdt-Christiansen, X.-L.
(2015)
Striking a balance: cultural conflicts or cultural adaptation.
The European Journal of Applied Linguistics and TEFL, 4 (2).
pp. 73-92.
ISSN 2192-1032
Curdt-Christiansen, X.-L. and Weninger, C.
(2015)
Introduction: ideology and the politics of language text books.
In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.)
Language, ideologies and education: the politics of textbooks in language education.
Routledge research in language education.
Routledge, London, pp. 1-8.
ISBN 9780415840385
Curdt-Christiansen, X.-L. and Weninger, C., eds.
(2015)
Language, ideologies and education: the politics of textbooks in language education.
Routledge research in language education.
Routledge, London, pp. 1-226.
ISBN 9780415840385
Curtis, F.
(2015)
Challenge: always a good thing?
In: BSRLM conference, June 2015, Durham University, pp. 7-12.
De Silva, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2015)
The effects of strategy instruction on writing strategy use for students of different proficiency levels.
System, 53.
pp. 47-59.
ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2015.06.009
Dimitriadi, Y., Marshman, P. and Dorling, M.
(2015)
Exploring gender imbalance in Computer Science: female school students' perceptions of access and engagement in Computing.
In: ECER 2015, Education and Transition, 7-11 September 2015, Budapest, Hungary.
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
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.
(2015)
‘Doing school’: cross cultural encounters.
TESOL in context, 25 (1).
pp. 4-15.
ISSN 1030-8385
Falk, J., Dierking, L., Osborne, J., Wenger, M., Dawson, E. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2015)
Analyzing science education in the U.K.: taking a system-wide approach.
Science Education, 99 (1).
pp. 145-173.
ISSN 0036-8326
doi: https://doi.org/10.1002/sce.21140
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D.
(2015)
Focusing the kaleidoscope: exploring distributed leadership in an English university.
Studies in Higher Education, 2015.
ISSN 0307-5079
doi: https://doi.org/10.1080/03075079.2015.1110692
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
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.
(2015)
Strategies for second language listening: current scenarios and improved pedagogy.
Palgrave Macmillan, Basingstoke, pp208.
ISBN 9781137410511
doi: https://doi.org/10.1057/9781137410528
Hopper, G.
(2015)
Art, education and gender: the shaping of female ambition.
Palgrave studies in gender and education.
Palgrave Macmillan, Basingstoke.
ISBN 9781137408563
Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Bremner, G., Liversedge, S. P. and Nation, K.
(2015)
Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children.
Journal of Cognitive Psychology, 27 (5).
pp. 622-639.
ISSN 2044-592X
doi: https://doi.org/10.1080/20445911.2015.1005095
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418
(2015)
Children's preconceptions of science: how these can be used in teaching.
Early years educator (EYE), 16 (11).
pp. 38-44.
ISSN 1465-931X
doi: https://doi.org/10.12968/eyed.2015.16.11.38
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A.
(2015)
Dramatic water: a drama-based approach to science in the early years.
Primary Science Review, 136.
pp. 10-12.
ISSN 0269-2465
Kempe, A.
(2015)
Introducing children with special educational needs to theatre through ‘Relaxed Performances’.
In:
The Wisdom of Many.
International Yearbook for Research in Arts Education (3).
Waxman, Munster, pp. 278-284.
ISBN 9783830931195
Kempe, A. and Shah, S.
(2015)
Looking back, moving forward: drama, disability and social justice.
In: Freebody, K. and Finneran, M. (eds.)
Drama and Social Justice.
Routledge Research in Education.
Routledge, London, pp. 89-102.
ISBN 9781138799653
Kempe, A.
(2015)
‘Open sesame!’ How panto can pave the way for inclusion in theatre.
Drama Research, 6 (1).
ISSN 2040-2228
(Article 5)
Kempe, A. J.
(2015)
Widening participation in theatre through ‘relaxed performances’.
New Theatre Quarterly, 31 (1).
pp. 56-69.
ISSN 0266-464X
doi: https://doi.org/10.1017/S0266464X15000068
Lees, H.
(2015)
The fractured lives of German Bohemian children, born 1933-40 in the area known as Sudetenland: a memory study, Nablonz-Neugablonz.
PhD thesis, University of Reading.
Macaro, E., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Woore, R.
(2015)
Improving foreign language teaching: towards a research-based curriculum and pedagogy.
Routledge, Abingdon, pp216.
ISBN 9781138779495
Moyse, R. and Porter, J.
(2015)
The experience of the hidden curriculum for autistic girls at mainstream primary schools.
European Journal of Special Needs Education, 30 (2).
pp. 187-201.
ISSN 0885-6257
doi: https://doi.org/10.1080/08856257.2014.986915
Porter, J.
(2015)
Understanding and responding to the experience of disability.
Routledge, Abingdon Oxon, pp162.
ISBN 9780415822909
Porter, J.
(2015)
Engaging with research.
In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.)
The Routledge Companion to Severe, Profound and Multiple Learning Difficulties.
Routledge, London, U. K., pp. 399-410.
ISBN 9780415709972
Porter, J.
(2015)
Using number in everyday life.
In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.)
The Routledge Companion to Severe, Profound and Multiple Learning Difficulties.
Routledge, London, U. K., pp. 316-323.
ISBN 9780415709972
Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407
(2015)
The challenges of learning to read and write in English.
Patoss Bulletin, 28 (1).
pp. 2-6.
ISSN 1476-1521
Silby, A. and Watts, M.
(2015)
Making the tacit explicit: children's strategies for classroom writing.
British Educational Research Journal, 41 (5).
pp. 801-819.
ISSN 0141-1926
doi: https://doi.org/10.1002/berj.3176
Smith, N., Allsop, Y., Caldwell, H., Hill, D., Dimitriadi, Y. and Csizmadia, A. P.
(2015)
Master Teachers in Computing: what have we achieved?
In: WiPSCE '15, 9-11 Nov 2015, London, pp. 21-24.
(Proceedings of the Workshop in Primary and Secondary Computing Education)
Taggart, G.
(2015)
Sustaining care: cultivating mindful practice in early years professional development.
Early Years, 35 (4).
pp. 381-393.
ISSN 0957-5146
doi: https://doi.org/10.1080/09575146.2015.1105200
Thompson, A. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493
(2015)
Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe?
International Journal of Multilingualism, 12 (3).
pp. 259-275.
ISSN 1747-7530
doi: https://doi.org/10.1080/14790718.2014.973413
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2015)
The construct of language dominance, its operationalization and measurement.
In: Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.)
Language Dominance in Bilinguals: Issues of Measurement and Operationalization.
Cambridge University Press, Cambridge, pp. 235-265.
ISBN 9781107044494
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Calude, A.
(2015)
The role of statistical learning in the acquisition of motion event construal in a second language.
International Journal of Bilingual Education and Bilingualism, 18 (5).
pp. 602-623.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2015.1027146
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Korybski, T.
(2015)
Using lexical diversity measures to operationalise language dominance in bilinguals.
In: Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.)
Language dominance in bilinguals: issues of measurement and operationalization.
Cambridge University Press, Cambridge, pp. 106-123.
ISBN 9781107044494
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tidball, F.
(2015)
Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French.
In: Guijarro-Fuentes, P., Schmitz, K. and Müller, N. (eds.)
The acquisition of French in multi-lingual contexts.
Multilingual Matters, Bristol, pp. 145-184.
ISBN 9781783094523
Warner, L.
(2015)
Virtual reality: the poem, the telephone and the telephone poem.
The Use of English, 66 (3).
pp. 8-12.
ISSN 0042-1243
Warner, L. and Crolla, C.
(2015)
The practice of reading aloud in the high school: a preliminary investigation.
English Teaching: Practice & Critique, 14 (3).
pp. 419-426.
ISSN 1175-8708
doi: https://doi.org/10.1108/ETPC-06-2015-0045
Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439
(2015)
The classroom experiences of pupils with special educational needs in mainstream primary schools - 1976 to 2012. What do data from systematic observation studies reveal about pupils' educational experiences over time?
British Educational Research Journal, 41 (6).
pp. 992-1009.
ISSN 1469-3518
doi: https://doi.org/10.1002/berj.3181
Webster, R. ORCID: https://orcid.org/0000-0003-1416-4439 and Blatchford, P.
(2015)
Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools.
British Educational Research Journal, 41 (2).
pp. 324-342.
ISSN 1469-3518
doi: https://doi.org/10.1002/berj.3144
Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316
(2015)
The classification of involuntary musical imagery: the case for earworms.
Psychomusicology: Music, Mind and Brain, 25 (1).
pp. 5-13.
ISSN 0275-3987
doi: https://doi.org/10.1037/pmu0000082
Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 and Shafran, R.
(2015)
Obsessive–compulsive disorder in young people.
BJPsych Advances, 21 (3).
pp. 196-205.
ISSN 2056-4678
doi: https://doi.org/10.1192/apt.bp.113.011759
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2015)
Careers ‘from’ but not ‘in’ science: why aspirations to be a scientist are challenging for minority ethnic students?
Journal of Research in Science Teaching, 52 (7).
pp. 979-1002.
ISSN 1098-2736
doi: https://doi.org/10.1002/tea.21231
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
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
2014
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
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
Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530
(2014)
What is outside? The early years foundation stage in England: outdoor facilities, organisation and staff attitudes.
American Journal of Educational Research, 2 (10).
pp. 942-949.
ISSN 2327-6126
doi: https://doi.org/10.12691/education-2-10-14
Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530
(2014)
The aims of early years outdoor education in England: a conceptual and empirical investigation.
International Journal of Education and Social Science, 1 (3).
pp. 38-50.
ISSN 2410-5171
Cowan, R. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407
(2014)
The contributions of domain-general and numerical factors
to third-grade arithmetic skills and mathematical learning disability.
Journal of Educational Psychology, 106 (1).
pp. 214-229.
ISSN 0022-0663
doi: https://doi.org/10.1037/a0034097
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.
(2014)
Planning for development or decline? Education policy for Chinese language in Singapore.
Critical Inquiry in Language Studies, 11 (1).
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ISSN 1542-7587
doi: https://doi.org/10.1080/15427587.2014.871621
Curdt-Christiansen, X.-L. and Hancock, A., eds.
(2014)
Learning Chinese in diasporic communities: many pathways to being Chinese.
AILA Applied Linguistics Series, 12.
John Benjamins, Amsterdam, pp243.
ISBN 9789027205292
Daller, M. H. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2014)
Moving between languages: Turkish returnees from Germany.
In: Menzel, B. and Engel, C. (eds.)
Rückkehr in die Fremde? Ethnische Remigration russlanddeutscher Spätaussiedler.
Ost-West-Express. Kultur und Übersetzung (21).
Frank & Timme, Berlin, pp. 185-212.
ISBN 9873865964663
Dimitriadi, Y.
(2014)
ICT practices and uses in teacher education: learning from the experiences of trainee-teachers with SEN and disabilities.
In: ECER 2014, The Past, the Present and the Future of Educational Research, 1-5 September 2014, Porto, Portugal.
Dockrell, J. E., Ricketts, J., Charman, T. and Lindsay, G.
(2014)
Exploring writing in products in students with language impairments and autism spectrum disorders.
Learning and Instruction, 32.
pp. 81-90.
ISSN 0959-4752
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Edwards, V. and Ngwaru, J. M.
(2014)
Language capital and development: the case of African language publishing for children in South Africa.
International Journal of the Sociology of Language, 2014 (225).
pp. 29-50.
ISSN 1613-3668
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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
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068
(2014)
Social capital and the role of trust in aspirations for higher education.
Educational Review, 66 (2).
pp. 131-147.
ISSN 1465-3397
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Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, McCrum, E. and Macfadyen, T.
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Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England.
Education Inquiry, 5 (2).
23922.
ISSN 2000-4508
doi: https://doi.org/10.3402/edui.v5.23922
Georgeson, J., Porter, J., Daniels, H. and Feiler, A.
(2014)
Consulting young children about barriers and supports to learning.
European Early Childhood Education Research Journal, 22 (2).
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ISSN 1752-1807
doi: https://doi.org/10.1080/1350293X.2014.883720
Goodwyn, A.
(2014)
English and literacy in education – national policies.
In: Leung, C. and Street, B. V. (eds.)
The Routledge companion to English studies.
Routledge, Abingdon, pp. 16-32.
ISBN 9780415676182
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A.,
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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, Santos, D. and Francis-Brophy, E.
(2014)
Teacher beliefs about listening in a foreign language.
Teaching and Teacher Education, 40.
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Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R.
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The history curriculum and its personal connection to students from minority ethnic backgrounds.
Journal of Curriculum Studies, 46 (4).
pp. 464-486.
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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
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).
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Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S. A., Pittaway, L., Henley, A. and Norbury, H.
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Action learning: how learning transfers from entrepreneurs to small firms.
Action Learning: Research and Practice, 11 (2).
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Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Wonnacott, E., Forbes, P. and Nation, K.
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Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading.
Cognition, 133 (1).
pp. 238-248.
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Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A.
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Using drama techniques for the teaching of early years science : a case study.
Journal of Emergent Science, 7.
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ISSN 2046-4754
Kempe, A.
(2014)
Developing social skills in autistic children through ‘Relaxed Performances’.
Support for Learning, 29 (3).
pp. 261-274.
ISSN 0268-2141
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Li, D. and Edwards, V.
(2014)
English language teaching and educational reform in Western China: a knowledge management perspective.
System, 47.
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ISSN 0346-251X
doi: https://doi.org/10.1016/j.system.2014.09.019
Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. A.
(2014)
Developing government policies for distance education: lessons learnt from two Sri Lankan case studies.
International Review of Education, 60 (6).
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ISSN 1573-0638
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Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. A.
(2014)
Blended learning in distance education: Sri Lankan perspective.
International Journal of Education and Development using Information Communication Technologies (IJEDICT), 10 (1).
pp. 55-69.
ISSN 1814-0556
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
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Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M.
(2014)
Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks?
Scientific Studies of Reading, 18 (3).
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ISSN 1088-8438
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Rassool, N.
(2014)
Considering heteroglossia in language and development in Sub-Saharan Africa.
International Journal of the Sociology of Language, 2014 (225).
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Ricketts, J., Sperring, R. and Nation, K.
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Educational attainment in poor comprehenders.
Frontiers in Psychology, 5.
445.
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A prolegomenon to the construct of the native speaker: heritage speaker bilinguals are natives too!
Applied Linguistics, 35 (1).
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ISSN 1477-450X
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Stainthorp, R.
(2014)
Dyslexia and remediation/education: where next?
Current developmental disorders reports, 1 (4).
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ISSN 2196-2987
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Stakelum, M.
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Boundaries and Bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in nineteenth century Ireland.
International journal of music education, 32 (4).
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Tennant, G. and Foley, C.
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Inclusive approaches to teaching and learning mathematics.
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Mentoring Mathematics Teachers: Supporting and inspiring pre-service and newly qualified teachers.
Routledge, Abingdon, pp. 77-92.
ISBN 9780415819909
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Effective interventions: 25 years outside the mainstream.
In: Linfoot, G., Shattock, P. and Todd, L. (eds.)
25th Anniversary International Research Conference on Autism.
ESPA research, Sunderland.
ISBN 0952849852
Şahan, Ö., Şahan, K. E. and Razı, S.
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Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey.
Procedia - Social and Behavioral Sciences, 158.
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2013
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
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'Not girly, not sexy, not glamorous': primary school girls' and parents' constructions of science aspirations.
Pedagogy, Culture and Society, 21 (1).
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Attwood, G., Croll, P., Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K.
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The accuracy of students' predictions of their GCSE grades.
Educational Studies, 39 (4).
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Babayigit, S. and Stainthorp, R.
(2013)
Correlates of early reading comprehension skills: a componential analysis.
Educational Psychology, 34 (2).
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ISSN 0144-3410
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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
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Bush, A., Silk, M., Porter, J. and Howe, P. D.
(2013)
Disability [sport] and discourse: stories within the Paralympic legacy.
Reflective Practice, 14 (5).
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Cain, T. and Harris, R.
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Teachers’ action research in a culture of performativity.
Educational Action Research, 21 (3).
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Courtney, L.
(2013)
The role of context in forming young learners' attitudes and motivation to learning French.
In: Archibald, E. (ed.)
Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics.
British Association for Applied Linguistics, pp. 47-50.
ISBN 9780955953354
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
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Curdt-Christiansen, X. L.
(2013)
Family language policy: realities and continuities.
Language Policy, 12 (1).
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ISSN 1573-1863
doi: https://doi.org/10.1007/s10993-012-9269-0
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
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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
Davies, T.
(2013)
Incorporating creativity into teachers practice and self-concept of professional identity.
The Journal of Educational Change, 14 (1).
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ISSN 1573-1812
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DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2013)
Young children's aspirations in science: the unequivocal, the uncertain and the unthinkable.
International Journal of Science Education, 35 (6).
pp. 1037-1063.
ISSN 0950-0693
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Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2013)
Narratives of academics who become department heads.
In: Gornall, L., Cook, C., Daunton, L., Salisbury, J. and Thomas, B. (eds.)
Academic Working Lives: Experience, Practice and Change.
Bloomsbury Academic, London.
ISBN 9781441185341
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 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
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Goodwyn, A. and Francis-Brophy, E.
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Advanced skills teachers: professional identity and status.
Teachers and Teaching: Theory and Practice, 19 (4).
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ISSN 1354-0602
doi: https://doi.org/10.1080/13540602.2013.770228
Garnett, J.
(2013)
Beyond a constructivist curriculum : a critique of competing paradigms in music education.
British Journal of Music Education, 30 (2).
pp. 161-175.
ISSN 0265-0517
doi: https://doi.org/10.1017/S0265051712000575
Garnett, J.
(2013)
Enterprise pedagogy in music: an exploration of multiple pedagogies.
Music Education Research, 15 (1).
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Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991 and Maloney, J.,
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D4.4 Report on Practices and their Implications. Creative Little Scientists: Enabling creativity through science and mathematics in preschool and first years of primary education (CLS).
Project Report.
EU
(Unpublished)
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.
(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., Reid, L. and Durrant, C., eds.
(2013)
International perspectives on teaching English in a globalised world.
Routledge, pp. 1-288.
ISBN 9780415504461
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
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
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
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.
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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, 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, K. ORCID: https://orcid.org/0000-0001-5154-4583, Henley, A., Sambrook, S. and Norbury, H.
(2013)
Learning to lead for business growth – implications for supporting SMEs in Wales.
Contemporary Wales, 26.
pp. 1-23.
ISSN 2058-508X
Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628 and Liversedge, S. P.
(2013)
Children’s and adults’ processing of syntactically ambiguous sentences during reading.
PLoS ONE, 8 (1).
e54141.
ISSN 1932-6203
doi: https://doi.org/10.1371/journal.pone.0054141
Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Nation, K. and Liversedge, S. P.
(2013)
Using eye movements to investigate word frequency effects in children’s sentence reading.
School Psychology Review, 42 (2).
pp. 207-222.
ISSN 0279-6015
Kempe, A.
(2013)
A Kind of Integrity: explorations in history and drama.
In:
How Drama Activates Learning : Contemporary Research and Practice.
Bloomsbury, London, pp. 195-207.
ISBN 9781441136343
Li, D. and Edwards, V.
(2013)
The impact of overseas training on curriculum innovation and change in English language education in Western China.
Language Teaching Research, 17 (4).
pp. 390-408.
ISSN 1477-0954
doi: https://doi.org/10.1177/1362168813494124
Liyanagunawardena, T., Adams, A., Rassool, N. and Williams, S.
(2013)
Telecentres and e-learning.
British Journal of Educational Technology, 44 (5).
E156-E158.
ISSN 1467-8535
doi: https://doi.org/10.1111/bjet.12020
Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S.
(2013)
Globalization and technology-mediated distance education: developing countries’ perspective.
In: The Unisa Cambridge International Conference on Open, Distance and eLearning, 29 September 2013- 02 October 2013, Cape Town, South Africa.
Liyanagunawardena, T. R., Williams, S. and Rassool, N.
(2013)
Experience of international students from developing countries in negotiating technology for learning.
In: EDULEARN13, July 01-03 2013, Barcelona, pp. 4611-4616.
Lockwood, M.
(2013)
“Bad talk” made good: language variety in four Caribbean British children’s poets.
Children's Literature in Education, 45 (1).
pp. 74-88.
ISSN 1573-1693
doi: https://doi.org/10.1007/s10583-013-9202-y
McCrum, E.
(2013)
Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachers.
Teacher Development, 17 (4).
pp. 465-477.
ISSN 1747-5120
doi: https://doi.org/10.1080/13664530.2013.837093
McCrum, E.
(2013)
Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers.
Teacher Development, 17 (4).
pp. 465-477.
ISSN 1747-5120
doi: https://doi.org/10.1080/13664530.2013.837093
McCrum, E.
(2013)
History teachers’ thinking about the nature of their subject.
Teaching and Teacher Education, 35.
pp. 73-80.
ISSN 0742-051X
doi: https://doi.org/10.1016/j.tate.2013.05.004
Perkins, M.
(2013)
Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education.
European Journal of Teacher Education, 36 (3).
pp. 293-306.
ISSN 0261-9768
doi: https://doi.org/10.1080/02619768.2013.763790
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., 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
Rassool, N.
(2013)
The political economy of English language and development: English vs national and local languages in developing countries.
In: Erling, E. J. and Seargeant, P. (eds.)
English and international development: policy, pedagogy and globalization.
Critical Language and Literacy Studies.
Multilingual Matters, Bristol, pp. 45-67.
ISBN 9781847699466
Reichle, E. D., Liversedge, S. P., Drieghe, D., Blythe, H. I., Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, White, S. J. and Rayner, K.
(2013)
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill.
Developmental Review, 33 (2).
pp. 110-149.
ISSN 0273-2297
doi: https://doi.org/10.1016/j.dr.2013.03.001
Ricketts, J., Jones, C. R. G., Happé, F. and Charman, T.
(2013)
Reading comprehension in autism spectrum disorders: The role of oral language and social functioning.
Journal of Autism and Developmental Disorders, 43 (4).
pp. 807-816.
ISSN 0162-3257
doi: https://doi.org/10.1007/s10803-012-1619-4
Silver, R., Curdt-Christiansen, X.-L., Wright, S. and Stinson, M.
(2013)
Working through the layers: curriculum implementation in language education.
In: Deng, Z., Gopinathan, S. and Lee, C. (eds.)
Globalization and the Singapore Curriculum: From policy to classroom.
Springer, London, pp. 151-167.
ISBN 9789814451574
Stainthorp, R., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Stuart, M.
(2013)
The relationship between rapid naming and word spelling in English.
Journal of Research in Reading, 36 (4).
pp. 371-388.
ISSN 1467-9817
doi: https://doi.org/10.1111/jrir.12002
Stakelum, M. and Baker, D.
(2013)
The MaPS project: mapping teacher conceptions of musical development.
In: Stakelum, M. (ed.)
Developing the Musician: Contemporary Perspectives on Teaching and Learning.
Sempre studies in the psychology of music.
Ashgate, Farnham, pp. 135-154.
ISBN 9781409450177
Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2013)
The role of SENCOs as leaders.
British Journal of Special Education, 40 (1).
pp. 463-474.
ISSN 1467-8578
doi: https://doi.org/10.1111/1467-8578.12014
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2013)
Measuring lexical diversity among L2 learners of French: an exploration of the validity of D, MTLD and HD-D as measures of language ability.
In: Jarvis, S. and Daller, M. (eds.)
Vocabulary knowledge: human ratings and automated measures.
Benjamins, Amsterdam, pp. 79-104.
ISBN 9789027241887
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Milton, J.
(2013)
Vocabulary size revisited: the link between vocabulary size and academic achievement.
Applied Linguistics Review, 4 (1).
pp. 151-172.
ISSN 1868-6311
doi: https://doi.org/10.1515/applirev-2013-0007
Warner, L. and Qayoom, A.
(2013)
The mentoring of overseas trained teachers.
Teacher Education Advancement Network Journal, 5 (3).
pp. 52-60.
ISSN 2054-5266
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Perrin, S. and Salkovskis, P.
(2013)
Obsessive Compulsive inventory for children (Child OCI): the assessment of Obsessive Compulsive Disorder.
In: Lis, A., Di Riso, D., Mazzeschi, C. and Chessa, D. (eds.)
La valutazione dell'adattamento psicologico del bambino.I self-report.
Raffaele Cortina, pp. 193-198.
ISBN 9788860305664
2012
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
(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
Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530
(2012)
The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available.
European Early Childhood Education Research Journal, 20 (3).
pp. 403-421.
ISSN 1752-1807
doi: https://doi.org/10.1080/1350293X.2012.704763
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. 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
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
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2012)
Narrative and life history.
In: Briggs, A., Coleman, M. and Morrison, M. (eds.)
Research methods in educational leadership and management. 3rd edition.
Sage, London, pp. 223-235.
ISBN 9781446200438
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2012)
Turning points: the personal and professional circumstances that lead academics to become middle managers.
Educational Management Administration and Leadership, 40 (2).
pp. 272-284.
ISSN 1741-1440
doi: https://doi.org/10.1177/1741143211427980
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Arthur, L.
(2012)
Researching from within: external and internal ethical engagement.
International Journal of Research & Method in Education, 35 (2).
pp. 171-180.
ISSN 1743-7288
doi: https://doi.org/10.1080/1743727X.2012.670481
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and MacFadyen, T.
(2012)
'What with your grades?': Students motivation for and experience of vocational courses in further education.
Journal of Vocational Education and Training, 64 (1).
pp. 87-101.
ISSN 1747-5090
doi: https://doi.org/10.1080/13636820.2011.622447
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.
(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. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068
(2012)
Outstanding teachers, practice and ICT use.
Advancing Education, 2012.
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
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
(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 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, 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
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
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.
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
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S., Henley, A. and Norbury, H.
(2012)
Higher education engagement in leadership development: using autobiographical narrative to understand potential impact.
Industry and Higher Education, 26 (6).
pp. 461-472.
ISSN 0950-4222
Kempe, A.
(2012)
Drama, disability and education.
Routledge, pp208.
ISBN 9780415675031
Kempe, A.
(2012)
Self, role and character: developing a professional identity as a drama teacher.
Teacher Development, 16 (4).
pp. 523-536.
ISSN 1747-5120
doi: https://doi.org/10.1080/13664530.2012.733131
Kempe, A.
(2012)
‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama.
Drama Research, 3 (1).
ISSN 2040-2228
Kempe, A. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2012)
The use of drama to teach social skills in a special
school setting for students with autism.
Support for Learning, 27 (3).
pp. 97-102.
ISSN 0268-2141
doi: https://doi.org/10.1111/j.1467-9604.2012.01526.x
Larrañaga, P., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Tidball, F. and Gil Ortega, M.-c.
(2012)
L1 transfer in the acquisition of manner and path in Spanish by native speakers of English.
International Journal of Bilingualism, 16 (1).
pp. 117-138.
ISSN 1756-6878
doi: https://doi.org/10.1177/1367006911405577
Li, D.
(2012)
Easing transition and promoting a positive student experience within an international partnership scheme for British and Chinese teachers.
Journal of Research in International Education, 11 (1).
pp. 32-49.
ISSN 1741-2943
doi: https://doi.org/10.1177/1475240911434338
Li, D.
(2012)
Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK.
Race, Ethnicity and Education, 12 (2).
pp. 241-258.
ISSN 1470-109X
doi: https://doi.org/10.1080/13613324.2011.585339
Lockwood, M.
(2012)
Attitudes to reading in English primary schools.
English in Education, 46 (3).
pp. 228-246.
ISSN 0425-0494
doi: https://doi.org/10.1111/j.1754-8845.2012.01132.x
Lockwood, M.
(2012)
Changing standards revisited: children’s awareness and knowledge of features of written standard English at ages 10-11.
Changing English, 13 (1).
pp. 17-28.
ISSN 1358-684X
doi: https://doi.org/10.1080/13586840500523455
Malvern, D. D. and Richards, B.
(2012)
Measures of lexical richness.
In: Chapelle, C. (ed.)
The Encyclopedia of Applied Linguistics.
Blackwell/Wiley.
ISBN 9781405194730
Murjas, T. ORCID: https://orcid.org/0000-0002-1280-7149
(2012)
Surviving Objects.
[Performance]
Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J.
(2012)
Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection.
Educational Review, 64 (1).
pp. 77-98.
ISSN 1465-3397
doi: https://doi.org/10.1080/00131911.2011.571766
Rassool, N.
(2012)
English and migration.
In: Hewing, A. and Tagg, C. (eds.)
The Politics of English: conflict, competition, co-existence.
Worlds of English.
Routledge, London.
ISBN 9780415674256
Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991
(2012)
An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching.
PhD thesis, University of Cambridge.
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2012)
Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand.
Journal of International and Comparative Education, 1 (2).
pp. 71-89.
ISSN 2289-2567
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2012)
Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer.
International Journal of Bilingualism, 16 (1).
pp. 53-82.
ISSN 1367-0069
doi: https://doi.org/10.1177/1367006911403213
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2012)
Thinking for speaking and linguistic relativity among bilinguals: towards a new research agenda.
Language, Interaction and Acquisition, 3 (2).
pp. 288-300.
ISSN 1879-7873
doi: https://doi.org/10.1075/lia.3.2.06tre
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Sakel, J., eds.
(2012)
New perspectives on transfer among bilinguals and L2 users.
International Journal of Bilingualism, 16 (1).
SAGE, London, pp174.
Wardale, C.
(2012)
Raising a storm: a case study on The Tempest from drama workshops to Year 6 production.
Journal for Drama in Education, 28 (1).
pp. 35-45.
ISSN 1476 - 9395
Warner, L.
(2012)
'Damaging mythology'.
In: Kempe, A. (ed.)
Drama, disability and education.
Routledge, London, pp. 37-47.
ISBN 9780415675048
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2012)
Body focused repetitive behaviours of drivers in traffic queues: a study of motivational operations.
psycho.philica.com.
349.
ISSN 1751-3030
Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2012)
Identifying with science: a case study of two 13-year-old ‘high achieving working class’ British Asian girls.
International Journal of Science Education, 34 (1).
pp. 43-65.
ISSN 0950-0693
doi: https://doi.org/10.1080/09500693.2010.551671
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
2011
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
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')
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
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
Blythe, H. I. and Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628
(2011)
Children’s eye movements during reading.
In: Liversedge, S. P., Gilchrist, I. and Everling, S. (eds.)
The Oxford Handbook of Eye Movements.
Oxford University Press, Oxford, pp. 643-662.
ISBN 9780199539789
Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515,
(2011)
History in secondary schools 2011 survey.
Report.
The Historical Association
Burrell, D., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Medley, D., Richards, B. and Roberts, J.
(2011)
The development and application of a diagnostic test for trainee foreign language teachers.
In: O'Sullivan, B. (ed.)
Language testing: theory and practice.
Palgrave, Oxford, pp. 208-227.
ISBN 9780230230620
Colloff, K. and Tennant, G.
(2011)
The 'algebra as object' analogy: a view from school.
Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3).
4.
ISSN 1463-6840
Daller, M. H., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Furman, R.
(2011)
Transfer of conceptualisation patterns in bilinguals: the construal of motion events in Turkish and German.
Bilingualism: Language and Cognition, 14 (1).
pp. 95-119.
ISSN 1469-1841
doi: https://doi.org/10.1017/S1366728910000106
DeWitt, J., Archer, L., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418
(2011)
High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students.
International Journal of Science and Mathematics Education, 9.
pp. 243-271.
ISSN 1571 0068
doi: https://doi.org/10.1007/s10763-010-9245-0
Dimitriadi, Y., Hodson, P. and Ludhra, G.
(2011)
Emphasising the 'C' in ICT: speaking, listening and communication.
In: Jones, D. and Hodson, P. (eds.)
Unlocking speaking and listening.
Unlocking Series.
Taylor & Francis, London, pp. 146-162.
ISBN 9780415603171
Dimitriadi, Y., Hodson, P. and Ludhra, G.
(2011)
Emphasising the ‘C’ in ICT: speaking, listening and communication.
In:
Unlocking speaking and listening. Unlocking Series.
Taylor & Francis.
Edwards, V.
(2011)
Globalization and multilingualism: the case of the UK.
Intercultural Communication Studies, 20 (1).
pp. 27-35.
ISSN 1057-7769
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.
(2011)
African language publishing for children in South Africa: challenges for translators.
International Journal of Bilingual Education and Bilingualism, 14 (5).
pp. 589-602.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2011.558618
Edwards, V. and Ngwaru, J. M.
(2011)
Multilingual education in South Africa: the role of publishers.
Journal of Multilingual and Multicultural Development, 32 (5).
pp. 435-450.
ISSN 1747-7557
doi: https://doi.org/10.1080/01434632.2011.592192
Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S.
(2011)
The use and usefulness of a parent questionnaire to help schools identify disability.
Journal of Research in Special Educational Needs, 12 (1).
pp. 22-27.
ISSN 1471-3802
doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Dimmock, C.
(2011)
‘Jugglers’, ‘copers’ and ‘strugglers’: academics’ perceptions of being a head of department in a post-1992 UK university and how it influences their future careers.
Journal of Higher Education Policy and Management, 33 (4).
pp. 387-399.
ISSN 1469-9508
doi: https://doi.org/10.1080/1360080X.2011.585738
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.
(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. 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
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, 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
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 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 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 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, 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, 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
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.
Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S., Henley, A. and Norbury, H.
(2011)
A biographical approach to researching leadership and entrepreneurship development processes in a small business context.
Bangor Business School Working Paper Series, 2011.
pp. 1-17.
doi: https://doi.org/10.2139/ssrn.1952667
Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418
(2011)
Children's misconceptions and the teaching of early years science: a case study.
Journal of Emergent Science, 2 (2).
pp. 7-16.
ISSN 2046-4754
Kempe, A.
(2011)
Laughter in the Dark: ethical aspects of drama education.
In:
Drama to Inspire: a London Drama Guide to excellent practice in drama for young people.
Trentham Books, Stoke on Trent, pp. 10-20.
ISBN 9781858564760
Kempe, A.
(2011)
Watching the words: drama and poems.
In: Lockwood, M. (ed.)
Bringing Poetry Alive.
Sage, London, pp. 113-128.
ISBN 9780857020741
Kempe, A.
(2011)
Daisy's diary: issues surrounding teaching history through drama.
Drama Research, 2 (1).
Article 2.
ISSN 2040-2228
Kempe, A.
(2011)
Drama and the education of young people with special needs.
In: Schonmann, S. (ed.)
Key concepts in theatre / drama education.
Sense Publishers, Rotterdam, The Netherlands, pp. 165-169.
ISBN 9789460913310
Kempe, A.
(2011)
What dramatic literature teaches about disability.
In: Schonmann, S. (ed.)
Key concepts in theatre / drama education.
Sense Publishers, Rotterdam, The Netherlands, pp. 171-175.
ISBN 9789460913310
Kempe, A.
(2011)
Where do drama teacher’s come from?
Initial investigations into the formation of professional identity.
New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3.
ISSN 1178-7708
Li, D.,
(2011)
Confucius, constructivism and the impact of continuing professional development on teachers of English in China.
ELT Research Papers 11–03.
Report.
British Council
ISBN 9780863556739
Lockwood, M., ed.
(2011)
Bringing poetry alive: a guide to classroom practice.
SAGE, London, pp160.
ISBN 9780857020734
Perkins, M.
(2011)
Teaching poetry in the early years.
In: Lockwood, M. (ed.)
Bringing poetry alive.
Sage, London, pp. 26-37.
ISBN 9780857020734
Porter, J.
(2011)
The challenge of using multiple methods to gather the views of children.
In: Daniels, H. and Hedegaard, M. (eds.)
Vygotsky and Special Needs Education: Rethinking Support for Children and Schools.
Continuum, London, pp. 30-47.
ISBN 9781441198587
Porter, J., Daniels, H., Feiler, A. and Georgeson, J.
(2011)
Collecting disability data from parents.
Research Papers in Education, 26 (4).
pp. 427-443.
ISSN 1470-1146
doi: https://doi.org/10.1080/02671520903281625
Porter, J., Daniels, H., Feiler, A. and Georgeson, J.
(2011)
Recognising the needs of every disabled child: the development of tools for a disability census.
British Journal of Special Education, 38 (3).
pp. 120-125.
ISSN 1467-8578
doi: https://doi.org/10.1111/j.1467-8578.2011.00509.x
Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Dixon, M.
(2011)
Does SMS text messaging help or harm adults’ knowledge of standard spelling?
Journal of Computer Assisted Learning, 27 (1).
pp. 58-66.
ISSN 1365-2729
doi: https://doi.org/10.1111/j.1365-2729.2010.00403.x
Rassool, N. and Edwards, V.
(2011)
Multilingualism in African schools: constraints and possibilities.
Language and Education, 24 (4).
pp. 277-281.
ISSN 1747-7581
doi: https://doi.org/10.1080/09500781003678720
(special issue 'Multilingualism in African schools: constraints and possibilities')
Ricketts, J.
(2011)
Research review: reading comprehension in developmental disorders of language and communication.
Journal of Child Psychology and Psychiatry, 52 (11).
pp. 1111-1123.
ISSN 0021-9630
doi: https://doi.org/10.1111/j.1469-7610.2011.02438.x
Ricketts, J., Bishop, D. V., Pimperton, H. and Nation, K.
(2011)
The role of self-teaching in learning orthographic and semantic aspects of new words.
Scientific Studies of Reading, 15 (1).
pp. 47-70.
ISSN 1088-8438
doi: https://doi.org/10.1080/10888438.2011.536129
Stakelum, M.
(2011)
An analysis of verbal responses to music in a group of adult non-specialists.
Music Education Research, 13 (2).
pp. 173-197.
ISSN 1461-3808
doi: https://doi.org/10.1080/14613808.2011.577770
Taber, K., Billingsley, B., Riga, F. and Newdick, H.
(2011)
To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils.
Science Education International, 22 (2).
pp. 99-118.
ISSN 2077-2327
Taber, K., Billingsley, B., Riga, F. and Newdick, H.
(2011)
Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study.
Science Education, 95 (6).
pp. 1000-1025.
ISSN 0036-8326
doi: https://doi.org/10.1002/sce.20459
Taggart, G.
(2011)
Don't we care?: the ethics and emotional labour of early years professionalism.
Early Years, 31 (1).
pp. 85-95.
ISSN 0957-5146
doi: https://doi.org/10.1080/09575146.2010.536948
Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2011)
Working together? Parent and local authority views on the process of obtaining appropriate educational provision for children with autism spectrum disorders.
Educational Research, 53 (1).
pp. 1-15.
ISSN 1469-5847
doi: https://doi.org/10.1080/00131881.2011.552228
Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991
(2011)
Thailand: educational equality and quality.
In: Brock, C. and Symaco, L. P. (eds.)
Education in South-East Asia.
Oxford Studies in Comparative Education.
Symposium, Oxford.
ISBN 9781873927564
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2011)
Chercher pour or chercher après: arguing the case for contact-induced linguistic innovation in different varieties of French.
In: Martineau, F. and Nadasdi, T. (eds.)
Le francais en contact. Hommages a Raymond Mougeon.
Universite de Laval, Canada, pp. 375-392.
ISBN 9782763793177
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2011)
Operationalising and measuring language dominance.
International Journal of Bilingualism, 15 (2).
pp. 147-163.
ISSN 1756-6878
doi: https://doi.org/10.1177/1367006910381186
Warner, L.
(2011)
Disabled characters in plays.
Changing English: Studies in Culture and Education, 18 (4).
pp. 371-382.
ISSN 1469-3585
doi: https://doi.org/10.1080/1358684X.2011.630196
Warner, L.
(2011)
Lifting the Wife of Bath off the page.
NATE Classroom (14).
pp. 48-50.
ISSN 1753-6162
Warner, L.
(2011)
Teaching poetry to teenagers.
In: Lockwood, M. (ed.)
Bringing Poetry Alive: A Guide to Classroom Practice.
Sage, London, pp. 99-112.
ISBN 9780857020734
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2011)
Autism spectrum disorders: from genes to environment.
Intech, pp412.
ISBN 9789533075587
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.
2010
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
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
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
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
Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515,
(2010)
2010 Survey into History Teaching.
Report.
The Historical Association
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B.,
(2010)
Languages Learning at Key Stage 2. A Longitudinal Study. Final report.
Research Report DCSF. RR198.
Report.
Department for Children, Schools and Families
pp169.
ISBN 9781847756398
Croll, P. , Attwood, G. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068
(2010)
Children's lives, children's futures: A study of children starting secondary school.
Continuum Studies in Educational Research .
Continuum, London, pp218.
ISBN 9781847062697
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
Davies, T.
(2010)
The place of the school as a community of practice for creative action.
In: Mazurkiewicz, G. (ed.)
Evaluation in pedagogical supervision.
Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138.
ISBN 9788323330172
Francis-Brophy, E. and McCrum, E.,
(2010)
Evaluation of online mentoring project supporting young people who are NEET or at risk of becoming NEET in Reading and Wokingham.
Project Report.
ESD toolkit
Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Goodwyn, A. C., Francis-Brophy, E. and Harding, R. C.,
(2010)
Advanced skills teachers: summary report.
Project Report.
University of Reading, Institute of Education, Reading.
pp14.
(Unpublished)
Fuller, K. D. and Malvern, D. D.
(2010)
Challenge and change: a history of the Nuffield A-level Physics Project.
Institute of Education, University of Reading, Reading, pp278.
(Unpublished)
Garnett, J. S.
(2010)
Democracy and identity: educating the student voice.
In: Finney, J. and Harrison, C. (eds.)
Whose music education is it? The role of the student voice.
National Association of Music Educators, Solihull, pp. 147-152.
ISBN 9780956654502
Goodwyn, A.
(2010)
The expert teacher of English.
The expert teacher .
Routledge, Abingdon, UK, pp192.
ISBN 9780415316965
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. 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
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
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
(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
(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.
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 )
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
Kempe, A.
(2010)
Exploring the edges of theatre form and moral values through a practical approach to Grand-Guignol.
Drama Research, 1 (1).
ISSN 2040-2228
Kempe, A. J.
(2010)
What Lauren taught us about drama and special needs.
Education and Theatre, 11.
Kempe, A. J.
(2010)
Too much information?: Drama teachers’ perceptions of the value of subject knowledge.
In:
IDEA 2007 dialogues: planting trees of drama with global vision in local knowledges.
IDEA, Hong Kong, pp. 405-421.
Lockwood, M.
(2010)
Opening the wardrobe of voices: standard English and language study at Key Stage 2.
In: Goodwin, P. (ed.)
The literate classroom. 3rd edition.
Routledge.
ISBN 9780415584081
MacFadyen, T.
(2010)
Planning for learning.
In: Bailey, R. P. (ed.)
Physical education for learning. A guide for secondary schools.
Continuum, London, pp288.
ISBN 9781847065025
Morrison, M., Arthur, L., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Glenny, G., Westcott, L., Ewens, A., Lansdown, G., Lloyd-Jones, N., Vitali, S., Bell, J. and Mickan, S.,
(2010)
Inter-professional Education and Collaborative Practice: a critical literature review.
Report.
Oxford Brookes University, Oxford.
Porter, J. and Daniels, H.
(2010)
Using non-directive research methods to explore the barriers and supports to learning.
In: Prasher, V. P. (ed.)
Contemporary Issues in Intellectual Disabilities.
Nova Science, New York, pp. 191-196.
ISBN 9781616680237
Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J.,
(2010)
Testing of disability identification tool for schools.
Report.
University of Bath/Department of Education
Rassool, N.
(2010)
Flexible identitites: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school.
In: Torrance, H. (ed.)
Qualitative research methods in education.
Fundamental issues in applied research, 3.
Sage, London.
ISBN 9781848602076
Riches, C. and Curdt-Christiansen, X.-L.
(2010)
A tale of two Montreal communities: parental perspectives on their children's multi-lingual and multi-literate development.
Canadian Modern Language Review, 66 (4).
pp. 525-555.
ISSN 1710-1131
doi: https://doi.org/10.3138/cmlr.66.4.525
Sandström Kjellin, M., Stier, J., Einarson, T., Davies, T. and Asunta, T.
(2010)
Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England.
European Journal of Teacher Education, 33 (2).
pp. 201-218.
ISSN 0261-9768
doi: https://doi.org/10.1080/02619761003631823
Schonmann, S. and Kempe, A. J.
(2010)
An anthology of voices: an analysis of trainee drama teacher's monologues.
British Journal of Educational Studies, 58 (3).
pp. 1-19.
ISSN 1467-8527
doi: https://doi.org/10.1080/00071001003636349
Silva, G. V. and Santos, D.
(2010)
Business communication in less commonly taught languages: teaching suggestions through discourse analysis.
Journal of the National Council of Less Commonly Taught Languages, 8.
pp. 1-20.
Stainthorp, R. W., Stuart, M., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Quinlan, P. and Garwood, H.
(2010)
Visual processing deficits in children with slow RAN performance.
Scientific Studies of Reading, 14 (3).
pp. 266-292.
ISSN 1088-8438
doi: https://doi.org/10.1080/10888431003724070
Stakelum, M.
(2010)
A commentary on assessment practices in music education at primary level in England: are there lessons to learn from the past?
In:
Music education within the context of socio-cultural changes: proceedings of the 18th EAS congress.
Muzik Egyitimi Yayinlari, Turkey, pp. 443-450.
Taggart, G.
(2010)
Religious and spiritual identity and citizenship education in the UK.
In: Soininen, M. and Merisuo-Storm, T. (eds.)
Looking at Diversity in Different Ways.
University of Turku, Turku, Finland, pp. 95-119.
Tennant, G. D.
(2010)
Mathematical notation: help or hindrance?
Scottish Mathematical Council Journal, 40.
pp. 22-25.
Tennant, G. D.
(2010)
Euler's theorem under the microscope.
Mathematics Teaching, 218.
pp. 17-18.
ISSN 0025-5785
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2010)
Borrowing.
In: Fried, M., Östman, J.-O. and Verschueren, J. (eds.)
Variation and change: pragmatic perspectives.
Handbook of pragmatics highlights (6).
John Benjamins, Amsterdam / Philadelphia, pp. 17-35.
ISBN 9789027289179
Warner, L.
(2010)
Overseas trained teachers: part of a problem or part of a solution?
Teacher Education Advancement Network Journal, 1 (2).
2009
Baker, D.
(2009)
Narrative inquiry in music education: troubling certainty.
Psychology of Music, 37 (4).
pp. 504-507.
ISSN 0305-7356
Berkley, R. and Terry, P.
(2009)
The AS Music Literacy Workbook.
Rhinegold Publishing, Reading.
ISBN 9781906178468
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)
Blythe, H. I., Liversedge, S. P., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, White, S. J. and Rayner, K.
(2009)
Visual information capture during fixations in reading for children and adults.
Vision Research.
ISSN 0042-6989
doi: https://doi.org/10.1016/j.visres.2009.03.015
Broad, S. E.
(2009)
Historical or hysterical? Periodising family breakdown in contemporary children’s literature.
IBBYlink, 25.
pp. 3-5.
Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515,
(2009)
Historical Association survey of history in English secondary schools.
Report.
The Historical Association
Cajkler, W. and Tennant, G. D.
(2009)
Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews.
International Journal of Emotional Education, 1 (2).
pp. 71-90.
ISSN 2073-7629
Constantinidou, M. and Stainthorp, R. W.
(2009)
Phonological awareness and reading speed deficits in reading disabled Greek-speaking children.
Educational Psychology, 29 (2).
pp. 171-186.
ISSN 0144-3410
doi: https://doi.org/10.1080/01443410802613483
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. J. and Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068
(2009)
Children's attitudes to school.
Sociology Review, 18 (4).
ISSN 0959-8499
Crossley, M. and Watson, K.
(2009)
Comparative and international education: policy transfer, context sensitivity and professional development.
Oxford Review of Education, 35 (5).
pp. 633-649.
ISSN 0305-4985
doi: https://doi.org/10.1080/03054980903216341
Curdt-Christiansen, X. L.
(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.
(2009)
Love of reading: the evaluation of KidsREAD programme in Singapore.
The International Journal of Learning, 16 (9).
pp. 69-85.
ISSN 1447-9494
Daniels, H. and Porter, J.
(2009)
Learning needs and difficulties among children of primary school age: definition, identification, provision and issues.
In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.)
The Cambridge Primary Review Research Surveys.
Routledge, London, U. K., pp. 217-240.
ISBN 9780415548694
Daniels, H., Lauder, H. and Porter, J., eds.
(2009)
Educational theories, cultures and learning : a critical perspective.
Critical Perspectives on Education.
Routledge, Abingdon, U. K., pp256.
ISBN 9780415491181
Daniels, H., Lauder, H. and Porter, J.
(2009)
Introduction: from Plato to Monday morning.
In: Daniels, H., Lauder, H. and Porter, J. (eds.)
Knowledge, Values and Educational Policy.
Routledge, London, U.K., pp. 1-6.
ISBN 9780415491198
doi: https://doi.org/10.4324/9780203378595
Dimitriadi, Y.
(2009)
Reflecting on inclusive technology practices in teacher education: learning from the experiences of disabled trainee-teachers.
In: AERA 2009, 13-17 April 2009, San Diego.
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.
(2009)
Vocabulary, education and diversity.
In: Richards, B. J., Daller, H., Malvern, D. D., Meara, P., Milton, J. and Treffers-Daller, J. (eds.)
Vocabulary studies in first and second language acquisition: the interface between theory and application.
Palgrave MacMillan, Basingstoke, pp. 59-73.
ISBN 9780230206687
Fabrício, B. F. and Santos, D.
(2009)
The (re-)framing process as a collaborative locus for change.
In: Cook, G. and North, S. (eds.)
Applied linguistics in action: a reader.
Routledge, London.
ISBN 9780415545471
Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831
(2009)
Life histories of academics who become heads of department: socialisation, identity and career trajectory.
PhD thesis, University of Leicester.
Fuller, C.
(2009)
Sociology, gender and educational aspirations: girls and their ambitions.
Continuum, London.
ISBN 9780826499387
Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068
(2009)
Sociology, Gender and Educational Aspirations: Girls and their Ambitions.
Continuum, New York, pp201.
ISBN 9781441152077
Garnett, J. S.
(2009)
Making the grade: partnership between studio and classroom teachers and their pupils.
Music Teacher, 88 (5).
pp. 48-49.
Garnett, J. S.
(2009)
Question time: assessment for learning in instrumental and vocal pedagogy.
Music Teacher, 88 (1).
pp. 27-29.
Garnett, J. S.
(2009)
Those who can, teach.
Yamaha Education Supplement.
pp. 14-15.
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. 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)
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
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
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
(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)
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.
Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Liversedge, S. P., Blythe, H. I., White, S. J. and Rayner, K.
(2009)
Word length and landing position effects during reading in children and adults.
Vision Research, 49 (16).
pp. 2078-2086.
ISSN 0042-6989
doi: https://doi.org/10.1016/j.visres.2009.05.015
Kempe, A.
(2009)
Dipping into the Dark Side!
In: Govas, N. (ed.)
Theatre & Education at Centre Stage.
Hellenic Theatre/Drama & Education Network, Athens, pp. 148-153.
Kempe, A.
(2009)
Secrets, structures and serendipity: teaching devised drama.
In: 17th World Congress Drama in Education, Österreichischer Bundesverband für außerberufliches Theater, Schlaining Castle, Austria.
Kempe, A.
(2009)
What semiotics can teach drama teachers.
In: Govas, N. (ed.)
Theatre & Education at Centre Stage.
Hellenic Theatre/Drama & Education Network, Athens, pp. 88-94.
Kempe, A.
(2009)
A special girl called Lauren.
Drama: the Journal of National Drama, 15 (3).
pp. 12-18.
Kempe, A.
(2009)
The stimulation of limitation: using the 'line story' technique to enhance the creative use of language.
In: Unterricht, B. f. (ed.)
Drama in Modern Language Teaching.
Kunst und Kultur, Vienna, pp. 151-156.
Kempe, A.
(2009)
Exploring the edges of theatre form and moral values through a practical approach to Grand Guignol.
Drama Research, 1.
pp. 48-60.
Kempe, A.
(2009)
Training drama teachers: a perspective from England.
In: Fliotsos, A. L. and Medford, G. S. (eds.)
Teaching theatre today: pedagogical views of theatre in Higher Education.
Palgrave Macmillan, New York.
ISBN 9781403966889
Kempe, A. J.
(2009)
Resilience or resistance? The value of subject knowledge for drama teachers.
Research in Drama Education, 14 (3).
pp. 411-428.
ISSN 1356-9783
doi: https://doi.org/10.1080/13569780903072224
Kempe, A. J.
(2009)
Too much information? : Drama teachers’ perceptions of the value of subject knowledge.
In:
Planting Ideas with Global Vision in Local Knowledge.
IDEA, Hong Kong, pp. 405-421.
Kempe, A. J.
(2009)
Training drama teachers: a perspective from England.
In:
Teaching Theatre Today 2nd Ed.
Palgrave, New York, 221 -240.
ISBN 0230619002
Lockwood, M.
(2009)
Travel Genesis (poem).
In: Carter, J. and Denton, G. (eds.)
Orange, Silver, Sausage: a collection of poems without rhymes from Zephaniah to Agard.
Walker Books, London.
ISBN 9781406317015
Lockwood, M.
(2009)
'Reading is an adventure': developing reading engagement in the primary school.
English 4-11, 37 (Autumn).
pp. 9-13.
ISSN 1460-5945
Lockwood, M.
(2009)
Ted Hughes: the development of a children's poet.
Childrens Literature in Education, 40 (4).
pp. 296-305.
ISSN 0045-6713
doi: https://doi.org/10.1007/s10583-009-9091-2
Malvern, D. D. and Richards, B. J.
(2009)
A new method of measuring rare word diversity: the example of L2 learners of French.
In: Richards, B. J., Daller, H., Malvern, D. D., Meara, P., Milton, J. and Treffers-Daller, J. (eds.)
Vocabulary studies in first and second language acquisition: the interface between theory and application.
Palgrave MacMillan, Basingstoke, pp. 164-78.
ISBN 9780230206687
Marsden, E. and Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(2009)
Review of doctoral research in second-language teaching
and learning in England (2006).
Language Teaching, 42 (3).
pp. 369-396.
ISSN 0261-4448
doi: https://doi.org/10.1017/s0261444809005783
Mitchell, J.
(2009)
Taxonomical musings.
[Show/Exhibition]
(Unpublished)
Onderi, H. and Croll, P.
(2009)
Teacher self-perceptions of effectiveness: a study in a district of Kenya.
Educational Research, 51 (1).
pp. 97-107.
ISSN 1469-5847
doi: https://doi.org/10.1080/00131880802704798
Opoku-Amankwa, K.
(2009)
English-only language-in-education policy in multilingual classrooms in Ghana.
Language Culture and Curriculum, 22 (2).
pp. 121-135.
ISSN 0790-8318
doi: https://doi.org/10.1080/07908310903075159
Porter, J.
(2009)
Diversity and equity: introduction.
In: Daniels, H., Porter, J. and Lauder, H. (eds.)
Knowledge Values and Educational Policy.
Routledge, pp. 111-113.
ISBN 9780415491198
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
Porter, J.
(2009)
The person in education: introduction.
In: Daniels, H., Lauder, H. and Porter, J. (eds.)
Educational Theories, Cultures and Learning.
Routledge, Abingdon, U. K., pp. 51-53.
ISBN 9780415491181
doi: https://doi.org/10.4324/9780203379417
Rassool, N.
(2009)
Equity and social justice discourses in education.
In: Daniels, H., Lauder, H. and Porter, J. (eds.)
Knowledge, values and educational policy: a critical perspective.
Routledge, London, pp. 127-137.
ISBN 9780415491198
Rassool, N.
(2009)
Quality issues in language education.
In: Mansoor, S., Sikander, A. and Ahsani, N. (eds.)
Emerging issues in TEFL: challenges for Asia.
Oxford University Press, pp. 181-190.
ISBN 9780195476514
Rassool, N.
(2009)
Literacy in search of a paradigm.
In: Soler, J., Fletcher-Campbell, F. and Reid, G. (eds.)
Understanding Difficulties in Literacy Development.
SAGE, London, pp. 5-31.
ISBN 9781848607736
Richards, B. J., Daller, H., Malvern, D. D., Meara, P., Milton, J. and Treffers-Daller, J., eds.
(2009)
Vocabulary studies in first and second language acquisition: the interface between theory and application.
Palgrave MacMillan, Basingstoke, pp288.
ISBN 9780230206687
Ricketts, J., Bishop, D. V.M. and Nation, K.
(2009)
Orthographic facilitation in oral vocabulary acquisition.
Quarterly Journal of Experimental Psychology, 62 (10).
pp. 1948-1966.
ISSN 0272-4987
doi: https://doi.org/10.1080/17470210802696104
Salkovskis, P. M., Waite, P. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2009)
Issues and future directions in childhood OCD.
In: Waite, P. ORCID: https://orcid.org/0000-0002-1967-8028 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (eds.)
Obsessive Compulsive Disorder: Cognitive Behaviour Therapy with Children and Young People (CBT with Children, Adolescents and Families).
CBT with Children, Adolescents and Families.
Routledge, London.
ISBN 9780415403894
Smith, R., Kullman, J., Gray, J., Wharton, S., Santos, D. and Pennycook, A.
(2009)
Critical approaches to coursebooks.
In: IATEFL Annual Conference, 7-11 Apr 2008, Exeter, UK, pp. 78-80.
Stainthorp, R.
(2009)
Reviewing the primary curriculum in England: the Rose and the Cambridge Reviews.
Learning Difficulties Australia Bulletin, 41 (2).
pp. 9-10.
Stainthorp, R. W. and Rauf, N.
(2009)
An investigation of the influence of the transcription skills of handwriting and spelling on the quality of text writing by girls and boys in Key Stage 2.
Handwriting Today, 8.
pp. 8-13.
ISSN 1744-036X
Stier, J., Davies, T. and Asunta, T.
(2009)
Teachers’ voices about being a teacher: comparative studies in England, Finland and Sweden.
Canadian Social Sciences, 5 (3).
pp. 68-81.
ISSN 1712-8056
Tennant, G.
(2009)
2a+3a=5a without apples: the algebra as object analogy.
Mathematics in School, 38 (1).
pp. 4-6.
ISSN 0305-7259
Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903
(2009)
Establishing a sexual identity: case studies of learners with autism and learning difficulties.
Autism, 13 (6).
pp. 551-566.
ISSN 1362-3613
doi: https://doi.org/10.1177/1362361309338183
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2009)
Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items.
In: Richards, B., Daller, H. M., Malvern, D. D., Milton, J. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.)
Vocabulary studies in first and second language acquisition. The interface between theory and application.
Palgrave, Basingstoke, UK, pp. 74-90.
ISBN 9780230206687
Treffers-Daller, J.
(2009)
Code-switching and transfer: an exploration of similarities and differences.
In: Bullock, B. E. and Toribio, A. J. (eds.)
The Cambridge handbook of linguistic code-switching.
Cambridge handbooks in language and linguistics.
Cambridge University Press, Cambridge, pp. 58-74.
ISBN 9780521875912
Warner, L.
(2009)
Writing to "instruct".
NATE Classroom, 8.
pp. 47-49.
Warner, L.
(2009)
Asking the right question: Some aspects of the assessment of English Literature.
Changing English: Studies in Culture and Education, 16 (3).
pp. 347-353.
ISSN 1469-3585
doi: https://doi.org/10.1080/13586840903194821
Warner, L.
(2009)
What stealing a child means.
The Use of English, 61 (1).
pp. 31-34.
ISSN 0042-1243
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2009)
Intensive approaches for childhood fears.
In: Beinart, H., Kennedy, P. and Llewelyn, S. (eds.)
Clinical Psychology in Practice.
Wiley-Blackwell, pp. 95-105.
ISBN 9781405167673
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Waite, P.
(2009)
Introduction to obsessive compulsive disorder.
In: Waite, P. ORCID: https://orcid.org/0000-0002-1967-8028 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (eds.)
Obsessive Compulsive Disorder: Cognitive Behaviour Therapy with Children and Young People (CBT with Children, Adolescents and Families).
CBT with Children, Adolescents and Families.
Routledge/Taylor & Francis Group, London.
ISBN 9780415403894
2008
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
Berkley, R. and Richards, G.
(2008)
GCSE Music Literacy Workbook.
Rhinegold Publishing.
ISBN 9781906178598
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
Broad, S. E.
(2008)
Beyond Belief: Harry Potter in text and film.
Journal of Children's Literature Studies, 5 (1).
ISSN 1743-0526
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
Cremin, T., Bearne, E., Mottram, M. and Goodwin, P.
(2008)
Exploring teachers' knowledge of children's literature.
The Cambridge Journal of Education, 38 (4).
pp. 449-464.
ISSN 0305-764X
doi: https://doi.org/10.1080/03057640802482363
Cremin, T., Bearne, E., Mottram, M. and Goodwin, P.
(2008)
Primary teachers as readers.
English in Education, 42 (1).
pp. 8-23.
ISSN 0425-0494
doi: https://doi.org/10.1111/j.1754-8845.2007.00001.x
Croll, P.
(2008)
Occupational choice, socio-economic status and educational attainment: a study of the occupational choices and destinations of young people in the British household panel survey.
Research Papers in Education, 23 (3).
pp. 243-268.
ISSN 0267-1522
doi: https://doi.org/10.1080/02671520701755424
Croll, P. J., Attwood, G., Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K.
(2008)
The Structure and implications of children's attitudes to school.
British Journal of Educational Studies, 56 (4).
pp. 382-399.
ISSN 1467-8527
doi: https://doi.org/10.1111/j.1467-8527.2008.00420.x
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
Daniels, H. and Porter, J.
(2008)
Self assessment as preparation for participation.
In: Lascioli, A. (ed.)
Pedagogia speciale in Europa.
FrancoAngeli, Verona, Italy.
ISBN 9788846496331
Daniels, H., Lauder, H. and Porter, J.
(2008)
The Routledge companion to education.
Routledge, London.
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.
(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.
(2008)
New minority languages in the United Kingdom.
In: Extra, G. and Gorter, D. (eds.)
Multilingual Europe: facts and policies.
Mouton de Gruyer, Berlin, pp. 253-70.
ISBN 9783110205121
Fairfield, C. A., Kempe, A. J. and Richards, B. J.
(2008)
Reported voice difficulties and vocal symptoms in trainee PGCE secondary teachers.
In: Choice for Voice Conference, 10-12 July, London.
Fidler, B. and Parsons, C.
(2008)
World university rankings: stability and variability.
Higher Education Review, 40 (3).
pp. 15-34.
Franke, N., ed.
(2008)
Romantic piano anthology.
Schott anthology series, 2 .
Schott Music, London, pp64.
ISBN 9781902455938
Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068
(2008)
Girls and their ambitions: a sociological study of educational aspirations.
PhD thesis, University of Reading.
Goodwin, P., ed.
(2008)
Understanding children's books.
SAGE, London, pp130.
ISBN 9781847870322
Goodwin, P.
(2008)
Introduction.
In: Eccleshare, J. (ed.)
Riveting reads plus: book ahead.
Schools Library Association (supported by DCSF), Swindon, pp. 8-18.
ISBN 9781903446430
Goodwin, P.
(2008)
A world of children's books.
In: Goodwin, P. (ed.)
Understanding children's books.
SAGE, London, pp. 1-10.
ISBN 9781847870322
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. 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, 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
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.
(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)
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
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
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
Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Liversedge, S. P., Blythe, H. I., White, S. J., Gathercole, S. E. and Rayner, K.
(2008)
Children’s and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements.
Quarterly Journal of Experimental Psychology.
ISSN 1747-0218
Kempe, A.
(2008)
Aaaagh, what's up Doc?
Drama: the journal of national drama, 15 (Winter).
pp. 25-28.
Kempe, A.
(2008)
Playing with plays.
Education and Theatre (Hellenic Theatre/Drama Education Network), 9.
pp. 95-101.
Kempe, A.
(2008)
Playing with the past: drama, history and critical literacy.
In: Parsons, M. (ed.)
War and the battle of childhood.
DSM, London, pp. 65-76.
Kempe, A.
(2008)
Space, place and character.
In: Nakayama, K. (ed.)
Drama in education: ethics and development.
The Nippon Foundation, Tokyo, pp. 16-20.
Kempe, A.
(2008)
The ethics of drama education.
In: Nakayama, K. (ed.)
Drama in education: ethics and development.
The Nippon Foundation, Tokyo, pp. 4-14.
Kempe, A.
(2008)
A swift introduction to satire.
Secondary English Magazine.
pp. 18-23.
Kempe, A.
(2008)
A walk in the woods.
In: Nakayama, K. (ed.)
Drama in education: ethics and development.
The Nippon Foundation, Tokyo, pp. 21-25.
Kempe, A.
(2008)
Review of 'structure and spontaneity': the process drama of Cecily O'Neill.
Research in Drama Education, 13 (1).
pp. 107-108.
ISSN 1356-9783
doi: https://doi.org/10.1080/13569780701825435
Li, D.
(2008)
Enhancing the international experience of Chinese students in the UK: student support within a partnership scheme.
In:
Proceedings of the 11th APSSA international conference.
UNSPECIFIED, Wuhan, China, pp. 174-185.
Lockwood, M.
(2008)
Promoting reading for pleasure in the primary school.
SAGE, London, pp150.
ISBN 9781412929677
Lockwood, M., Nicholson, C. and Goodwin, P.
(2008)
Reflections of war in children's picture books.
In: Parsons, M. (ed.)
Children: the invisible victims of war.
DSM, Peterborough, pp. 201-212.
ISBN 9780954722944
Lockwood, M.
(2008)
Poetry for children.
In: Goodwin, P. (ed.)
Understanding children's books: a guide for educational professionals.
SAGE, London, pp. 85-94.
ISBN 9781847870322
Macaro, E. and Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(2008)
The development of the passé composé in lower-intermediate learners of French as a second language.
Language Learning Journal, 36 (1).
pp. 5-19.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571730801988454
Malvern, D. D., Richards, B. J., Chipere, N. and Durán, P.
(2008)
Lexical diversity and language development: quantification and assessment.
Palgrave Macmillan, Basingstoke, pp272.
ISBN 9781403902320
Martin, C. M.
(2008)
Primary languages: effective learning and teaching.
Achieving QTS.
Learning Matters Ltd., Exeter, pp178.
ISBN 9781844451388
Milton, J., Daller, H. M., Malvern, D. D., Meara, P., Richards, B. J. and Treffers-Daller, J.
(2008)
Vocabulary (guest editorial).
Language Learning Journal, 36 (2 (special).
pp. 135-138.
ISSN 0957-1736
doi: https://doi.org/10.1080/09571730802389959
Milton, J., Daller, H., Malvern, D., Meara, P., Richards, B. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, eds.
(2008)
Vocabulary.
Language Learning Journal (special issue), 36 (2).
Routledge, pp. 135-265.
Onderi, H. and Croll, P.
(2008)
In-service training needs in an African context: a study of headteacher and teacher perspectives in the Gucha District of Kenya.
Journal of In-service Education, 34 (3 ).
pp. 361-373.
ISSN 1367-4587
doi: https://doi.org/10.1080/13674580801950832
Parsons, M., James, L., Gregory, A., Leonard, H. and Davies, J.
(2008)
Global citizenship for primary teacher education and training in England and Wales.
Comprehensions of Citizenship and Citizenship Education.
pp. 33-46.
Parsons, M.
(2008)
Children: the invisible victims of war. an interdisciplinary study.
DSM, Peterborough, pp356.
ISBN 9780954722944
Parsons, M.
(2008)
War child: children caught in conflict.
The History Press, Stroud, pp286.
ISBN 9780752442938
Pawley, H. and Tennant, G. D.
(2008)
Student perceptions of their IEP targets.
Support for Learning, 23 (4).
pp. 183-186.
ISSN 0268-2141
doi: https://doi.org/10.1111/j.1467-9604.2008.00392.x
Perkins, M.
(2008)
Literature for the very young.
In: Goodwin, P. E. (ed.)
Understanding Children's Books: A Guide for Education Professionals.
Sage, London, pp. 21-31.
ISBN 9781847870322
Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D.,
(2008)
Disability data collection for children's services.
Report.
UNSPECIFIED
Porter, J. and Lacey, P.
(2008)
Safe-guarding the needs of children with a visual impairment in non-VI special schools.
British Journal of Visual Impairment, 26 (1).
pp. 50-62.
ISSN 0264-6196
doi: https://doi.org/10.1177/0264619607083834
Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P.
(2008)
The relationship between phonological awareness, phonological memory, Rapid Automatized Naming (RAN) and reading in monolingual and bilingual English children.
International Journal of Psychology, 43 (3-4).
p. 18.
ISSN 0020-7594
doi: https://doi.org/10.1080/00207594.2008.10108483
Rassool, N.
(2008)
Language policy and education in Britain.
In: May, S. and Hornberger, N. (eds.)
Encyclopedia of language and education. 2nd edition.
Springer , New York , pp. 267-284.
ISBN 9780387328751
doi: https://doi.org/10.1007/978-0-387-30424-3_20
(Volume 1: Language Policy and Political Issues in Education)
Rassool, N.
(2008)
Paradigm issues: interpreting, identifying and redefining racism within the global cultural economy.
British Journal of Sociology of Education, 29 (1).
pp. 117-122.
ISSN 0142-5692
doi: https://doi.org/10.1080/01425690701801196
Richards, B. and Roberts, J.
(2008)
Diagnostic assessment for trainee teachers of French.
In: 41st annual meeting of the British Association for Applied Linguistics, 11-13 Sept 2008, Swansea.
(Unpublished)
Richards, B. and Roberts, J.,
(2008)
Assessment for learning in teacher education: the development of a diagnostic language test for French. Final report to the Higher Education Academy.
Project Report.
University of Reading, Reading.
pp40.
Richards, B. J.
(2008)
Formative assessment in teacher education: the development of a diagnostic language test for trainee teachers of German.
British Journal of Educational Studies, 56 (2).
pp. 184-204.
ISSN 0007-1005
doi: https://doi.org/10.1111/j.1467-8527.2008.00403.x
Richards, B. J., Malvern, D. D. and Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977
(2008)
Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools.
Language Learning Journal, 36 (2).
pp. 199-213.
ISSN 0957-1736
doi: https://doi.org/10.1080/09571730802390098
Ricketts, J., Bishop, D. V. and Nation, K.
(2008)
Investigating orthographic and semantic aspects of word learning in poor comprehenders.
Journal of Research in Reading, 31 (1).
pp. 117-135.
ISSN 1467-9817
doi: https://doi.org/10.1111/j.1467-9817.2007.00365.x
Roberts, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2008)
Agency and conformity in school-based teacher training.
Teaching and Teacher Education, 24 (6).
pp. 1401-1412.
ISSN 0742-051X
doi: https://doi.org/10.1016/j.tate.2008.01.003
Santos, D. and Silva, G. V.
(2008)
The orchestration of voices in conversation sessions: rules and roles developed by participants.
In: Wiedemann, L. and Scaramucci, M.V.R. (eds.)
Português para falantes de Espanhol: ensino e aquisição: artigos selecionados escritos em Português e Inglês / Portuguese for Spanish speakers: teaching and acquisition: selected articles written in Portuguese and English.
Pontes Editores, Campinas, Brazil, pp. 135-156.
ISBN 9788571132795
Santos, D. and Silva, G. V.
(2008)
Authenticating materials through critical thinking: the case of teaching and learning suggestions in Portuguese.
Hispania, 91 (1).
pp. 109-122.
ISSN 0018-2133
Santos, D. and Silva, G. V.
(2008)
Making suggestions in the workplace: insights from learner and native-speaker discourses.
Hispania, 91 (3).
pp. 651-664.
ISSN 0018-2133
Santos, D., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Vanderplank, R.
(2008)
Second language listening strategy research: methodological challenges and perspectives.
Evaluation and Research in Education, 21 (2).
pp. 111-133.
ISSN 1747-7514
doi: https://doi.org/10.1080/09500790802152183
Stakelum, M.
(2008)
Creating a musical world in the classroom: application of a Bourdieuan approach towards understanding teacher practice.
British Journal of Music Education, 25 (1).
pp. 91-102.
ISSN 0265-0517
doi: https://doi.org/10.1017/S0265051707007747
Stakelum, M.
(2008)
Primary music education: the misrepresentation of the ideals of curricula in research.
Irish Educational Studies, 27 (3).
pp. 281-293.
ISSN 0332-3315
doi: https://doi.org/10.1080/03323310802242229
Stuart, M., Stainthorp, R. and Snowling, M.
(2008)
Literacy as a complex activity: deconstructing the simple view of reading.
Literacy, 42 (2).
pp. 59-66.
doi: https://doi.org/10.1111/j.1741-4369.2008.00490.x
Sturman, L. and Taggart, G.
(2008)
The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions.
British Educational Research Journal, 34 (1).
117-134.
ISSN 0141-1926
doi: https://doi.org/10.1080/01411920701492159
Tennent, W., Stainthorp, R. and Stuart, M.
(2008)
Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities.
British Educational Research Journal, 34 (4).
pp. 431-446.
ISSN 0141-1926
doi: https://doi.org/10.1080/01411920701532251
Tidball, F. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2008)
Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words.
Journal of French Language Studies, 18 (3).
pp. 299-313.
ISSN 0959-2695
doi: https://doi.org/10.1017/S0959269508003463
(Special issue: knowledge and use of the lexicon in French as a second language)
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Daller, M. H., Malvern, D., Richards, B., Meara, P. and Milton, J., eds.
(2008)
Knowledge and use of the lexicon in French as a second language.
Journal of French Language Studies, 18 (3).
Cambridge University Press, Cambridge, pp112.
(Special issue 03)
Treffers-Daller, J., Daller, H. M., Malvern, D., Richards, B., Meara, P. and Milton, J.
(2008)
Introduction.
Journal of French Language Studies, 18 (3).
pp. 269-276.
ISSN 1474-0079
Tsuij, H. and Stainthorp, R.
(2008)
An investigation of maternal communication styles during conversations with young children: Drawing on an analysis of the expression of communicative intentions in Japanese dyads.
In: Ogura, T. (ed.)
Studies in Language Sciences.
Kurosio Publishers, Tokyo, pp. 95-111.
Warner, L.
(2008)
Shall I compare....?
The English Review, 18 (4).
pp. 14-15.
Warner, L.
(2008)
Transformations.
The use of English, 59 (2).
pp. 139-144.
ISSN 0042-1243
Warner, L.
(2008)
The "freedom to frame questions... worth asking" or three stories and three (other) fragments of research.
English in Education, 42 (1).
pp. 88-100.
doi: https://doi.org/10.1111/j.1754-8845.2007.00006.x
2007
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
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
Blackford, E. and Stainthorp, R.
(2007)
The interpretation of Kodaly's philosophy of music education by teachers working in England and Scotland.
Bulletin of the International Kodaly Society, 32.
pp. 30-38.
Cox, G.
(2007)
Prelude: some crossing points in curriculum History, History of Education and Arts Education.
In: Bresler, L. (ed.)
International Handbook of Research in Arts Education.
Springer, Dordrecht, Netherlands, pp. 3-6.
ISBN 9781402029981
Cox, G.
(2007)
Section editor: History.
In: Bresler, L. (ed.)
International Handbook of Research in Arts Education.
Springer, Dordrecht, Netherlands, pp. 3-140.
ISBN 9781402029981
Cox, G.
(2007)
The teaching and learning of music in the settings of family, church, and schools: some historical perspectives.
In: Bressler, L. (ed.)
International handbook of research in Arts education.
Springer, Dordrecht, Netherlands, pp. 67-79.
ISBN 9781402029981
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
Daniels, H. and Porter, J.
(2007)
Self assessment as preparation for participation.
In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona.
Davies, T.C.
(2007)
Educational empowerment and capacity building: experiences from Eastern Europe.
In: International Development Conference, University of Cambridge.
Davies, T.C.
(2007)
New wine in old bottles: re-conceptualising a creative direction for meaningful learning in science and technology.
In: 2007 World Conference on Science and Technology Education, Perth, Western Australia.
Davies, T.C.
(2007)
The dilemma for promoting 'student voice' in science and technology classroom. Citizenship Education as a means for transmitting and transforming values and attitudes.
In: Comehius Conference, Sintra, Portugal.
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.
(2007)
Training for early literacy learning: web-based resources for teacher training in multilingual contexts.
In: Alexander, N. and Busch, B. (eds.)
Literacy and linguistic diversity in a global perceptive: an intercultural exchange with African countries.
European Centre for Modern Languages, Graz, pp. 63-74.
ISBN 9789287161413
Edwards, V., An, R. and Daguo, L.
(2007)
Uneven playing field or falling standards? Chinese students' competence in English.
Race, Ethnicity and Education, 10 (4).
pp. 387-400.
ISSN 1361-3324 (paper)
1470-109X (elec)
doi: https://doi.org/10.1080/13613320701658431
Fairfield, C. and Richards, B.
(2007)
Reported voice difficulties in student teachers: a questionnaire survey.
British Journal of Educational Studies, 55 (4).
pp. 409-425.
ISSN 0007-1005
doi: https://doi.org/10.1111/j.1467-8527.2007.00387.x
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
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 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, 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
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.
(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)
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.
(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
Kempe, A.
(2007)
Placing 'the child' at the centre of learning in Drama.
English Drama Media (8).
pp. 47-44.
Kempe, A.
(2007)
What makes Drama teachers special.
Secondary English Magazine, October.
Kempe, A. and Nicholson, H.
(2007)
Learning to teach Drama 11-18.
Continuum International Publishing Group, London, pp256.
ISBN 9780826491688
Lewis, A. and Porter, J.
(2007)
Research and pupil voice.
In: Florian, L. (ed.)
The Sage Handbook of Special Education.
Sage, London U. K., pp. 222-232.
Li, D.
(2007)
Coping with linguistic challenges in UK higher education: the use of strategies by Chinese research students.
Language Learning Journal, 35 (2).
pp. 205-219.
ISSN 1753-2167
doi: https://doi.org/10.1080/09571730701599237
Lockwood, M.
(2007)
Surveying the pleasures of reading.
NATE Classroom 1, 2.
pp. 46-48.
Maguire, M. and Curdt-Christiansen, X.-L.
(2007)
Multiple schools, languages, experiences and affiliations: ideological becomings and positionings.
Heritage Language Journal, 5 (1).
pp. 50-78.
ISSN 1550-7076
Malvern, D.D. and Richards, B.J.
(2007)
What's in a word? Advantages of mathematically modelling diversity.
In: ESRC-funded seminar on 'Models and measures of vocabulary deployment: oreintation towards the future', University of Reading, September 2007.
Malvern, D.D. and Richards, B.J.
(2007)
Validity and threats to the validity of vocabulary assessment.
In: Daller, H., Milton, J. and Treffers-Dallers, J. (eds.)
Modelling and assessing vocabulary knowledge.
Cambridge University Press, Cambridge.
ISBN 9780521878517
Mishra, R. and Stainthorp, R.
(2007)
The relationship between phonological awareness and word reading accuracy in Oriya and English: A Study of Oriya-speaking fifth-graders.
Journal of Research in Reading, 30 (1).
pp. 23-27.
doi: https://doi.org/10.1111/j.1467-9817.2006.00326.x
Parsons, M.
(2007)
Adults make wars... children suffer them.
Children in War, January 20.
ISSN 1745-7211
Parsons, M.
(2007)
Die not evakuierter kinder in Europa im II.
In: Helga, (ed.)
Der Krieg nach dem Krieg Spatfolgen bei traumatisierten Mensch.
Springer, pp. 89-99.
ISBN 9783833479540
Parsons, S., Daniels, H., Porter, J. and Robertson, C.
(2007)
Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities.
Journal of Applied Research in Intellectual Disabilities, 21 (1).
pp. 19-33.
ISSN 1468-3148
doi: https://doi.org/10.1111/j.1468-3148.2007.00361.x
Perkins, M.
(2007)
Inside the classroom: three approaches to phonics teaching.
In: Goodwin, (ed.)
Phonics: practice, research and policy.
UKLA/PCP.
ISBN 9781412930864
Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P.
(2007)
An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading.
Journal of Experimental Child Psychology, 98 (1).
pp. 46-68.
ISSN 0022-0965
doi: https://doi.org/10.1016/j.jecp.2007.04.003
Rassool, N.
(2007)
Global issues in language, education and development: perspectives from postcolonial countries.
Multilingual Matters, Clevedon, Avon.
ISBN 9781853599514
Rayment, T.
(2007)
The problem of assessment in Art and Design.
Readings in Art and Design education.
Intellect Books, Bristol/Chicago.
ISBN 9781841501451
Ricketts, J., Nation, K. and Bishop, D. V.
(2007)
Vocabulary is important for some, but not all reading skills.
Scientific Studies of Reading, 11 (3).
pp. 235-257.
ISSN 1088-8438
doi: https://doi.org/10.1080/10888430701344306
Stainthorp, R., Stuart, M. , Garwood, H., Powell, D. and Quinlan, P.
(2007)
An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading.
Journal of Experimental Child Psychology, 98 (1).
pp. 46-68.
ISSN 0022-0965
doi: https://doi.org/10.1016/j.jecp.2007.04.003
Tennant, G., Cajkler, W., Tknaz, Y., Sage, R., Taylor, C. and Tucker, S.
(2007)
A systematic literature review on how training and professional development activities impact on teaching assistants' classroom (1988-2006).
EPPI Centre, Institute of Education, London, pp29.
Tennant, G., Cajkler, W., Tknaz, Y., Sage, R., Taylor, C., Tucker, S., Tansey, R. and Cooper, P.W.
(2007)
A systematic literature review on the perceptions of ways in which teaching assistants work to support pupils' social and academic engagement in secondary classrooms (1988-2005).
EPPI Centre, Institute of Education, London, pp2.
Tennant, G.
(2007)
IEPs in mainstream secondary schools: an agenda for research.
Support for Learning, 22 (4).
pp. 204-208.
ISSN 0268-2141
doi: https://doi.org/10.1111/j.1467-9604.2007.00472.x
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Ozsoy, A. S. and van Hout, R.
(2007)
(In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: an analysis of complex embeddings in narratives.
International Journal of Bilingual Education and Bilingualism, 10 (3).
pp. 248-276.
ISSN 1367-0050
doi: https://doi.org/10.2167/beb443.0
Warner, L.
(2007)
What do howlers mean.
English Drama Media, 8.
ISSN 1742-5514
Watson, K.
(2007)
Decolonisation, globalisation: Language-in-education policy and practice.
International Journal of Educational Development, 27 (6).
pp. 708-709.
ISSN 0738-0593
doi: https://doi.org/10.1016/j.ijedudev.2006.06.006
Watson, K.
(2007)
Language, education and ethnicity: whose rights will prevail in an age of globalisation?
International Journal of Educational Development, 27 (3).
pp. 252-265.
ISSN 0738-0593
doi: https://doi.org/10.1016/j.ijedudev.2006.10.015
Watson, K.
(2007)
Representative Sadleriana.
Comparative Education, 43 (2).
pp. 315-319.
ISSN 0305-0068
Watson, K.
(2007)
Sir Michael Sadler 1861-1943: England's interpreter and America's admirer.
Comparative Education, 43 (2).
pp. 315-319.
ISSN 0305-0068
Watson, K.
(2007)
State and education in England and Germany: a Sadlerian perspective.
Comparative Education, 43 (2).
pp. 315-319.
ISSN 0305-0068
2006
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
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
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
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
(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
Blythe, H. I., Liversedge, S. P., Joseph, H. S. ORCID: https://orcid.org/0000-0003-4325-4628, White, S. J., Findlay, J. M. and Rayner, K.
(2006)
The binocular coordination of eye movements during reading in children and adults.
Vision Research.
ISSN 0042-6989
doi: https://doi.org/10.1016/j.visres.2006.06.006
Cox, B.
(2006)
Transforming Research in Music Education History.
In: Colwell, R. (ed.)
MENC (Music Educators National Conference) Handbook of Research Methodologies.
Oxford University Press, New York, pp. 73-94.
ISBN 9780195304558
Cox, G.
(2006)
Historical perspectives.
In: McPherson, G. (ed.)
The child as musician: a handbook of musical development.
Oxford University Press, London, pp. 397-413.
ISBN 9780198530312
Cox, G.
(2006)
The experimental Seventies; the optimistic Eighties; from the nervous Nineties towards 'a long overdue renaissance',.
In: Rainbow, B. and Cox, G. (eds.)
Music in educational thought and practice: a survey from 800BC.
The Boydell Press, Woodbridge, pp. 323-385.
ISBN 9781843832133
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
Curdt-Christiansen, X.-L.
(2006)
Teaching and learning Chinese: heritage language classroom discourse in Montreal.
Language, Culture and Curriculum, 19 (2).
pp. 189-207.
ISSN 1747-7573
doi: https://doi.org/10.1080/07908310608668762
Davies, T.
(2006)
Creating teaching and learning in Europe: promoting a new paradigm.
The Curriculum Journal, 17 (1).
pp. 37-57.
ISSN 0958-5176
doi: https://doi.org/10.1080/09585170600682574
Dimitriadi, Y.
(2006)
Resistance from within: children with dyslexia gazing at their disability.
In: Satterthwaite, J., Martin, W. and Roberts, L. (eds.)
Discourse, resistance and identity formation.
Trentham, London.
ISBN 9781858563862
Dimitriadi, Y.
(2006)
Children with Special Educational Needs as film makers: Using digital video to support Understandings of Narrative.
In: AERA 2006, 7-11 April 2006, San Francisco, USA.
Dimitriadi, Y.
(2006)
Resistance from within: Children with dyslexia gazing at their disability.
In: Roberts, L., Martin, W. and Satterthwaite , J. (eds.)
Discourse, Resistance and Identity Formation.
Discourse, Power, Resistance Series.
Trentham, London.
ISBN 9781858563862
Dimitriadi, Y. and Hodson, P.
(2006)
Supporting speaking and listening using ICT.
In: Hodson, P. and Jones, D. (eds.)
Unlocking speaking and listening.
Unlocking.
Routledge, London.
ISBN 9781843123927
Dyson, M. ORCID: https://orcid.org/0000-0002-0920-4312, Lonsdale, M. and Papaefthimiou, M.
(2006)
Student perspectives on a virtual learning environment: lessons for einstructors.
Blended learning: promoting dialogue in innovation and practice.
pp. 137-144.
Edwards, V.
(2006)
Education and the development of early childhood bilingualism.
In: O'Riagain, D. (ed.)
Voces diversae: lesser-used language education in Europe.
Belfast studies in language, culture and politics, 15.
Clo Ollscoilna Banriona/Queen's University, Belfast, Belfast, pp. 16-24.
ISBN 9780853898863
Edwards, V. and Pritchard Newcombe, L.
(2006)
Back to basics: marketing the benefits of bilingualism to parents.
In: Garcia, O., Skutnabb-Kangas, T. and Torres-Guzman, T. (eds.)
Imagining multilingual schools, languages in education and globalisation.
Multilingual Matters, Clevedon, pp. 137-150.
ISBN 9781853598951
Fidler, B. and Atton, T.
(2006)
Better workforce, better results.
School Leadership Today (formerly Managing Schools Today), 15 (4).
pp. 35-37.
Fidler, B. and Atton, T.
(2006)
Handle with Care.
School Leadership Today (formerly Managing Schools Today), 15 (5).
pp. 47-49.
ISSN 2040-1310
Fidler, B. , Jones, J. , MacBurnie, S., A., M. and Boparai, R.
(2006)
Second headship - challenge and revitalisation.
In: Report to the National College for School Leadership, Nottingham NCSL.
Fidler, B. and Atton, T.
(2006)
PPA time - the story so far.
School Leadership Today (formerly Managing Schools Today), 15 (6).
pp. 24-26.
ISSN 2040-1310
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Stainthorp, R.
(2006)
The learning and teaching of reading and writing.
WileyBlackwell, Chichester.
ISBN 9780470019399
Gilbert, J., ed.
(2006)
Science education in schools: issues, evidence and proposals.
ESRC, Teaching and Learning Programme .
UNSPECIFIED, London, pp19.
Gilbert, J. and France, B.F.
(2006)
A model for communication about biotechnology.
Sense Publishers, Amsterdam, pp100.
ISBN 9789077874752
Gilbert, J. K.
(2006)
On the nature of "context" in chemical education.
International Journal of Science Education, 28 (9).
pp. 957-976.
ISSN 0950-0693
doi: https://doi.org/10.1080/09500690600702470
Goodwin, P. and Perkins, M.
(2006)
Play and planning: a sound pathway to pleasurable reading.
In: Lewis, M. and Ellis, S. (eds.)
Phonics: practice, research and policy.
SAGE, London, pp. 54-58.
ISBN 9781412930864
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
(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
(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
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(2006)
Editorial. Citizenship education.
Prospero, 12 (3).
pp. 3-5.
ISSN 1358-6785
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
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(2006)
Making history meaningful: helping pupils to see why history matters.
Teaching History, 125.
pp. 28-36.
ISSN 0040-0610
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
Kempe, A., Newman, C. and Roblin, B.
(2006)
Bandwagons, balderdash and blather: assessment and acquiesence in drama.
Drama: the journal of national drama, 13.2 (Summer).
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Kempe, A., Newman, C. and Roblin, B.
(2006)
GCSE Bitesize Drama.
Bitesize GCSE.
BBC Active, London, pp112.
ISBN 9780563515623
Li, D.
(2006)
Motivation in second language acquisition in Chinese research students in the UK.
Evaluation and Research in Education, 19 (1).
pp. 38-58.
ISSN 1747-7514
doi: https://doi.org/10.1080/09500790608668324
Lockwood, M.
(2006)
Changing Standards? Children's awareness and knowledge of features of written standard English at ages 10-11.
Changing English, 13 (1).
pp. 17-28.
ISSN 1358-684X
doi: https://doi.org/10.1080/13586840500523455
MacFadyen, T. and Campbell, C.
(2006)
An investigation into the teaching styles of secondary school physical education teachers.
In: BERA 2005 Conference Paper.
MacFadyen, T.
(2006)
Review of developing leadership, creating the schools of tomorrow.
British Journal of Educational Studies, 54 (3).
pp. 383-385.
ISSN 0007-1005
doi: https://doi.org/10.1111/j.1467-8527.2006.00346.x
Macaro, E., Graham, S., Richards, B. J., Spelman-Miller, K. and Vanderplank, R.,
(2006)
Strategy training in year 12 French: listening and writing. Final report to the Economic and Social Research Council (Project RES-000-23-324).
Project Report.
UNSPECIFIED
Meredith, A.
(2006)
From ideals to reality: The women's smallholding colony at Lingfield, 1920-39.
Agricultural History Review, 54.
pp. 105-121.
ISSN 0002-1490
Nicholson, C. and Dahl.,
(2006)
The marvellous boy.
Twentieth Century Literacy Criticism, 173.
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ISSN 9780787689278
Parsons, M.
(2006)
Uberlegungen zum 'eurpaischen Desaster'.
Kindheiten im Zweiten .
Juventa, Weltkrieg.
Parsons, M.
(2006)
Die not evakuierter kinder in Europa im II.
Kriegskinder.
Weltkrieg.
Parsons, S., Daniels, H., Porter, J. and Robertson, C.
(2006)
Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities.
The British Journal of Developmental Disabilities, 52 (103).
pp. 121-136.
ISSN 2047-3877
doi: https://doi.org/10.1179/096979506799103587
Parsons, S., Daniels, H., Porter, J. and Robertson, C.
(2006)
The use of ICT by adults with learning disabilities in day and residential services.
British Journal of Educational Technology, 37 (1).
pp. 31-44.
ISSN 1467-8535
doi: https://doi.org/10.1111/j.1467-8535.2005.00516.x
Porter, J., Parsons, S. and Robertson, C.
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Journal of Research in Special Educational Needs, 6 (1).
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Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Plaut, D. and Funnell, E.
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Does the PMSP connectionist model of single word reading learn to read in the same way as a child?
Journal of Research in Reading, 29 (2).
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Rassool, N., Edwards, V. and Bloch, C.
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Language and development in multilingual settings: a case study of knowledge exchange and teacher education in South Africa.
International Review of Education, 52 (6).
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Rassool, N.
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Postmodernity, Cultural Pluralism and the Nation-State: problems of language rights, human rights, identity and power.
In: Weihua, Y. (ed.)
A Cross-Cultural studies reader. New perspectives in literature and culture series.
Wuhan University Press, China.
ISBN 7307048728
Rassool, N., Edwards, V. and Bloch, C.
(2006)
Issues in language and development in multilingual settings: a case-study of knowledge exchange and teacher education in South Africa.
International Review of Education, 52 (6).
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Richards, B. and Malvern, D.
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Extending the VOCD programme of CHILDES to measuring the deployment of rare infrequently used words in language assessment.
In: Using CHILDES to support the French SLA research Agenda, AAAL/CAAAL, Montreal.
Richards, B. and Malvern, D.
(2006)
Measuring the deployment of rare words in the writing of lower intermediate students of French as a foreign language.
In: 2nd ESRC vocabulary seminar: testing and teaching vocabulary in a second language setting, University of Swansea.
Richards, B. and Malvern, D.
(2006)
A discussion of the issues in, and approaches to, comparing measures between languages.
In: The measurement of bilingual proficiency: methodological aspects, Sociolonguistics symposium 16, University of Limerick.
Savec, V. F., Vrtacnik, M., Gilbert, J. K. and Peklaj, C.
(2006)
In-service and pre-service teachers' opinion on the use of models in teaching chemistry.
Acta Chimica Slovenica, 53 (3).
pp. 381-390.
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Stainthorp, R.
(2006)
Open dialogue peer review: a response to Stuart.
The Psychology of Education Review, 30 (2).
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Stainthorp, R.
(2006)
A rose is a rows: a celebration of the importance of accurate word reading to ensure understanding of texts.
In: Lewis, M. and Ellis, S. (eds.)
Phonics: practice research and policies.
SAGE (formerly Paul Chapman Publishing), London, pp. 116-118.
ISBN 9781412930857
Stainthorp, R., Barnett, A., Henderson, S. and Scheib, B.
(2006)
Handwriting, policy and practice in primary schools.
Issues in practice.
University of London, Institute of Education, London, pp20.
ISBN 9780854737284
Stuart, M. and Stainthorp, R.,
(2006)
The searchlights model-the case for change.
Appendix I in Independent review of the teaching of Early Reading (The Rose Review).
UNSPECIFIED
Tissot, C. A. ORCID: https://orcid.org/0000-0001-9835-0903 and Evans, R.
(2006)
Securing provision for children with autistic spectrum disorders: the views of parents.
Perspectives in Education, 24 (1).
pp. 73-86.
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Warner, L.
(2006)
The English Advanced Extension Award: the twin crossroads.
Changing English: Studies in Culture and Education, 13. (3).
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Watson, K.
(2006)
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International Journal of Educational Development, 26 (4).
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ISSN 0738-0593
doi: https://doi.org/10.1016/j.ijedudev.2006.05.001
Watson, K.
(2006)
Partnerships for girls' education.
International Journal of Educational Development, 26 (2).
pp. 224-225.
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doi: https://doi.org/10.1016/j.ijedudev.2005.12.001
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
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Evaluating effects of aromatherap massage on sleep in children with autism: a pilot study.
Evidence-based Complementary and Alternative Medicine, 3 (3).
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ISSN 1741-4288
2005
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.
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
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
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., James, K., Wilson, W. and Woonton, M., eds.
(2005)
Learning outdoors. Improving the quality of young children's play outdoors.
David Fulton Publishers, London, pp144.
ISBN 9781843123507
Brookes, W.
(2005)
The graduate teacher programme in England: mentor training, quality assurance and the findings of inspection.
Professional Development in Education (formerly Journal of In-service Education), 31 (1).
pp. 43-62.
ISSN 1941-5257
doi: https://doi.org/10.1080/13674580500200268
Cox, G.
(2005)
Inspecting the teaching of singing in the teacher training colleges of England, Wales and Scotland 1883-1899.
Research Studies in Music Education, 24 (1).
pp. 17-27.
ISSN 1321-103X
doi: https://doi.org/10.1177/1321103X050240010201
Davies, T.
(2005)
Creativity: the road to enlightenment in European education.
In: Nolan, V. and Darby, G. (eds.)
Reinventing education: a thought experiment by 21 authors.
Synectics Education Initiative, London, pp. 167-180.
ISBN 9780953853410
Davies, T.
(2005)
Using teacher-led research as a development tool to challenge pre-conceived notions about the teaching of gifted and talented students; accessing higher order teaching skills through the use of language in the classroom.
'Reflexive School': the International Journal of the Reading and Writing for Critical Thinking Association, 2/1 (4).
pp. 56-62.
Davies, T.C. and Gilbert, J.K.
(2005)
Promoting creativity while forging links between science education and design and technology education.
In: Gilbert, J.K. (ed.)
Constructing Worlds through Science Education: the selected works of John K. Gilbert.
Routledge, Abingdon, UK & New York, USA, pp. 128-143.
ISBN 9780415352178
Dimitriadi, Y. and Hodson, P.,
(2005)
Digital video and bilingual children with special educational needs: Supporting literacy activities.
BECTA
Dimitriadi, Y. and Peacey, N.
(2005)
Special Educational Needs & ICT.
In: Leask, M. and Pachler, N. (eds.)
Learning to Teach ICT in the Secondary School. A Companion to School Experience, 2nd Edition.
Learning to Teach Subjects in the Secondary School Series.
Routledge Falmer, London.
ISBN 978-0-415-35104-1
Dimitriadi, Y. and Peacey, N.
(2005)
Special Educational Needs and ICT.
In: Leask, M. and Pachler, N. (eds.)
Learning to teach using ICT in the Secondary School: a companion to school experience.
Learning to teach in the secondary school .
Routledge, London, pp. 115-129.
ISBN 9780415351041
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
Ellins, J. and Porter, J.
(2005)
Departmental differences in attitudes to special educational needs in the secondary school.
British Journal of Special Education, 32 (4).
pp. 188-195.
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doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x
Foskett, N. , Lumby, J. and Fidler, B.
(2005)
Evolution or extinction? Reflections on the future of research in educational leadership and management.
Educational Management, Administration and Leadership, 33 (2).
pp. 245-253.
ISSN 1741-1432
doi: https://doi.org/10.1177/1741143205051056
Gilbert, J., ed.
(2005)
Constructing worlds through science education: the selected works of John K. Gilbert.
Routledge, Abingdon, UK & New York, USA., pp288.
ISBN 9780415352185
Gilbert, J., ed.
(2005)
Science education: major themes in education.
Routledge, London, pp1648.
ISBN 9780415342254
Gilbert, J. K.
(2005)
How students learn: science in the classroom.
Science Education, 89 (6).
pp. 1043-1045.
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Goodwin, P., ed.
(2005)
The Literate Classroom.
David Fulton Publishers, London.
ISBN 9781843123187
Goodwin, P.
(2005)
Creative young readers.
In: Wilson, A. (ed.)
Creativity in primary education: theory and practice.
Learning Matters, Exeter, pp. 44-57.
ISBN 9781844450138
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. and Branson, J.
(2005)
A Handbook for The Teaching of English.
London: Kogan Page/Routledge, pp240.
Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515
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Does differentiation have to mean different?
Teaching History, 118.
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Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Ratcliffe, M.
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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
Kempe, A.
(2005)
The playwright's perspective.
Drama, 12 (2).
26 -30.
Lockwood, M.
(2005)
Opening the wardrobe of voices: Standard English and language variation at Key Stage 2.
In: Goodwin, P. (ed.)
The literate classroom. 2nd edition.
David Fulton Publishers, London, pp. 189-199.
ISBN 9781843123187
Macaro, E., Vanderplank, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2005)
A systematic review of the role of prior knowledge in unidirectional listening comprehension.
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Research Evidence in Education Library.
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.
Macfadyen, T.
(2005)
Leading learning.
British Journal of Educational Studies, 53 (2).
pp. 221-223.
ISSN 0007-1005
Madden, D.
(2005)
Time for a genetic switch?
Journal of Biological Education, 39 (3).
pp. 100-101.
ISSN 0021-9266
Muijs, D., Barnes, A., Hunt, M., Martin, C. M., Powell, B., Arweck, E. and Lindsay, G.
(2005)
Evaluation of the Key Stage 2 language learning pathfinders.
Research Report (Great Britain Dept. for Education and Skills). 692.
DfES, Nottingham, pp141.
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Nicholson, C.
(2005)
Reading the pictures: children's response to Rose Blanche.
In: Goodwin, P. (ed.)
The Literate Classroom.
David Fulton Publishers, London, pp. 66-76.
ISBN 9781843123187
Parsons, C. and Fidler, B.
(2005)
A new theory of educational change - punctuated equilibrium: the case of the internationalisation of Higher Education institutions.
British Journal of Educational Studies, 53 (4).
pp. 447-465.
ISSN 0007-1005
doi: https://doi.org/10.1111/j.1467-8527.2005.00306.x
Parsons, M.
(2005)
'Kinderlandverschickung'. Eine Einführung in das erweiterte deutsche Evakuierungs- Programm.
UNSPECIFIED.
Parsons, M. and Oakes, J.
(2005)
Reading School: the first 800 years.
DSM, Peterborough, pp104.
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Porter, J.
(2005)
Severe learning difficulties.
In: Lewis, A. and Norwich, B. (eds.)
Special Teaching for Special Children: A Pedagogy for Inclusion?
Open University, Milton Keynes, pp. 53-66.
ISBN 9780335214051
Porter, J. and Lacey, P.
(2005)
Researching learning difficulties: a guide for practitioners.
Sage, London, pp189.
ISBN 9780761948506
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.
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(2005)
Special education in Japan.
SLD Experience, 43.
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ISSN 2046-553X
Porter, J., Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A.
(2005)
Time to listen.
Disability & Society, 20 (5).
pp. 575-585.
ISSN 1360-0508
doi: https://doi.org/10.1080/09687590500156386
Rassool, N.
(2005)
Language and education.
Encyclopedia of Life Support Systems (E0LSS), Entrée under Theme 6.20 Linguistic Anthropology.
Ratcliffe, M., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and McWhirter, J.
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Cross-curricular collaboration in teaching social aspects of genetics.
In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.)
Research and the Quality of Science Education.
Springer, Netherlands, pp. 77-88.
ISBN 9781402036729
Renouf, J.T. and James, H.C.L.
(2005)
Age relationships beteen low level rock platforms and the high coastal slopes in Jersey and the surrounding area.
Geoscience in South West England, 11.
pp. 145-150.
ISSN 0566-3954
Taggart, G. and Ridley, K.
(2005)
Thinking skills in the early years: a literature review.
NFER, Slough, pp73.
ISBN 9781905314126
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
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Brussels French une fois: Transfer-induced innovation or
system-internal development?
Bilingualism: Language and Cognition, 8 (2).
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ISSN 1469-1841
doi: https://doi.org/10.1017/S1366728905002166
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(2005)
Evidence for insertional codemixing: mixed compounds and French nominal groups in Brussels Dutch.
International Journal of Bilingualism, 9 (3-4).
pp. 477-506.
ISSN 1756-6878
doi: https://doi.org/10.1177/13670069050090030901
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Mougeon, R.
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The role of transfer in language variation and change: Evidence from contact varieties of French.
Bilingualism: Language and Cognition, 8 (2).
pp. 93-98.
ISSN 1469-1841
doi: https://doi.org/10.1017/S1366728905002191
Watson, K.
(2005)
Education, training and contexts: studies and essays by Jon Lauglo.
Comparative Education, 41 (1).
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Watson, K.
(2005)
International and national targets for education: Help or hindrance - preface.
International Journal of Educational Development, 25 (4).
p. 361.
ISSN 0738-0593
doi: https://doi.org/10.1016/j.ijedudev.2005.06.002
Watson, K.
(2005)
Special Issue - Measurement and learning: Achievement beyond the mainstream.
International Journal of Educational Development, 25 (2).
p. 97.
ISSN 0738-0593
doi: https://doi.org/10.1016/j.ijedudev.2005.01.003
2004
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
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
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.
(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
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
Boorman, J.
(2004)
Banastre, Alard (fl. 1166-1175).
In: Matthew, H.C.G. and Harrison, B. (eds.)
Oxford Dictionary of National Biography.
Oxford University Press, Oxford.
doi: https://doi.org/10.1093/ref:odnb/1265
Boorman, J.
(2004)
Belet, Michael (d. 1201).
In: Matthew, H.C.G. and Harrison, B. (eds.)
Oxford Dictionary of National Biography.
Oxford University Press, Oxford.
doi: https://doi.org/10.1093/ref:odnb/1986
Boorman, J.
(2004)
Pantulf, Hugh (d. 1224).
In: In Matthew, H.C.G. and Harrison, B. (eds.)
Oxford Dictionary of National Biography.
Oxford University Press, Oxford.
Boorman, J.
(2004)
Ralph fitz Stephen (d. 1202).
In: Matthew, H.C.G. and Harrison, B. (eds.)
Oxford Dictionary of National Biography.
Oxford University Press, Oxford.
Chipere, N., Malvern, D.D. and Richards, B.J.
(2004)
Using a corpus of children's writing to test a solution to the sample size problem affecting Type-Token Ratios.
In: Aston, G., Bernadini, S. and Stewart, D. (eds.)
Corpora and language learners.
John Benjamins, Amsterdam, pp. 139-147.
ISBN 9027222886
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.
(2004)
Structured Observation.
In: Lewis-Beck, M., Bryman, A. and Futing Liao, T. (eds.)
Encyclopedia of Research Methods for the Social Sciences.
SAGE, London, pp. 1096-1098.
ISBN 9780761923633
Denicolo, P.
(2004)
Doctoral supervision of colleagues: peeling off the veneer of satisfaction and competence.
Studies in Higher Education, 29 (6).
pp. 693-707.
ISSN 0307-5079
doi: https://doi.org/10.1080/0307507042000287203
Drakoularakou, A., McCartney, A., Rastall, R. and Gibson, G.R. ORCID: https://orcid.org/0000-0002-0566-0476
(2004)
Established and emerging prebiotics and their effects on the gut microflora.
Agro Food Industry Hi-Tech, 15 (5).
pp. 18-20.
ISSN 1722-6996
Durán, P., Malvern, D., Richards, B. and Chipere, N.
(2004)
Developmental trends in lexical diversity.
Applied Linguistics, 25 (2).
pp. 220-242.
ISSN 0142-6001
doi: https://doi.org/10.1093/applin/25.2.220
Edwards, V., ed.
(2004)
Pupil mobility in Lambeth schools: implications for raising achievement and school management.
Lambeth Education, London.
ISBN 0954551915
Edwards, V.
(2004)
Multilingualism in the English-speaking world: pedigree of nations.
Wiley-Blackwell, Oxford, pp264.
ISBN 9780631236139
Edwards, V.,
(2004)
Raising the achievement of mobile pupils in Lambeth schools: good practice guidance and recommendations for schools and other
agencies.
UNSPECIFIED, London.
doi: 0954551923
Edwards, V., Lewis, K., McAndrew, E., Power, C. and Thompson, A.
(2004)
Strategies schools use to minimise the effects of mobility in achievement.
In: Edwards, V. (ed.)
Pupil mobility in Lambeth schools: implications for raising achievement and school management.
Lambeth Education, London, pp. 91-132.
ISBN 0954551915
Fidler, B. and Atton, T.
(2004)
The headship game: the challenges of contemporary school leadership.
Routledge, London, pp248.
ISBN 9780415277815
Gaston, V. and Simpson, C.
(2004)
A netball specific fitness test.
International Journal of Performance Analysis in Sport, 4 (2).
pp. 82-96.
ISSN 1474-8185
Gilbert, J.K., ed.
(2004)
Reader in Science Education.
RoutledgeFalmer, London, pp278.
ISBN 9780415327787
Gilbert, J.K.
(2004)
Science education: global or national?
In: Gilbert, J.K. (ed.)
Reader in Science Education.
RoutledgeFalmer, London, 1-12..
ISBN 9780415327787
Gilbert, J.K. and Newberry, M.
(2004)
The Cams Hill Science Consortium: an inter-institutional collaborative action research project in science education.
In: Ralle, B. and Eilks, I. (eds.)
Quality in practice-oriented research in science education.
Shaker Verlag, Aachen, pp. 53-62.
ISBN 9783832230760
Gilbert, J.K., Justi, R., Van Driel, J.H., De Jong, O. and Treagust, D.
(2004)
Securing a future for chemical education.
Chemical Education: Research and Practice, 5 (1).
pp. 5-14.
ISSN 1109-4028
Goodwin, P., ed.
(2004)
Literacy through creativity.
David Fulton Publishers, London, pp160.
ISBN 9781843120872
Goodwin, P.
(2004)
Looking to be literate.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton Publishers, London, pp. 124-133.
ISBN 9781843120872
Goodwin, P.
(2004)
Introduction: Creativity and literacy learning.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton Publishers, London, pp. 1-11.
ISBN 9781843120872
Goodwyn, A. and Branson, J., eds.
(2004)
A handbook for the teaching of English.
Kogan Page/Routledge, London, pp240.
Goodwyn, A.
(2004)
English teaching and the moving image.
Routledge Falmer, London, pp192.
ISBN 9780415306614
Goodwyn, A.
(2004)
Literacy versus English?: a professional identity crisis.
In: Goodwyn, A. and Stables, A. (eds.)
Learning to read critically in language and literacy education.
Learning to read critically.
Sage, London, pp. 192-205.
ISBN 9780761944744
Goodwyn, A.
(2004)
What's in a frame: the English framework three years on.
English Drama Media, 2.
pp. 122-131.
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.
(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.
(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.
(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 Stables, A.
(2004)
Learning to Read Critically in Language and Literacy Education.
London: Sage, pp240.
Goodwyn, A. and Stables, A., eds.
(2004)
Learning to read critically in language and literacy education.
Sage, London, pp240.
ISBN 9780761944744
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
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 Luff, I.
(2004)
Meeting SEN in the curriculum: History.
Meeting SEN in the Curriculum.
David Fulton, London, pp160.
ISBN 9781843121633
Kempe, A. and Holroyd, J.
(2004)
Speaking, Listening and Drama.
David Fulton Publishers, London, pp114.
ISBN 9781843120414
Lacey, P. and Porter, J.
(2004)
What might be the future role of special schools?
Eye Contact, Spring.
pp. 24-26.
Lewis, A. and Porter, J.
(2004)
Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice.
British Journal of Learning Disabilities, 32 (4).
pp. 191-197.
ISSN 1354-4187
doi: https://doi.org/10.1111/j.1468-3156.2004.00313.x
Lockwood, M. and Nicholson, C.
(2004)
Reflections of war in contemporary British children's literature: the picture book comes of age.
Children in War: The International Journal of Evacuee and War Child Studies, 1 (2).
pp. 31-38.
ISSN 1745-7211
Lockwood, M.
(2004)
Closely observed poems.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton, London, pp. 83-90.
ISBN 9781843120872
Malvern, D.D., Richards, B.J., Chipere, N. and Durán, P.
(2004)
Lexical diversity and language development: quantification and assessment.
Palgrave Macmillan, Basingstoke, pp288.
ISBN 9781403902313
Martin, C. M. and Farren, A.
(2004)
Working together. Native speaker assistants in the primary school.
CILT, London, pp88.
ISBN 9781904243311
Martin, C. M., Driscoll, P. and Jones, J.,
(2004)
A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11.
Social Science Research Unit, Institute of Education, EPPI-Centre, University of London, London.
Newball, C. and Goodwin, P.
(2004)
Dance and the literacy curriculum.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton Publishers, London, pp. 105-111.
ISBN 9781843120872
Oversby, J.
(2004)
A teacher researcher group's exploration of chemical equations.
In: Ralle, B. and Eilks, I. (eds.)
Quality in practice-oriented research in science education.
Shaker, Aachen, 73 - 82.
ISBN 9783832230760
Oversby, J.
(2004)
Science knowledge: representing liquids.
Primary Science Review, 83.
p. 27.
ISSN 0269-2465
Oversby, J.
(2004)
Science teachers as science education researchers.
School Science Review, 85 (3).
pp. 79-83.
ISSN 0036-6811
Parsons, C. and Fidler, B.
(2004)
De-internationalisation in higher education: the case of UK plc.
Higher Education Review, 36 (3).
pp. 13-32.
Parsons, M.
(2004)
The Manchester evacuation. the exception to the rule.
DSM, Peterborough, pp80.
ISBN 0954722906
Parsons, M.
(2004)
'Kinderlandverschickung'. An introduction to the expanded German
evacuation scheme.
Children in War: The International Journal of Evacuee and War
Child Studies, 1 (2).
pp. 97-102.
ISSN 1745-7211
Porter, J. and Lewis, A., eds.
(2004)
Editorial: eliciting the views of children and young people.
British Journal of Learning Disabilities, 32 (4).
Wiley.
ISBN 1354-4187
Rassool, N.
(2004)
Countering globalization: linguistic diversity and the assertion of local voices in development.
In: Fraurud, K. and Hyltenstam, K. (eds.)
Multilingualism in global and local perspectives.
Rinkeby Institute of Multilingual Research, Stockholm, pp. 31-46.
ISBN 916315238X
Rassool, N.
(2004)
Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school, with author's commentary. OU Reader, Course EK310.
In:
Research with Children and Young People.
Open University Press, Milton Keynes, pp. 233-253.
Rassool, N.
(2004)
Exploring the construction of social class in educational discourse: the rational order of the nation state versus global uncertainties.
Pedagogy, Culture and Society, 12 (1 (Special).
pp. 121-139.
ISSN 1468-1366
doi: https://doi.org/10.1080/14681360400200192
Rassool, N.
(2004)
Exploring the construction of social class in educational discourse: the rational order of the nation state vs. global uncertainties.
Pedagogy Culture and Society, 12 (1).
pp. 121-139.
ISSN 1747-5104
doi: https://doi.org/10.1080/14681360400200192
Rassool, N.
(2004)
Language and communicative competence in the 21st century: the role of education.
In: Mansoor, S., Tahir, A. and Meraj, S. (eds.)
Language Policy, Planning and Practice: a South Asian Perspective.
Oxford University Press, Oxford, pp. 3-22.
ISBN 9780195799651
Rassool, N.
(2004)
Literacy in search of a paradigm.
In: Soler, J., Wearmouth, J. and Reid, G. (eds.)
Conceptualizing difficulties in literacy development: exploring politics, culture, ethnicity and ethics.
Routledge, London, pp. 17-46.
Rassool, N.
(2004)
Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities.
Comparative Education, Special Issue: Postcolonialism and Comparative Education, 40 (2).
pp. 199-214.
ISSN 0305-0068
doi: https://doi.org/10.1080/0305006042000231356
Ratcliffe, M., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and McWhirter, J.
(2004)
Teaching ethical aspects of science - is cross-curricular collaboration the answer?
School Science Review, 86 (315).
pp. 39-44.
ISSN 0036-6811
Rayment, T. and Britton, B.
(2004)
The assessment of GCSE art: Criterion-referencing and cognitive abilities.
International Journal of Art & Design Education, 23 (2).
pp. 148-154.
ISSN 1476-8062
Reiner, M. and Gilbert, J. K.
(2004)
The symbiotic roles of empirical experimentation and thought experimentation in the learning of physics.
International Journal of Science Education, 26 (15).
pp. 1819-1834.
ISSN 0950-0693
doi: https://doi.org/10.1080/0950069042000205440
Richards, B.J. and Malvern, D.D.
(2004)
Investigating the validity of a new measure of lexical diversity for root and inflected forms.
In: Trott, K., Dobbinson, S. and Griffiths, P. (eds.)
The child language reader.
Routledge, London, pp. 81-89.
ISBN 9780415281010
Smith, F.
(2004)
The persistence of craft: the applied arts today.
International Journal of Art & Design Education, 23 (1).
pp. 106-107.
ISSN 1476-8062
Stainthorp, R.
(2004)
W(h)ither phonological awareness? Literate trainee teachers’ lack of stable knowledge about the sound structure of words.
Educational Psychology, 24 (6).
pp. 753-766.
ISSN 0144-3410
doi: https://doi.org/10.1080/0144341042000271728
Stainthorp, R. and Hughes, D.
(2004)
What happens to precocious readers’ performance by the age of 11 years?
Journal of Research in Reading, 27 (4).
pp. 357-372.
ISSN 1467-9817
doi: https://doi.org/10.1111/j.1467-9817.2004.00239.x
Stainthorp, R. and Hughes, D.
(2004)
An illustrative case study of precocious reading ability.
Gifted Child Quarterly, 48 (2).
pp. 107-120.
ISSN 0016-9862
doi: https://doi.org/10.1177/001698620404800204
Stakelum, M.
(2004)
A song to sweeten Ireland's wrong: music education and the Celtic revival.
In: Taylor-Fitzsimon, B. and Murphy, J. (eds.)
The Irish Revival Reappraised.
Four Courts Press.
Taggart, G.
(2004)
Whitehead and Marcuse: teaching the “art of life".
Process Papers, 8.
pp. 53-67.
Watson, K. and Kozma, T.
(2004)
Special issue - Education in transitional states.
International Journal of Educational Development, 24 (5).
pp. 463-465.
ISSN 0738-0593
doi: https://doi.org/10.1016/j.ijedudev.2004.06.012
2003
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.
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
Carmichael, P.
(2003)
Teachers as researchers and teachers as software developers: how use-case analysis helps build better educational software.
The Curriculum Journal, 14 (1).
pp. 105-122.
ISSN 0958-5176
doi: https://doi.org/10.1080/0958517032000055983
Carmichael, P.
(2003)
The internet, information architecture and community memory.
Journal of computer-mediated communication, 8 (2).
ISSN 1083-6101
doi: https://doi.org/10.1111/j.1083-6101.2003.tb00208.x
Cox, G.
(2003)
Sir Arthur Somervell on music education: his writings, speeches and letters.
The Boydell Press, Woodbridge, pp160.
ISBN 9781843830191
Cox, G.
(2003)
Teaching Music in the 1960s: towards a usable past.
National Association of Music Educators.
pp. 28-30.
Croll, P. and Moses, D.
(2003)
Special educational needs across two decades: survey evidence from English primary schools.
British Educational Research Journal, 29 (5).
pp. 731-747.
ISSN 0141-1926
doi: https://doi.org/10.1080/0141192032000133695
Croll, P., Attwood, G. and Hamilton, J.
(2003)
Re-engaging with Education.
Research Papers in Education, 18 (1).
pp. 75-95.
ISSN 0267-1522
doi: https://doi.org/10.1080/0267152032000048596
Davies, T. and Gilbert, J.
(2003)
Modelling: promoting creativity whilst forging links between science education and design and technology education.
Canadian Journal of Science, Mathematics and Technology Education, 3 (1).
pp. 67-82.
ISSN 1492-6156
doi: https://doi.org/10.1080/14926150309556552
Dee, L., Florian, L., Porter, J. and Robertson, C.
(2003)
O Desenvolvimento do Aconselhamento Curricular para
Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ).
In: Rodrigues, D. (ed.)
Perspectivas sobre a Inclusa.
Editora Porto, Porto, pp. 167-182.
ISBN 9789720345141
Denicolo, P.M.
(2003)
Assessing the PhD: a constructive view of criteria.
Quality Assurance in Education, 11 (2).
pp. 84-91.
ISSN 0968 4883
doi: https://doi.org/10.1108/09684880310471506
Denicolo, P.M.
(2003)
Constructivist/action research in the community: building on experience of practice for the future.
In: Chiari, G. and Nuzzo, M.L. (eds.)
Psychological constructivism and the social world.
Ancona/EPCA Publications, Pequod, pp. 255-263.
ISBN 884644812X
Denicolo, P.M.
(2003)
Elicitation methods to fit different purposes.
In: Fransella, F. (ed.)
International handbook of personal construct psychology.
John Wiley and Sons Ltd, Chichester, pp. 123-131.
ISBN 9780470013373
doi: https://doi.org/10.1002/0470013370
Denicolo, P.M.
(2003)
PCP and Meaning-Making in Research: a Metaphorical Bridge.
Work Science Research Bulletin, 1:2001.
pp. 1-10.
ISSN 1650-0806
Denicolo, P.M. and Kompf, M.
(2003)
Teacher thinking twenty years on: revisiting persisting problems and advances in education.
Swets and Zeitlinger, Lisse, The Netherlands, pp369.
ISBN 9789026519543
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
Gayford, C.G.
(2003)
Participatory methods and reflective practice applied to research in education for sustainability.
Canadian Journal of Environmental Education, 8.
129 -142.
ISSN 1205-5352
Gilbert, J. K.
(2003)
According to the book: using TIMSS to investigate the translation of policy into practice through the world of textbooks.
British Journal of Educational Studies, 51 (4).
pp. 437-438.
ISSN 0007-1005
Gilbert, J., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H., eds.
(2003)
Chemical education: towards research-based practice.
Contemporary trends and issues in science education, 17.
Kluwer, Dordrecht, pp448.
ISBN 9781402011849
Gilbert, J.K. and France, B.
(2003)
Discourse in more than just talk: towards a model for communication between biotechnologists and other communities.
New Zealand Biotechnology Association Journal, 56.
pp. 21-30.
Gilbert, J.K. and Justi, R.
(2003)
Models and modelling in chemical education.
In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (eds.)
Chemical Education: Towards Research-Based Practice.
Springer, pp. 47-68.
ISBN 9781402011849
Gilbert, J.K. and Stocklmayer, S.M.
(2003)
Informal chemical education.
In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (eds.)
Chemical education: towards research-based practice.
Kluwer, Dordrecht, pp. 143-164.
ISBN 9781402011849
Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H.
(2003)
Research and development for the future of chemical education.
In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H. (eds.)
Chemical education: towards research-based practice.
Springer, pp. 391-408.
ISBN 9781402011849
Goodwin, P.
(2003)
Texts for teaching literacy.
National Centre for Language and Literacy, Reading, pp34.
ISBN 9780704914735
Goodwin, P.
(2003)
Working together with reading.
National Centre for Language and Literacy, Reading, pp24.
ISBN 0704914530
Goodwyn, A.
(2003)
Literacy or English: The struggle for the professional identity of English teachers in England.
In: Homer, D., Doecke, B. and Nixon, H. (eds.)
English Teachers at Work: Narratives, Counter-narratives and Arguments.
Australian Association for the Teaching of English /Interface. Kent Town, South Australia: Wakefield Press.
Goodwyn, A.
(2003)
We teach English not Literacy : growth pedagogy under seige in England.
English teachers at work: narratives counter-narratives and arguments.
AATE/Interface and Wakefield Press, Kent Town.
ISBN 9781862546158
Goodwyn, A. 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.
(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 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
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
(2003)
Learners' metacognitive beliefs: a Modern Foreign Languages case study.
Research in Education, 70 (2).
pp. 11-29.
ISSN 0034 5237
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
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
Justi, R. S. and Gilbert, J. K.
(2003)
Teachers' views on the nature of models.
International Journal of Science Education, 25 (11).
pp. 1369-1386.
ISSN 0950-0693
doi: https://doi.org/10.1080/0950069032000070324
Kay, W.K., Francis, L.J. and Watson, J.K.P., eds.
(2003)
Religion in education, distance learning.
Gracewing, Leominster, pp415.
ISBN 0852445857
Kempe, A.
(2003)
KS3 national strategy: drama objectives bank.
DfES, London, pp92.
ISBN DfES 0321/2003
Kempe, A.
(2003)
The role of drama in the teaching of speaking and listening as the basis for social capital.
Research in Drama Education, 8 (1).
pp. 65-78.
ISSN 1356-9783
doi: https://doi.org/10.1080/13569780308320
Lockwood, M.
(2003)
Various contributions.
In: Goodwin, P. (ed.)
Texts for teaching literacy: resources for reading and writing in schools.
National Centre for Language and Literacy, Reading, Various.
ISBN 0704914735
Macfadyen, A.M., Edwards, A.M. and Clark, N.
(2003)
Lactate and ventilatory thresholds reflect the training status of professional soccer players where maximum aerobic power is unchanged.
Journal of Sports Science and Medicine, 1 (5).
pp. 23-29.
ISSN 1303-2968
Miller, O. and Porter, J.
(2003)
Multisensory environments: lessons in practice.
Eye Contact, Spring (Supplement).
Oversby, J.
(2003)
Representing chemistry - chemical equations and formulae.
In: Proceedings of the XIX Symposium of the Finnish Mathematics and Science Education Research Association 2003, Joensum, Finland.
Parsons, M. and Oakes, J.
(2003)
Men such as these.
DSM, Cambridge, pp175.
ISBN 9780953651672
Pope, M.L. and Denicolo, P.M.
(2003)
Images of teaching: reflections from student teachers, experienced teachers and teacher educators.
In: Chiari, G. and Nuzzo, M.L. (eds.)
Psychological constructivism and the social world.
Ancona/EPCA Publications, Pequod, pp. 123-131.
ISBN 884644812X
Porter, J.
(2003)
Raising standards in mathematics.
In: Tilstone, C. and Rose, R. (eds.)
Strategies to Promote Inclusive Practice.
Routledge, London, pp. 117-118.
ISBN 9780415254847
Porter, J.
(2003)
Interviewing children and young people with learning disabilities.
SLD Experience, Summer.
ISSN 2046-553X
Quinn, A., Snowling, A. and Denicolo, P.M.,
(2003)
Older people's perspectives: devising information, advice and advocacy services.
UNSPECIFIED, York.
ISBN 9781859351079
Rassool, N.
(2003)
Author's Commentary on: Flexible Identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school.
In: Lewis, V. , Kellett, M. , Robinson, C. , Fraser, S. and Ding, S. (eds.)
The Reality of Research with Children and Young People.
Sage Publications, London, pp. 233-254.
ISBN 9780761943792
Rassool, N.
(2003)
Literacy, current status of.
In: Johnston, D. and Pannissidi, N. (eds.)
Encyclopedia of International Media and Communications.
Academic Press, San Diego, pp. 49-60.
ISBN 9780123876706
doi: https://doi.org/10.1016/B0-12-387670-2/00171-0
Richards, B. J.
(2003)
Perspectives on teacher education in the UK.
In: Proceedings of the Conference on Language Learning, UK and Japan.
Stainthorp, R.
(2003)
Phonology and learning to read.
In: Hall, N., Larson, J. and Marsh, J. (eds.)
Handbook of early childhood literacy.
Sage, London, pp. 209-221.
ISBN 9780761974376
Tissot, C. A. ORCID: https://orcid.org/0000-0001-9835-0903 and Evans, R.
(2003)
Visual teaching strategies for children with autism.
Early Child Development and Care, 173 (4).
pp. 425-433.
ISSN 1476-8275
doi: https://doi.org/10.1080/0300443032000079104
Watson, K.
(2003)
Church schools in comparative perspective.
In: Kay, W., Francis, L. and Watson, K. (eds.)
Religion in Education. Distance Learning.
Gracewing, Leominster, pp. 377-407.
ISBN 0852445857
Watson, K.
(2003)
Comparative and international studies in education.
In: Kay, W.K., Francis, L.J. and Watson, K. (eds.)
Religion in Education, Distance Learning.
Gracewing, Leominster, pp. 313-341.
ISBN 0852445857
Watson, K. and Crossley, M.
(2003)
Comparative and international research in education: globalisation, context and difference.
Routledge, London, pp177.
ISBN 9780415191227
2002
Dimitriadi, Y.
(2002)
Working with Dyslexic Learners: Authoring in a Multimedia Environment.
In: Watson, D. and Andersen, J. (eds.)
Networking the Learner: Computers in Education : Seventh IFIP World Conference on Computers in Education, WCCE 2001, July 29-August 3, 2001, Copenhagen, Denmark.
Kluwer Academic Publishers Group, The Netherlands, pp. 267-277.
ISBN 1-4020-7132-9
Goodwyn, A., ed.
(2002)
Improving Literacy at KS2 and KS3.
London:Paul Chapman Publishing, pp180.
Goodwyn, A.
(2002)
Introduction: reviewing transition and literacy.
In: Goodwyn, A. (ed.)
Improving Literacy at KS2 and KS3,.
London:Paul Chapman Publishing,, pp. 1-21.
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.
(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.
(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. 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
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
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
Porter, J. and Ashdown, R.
(2002)
Promoting learning in pupils with complex learning difficulties: using visual access systems.
NASEN, Tamworth.
Rassool, N.
(2002)
Deconstructing 'standards' in education.
British Journal of Sociology of Education, 23 (1).
pp. 135-140.
ISSN 0142-5692
doi: https://doi.org/10.1080/01425690120104023
Taggart, G.
(2002)
Mickey Mouse spirituality? Children’s worldviews and the culture industry.
British Journal of Religious Education, 25 (1).
pp. 60-68.
ISSN 1740-7931
doi: https://doi.org/10.1080/0141620020250106
Taggart, G.
(2002)
Spiritual literacy and tacit knowledge.
Journal of Beliefs and Values, 23 (1).
pp. 7-17.
ISSN 1469-9362
doi: https://doi.org/10.1080/13617670220125638
2001
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
Daniels, H. and Porter, J.,
(2001)
UNICEF project report: inclusive education and assessment practice in Armenia.
Project Report.
UNICEF Armenia
Dimitriadi, Y.
(2001)
Evaluating the use of multimedia authoring with dyslexic learners: a case study.
British Journal of Educational Technology, 32 (3).
pp. 265-275.
ISSN 1467-8535
doi: https://doi.org/10.1111/1467-8535.00197
Goodwyn, A.
(2001)
Cultural Rights in the Convergence.
In: Durrant, C. and Beavis, C. (eds.)
P[ICT] URES of English: Teachers, learners and technology.
Australian Association for the Teaching of English, Kent Town: Wakefield Press, pp. 52-68.
Goodwyn, 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.
(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. and Findlay, K.
(2001)
Media Studies and the establishment.
International Journal of Media Education, 1 (1).
ISSN 1475-7567
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.
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 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
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
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
Porter, J.
(2001)
Issues in teacher training and development.
In: Carpenter, B., Bovair, K. and Ashdown, R. (eds.)
Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed).
Fulton, London, pp. 305-316.
ISBN 9781853466762
Porter, J.
(2001)
Self assessment: encouraging pupils to reflect on their learning.
SLD Experience, Spring.
pp. 12-13.
ISSN 2046-553X
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
2000
Dimitriadi, Y.
(2000)
Using Information and Communication Technology to Support Bilingual Dyslexic Learners.
In: Reid, G. and Peer, L. (eds.)
Multilingualism, Literacy and Dyslexia.
1-85346-696-4.
David Fulton Publishers, London, pp. 102-11.
Goodwyn, A., ed.
(2000)
English in the Digital Age.
London: Continuum, pp180.
Goodwyn, A.
(2000)
Making a point with Point Horror.
The Secondary English Magazine, 2 (2).
pp. 19-24.
Goodwyn, A.
(2000)
Texting; reading and writing in the intertext.
In: Goodwyn, A. (ed.)
English in the Digital Age.
Continuum, London, pp. 78-96.
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.
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
Rassool, N.
(2000)
Language maintenance as an arena of cultural and political stuggle in a changing world.
In: Phillipson, R. (ed.)
Rights to Language: equity, power and education.
Routledge, pp. 57-61.
ISBN 9780805833461
Rassool, N.
(2000)
Contested and contesting identities: minority languages vs. the teaching of 'world' languages within the global cultural economy.
Journal of Multilingualism and Multicultural Development, 21 (6).
pp. 386-398.
ISSN 1747-7557
doi: https://doi.org/10.1080/01434630008666412
Rassool, N.
(2000)
Foreword.
In:
Lest We Forget: recapturing subjugated cultural histories of Cape Town (1897-1956).
University of the Western Cape, Cape Town.
Rassool, N. and Morely, L.
(2000)
School effectiveness: new managerialism, quality and the Japanisation of education.
Journal of Education Policy, 15 (2).
pp. 169-183.
ISSN 1464-5106
doi: https://doi.org/10.1080/026809300285881
Rassool, N. and Morley, L.
(2000)
School effectiveness and the displacement of equity discourses in education.
Race, Ethnicity and Education, 3 (3).
pp. 237-259.
ISSN 1470-109X
doi: https://doi.org/10.1080/713693043
Stainthorp, R. and Hughes, D.
(2000)
Family literacy activities in the homes of successful young readers.
Journal of Research in Reading, 23 (1).
pp. 41-54.
ISSN 1467-9817
doi: https://doi.org/10.1111/1467-9817.00101
1999
Brehony, K. J. and Rassool, N., eds.
(1999)
Nationalisms old and new.
Explorations in Sociology. British Sociological Association Conference Volume Series , 51.
Macmillan Press Ltd, Houndsmills, Basingstoke and London, pp245.
ISBN 9780312220525
Brookes, W. and Goodwyn, A.
(1999)
What Literacy Means: An Initial Enquiry.
The English and Media Magazine, 39.
pp. 43-47.
Cassidy, E., Allsopp, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1999)
Obsessive compulsive symptoms at initial presentation of adolescent eating disorders.
European child & adolescent psychiatry, 8 (3).
pp. 193-199.
ISSN 1435-165X
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.
(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.
Martin, N. T., Gaffan, E. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1999)
Experimental functional analyses for challenging behavior: a study of validity and reliability.
Research in developmental disabilities, 20 (2).
pp. 125-146.
Rassool, N.
(1999)
Literacy for sustainable development in the age of information.
The Language and Education Library, 14.
Multilingual Matters Ltd, London, pp280.
ISBN 9781853594335
Rassool, N.
(1999)
Regulating the chaos: the irrationalities of technical control in teacher education.
In: Graham, J. (ed.)
Teacher Professionalism and the Challenge of Change.
University of East London Studies in Education.
Trentham Books, Stoke-on-Trent, pp. 79-88.
ISBN 9781858562186
Rassool, N. and Morley, L.
(1999)
School effectiveness: fracturing the discourse.
Master Classes in Education.
Routledge, London and New York, pp176.
ISBN 9780750708487
Rassool, N.
(1999)
Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city school.
British Journal of Sociology of Education, 20 (1).
pp. 23-36.
ISSN 0142-5692
Rassool, N.
(1999)
Literacy and Development in the Information Age: redefining possibilites in Sub-Saharan Africa.
Social Dynamics-a Journal of the Centre for African Studies University of Cape Town, 25 (1).
pp. 130-149.
ISSN 0253-3952
Stainthorp, R. and Hughes, D.
(1999)
Learning from children who read at an early age.
Routledge, pp177.
ISBN 9780415174954
Stevens, T., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Gaffan, E.
(1999)
Structured teaching for special school staff: a comparison of two training packages.
Journal of Applied Research in Intellectual Disabilities, 12 (4).
pp. 308-322.
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(1999)
Borrowing and shift-induced interference: contrasting patterns in French-Germanic contact in Brussels and Strasbourg.
Bilingualism: Language and Cognition, 2 (1).
pp. 1-22.
ISSN 1469-1841
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Allsopp, M.
(1999)
Obsessional Compulsive Disorder in adolescent populations: experiences of offering a combined pharmacological--psychological approach.
Child Psychology and Psychiatry Review, 4 (04).
pp. 162-169.
1998
Goodwyn, A.
(1998)
Adapting to the Textual landscape: Bringing Print and Visual Texts Together in the Classroom.
In: Goodwyn, A. (ed.)
Literary and Media Texts in Secondary English.
London: Cassells, pp. 129-150.
Goodwyn, A.
(1998)
Broadening the Literacy Horizon.
In: Goodwyn, A. (ed.)
Literary and Media Texts in Secondary English.
London: Cassells, pp. 1-23.
Goodwyn, A., ed.
(1998)
Literary and Media Texts in Secondary English.
London: Cassells, pp180.
Goodwyn, A.
(1998)
Literature: The writing on the wall is now on the screen.
In: Kooy, M., Janssen, T. and Watson, K. (eds.)
Fiction, Literature and Media: Studies in Language and Literature, International Perspectives on Mother Tongue Education.
Amsterdam University Press,, pp. 39-50.
Goodwyn, A.
(1998)
New Audience, new text.
The Secondary English Magazine, 1 (2).
pp. 26-28.
Oversby, J.
(1998)
Uma analise dos livros didáticos no ensino de conceitos de acidez para estudantes de 16 a 18 anos de idade.
Educar em Revista (14).
pp. 7-26.
ISSN 0104-4060
doi: https://doi.org/10.1590/0104-4060.178
Rassool, N.
(1998)
Language policies for a multicultural Britain.
In: Corson, D. (ed.)
The Encyclopedia of Language and Education. 1st edition.
Kluwer Academic Press, Dortrecht, The Netherlands, pp. 113-126.
Rassool, N.
(1998)
Postmodernity, Cultural Pluralism and the nation-State: problems of language rights, human rights, identity and power.
Language Sciences, 20 (1).
pp. 89-99.
Stainthorp, R. and Hughes, D.
(1998)
Phonological sensitivity and reading: evidence from precocious readers.
Journal of Research in Reading, 21 (1).
pp. 53-68.
ISSN 0141-0423
doi: https://doi.org/10.1111/1467-9817.00042
1997
Goodwyn, A.
(1997)
Almost Together.
The English and Media Magazine, 24.
pp. 26-27.
Goodwyn, A.
(1997)
Developing English Teachers.
Buckingham: Open University Press, pp160.
Goodwyn, A.
(1997)
Signs of Growth but not of Status: Management and Media Education.
The English and Media Magazine, 37.
pp. 36-39.
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.
Rassool, N.
(1997)
Fractured or Flexible Identities? Life Histories of 'Black' Diasporic Women in Britain.
In: Mirza, H. (ed.)
British Black Feminism: A Reader.
Routledge, London, pp. 187-204.
1996
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.
Rassool, N.
(1996)
Nationalism, Cultural Pluralism and the Struggle for Democracy in Post-Communist Bulgaria: the role of education.
Education Today, 46 (2).
pp. 12-23.
1995
Goodwyn, A.
(1995)
Contextualising ability within the subject of English.
In: Goodwyn, A. (ed.)
English and Ability.
London: David Fulton Publishers, pp. 1-13.
Goodwyn, A.
(1995)
Defining High Ability in English.
In: Goodwyn, A. (ed.)
English and Ability.
London: David Fulton Publishers, pp. 14-27.
Goodwyn, A., ed.
(1995)
English and Ability.
London: David Fulton Publishers, pp128.
Knott, F. ORCID: https://orcid.org/0000-0002-5334-7206, Lewis, C. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1995)
Sibling interaction of children with learning disabilities: a comparison of autism and Down's syndrome.
Journal of Child Psychology and Psychiatry, 36 (6).
pp. 965-976.
ISSN 0021-9630
Rassool, N.
(1995)
Black Women as 'Other' within the Academy.
In: Morley, L. and Walsh, V. (eds.)
Feminist Academics: Creative Agents for Change.
Taylor & Francis, London, pp. 22-41.
Rassool, N.
(1995)
Theorizing Literacy, Politics and Social Process: revisiting Maktab literacy in Rian in search of a paradigm.
International Journal of Educational Development, 15 (4).
pp. 423-436.
ISSN 0738-0593
doi: https://doi.org/10.1016/0738-0593(95)00025-X
1993
Rassool, N.
(1993)
Post-Fordism? Technology and new forms of control: the case of technology in the curriculum.
British Journal of Sociology of Education, 14 (3).
pp. 227-244.
ISSN 0142-5692
1992
Goodwyn, A.
(1992)
English Teaching and Media Education.
Buckingham: Open University Press, pp160.
Goodwyn, A.
(1992)
Information Technology in English in Initial Teacher Training, Project Report.
Journal of Information Technology for Teacher Education, 1 (1).
pp. 171-173.
Goodwyn, A.
(1992)
Theoretical Models of English Teaching.
English in Education, 26 (3).
pp. 4-10.
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.
1991
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
Goodwyn, A.
(1991)
The Employment of Drama.
The Drama Magazine.
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736
(1991)
Towards a uniform approach to code-switching and borrowing.
In: ESF Network on Codeswitching and language contact, g. (ed.)
Papers for the workshop on constraints, conditions and models.
European Science Foundation, Strasbourg, pp. 259-279.
1990
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1990)
Language acquisition in autistic children: a research note.
The European Journal of Psychiatry.
1989
Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316
(1989)
A social skills group for autistic children.
Journal of Autism and Developmental Disorders, 19 (1).
pp. 143-155.
ISSN 0162-3257
doi: https://doi.org/10.1007/BF02212726
1988
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Shapland, J.
(1988)
The code of practice: strengthening the legalist philosophy?
International Journal of Law and Psychiatry, 11 (1).
pp. 1-12.
1985
Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1985)
An evaluation of the effects of a hospital unit on the development of multiply handicapped children.
Child: Care, Health and Development, 11 (1).
pp. 1-12.
ISSN 0305-1862
doi: https://doi.org/10.1111/j.1365-2214.1985.tb00444.x
1983
Shapland, J. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1983)
Legalism revived: new mental health legislation in England.
International journal of law and psychiatry, 6 (3).
pp. 351-369.
Shapland, J. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(1983)
Mental disorder and the law: effects of the new legislation.
Issues in Criminological and Legal Psychology, 4.
British Psychological Society, Leicester, pp68.
ISBN 0901715220
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