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Curdt-Christiansen, X. L. (2012) Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. Journal of Early Childhood Literacy, 13 (3). pp. 348-370. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798412455819

Curdt-Christiansen, X. L. (2009) Invisible and visible language planning: ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8 (4). pp. 351-375. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-009-9146-7

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Curdt-Christiansen, X. L. (2008) Reading the world through words: cultural themes in heritage Chinese language textbooks. Language and Education, 22 (2). pp. 95-113. ISSN 1747-7581 doi: https://doi.org/10.2167/le721.0

Curdt-Christiansen, X. L. and Silver, R. (2013) New wine into old skins: the enactment of literacy policy in Singapore. Language and Education, 27 (3). pp. 246-260. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2012.704046

Curdt-Christiansen, X. L. and Silver, R. E. (2012) Educational reforms, cultural clashes and classroom practices. The Cambridge Journal of Education, 42 (2). pp. 141-161. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2012.676631

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Curdt-Christiansen, X.-L. (2007) Exploring trilingual Chinese children’s language use. Sociolinguistic Studies, 1 (1). pp. 67-85. ISSN 1750-8649 doi: https://doi.org/10.1558/sols.v1i1.67

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Curdt-Christiansen, X.-L. (2006) Teaching and learning Chinese: heritage language classroom discourse in Montreal. Language, Culture and Curriculum, 19 (2). pp. 189-207. ISSN 1747-7573 doi: https://doi.org/10.1080/07908310608668762

Curdt-Christiansen, X.-L. and Sun, B. (2016) Nurturing bilingual learners: challenges and concerns in Singapore. International Journal of Bilingual Education and Bilingualism, 19 (6). pp. 689-705. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2016.1181606

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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. (2006) Creating teaching and learning in Europe: promoting a new paradigm. The Curriculum Journal, 17 (1). pp. 37-57. ISSN 0958-5176 doi: https://doi.org/10.1080/09585170600682574

Davies, T. (2013) Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change, 14 (1). pp. 51-71. ISSN 1573-1812 doi: https://doi.org/10.1007/s10833-012-9192-3

Davies, T. and Gilbert, J. (2003) Modelling: promoting creativity whilst forging links between science education and design and technology education. Canadian Journal of Science, Mathematics and Technology Education, 3 (1). pp. 67-82. ISSN 1492-6156 doi: https://doi.org/10.1080/14926150309556552

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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

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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

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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

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Goodwyn, A. (2004) The professional identity of English teachers in England. English in Australia, 139. pp. 122-131.

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

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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

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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

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Goodwyn, A. (2013) Reading is now 'cool': a study of English teachers' perspectives on e-reading devices as a challenge and an opportunity. Educational Review, 66 (3). pp. 263-275. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768960

Goodwyn, A. (2001) Second tier professionals: English teachers in England. L1 - Educational Studies in Language and Literature, 1 (2). pp. 149-161. ISSN 1573-1731 doi: https://doi.org/10.1023/A:1012739412076

Goodwyn, A. (2016) Still growing after all these years? The resilience of the “Personal Growth model of English” in England and also internationally. English Teaching: Practice & Critique, 15 (1). pp. 7-21. ISSN 1175-8708 doi: https://doi.org/10.1108/etpc-12-2015-0111

Goodwyn, A. (2001) Who wants to be a super teacher? The perils and pleasures of recognising expertise in English teaching. English in Australia, 129-130. pp. 39-50. ISSN 0046-208X

Goodwyn, A. (2007) The beacon that was Bullock: A response to John Steadman's 'The "problem" of English'. The Use of English, 58 (2). pp. 134-148. ISSN 0042-1243

Goodwyn, A. (2004) A framework for English? Or a vehicle for literacy? English teaching in England in the age of the Strategy. English Teaching: Practice and Critique, 3 (3). pp. 16-28. ISSN 1175-8708

Goodwyn, A. (2012) The status of literature: English teaching and the condition of literature teaching in schools. English in Education, 46 (3). pp. 212-227. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01121.x

Goodwyn, A. and Findlay, K. (2003) I.A. Richards and the paradox of Practical Criticism: a response to David W. West. Changing English: Studies in Culture and Education, 10 (1). pp. 101-106. ISSN 1358-684X doi: https://doi.org/10.1080/1358684032000055163

Goodwyn, A. and Findlay, K. (2002) Literature, literacy and the discourses of English teaching: a case study. L1-Educational Studies in Language and Literature, 2 (3). pp. 221-238. ISSN 1567-6617 doi: https://doi.org/10.1023/A:1021386422638

Goodwyn, A. and Findlay, K. (2001) Media Studies and the establishment. International Journal of Media Education, 1 (1). ISSN 1475-7567

Goodwyn, A. and Findlay, K. (2003) Shaping literacy in the secondary school: policy, practice and agency in the age of the national literacy strategy. British Journal of Educational Studies, 51 (1). pp. 20-35. ISSN 0007-1005

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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 (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25 (1). pp. 15-20. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730285200051

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2009) French applied linguistics. Journal of French Language Studies, 19 (3). pp. 409-410. ISSN 0959-2695 doi: https://doi.org/10.1017/s0959269509990263

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2003) Learner strategies and advanced level listening comprehension. Language Learning Journal, 28 (1). pp. 64-69. ISSN 0957-1736 doi: https://doi.org/10.1080/09571730385200221

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2007) Learner strategies and self-efficacy: making the connection. Language Learning Journal, 35 (1). pp. 81-93. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730701315832

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

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2006) Listening comprehension: the learners' perspective. System, 34 (2). pp. 165-182. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2005.11.001

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2017) Research into practice: listening strategies in an instructed classroom setting. Language Teaching, 50 (1). pp. 107-119. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444816000306

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 (2). pp. 113-117. ISSN 1475-1585 doi: https://doi.org/10.1016/j.jeap.2011.04.001

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal, 50 (2). pp. 186-207. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2022.2045679

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2006) A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39 (2). pp. 296-309. ISSN 0015-718X doi: https://doi.org/10.1111/j.1944-9720.2006.tb02267.x

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. Language Learning Journal, 35 (2). pp. 153-173. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730701599203

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Roberts, J. (2007) Student-teachers' perspectives on positive and negative social processes in schools. Teachers and Teaching: theory and practice, 13 (4). pp. 399-410. ISSN 1354-0602 doi: https://doi.org/10.1080/13540600701391952

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2013) Selective listening in L2 learners of French. Language Awareness, 22 (1). pp. 56-75. ISSN 1747-7565 doi: https://doi.org/10.1080/09658416.2011.652634

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2024) Learning vocabulary through listening. AILA Review. ISSN 1570-5595 doi: https://doi.org/10.1075/aila.24019.gra

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

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12251

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3230

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, MacFadyen, T. and Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2012.662525

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Francis-Brophy, E. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2014.01.007

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Vanderplank, R. (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, 15 (4). pp. 435-456. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168811412026

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1). pp. 52-68. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2007.11.001

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C. (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12670

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H. (2024) Literature and second language vocabulary learning: the role of text-type and teaching approach. Modern Language Journal, 108 (3). pp. 579-600. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12946

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 (2004) Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal, 88 (2). pp. 171-191. ISSN 0026-7902 doi: https://doi.org/10.1111/j.0026-7902.2004.00224.x

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). pp. 747-783. ISSN 0023-8333 doi: https://doi.org/10.1111/j.1467-9922.2008.00478.x

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Richards, B. J. and Malvern, D. D. (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi: https://doi.org/10.1017/S0959269508003499

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Santos, D. and Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4 (1). pp. 1-20. ISSN 1750-1229 doi: https://doi.org/10.1080/17501220802385866

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

Gómez-Merino, N., Fajardo Bravo, I., Ferrer Manchón, A. M. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of the Deaf, 167 (3). pp. 313-333. ISSN 1543-0375 doi: https://doi.org/10.1353/aad.2022.0030

Hamer, J. M. M., Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2024) Cracking the code: exploring student attitudes towards coding in secondary education. The Cambridge Journal of Education, 54 (4). pp. 495-516. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2024.2387335

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

Harries, D. and Tennant, G. (2012) Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study. Mathematics Teaching, 226. pp. 9-12. ISSN 0025-5785

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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2011) Learning how to be a teacher: lessons the government needs to learn. Prospero, 17 (3). pp. 28-33. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218

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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2000) An action research project to improve the quality of A level history essay writing. Prospero, 6 (3 & 4). pp. 65-69. ISSN 1358-6785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39 (3). pp. 400-419. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2013.810551

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy, 26 (2). pp. 245-261. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2010.498902

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48 (4). pp. 518-546. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2015.1122091

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. The Cambridge Journal of Education, 41 (2). pp. 159-175. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2011.572863

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Foreman-Peck, L. (2001) Learning to teach history writing: discovering what works. Educational Action Research, 9 (1). pp. 97-109. ISSN 1747-5074 doi: https://doi.org/10.1080/09650790100200141

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Foreman-Peck, L. (2004) 'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum. International Journal of Historical Learning, Teaching and Research, 4 (2). pp. 1-14. ISSN 1472-9466

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134. pp. 27-35. ISSN 0040-0610

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils? Curriculum Journal, 17 (4). pp. 315-333. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170601072544

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T. (2012) What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK. Research Papers in Education, 27 (1). pp. 81-101. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903513217

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Kitson, A. (2002) Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit. Teaching History, 109. pp. 27-35. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Ormond, B. (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Ratcliffe, M. (2005) Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'collapsed day' project? The Curriculum Journal, 16 (4). pp. 439-453. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170500384396

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1352498

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Reynolds, R. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2014.881925

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Downey, C. (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Courtney, L., Ul-Abadin, Z. and Burn, K. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528

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

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

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

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

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

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

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

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2009) Children’s ideas about what it means ‘to get better’ at history: a view from the United Kingdom. International Journal of Historical Learning, Teaching and Research, 8 (2). pp. 26-39. ISSN 1472-9466

Haydn, T. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2). pp. 241-261. ISSN 1366-5839 doi: https://doi.org/10.1080/00220270903403189 (special issue: National history and beyond—part two )

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

Hepburn, E., Egan, B. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2010) Vocabulary acquisition in young children: the role of the story. Journal of Early Childhood Literacy, 10 (2). pp. 159-182. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798410363754

Hewitt, P., Watts, C., Hussey, J., Power, K. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2013) Does a structured gardening programme improve well-being In young-onset dementia? A preliminary study. British Journal of Occupational Therapy, 76 (8). pp. 355-361. ISSN 0308-0226 doi: https://doi.org/10.4276/030802213X13757040168270

Hofweber, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi: https://doi.org/10.6084/m9.figshare.5925100

Hofweber, J., Marinis, T. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2016) Effects of dense code-switching on executive control. Linguistic Approaches to Bilingualism, 6 (5). pp. 648-668. ISSN 1879-9272 doi: https://doi.org/10.1075/lab.15052.hof

Hong, Y. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2019) Alone and ‘left behind’: a case study of ‘left-behind children’ in rural China. Cogent Education, 6 (1). 1654236. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2019.1654236

Honour, L., 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

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

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

Hsuan, C.-H., Tsai, H. J. and Stainthorp, R. (2018) The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics, 39 (1). pp. 117-143. ISSN 1469-1817 doi: https://doi.org/10.1017/S0142716417000194

Hunt, M., Barnes, A., Powell, B. and Martin, C. M. (2008) Moving on: the challenges for foreign language learning on transition from primary to secondary school. Teaching and Teacher Education, 24 (4). pp. 915-926. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2007.08.005

Hyder, E. (2012) Serving two masters: a reflective narrative of reconciling the tensions faced in designing doctoral research. English Teaching: Practice and Critique, 11 (2). pp. 128-144. ISSN 1175-8708

Hyder, E. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2013) ‘That’s definite discrimination’: practice under the umbrella of inclusion. Disability and Society, 28 (1). pp. 1-13. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2012.695579

Ibrayeva, L. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2014) The L2 motivational self system among Kazakh learners of LSP. Asian ESP Journal, 10 (2). pp. 40-63. ISSN 2206-0979

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

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)

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

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

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 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

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

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S. A., Pittaway, L., Henley, A. and Norbury, H. (2014) Action learning: how learning transfers from entrepreneurs to small firms. Action Learning: Research and Practice, 11 (2). pp. 131-166. ISSN 1476-7333 doi: https://doi.org/10.1080/14767333.2014.896249

Jones, 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

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

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

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

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

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

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, 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

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

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

Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Wonnacott, E., Forbes, P. and Nation, K. (2014) Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133 (1). pp. 238-248. ISSN 0010-0277 doi: https://doi.org/10.1016/j.cognition.2014.06.015

Justi, R. S. and Gilbert, J. K. (2003) Teachers' views on the nature of models. International Journal of Science Education, 25 (11). pp. 1369-1386. ISSN 0950-0693 doi: https://doi.org/10.1080/0950069032000070324

Kamasak, 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

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

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

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 (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 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

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A. (2014) Using drama techniques for the teaching of early years science : a case study. Journal of Emergent Science, 7. pp. 7-14. ISSN 2046-4754

Kambouri, 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

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

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, 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

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

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

Kempe, A. (2008) Aaaagh, what's up Doc? Drama: the journal of national drama, 15 (Winter). pp. 25-28.

Kempe, A. (2007) Placing 'the child' at the centre of learning in Drama. English Drama Media (8). pp. 47-44.

Kempe, A. (2008) Playing with plays. Education and Theatre (Hellenic Theatre/Drama Education Network), 9. pp. 95-101.

Kempe, A. (2007) What makes Drama teachers special. Secondary English Magazine, October.

Kempe, A. (2005) The playwright's perspective. Drama, 12 (2). 26 -30.

Kempe, A. (2009) A special girl called Lauren. Drama: the Journal of National Drama, 15 (3). pp. 12-18.

Kempe, A. (2008) A swift introduction to satire. Secondary English Magazine. pp. 18-23.

Kempe, A., Newman, C. and Roblin, B. (2006) Bandwagons, balderdash and blather: assessment and acquiesence in drama. Drama: the journal of national drama, 13.2 (Summer). pp. 5-12.

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

Kempe, A. (2014) Developing social skills in autistic children through ‘Relaxed Performances’. Support for Learning, 29 (3). pp. 261-274. ISSN 0268-2141 doi: https://doi.org/10.1111/1467-9604.12062

Kempe, 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. (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. (2015) ‘Open sesame!’ How panto can pave the way for inclusion in theatre. Drama Research, 6 (1). ISSN 2040-2228 (Article 5)

Kempe, A. (2008) Review of 'structure and spontaneity': the process drama of Cecily O'Neill. Research in Drama Education, 13 (1). pp. 107-108. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780701825435

Kempe, 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. (2011) Where do drama teacher’s come from? Initial investigations into the formation of professional identity. New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3. ISSN 1178-7708

Kempe, A. (2003) The role of drama in the teaching of speaking and listening as the basis for social capital. Research in Drama Education, 8 (1). pp. 65-78. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780308320

Kempe, 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

Kempe, A. J. (2010) What Lauren taught us about drama and special needs. Education and Theatre, 11.

Kempe, A. J. (2009) Resilience or resistance? The value of subject knowledge for drama teachers. Research in Drama Education, 14 (3). pp. 411-428. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780903072224

Kempe, A. J. (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

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

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

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

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)

Lacey, P. and Porter, J. (2004) What might be the future role of special schools? Eye Contact, Spring. pp. 24-26.

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

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

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

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

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. (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

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

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

Li, D. and Edwards, V. (2014) English language teaching and educational reform in Western China: a knowledge management perspective. System, 47. pp. 88-101. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2014.09.019

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

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

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

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

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

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

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