Number of items at this level: 1299.
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Afonso, A. S. and Gilbert, J. K.
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The nature of exhibits about acoustics in Science and Technology centres.
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Afonso, A.S. and Gilbert, J.K.
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The use of memories in understanding science and technology exhibits.
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Opportunities and challenges of mobile learning implementation in schools in Oman.
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Substantive conceptual development in preschool science: contemporary issues and future directions.
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Intrusive thoughts in a non-clinical adolescent population.
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The readiness of applying m-learning among Saudi Arabian students at higher education.
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Students’ perceptions of their m-learning readiness.
International Journal of Electronics and Communication Engineering, 9 (5).
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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).
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Alotaibi, F., Dimitriadi, Y. and Kemp, A. E.
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Perceptions of teachers using social stories for children with autism at special schools in Saudi Arabia.
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Alsubaie, A. and Jones, K.
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An overview of the current state of women’s
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Altgassen, M., Kliegel, M. and Williams, T.
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Pitch perception in children with autistic spectrum disorders.
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Female school leaders’ perceptions and experiences
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“Science capital”: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts.
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Archer, L., Dawson, E., Seakins, A. and Wong, B.
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Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit.
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Spheres of influence: what shapes young people's aspirations at age 12/13 and what are the implications for education policy?
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"Balancing acts'': elementary school girls' negotiations of femininity, achievement, and science.
Science Education, 96 (6).
pp. 967-989.
ISSN 0036-8326
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Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B.
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(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).
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Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B.
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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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ISSN 1468-1366
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Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B.
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(2012)
Science aspirations, capital, and family habitus: how families shape children's engagement and identification with science.
American Educational Research Journal, 49 (5).
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ISSN 0002 8312
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Aslan, E.
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When the native is also a non-native: “retrodicting” the complexity of language teacher cognition.
Canadian Modern Language Review, 71 (3).
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ISSN 1710-1131
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Aslan, E.
ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S.
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Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs.
TESOL Journal, 8 (2).
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ISSN 1949-3533
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Aslan, E.
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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
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Atkinson, L., Slade, L., Powell, D.
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Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects.
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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).
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ISSN 1743-7288
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Attwood, G., Croll, P. and Hamilton, J.
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Challenging students in Further Education: themes arising from a study of innovative FE provision for excluded and disaffected young people.
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Attwood, G., Croll, P. and Hamilton, J.
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Recovering potential: factors associated with success in engaging challenging students with alternative pre-16 provision.
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Attwood, G., Croll, P., Fuller, C.
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(2013)
The accuracy of students' predictions of their GCSE grades.
Educational Studies, 39 (4).
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Babayigit, S. and Stainthorp, R.
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Correlates of early reading comprehension skills: a componential analysis.
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Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography.
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Babayigit, S. and Stainthorp, R.
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Preliterate phonological awareness and early literacy skills in Turkish.
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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
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Baker, D.
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Life histories of music service histories, the past in inductees' present.
British Journal of Music Education, 23 (1).
pp. 39-50.
ISSN 0265-0517
doi: https://doi.org/10.1017/S026505170500673X
Baker, D.
(2009)
Narrative inquiry in music education: troubling certainty.
Psychology of Music, 37 (4).
pp. 504-507.
ISSN 0305-7356
Bannan, N.J.C. and Gohn, D.
(2004)
Career development for music teachers through international distance-learning media.
Revista Em Pauta, 15 (24).
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ISSN 1414-8609
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.
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Baxter, J., Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K.
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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).
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The past must inform the future: war children… the trauma.
Children in War: The International Journal of Evacuee and War Child Studies, 1 (1).
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Berkley, R.
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Teaching composing as creative problem solving: conceptualising composing pedagogy.
British Journal of Music Education, 21 (2).
pp. 239-263.
ISSN 0265-0517
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Berkley, R.
(2001)
Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions.
British Journal of Music Education, 18 (2).
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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.
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Bhatti, G. and McEachron, G.
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Language support for immigrant children: a study of state schools in the UK and US.
Language, Culture and Curriculum, 18 (2).
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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).
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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).
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Billingsley, B., Taber, K. S., Riga, F. and Newdick, H.
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Teaching and learning about the relationships between science and religion.
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Billingsley, B., Taber, K., Riga, F. and Newdick, H.
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Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry.
Research in Science Education, 43 (4).
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Values stop play? Teachers’ attitudes to the early years outdoor environment.
Early Child Development and Care, 190 (1).
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Bilton, H.
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What is outside? The early years foundation stage in England: outdoor facilities, organisation and staff attitudes.
American Journal of Educational Research, 2 (10).
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Bilton, H.
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The aims of early years outdoor education in England: a conceptual and empirical investigation.
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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).
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The interpretation of Kodaly's philosophy of music education by teachers working in England and Scotland.
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Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs.
British Educational Research Journal, 44 (4).
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Visual information capture during fixations in reading for children and adults.
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Beyond Belief: Harry Potter in text and film.
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Historical or hysterical? Periodising family breakdown in contemporary children’s literature.
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The graduate teacher programme in England: mentor training, quality assurance and the findings of inspection.
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Disability [sport] and discourse: stories within the Paralympic legacy.
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Bütün Ikwuegbu, Z. and Harris, R.
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Reflection and agency: the experiences of English Language Teachers in Türkiye.
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Obsessive compulsive symptoms at initial presentation of adolescent eating disorders.
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Phonological awareness and reading speed deficits in reading disabled Greek-speaking children.
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Can manipulatives benefit pupils' mathematical thinking at Upper KS2?
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A critical debate on provision of Primary Physical Education: the English context.
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Should we be concerned about who is studying computing in schools?
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Courtney, L.
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Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency.
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‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning.
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Individual differences in early language learning: a study of English learners of French.
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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.
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pp. 255-270.
ISSN 1470-1103
doi: https://doi.org/10.1080/14623943.2011.626399
Ye, L. and Edwards, V.
(2015)
Chinese overseas doctoral student narratives of intercultural adaptation.
Journal of Research in International Education, 14 (3).
pp. 228-241.
ISSN 1741-2943
doi: https://doi.org/10.1177/1475240915614934
Ye, L. and Edwards, V.
(2017)
A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad.
Race, Ethnicity and Education, 20 (6).
pp. 865-876.
ISSN 1470-109X
doi: https://doi.org/10.1080/13613324.2017.1294570
Ye, W. 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
Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984
(2022)
How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge.
Language Teaching Research.
ISSN 1477-0954
doi: https://doi.org/10.1177/13621688221140521
Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977
(2020)
Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency.
Language Learning, 70 (4).
pp. 1017-1053.
ISSN 0023-8333
doi: https://doi.org/10.1111/lang.12411
Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984 and Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977
(2020)
Vocabulary learning through listening: comparing L2
explanations, teacher codeswitching, contrastive focus-on form and incidental learning.
Language Teaching Research, 24 (6).
pp. 765-784.
ISSN 1477-0954
doi: https://doi.org/10.1177/1362168819829022
Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S.
(2024)
Multimedia enhanced vocabulary learning: the role of input condition and learner-related factors.
System, 122.
103275.
ISSN 1879-3282
doi: https://doi.org/10.1016/j.system.2024.103275
Zhao, J. and Jones, K.
ORCID: https://orcid.org/0000-0001-5154-4583
(2017)
Women and leadership in higher education in China: discourse and the discursive construction of identity.
Administrative Sciences, 7 (3).
21.
ISSN 2076-3387
doi: https://doi.org/10.3390/admsci7030021
Zheng, Y., Gao, X. (A.), McKinley, J., Rose, H., Sahan, K.
ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H. T. M., Nguyen, H. T. T., Starfield, S., Hoang, T., Melo-Pfeirer, S. and Lin, A. M. Y.
(2023)
Researching multilingually to rethink EMI policy and practices.
Language Teaching.
ISSN 1475-3049
doi: https://doi.org/10.1017/S0261444823000381
Zoabi, K. and Fuller, C.
ORCID: https://orcid.org/0000-0002-3816-5068
(2024)
Reflexivity and the change in women’s status: the
case of Arab Bedouin women in Israel.
Cogent Social Science, 10 (1).
2294561.
ISSN 2331-1886
doi: https://doi.org/10.1080/23311886.2023.2294561
Zysk, E., Shafran, R. and Williams, T.
ORCID: https://orcid.org/0000-0003-0072-3316
(2018)
The origins of mental contamination.
Journal of Obsessive-Compulsive and Related Disorders, 17.
pp. 3-8.
ISSN 2211-3649
doi: https://doi.org/10.1016/j.jocrd.2017.08.007
Zysk, E., Shafran, R. and Williams, T. I.
ORCID: https://orcid.org/0000-0003-0072-3316
(2018)
A single-subject evaluation of the treatment of morphing fear.
Cognitive and Behavioral Practice, 25 (1).
pp. 168-181.
ISSN 1077-7229
doi: https://doi.org/10.1016/j.cbpra.2017.03.003
Zysk, E., Shafran, R., Williams, T. I.
ORCID: https://orcid.org/0000-0003-0072-3316 and Melli, G.
(2016)
Development and validation of the Morphing Fear Questionnaire (MFQ).
Clinical Psychology & Psychotherapy, 23 (6).
pp. 533-542.
ISSN 1063-3995
doi: https://doi.org/10.1002/cpp.1987
Şahan, Ö. and Sahan, K.
ORCID: https://orcid.org/0000-0003-4423-3108
(2023)
A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities.
Linguistics and Education, 75.
101149.
ISSN 1873-1864
doi: https://doi.org/10.1016/j.linged.2023.101149
Şahan, Ö., Şahan, K. E. and Razı, S.
(2014)
Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey.
Procedia - Social and Behavioral Sciences, 158.
pp. 304-311.
ISSN 1877-0428
doi: https://doi.org/10.1016/j.sbspro.2014.12.092
Book or Report Section
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
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
Berkley, R.
(2020)
Training young female teachers in choral leadership: Building a community of practice.
In:
The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond.
Routledge, London.
(In Press)
Bhatti, G.
(2004)
From learning by rote to teaching for meaning.
In: Mansoor, S., Tahir, A. and Meraj, S. (eds.)
Policy, planning and practice: a South Asian perspective.
Oxford University Press, Oxford, pp. 123-137.
ISBN 9780195799651
Bhatti, G.
(2003)
Social Justice and non-traditional participants in Higher Education: a tale of border-crossing, instrumentalism and drift.
In: Vincent, C. (ed.)
Social Justice, Education and Identity.
Routledge, pp. 65-82.
ISBN 9780415296960
Bhatti, G.
(2003)
A reply to Morwenna, and in memory of Mike's idiosyncrasies.
In: Griffiths, M. (ed.)
Action for social justice in education: fairly different.
Open University Press, Buckingham, pp. 93-96.
ISBN 9780335199013
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
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
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
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.
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
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
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
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.
(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.
(2006)
The experimental Seventies; the optimistic Eighties; from the nervous Nineties towards 'a long overdue renaissance',.
In: Rainbow, B. and Cox, G. (eds.)
Music in educational thought and practice: a survey from 800BC.
The Boydell Press, Woodbridge, pp. 323-385.
ISBN 9781843832133
Cox, G.
(2007)
The teaching and learning of music in the settings of family, church, and schools: some historical perspectives.
In: Bressler, L. (ed.)
International handbook of research in Arts education.
Springer, Dordrecht, Netherlands, pp. 67-79.
ISBN 9781402029981
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
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.
(2015)
Family language policy in the Chinese community in Singapore: a question of balance?
In: Li, W. (ed.)
Multilingualism in the Chinese diaspora worldwide.
Routledge critical studies in multilingualism.
Routledge, London, pp. 255-275.
ISBN 9781138794245
Curdt-Christiansen, X.-L.
(2013)
Negotiating family language policy: doing homework.
In: Schwartz, M. and Verschik, A. (eds.)
Successful family language policy: parents, children and educators in interaction.
Multilingual Education, 7.
Springer, Dordrecht, Netherlands, pp. 277-295.
ISBN 9789400777521
doi: https://doi.org/10.1007/978-94-007-7753-8
Curdt-Christiansen, X.-L.
(2015)
Ideological and tensions and contradictions in lower primary English teaching materials in Singapore.
In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.)
Language, ideologies and education: The politics of textbooks in language education.
Routledge, New York and London, pp. 129-145.
ISBN 9780415840385
Curdt-Christiansen, X.-L.
(2017)
Language socialization through textbooks.
In: Duff, P. A. and May, S. (eds.)
Language Socialization.
Encyclopedia of Language and Education.
Springer.
ISBN 9783319022567
Curdt-Christiansen, X.-L. 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
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
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
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. 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.
(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
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.
(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
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
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)
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
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.
(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.
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
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.
(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., 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.
Dimitriadi, Y. and Hodson, P.
(2006)
Supporting speaking and listening using ICT.
In: Hodson, P. and Jones, D. (eds.)
Unlocking speaking and listening.
Unlocking.
Routledge, London.
ISBN 9781843123927
Dimitriadi, Y. and Peacey, N.
(2005)
Special Educational Needs and ICT.
In: Leask, M. and Pachler, N. (eds.)
Learning to teach using ICT in the Secondary School: a companion to school experience.
Learning to teach in the secondary school .
Routledge, London, pp. 115-129.
ISBN 9780415351041
Edwards, V.
(2008)
Building on experience: meeting the needs of Chinese students in British Higher Education.
In: Coverdale, T. and Rastall, P. (eds.)
Internationalising the university: the Chinese context.
Palgrave Macmillan, Basingstoke, pp. 185-205.
ISBN 9780230203518
Edwards, V.
(2015)
Diversity lessons from Wales: how marketing bilingualism contributes to language shift and language maintenance.
In: Kuppers, A., and Bozdag, Ç. (eds.)
Doing diversity in education through multilingualism, media and mobility.
Istanbul Policy Centre, Istanbul, pp. 18-20, 50–51.
ISBN 9786059178013
Edwards, V.
(2006)
Education and the development of early childhood bilingualism.
In: O'Riagain, D. (ed.)
Voces diversae: lesser-used language education in Europe.
Belfast studies in language, culture and politics, 15.
Clo Ollscoilna Banriona/Queen's University, Belfast, Belfast, pp. 16-24.
ISBN 9780853898863
Edwards, V.
(2008)
Immigrant languages in the UK.
In: Ammon, U. and Haarmann, H. (eds.)
Weiser encyclopaedia of Western European languages.
Wieser Verlag, Klagenfurt, pp. 471-87.
ISBN 9783851297966
Edwards, V.
(2007)
Language, diversity and education on Europe: implications for resources.
In: Papapavlou, A. and Pavlou, P. (eds.)
Sociolinguistic and pedagogical dimensions of dialects in education.
Cambridge Scholars Publishing, Newcastle, pp. 34-49.
ISBN 9781847181596
Edwards, V.
(2009)
Linguistic diversity in the UK: from pathology to promotion.
In: Lengyel, D., Reich, H., Roth, H. and Döll, M. (eds.)
Von der Sprachdiagnose zur Sprachföderung.
Waxmann, Berlin, pp. 35-44.
ISBN 9783830921707
Edwards, V.
(2015)
Literacy in bilingual and multilingual education.
In: Wright, W. E., Boun, S. and García, O. (eds.)
The Handbook of Bilingual and Multilingual Education.
Wiley-Blackwell, New Malden, MA, pp. 75-91.
ISBN 9781118533499
Edwards, V.
(2008)
New minority languages in the United Kingdom.
In: Extra, G. and Gorter, D. (eds.)
Multilingual Europe: facts and policies.
Mouton de Gruyer, Berlin, pp. 253-70.
ISBN 9783110205121
Edwards, V.
(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. 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
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
Edwards, V., Lewis, K., McAndrew, E., Power, C. and Thompson, A.
(2004)
Strategies schools use to minimise the effects of mobility in achievement.
In: Edwards, V. (ed.)
Pupil mobility in Lambeth schools: implications for raising achievement and school management.
Lambeth Education, London, pp. 91-132.
ISBN 0954551915
Edwards, 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
(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
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
(2012)
Narrative and life history.
In: Briggs, A., Coleman, M. and Morrison, M. (eds.)
Research methods in educational leadership and management. 3rd edition.
Sage, London, pp. 223-235.
ISBN 9781446200438
Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831
(2013)
Narratives of academics who become department heads.
In: Gornall, L., Cook, C., Daunton, L., Salisbury, J. and Thomas, B. (eds.)
Academic Working Lives: Experience, Practice and Change.
Bloomsbury Academic, London.
ISBN 9781441185341
Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831 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
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, 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
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
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
Gilbert, J.K.
(2004)
Science education: global or national?
In: Gilbert, J.K. (ed.)
Reader in Science Education.
RoutledgeFalmer, London, 1-12..
ISBN 9780415327787
Gilbert, J.K. and Newberry, M.
(2004)
The Cams Hill Science Consortium: an inter-institutional collaborative action research project in science education.
In: Ralle, B. and Eilks, I. (eds.)
Quality in practice-oriented research in science education.
Shaker Verlag, Aachen, pp. 53-62.
ISBN 9783832230760
Gilbert, J.K. and 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.
(2005)
Creative young readers.
In: Wilson, A. (ed.)
Creativity in primary education: theory and practice.
Learning Matters, Exeter, pp. 44-57.
ISBN 9781844450138
Goodwin, P.
(2004)
Looking to be literate.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton Publishers, London, pp. 124-133.
ISBN 9781843120872
Goodwin, P. and Perkins, M.
(2006)
Play and planning: a sound pathway to pleasurable reading.
In: Lewis, M. and Ellis, S. (eds.)
Phonics: practice, research and policy.
SAGE, London, pp. 54-58.
ISBN 9781412930864
Goodwin, P.
(2008)
Introduction.
In: Eccleshare, J. (ed.)
Riveting reads plus: book ahead.
Schools Library Association (supported by DCSF), Swindon, pp. 8-18.
ISBN 9781903446430
Goodwin, P.
(2004)
Introduction: Creativity and literacy learning.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton Publishers, London, pp. 1-11.
ISBN 9781843120872
Goodwin, P.
(2008)
A world of children's books.
In: Goodwin, P. (ed.)
Understanding children's books.
SAGE, London, pp. 1-10.
ISBN 9781847870322
Goodwyn, 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.
(1995)
Contextualising ability within the subject of English.
In: Goodwyn, A. (ed.)
English and Ability.
London: David Fulton Publishers, pp. 1-13.
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.
(1995)
Defining High Ability in English.
In: Goodwyn, A. (ed.)
English and Ability.
London: David Fulton Publishers, pp. 14-27.
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
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.
(2003)
Literacy or English: The struggle for the professional identity of English teachers in England.
In: Homer, D., Doecke, B. and Nixon, H. (eds.)
English Teachers at Work: Narratives, Counter-narratives and Arguments.
Australian Association for the Teaching of English /Interface. Kent Town, South Australia: Wakefield Press.
Goodwyn, A.
(2004)
Literacy versus English?: a professional identity crisis.
In: Goodwyn, A. and Stables, A. (eds.)
Learning to read critically in language and literacy education.
Learning to read critically.
Sage, London, pp. 192-205.
ISBN 9780761944744
Goodwyn, 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.
(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.
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. and Findlay, K.
(2002)
Literacy in transition.
In: Goodwyn, A. (ed.)
Improving Literacy at KS2 and KS3.
London:Paul Chapman Publishing, pp. 21-44.
Goodwyn, A. and Findlay, K.
(1999)
Media Education and Mother Tongue teaching: conflict or convergence.
In: Hart, A. (ed.)
The Frankfurt Papers, MEC Collected research papers.
The Media Education Centre, The University of Southampton, pp. 9-20.
Goodwyn, A. and Findlay, K.
(2002)
Secondary Schools and the national Literacy Strategy.
In: Goodwyn, A. (ed.)
Improving Literacy at KS2 and KS3.
London:Paul Chapman Publishing, pp. 45-64.
Goodwyn, A.
(2015)
Is it still King Lear? English teachers and the e-reader phenomenon.
In: Lin, T.-B., Chen, D. T. V. and Chai, C. S. (eds.)
New media and learning in the 21st century: a Socio-Cultural Perspective.
Springer, London, pp. 145-160.
ISBN 9789812873255
doi: https://doi.org/10.1007/978-981-287-326-2
Goodwyn, A.
(2011)
Literary reading: the challenge of getting young people to experience poetry.
In: Lockwood, M. (ed.)
Bringing Poetry Alive: a Guide to Classroom Practice.
Sage, London, pp. 129-142.
ISBN 9780857020734
Goodwyn, A.
(2013)
Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited.
In: Goodwyn, A., Reid, L. and Durrant, C. (eds.)
International perspectives on teaching English in a globalised world.
National Association for the Teaching of English (NATE).
Routledge, Abingdon, pp. 65-78.
ISBN 9780415504461
Goodwyn, A.
(2004)
Professionalism and accountability.
In: Goodwyn, A. and Branson, J. (eds.)
Teaching English: a handbook for Primary and Secondary school teachers.
Kogan Page/Routledge, London, pp. 163-175.
ISBN 9780415335270
Goodwyn, A.
(2005)
Professionalism and accountability.
In: Goodwyn, A. and Branson, J. (eds.)
A Handbook for The Teaching of English.
London Kogan Page/Routledge.
Goodwyn, A.
(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. 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.
ORCID: https://orcid.org/0000-0002-7743-3977
(2022)
Aptitude or motivation: which is the better predictor of successful language learning?
In: Macaro, E. and Woore, R. (eds.)
Debates in Second Language Education.
Routledge, Abingdon, pp. 106-121.
ISBN 9780367442132
doi: https://doi.org/10.4324/9781003008361
Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977
(2006)
Developing Speaking Skills in the Modern Foreign Language.
In: Pachler, N. and Redondo, A. (eds.)
A practical guide to teaching modern foreign languages in the secondary school.
Routledge, London, pp. 58-66.
ISBN 978-0415393287
Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977
(2018)
Teaching listening strategies.
In:
TESOL Encyclopedia of English Language Teaching.
Wiley-Blackwell.
doi: https://doi.org/10.1002/9781118784235.eelt0611
Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977 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, Macaro, E. and Vanderplank, R.
(2007)
A review of listening strategies: focus on sources of knowledge and on success.
In: Cohen, A.D. and Macaro, E. (eds.)
Language Learner Strategies: 30 Years of Research and Practice.
Oxford University Press, Oxford, pp. 165-185.
ISBN 9780194422543
Graham, S. 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
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
(2017)
British values, citizenship and the teaching of history.
In: Davies, I. (ed.)
Debates in history teaching. 2nd edition.
Routledge, Abingdon, pp. 180-190, 306 pp..
ISBN 9781138187597
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2010)
Citizenship and history - uncomfortable bedfellows?
In: Davies, I. (ed.)
Debates in history teaching.
The Debates in Subject Teaching.
Routledge, London, pp. 186-196.
ISBN 9780415571623
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2021)
Disciplinary knowledge denied?
In: Chapman, A. (ed.)
Knowing History in Schools: Powerful knowledge and the powers of knowledge.
Knowledge and the curriculum.
UCL Press, London, pp. 97-128.
ISBN 9781787357327
doi: https://doi.org/10.14324/111.9781787357303
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515
(2017)
Exploring youth civic engagement: a view from England.
In: Broom, C. (ed.)
Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective.
Palgrave studies in global citizenship education and democracy.
Palgrave Macmillan, New York, pp. 37-58.
ISBN 9781137565327
doi: https://doi.org/10.1057/978-1-137-56533-4
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 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
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
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
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
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
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
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.
(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.
(2013)
A Kind of Integrity: explorations in history and drama.
In:
How Drama Activates Learning : Contemporary Research and Practice.
Bloomsbury, London, pp. 195-207.
ISBN 9781441136343
Kempe, 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.
(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.
(2011)
Watching the words: drama and poems.
In: Lockwood, M. (ed.)
Bringing Poetry Alive.
Sage, London, pp. 113-128.
ISBN 9780857020741
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.
(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.
(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.
(2008)
A walk in the woods.
In: Nakayama, K. (ed.)
Drama in education: ethics and development.
The Nippon Foundation, Tokyo, pp. 21-25.
Kempe, A. and 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.
(2011)
Drama and the education of young people with special needs.
In: Schonmann, S. (ed.)
Key concepts in theatre / drama education.
Sense Publishers, Rotterdam, The Netherlands, pp. 165-169.
ISBN 9789460913310
Kempe, A.
(2009)
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.
(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. 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.
(2010)
Too much information?: Drama teachers’ perceptions of the value of subject knowledge.
In:
IDEA 2007 dialogues: planting trees of drama with global vision in local knowledges.
IDEA, Hong Kong, pp. 405-421.
Kempe, A. J.
(2009)
Training drama teachers: a perspective from England.
In:
Teaching Theatre Today 2nd Ed.
Palgrave, New York, 221 -240.
ISBN 0230619002
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
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.
(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.
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
Lockwood, M.
(2010)
Opening the wardrobe of voices: standard English and language study at Key Stage 2.
In: Goodwin, P. (ed.)
The literate classroom. 3rd edition.
Routledge.
ISBN 9780415584081
Lockwood, M.
(2009)
Travel Genesis (poem).
In: Carter, J. and Denton, G. (eds.)
Orange, Silver, Sausage: a collection of poems without rhymes from Zephaniah to Agard.
Walker Books, London.
ISBN 9781406317015
Lockwood, M.
(2003)
Various contributions.
In: Goodwin, P. (ed.)
Texts for teaching literacy: resources for reading and writing in schools.
National Centre for Language and Literacy, Reading, Various.
ISBN 0704914735
Lockwood, M., Nicholson, C. and Goodwin, P.
(2008)
Reflections of war in children's picture books.
In: Parsons, M. (ed.)
Children: the invisible victims of war.
DSM, Peterborough, pp. 201-212.
ISBN 9780954722944
Lockwood, M.
(2004)
Closely observed poems.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton, London, pp. 83-90.
ISBN 9781843120872
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
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
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
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.
In:
Research Evidence in Education Library.
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.
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
Malvern, D. D. and Richards, B.
(2012)
Measures of lexical richness.
In: Chapelle, C. (ed.)
The Encyclopedia of Applied Linguistics.
Blackwell/Wiley.
ISBN 9781405194730
Malvern, D. D. and Richards, B. J.
(2009)
A new method of measuring rare word diversity: the example of L2 learners of French.
In: Richards, B. J., Daller, H., Malvern, D. D., Meara, P., Milton, J. and Treffers-Daller, J. (eds.)
Vocabulary studies in first and second language acquisition: the interface between theory and application.
Palgrave MacMillan, Basingstoke, pp. 164-78.
ISBN 9780230206687
Malvern, D.D. 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
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
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)
Newball, C. and Goodwin, P.
(2004)
Dance and the literacy curriculum.
In: Goodwin, P. (ed.)
Literacy through creativity.
David Fulton Publishers, London, pp. 105-111.
ISBN 9781843120872
Nicholson, C.
(2005)
Reading the pictures: children's response to Rose Blanche.
In: Goodwin, P. (ed.)
The Literate Classroom.
David Fulton Publishers, London, pp. 66-76.
ISBN 9781843123187
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
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
Perkins, M.
(2007)
Inside the classroom: three approaches to phonics teaching.
In: Goodwin, (ed.)
Phonics: practice, research and policy.
UKLA/PCP.
ISBN 9781412930864
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
Perkins, M.
(2011)
Teaching poetry in the early years.
In: Lockwood, M. (ed.)
Bringing poetry alive.
Sage, London, pp. 26-37.
ISBN 9780857020734
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
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, 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, 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.
(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.
(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.
(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.
(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. 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.
(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.
(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
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.
(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.
(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.
(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.
(2012)
English and migration.
In: Hewing, A. and Tagg, C. (eds.)
The Politics of English: conflict, competition, co-existence.
Worlds of English.
Routledge, London.
ISBN 9780415674256
Rassool, N.
(2009)
Equity and social justice discourses in education.
In: Daniels, H., Lauder, H. and Porter, J. (eds.)
Knowledge, values and educational policy: a critical perspective.
Routledge, London, pp. 127-137.
ISBN 9780415491198
Rassool, N.
(2004)
Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school, with author's commentary. OU Reader, Course EK310.
In:
Research with Children and Young People.
Open University Press, Milton Keynes, pp. 233-253.
Rassool, 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
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.
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.
(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.
(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.
(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.
(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.
(2013)
The political economy of English language and development: English vs national and local languages in developing countries.
In: Erling, E. J. and Seargeant, P. (eds.)
English and international development: policy, pedagogy and globalization.
Critical Language and Literacy Studies.
Multilingual Matters, Bristol, pp. 45-67.
ISBN 9781847699466
Rassool, 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.
(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.
(2009)
Literacy in search of a paradigm.
In: Soler, J., Fletcher-Campbell, F. and Reid, G. (eds.)
Understanding Difficulties in Literacy Development.
SAGE, London, pp. 5-31.
ISBN 9781848607736
Rassool, N.
(2004)
Literacy in search of a paradigm.
In: Soler, J., Wearmouth, J. and Reid, G. (eds.)
Conceptualizing difficulties in literacy development: exploring politics, culture, ethnicity and ethics.
Routledge, London, pp. 17-46.
Rassool, N.
(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
Rassool, N.
(2006)
Postmodernity, Cultural Pluralism and the Nation-State: problems of language rights, human rights, identity and power.
In: Weihua, Y. (ed.)
A Cross-Cultural studies reader. New perspectives in literature and culture series.
Wuhan University Press, China.
ISBN 7307048728
Ratcliffe, M., Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and McWhirter, J.
(2005)
Cross-curricular collaboration in teaching social aspects of genetics.
In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.)
Research and the Quality of Science Education.
Springer, Netherlands, pp. 77-88.
ISBN 9781402036729
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
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. 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
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
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 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
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
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.
(2003)
Phonology and learning to read.
In: Hall, N., Larson, J. and Marsh, J. (eds.)
Handbook of early childhood literacy.
Sage, London, pp. 209-221.
ISBN 9780761974376
Stainthorp, R.
(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.
(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
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
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.
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.
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
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.
(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
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.
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
Tennant, G. and Foley, C.
(2014)
Inclusive approaches to teaching and learning mathematics.
In: Hyde, R. and Edwards, J.-A. (eds.)
Mentoring Mathematics Teachers: Supporting and inspiring pre-service and newly qualified teachers.
Routledge, Abingdon, pp. 77-92.
ISBN 9780415819909
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
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
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
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
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
(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.
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
(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.
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
(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 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
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.
(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
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.
(2012)
'Damaging mythology'.
In: Kempe, A. (ed.)
Drama, disability and education.
Routledge, London, pp. 37-47.
ISBN 9780415675048
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
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
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
Williams, T.
ORCID: https://orcid.org/0000-0003-0072-3316
(2014)
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
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
(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.
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
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
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, 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
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.
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
Report
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.
Burn, K. and Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515,
(2010)
2010 Survey into History Teaching.
Report.
The Historical Association
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
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.
Burn, K. and Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515,
(2011)
History in secondary schools 2011 survey.
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
Daniels, H. and Porter, J.,
(2001)
UNICEF project report: inclusive education and assessment practice in Armenia.
Project Report.
UNICEF Armenia
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. 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
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 Fung, D.,
(2013)
Focusing the kaleidoscope: investigating the newly formed role of 'Academic Lead’ at a research-led University.
Project Report.
The Leadership Foundation for Higher Education
Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831 and 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.,
(2014)
Exploring the role of Associate Dean in UK universities.
Project Report.
Leadership Foundation for Higher Education
Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831, 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.
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, 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
Glauert, E., Trakulphadetkrai, N.
ORCID: https://orcid.org/0000-0002-0706-7991 and Maloney, J.,
(2013)
D4.4 Report on Practices and their Implications. Creative Little Scientists: Enabling creativity through science and mathematics in preschool and first years of primary education (CLS).
Project Report.
EU
(Unpublished)
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, Courtney, L., Marinis, T. and Tonkyn, A.,
(2014)
Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning.
Project Report.
University of Reading
(Unpublished)
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.
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)
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
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
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.
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
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
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.
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., 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., 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
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
Quinn, A., Snowling, A. and Denicolo, P.M.,
(2003)
Older people's perspectives: devising information, advice and advocacy services.
UNSPECIFIED, York.
ISBN 9781859351079
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.
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
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.
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.
Conference or Workshop Item
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.
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)
Curtis, F.
(2015)
Challenge: always a good thing?
In: BSRLM conference, June 2015, Durham University, pp. 7-12.
Curtis, F.
(2016)
Using concrete materials to learn algebra: workshop.
In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114.
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.
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.
(2014)
ICT practices and uses in teacher education: learning from the experiences of trainee-teachers with SEN and disabilities.
In: ECER 2014, The Past, the Present and the Future of Educational Research, 1-5 September 2014, Porto, Portugal.
Dimitriadi, 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.
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.
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. , 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.
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 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)
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T.
(2008)
Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view.
In: American Educational Research Association (AERA 2008), Mar 2008, NY.
(Unpublished)
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and Haydn, T.
(2006)
Pupil perceptions of history as a school subject.
In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva.
(Unpublished)
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, 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)
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.
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)
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.
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.
MacFadyen, T. and Campbell, C.
(2006)
An investigation into the teaching styles of secondary school physical education teachers.
In: BERA 2005 Conference Paper.
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.
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.
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.)
Richards, B. and Malvern, D.
(2006)
Extending the VOCD programme of CHILDES to measuring the deployment of rare infrequently used words in language assessment.
In: Using CHILDES to support the French SLA research Agenda, AAAL/CAAAL, Montreal.
Richards, B. and Malvern, D.
(2006)
Measuring the deployment of rare words in the writing of lower intermediate students of French as a foreign language.
In: 2nd ESRC vocabulary seminar: testing and teaching vocabulary in a second language setting, University of Swansea.
Richards, B. and Malvern, D.
(2006)
A discussion of the issues in, and approaches to, comparing measures between languages.
In: The measurement of bilingual proficiency: methodological aspects, Sociolonguistics symposium 16, University of Limerick.
Richards, B. and Roberts, J.
(2008)
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. J.
(2003)
Perspectives on teacher education in the UK.
In: Proceedings of the Conference on Language Learning, UK and Japan.
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)
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.
Book
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
Berkley, R. and Richards, G.
(2008)
GCSE Music Literacy Workbook.
Rhinegold Publishing.
ISBN 9781906178598
Berkley, R. and Terry, P.
(2009)
The AS Music Literacy Workbook.
Rhinegold Publishing, Reading.
ISBN 9781906178468
Bilton, H.
ORCID: https://orcid.org/0000-0002-2001-2530, ed.
(2005)
Learning outdoors: improving the quality of young children’s play outdoors.
David Fulton Publishers , London, pp144.
ISBN 1843123509
Bilton, H.
ORCID: https://orcid.org/0000-0002-2001-2530
(2010)
Outdoor learning in the early years: management and innovation. 3rd edition.
Routledge.
ISBN 9780415567596
Bilton, H.
ORCID: https://orcid.org/0000-0002-2001-2530
(2010)
Playing outside: activities, ideas and inspiration for the early years.
Routledge, Abingdon, pp95.
ISBN 9781843120674
Bilton, H.
ORCID: https://orcid.org/0000-0002-2001-2530 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
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
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
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
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)
Cox, G.
(2003)
Sir Arthur Somervell on music education: his writings, speeches and letters.
The Boydell Press, Woodbridge, pp160.
ISBN 9781843830191
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. 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
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
Daniels, H., Lauder, H. and Porter, J.
(2008)
The Routledge companion to education.
Routledge, London.
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
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, V., ed.
(2004)
Pupil mobility in Lambeth schools: implications for raising achievement and school management.
Lambeth Education, London.
ISBN 0954551915
Edwards, V.
(2009)
Learning to be literate.
Multilingual Matters, Clevedon, Avon, pp128.
ISBN 9781847690609
Edwards, V.
(2004)
Multilingualism in the English-speaking world: pedigree of nations.
Wiley-Blackwell, Oxford, pp264.
ISBN 9780631236139
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
Fidler, B. and Atton, T.
(2004)
The headship game: the challenges of contemporary school leadership.
Routledge, London, pp248.
ISBN 9780415277815
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
Franke, N., ed.
(2008)
Romantic piano anthology.
Schott anthology series, 2 .
Schott Music, London, pp64.
ISBN 9781902455938
Fuller, C.
(2009)
Sociology, gender and educational aspirations: girls and their ambitions.
Continuum, London.
ISBN 9780826499387
Fuller, 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
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
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)
Gilbert, J., ed.
(2005)
Constructing worlds through science education: the selected works of John K. Gilbert.
Routledge, Abingdon, UK & New York, USA., pp288.
ISBN 9780415352185
Gilbert, J., ed.
(2006)
Science education in schools: issues, evidence and proposals.
ESRC, Teaching and Learning Programme .
UNSPECIFIED, London, pp19.
Gilbert, J., ed.
(2005)
Science education: major themes in education.
Routledge, London, pp1648.
ISBN 9780415342254
Gilbert, J. and France, B.F.
(2006)
A model for communication about biotechnology.
Sense Publishers, Amsterdam, pp100.
ISBN 9789077874752
Gilbert, J., De Jong, O., Justi, R., Treagust, D.F. and Van Driel, J.H., eds.
(2003)
Chemical education: towards research-based practice.
Contemporary trends and issues in science education, 17.
Kluwer, Dordrecht, pp448.
ISBN 9781402011849
Gilbert, J.K., ed.
(2004)
Reader in Science Education.
RoutledgeFalmer, London, pp278.
ISBN 9780415327787
Goodwin, P., ed.
(2004)
Literacy through creativity.
David Fulton Publishers, London, pp160.
ISBN 9781843120872
Goodwin, P., ed.
(2005)
The Literate Classroom.
David Fulton Publishers, London.
ISBN 9781843123187
Goodwin, P., ed.
(2008)
Understanding children's books.
SAGE, London, pp130.
ISBN 9781847870322
Goodwin, P.
(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.
(2010)
The expert teacher of English.
The expert teacher .
Routledge, Abingdon, UK, pp192.
ISBN 9780415316965
Goodwyn, A. and Branson, J., eds.
(2004)
A handbook for the teaching of English.
Kogan Page/Routledge, London, pp240.
Goodwyn, A.
(1997)
Developing English Teachers.
Buckingham: Open University Press, pp160.
Goodwyn, A.
(1992)
English Teaching and Media Education.
Buckingham: Open University Press, pp160.
Goodwyn, A., ed.
(1995)
English and Ability.
London: David Fulton Publishers, pp128.
Goodwyn, A., ed.
(2000)
English in the Digital Age.
London: Continuum, pp180.
Goodwyn, A.
(2004)
English teaching and the moving image.
Routledge Falmer, London, pp192.
ISBN 9780415306614
Goodwyn, A., ed.
(2002)
Improving Literacy at KS2 and KS3.
London:Paul Chapman Publishing, pp180.
Goodwyn, A., ed.
(1998)
Literary and Media Texts in Secondary English.
London: Cassells, pp180.
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 Branson, J.
(2005)
A Handbook for The Teaching of English.
London: Kogan Page/Routledge, pp240.
Goodwyn, A. and Stables, A.
(2004)
Learning to Read Critically in Language and Literacy Education.
London: Sage, pp240.
Goodwyn, A., Reid, L. and Durrant, C., eds.
(2013)
International perspectives on teaching English in a globalised world.
Routledge, pp. 1-288.
ISBN 9780415504461
Goodwyn, A. C. and Fuller, C. L.
ORCID: https://orcid.org/0000-0002-3816-5068, eds.
(2011)
The great literacy debate: a critical response to the Literacy Strategy and the Framework for English.
Routledge, London, pp182.
ISBN 9780415597630
Goodwyn, A. and Stables, A., eds.
(2004)
Learning to read critically in language and literacy education.
Sage, London, pp240.
ISBN 9780761944744
Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977 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
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515 and Luff, I.
(2004)
Meeting SEN in the curriculum: History.
Meeting SEN in the Curriculum.
David Fulton, London, pp160.
ISBN 9781843121633
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Woolley, M.
(2014)
The guided reader to teaching and learning in history.
Routledge, London.
ISBN 9780415503440
Harris, R.
ORCID: https://orcid.org/0000-0001-8606-5515, 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
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
Hopper, G.
(2015)
Art, education and gender: the shaping of female ambition.
Palgrave studies in gender and education.
Palgrave Macmillan, Basingstoke.
ISBN 9781137408563
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
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, 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
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. and Holroyd, J.
(2004)
Speaking, Listening and Drama.
David Fulton Publishers, London, pp114.
ISBN 9781843120414
Kempe, A.
(2012)
Drama, disability and education.
Routledge, pp208.
ISBN 9780415675031
Kempe, A.
(2003)
KS3 national strategy: drama objectives bank.
DfES, London, pp92.
ISBN DfES 0321/2003
Kempe, A. and Nicholson, H.
(2007)
Learning to teach Drama 11-18.
Continuum International Publishing Group, London, pp256.
ISBN 9780826491688
Kempe, A., Newman, C. and Roblin, B.
(2006)
GCSE Bitesize Drama.
Bitesize GCSE.
BBC Active, London, pp112.
ISBN 9780563515623
Lockwood, M.
(2008)
Promoting reading for pleasure in the primary school.
SAGE, London, pp150.
ISBN 9781412929677
Lockwood, M., ed.
(2011)
Bringing poetry alive: a guide to classroom practice.
SAGE, London, pp160.
ISBN 9780857020734
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
Malvern, D. D., Richards, B. J., Chipere, N. and Durán, P.
(2008)
Lexical diversity and language development: quantification and assessment.
Palgrave Macmillan, Basingstoke, pp272.
ISBN 9781403902320
Malvern, D.D., 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.
(2008)
Primary languages: effective learning and teaching.
Achieving QTS.
Learning Matters Ltd., Exeter, pp178.
ISBN 9781844451388
Martin, C. M. and Farren, A.
(2004)
Working together. Native speaker assistants in the primary school.
CILT, London, pp88.
ISBN 9781904243311
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.
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.
ISBN 9781844785919
Parsons, M.
(2005)
'Kinderlandverschickung'. Eine Einführung in das erweiterte deutsche Evakuierungs- Programm.
UNSPECIFIED.
Parsons, M.
(2004)
The Manchester evacuation. the exception to the rule.
DSM, Peterborough, pp80.
ISBN 0954722906
Parsons, M.
(2006)
Uberlegungen zum 'eurpaischen Desaster'.
Kindheiten im Zweiten .
Juventa, Weltkrieg.
Parsons, M. and Oakes, J.
(2003)
Men such as these.
DSM, Cambridge, pp175.
ISBN 9780953651672
Parsons, M. and Oakes, J.
(2005)
Reading School: the first 800 years.
DSM, Peterborough, pp104.
ISBN 9780954722920
Parsons, M.
(2008)
Children: the invisible victims of war. an interdisciplinary study.
DSM, Peterborough, pp356.
ISBN 9780954722944
Parsons, M.
(2006)
Die not evakuierter kinder in Europa im II.
Kriegskinder.
Weltkrieg.
Parsons, M.
(2008)
War child: children caught in conflict.
The History Press, Stroud, pp286.
ISBN 9780752442938
Porter, J.
(2015)
Understanding and responding to the experience of disability.
Routledge, Abingdon Oxon, pp162.
ISBN 9780415822909
Porter, J. and Ashdown, R.
(2002)
Promoting learning in pupils with complex learning difficulties: using visual access systems.
NASEN, Tamworth.
Porter, J. and Lacey, P.
(2005)
Researching learning difficulties: a guide for practitioners.
Sage, London, pp189.
ISBN 9780761948506
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.
(2007)
Global issues in language, education and development: perspectives from postcolonial countries.
Multilingual Matters, Clevedon, Avon.
ISBN 9781853599514
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. and Morley, L.
(1999)
School effectiveness: fracturing the discourse.
Master Classes in Education.
Routledge, London and New York, pp176.
ISBN 9780750708487
Rayment, T.
(2007)
The problem of assessment in Art and Design.
Readings in Art and Design education.
Intellect Books, Bristol/Chicago.
ISBN 9781841501451
Reynolds, R. A.
(2018)
Chinese students in UK further education: examining aspirations, motivations and choices.
Routledge, pp192.
ISBN 9781138226593
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
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
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
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
Stainthorp, R. and Hughes, D.
(1999)
Learning from children who read at an early age.
Routledge, pp177.
ISBN 9780415174954
Stainthorp, R., Barnett, A., Henderson, S. and Scheib, B.
(2006)
Handwriting, policy and practice in primary schools.
Issues in practice.
University of London, Institute of Education, London, pp20.
ISBN 9780854737284
Stuart, M. and Stainthorp, R.
(2016)
Reading development and teaching.
Sage, pp240.
ISBN 9781446249031
Taggart, G. and Ridley, K.
(2005)
Thinking skills in the early years: a literature review.
NFER, Slough, pp73.
ISBN 9781905314126
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.
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.
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)
Watson, K. and Crossley, M.
(2003)
Comparative and international research in education: globalisation, context and difference.
Routledge, London, pp177.
ISBN 9780415191227
Williams, T.
ORCID: https://orcid.org/0000-0003-0072-3316
(2011)
Autism spectrum disorders: from genes to environment.
Intech, pp412.
ISBN 9789533075587
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)
Science education, career aspirations and minority ethnic students.
Palgrave MacMillan, Basingstoke, pp195.
ISBN 9781137533975
doi: https://doi.org/10.1057/9781137533982
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
Thesis
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
Al Mutlaq, A.
(2018)
Evaluation of CPD opportunities offered in TEL for
lecturers in Saudi Higher Education: a single case study.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00076011
Al-Ghatrifi, Y.
(2016)
The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences.
PhD thesis, University of Reading.
Al-Siyabi, M.
(2019)
Mobile learning in Oman: a case study of two 'cycle 2' (grades 5-10) private schools.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084912
AlQurashi, H.
(2018)
Investigating oral communication in EFL classrooms: a case study of a Higher Education Institution in the Kingdom of Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00079993
Alanezi, Y. H.
(2018)
Key stakeholders' perceptions of the effectiveness of a higher education programme in the state of Kuwait.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00085358
Alarfaj, M.
(2018)
Autism in Saudi Arabia: perspectives of parents and
educational professionals.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084077
Alatiq, A.
(2020)
Exploring Resistance to Change and
Teacher Attitude towards Educational
Change in Female Schools in the
Kingdom of Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00094603
Alazemi, J.
(2018)
The perceptions of classroom teachers, heads of department and head teachers of the effectiveness of recent policy reforms in middle schools in Kuwait (2005-2015).
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00083855
Alenezi, K.
(2019)
Leadership development of managers working in the Ministry of Education and educational districts in Kuwait.
PhD thesis, University of Reading.
Alghahtani, G. A.
(2023)
Conceptual metaphor teaching: its effects on reading comprehension and metaphor learning and retention.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00114384
Alghamdi, S.
(2023)
An examination of the impact of colour response cards on
teacher-pupil classroom interaction in girls’ primary
schools in Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00112569
Alhammadi, M.
(2018)
Outstanding schools in Saudi Arabia: leadership practices, culture and professional development.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00077932
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
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
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.
(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
Alnaimi, H. H.
(2017)
A longitudinal mixed methods study of twelfth grade Qatari Students’ higher education and occupational choices and the role of family, friends, and school as factors influencing these decisions.
PhD thesis, University of Reading.
Alotaibi, E. M.
(2023)
Rural education in Saudi Arabia: secondary school leaders’ and teachers’ experiences and perceptions.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00113033
Alotaibi, F. E.
(2017)
Teachers’ perceptions of the use and effectiveness of Social Stories™ in the development of social skills for children with Autism Spectrum Disorder (ASD) in Saudi Arabia.
PhD thesis, University of Reading.
Alromaih, M.
(2017)
Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia.
PhD thesis, University of Reading.
Alsewiket, A. A.
(2018)
The perspectives of male academic staff and postgraduate students on the effects of globalisation on higher education and cultural identity: a case study at a college of education in Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00080631
Alshaikhi, M. A.
(2019)
Investigating Saudi English language teachers' use and perceptions of the interactive whiteboard for teaching vocabulary in English as a foreign language in Saudi primary schools.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00088956
Alshamrani, W.
(2020)
An investigation into the effectiveness of the leadership
development of female headteachers working in girls’ state
secondary schools in the Kingdom of Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00110815
Alshandudi, H.
(2017)
Teachers’ self-perceptions of their professional learning in the context of recent educational reforms in Oman.
PhD thesis, University of Reading.
Alsubaie, A.
(2020)
An Investigation into Experiences and Perceptions of
School Performance Evaluation (SPE) in Secondary
Schools in Saudi Arabia.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00101656
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.
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
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
Attwood, A.
(2017)
Approaching motion in the ESL classroom.
PhD thesis, University of Reading.
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
Balubaid, R.
(2017)
Autism and the experience of transition from childhood to adulthood.
PhD thesis, University of Reading.
Bamber, V.
(2020)
Language Teacher Education for TEYL:
What do Trentino-South Tyrol LETs’ perceptions of their professional
learning reveal about best practice professional development?
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00094457
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.
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
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
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.
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
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
Butun, Z.
(2021)
ELT Teachers` Professional Learning in
Turkey.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00104555
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
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.
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
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
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
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
Dwek, I. G.
(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
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
Enow, L.
(2016)
Teacher cognition: a study of secondary English teachers.
EdD thesis, University of Reading.
Falshaw, E. R.
(2023)
One-to-one Chromebook technology and student engagement in the independent secondary school classroom: a case study.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00112904
Farleigh, A.
(2018)
Constructions of literature in GCSE English
policy and their implications for teaching
practice.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00084744
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.
Foley, C.
(2016)
Girls’ perceptions of mathematics: an interpretive study of girls’ mathematical identities.
EdD thesis, University of Reading.
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.
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
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.
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.
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
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
Hong, Y.
(2017)
The educational aspirations of 'left-behind children’ in
rural China: a case study.
PhD thesis, University of Reading.
Hood, S.
(2019)
I believe I can write: exploring the
impact of writing workshops on self-efficacy beliefs of Foundation degree
students.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00085134
Hopper, G. W.
(2011)
An Examination of the factors that shape the subjectivities of female art students in Initial Teacher Training.
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.
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
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, B. A.
(2018)
An experiential look at learner engagement in University EFL courses in Japan.
EdD thesis, University of Reading.
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
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
Kilner, G.
(2018)
Exploring the impact of social connectedness upon well-being in
undergraduates at a UK business school.
EdD thesis, University of Reading.
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
Koro, R.
(2017)
To what extent is a CLIL approach useful in teaching intercultural understanding in MFL?
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.
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
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.
Liu, J.
(2017)
Trilingual education of Chinese university minority
students in China: a case study.
PhD thesis, University of Reading.
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
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
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
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
McAdams, T.
(2018)
Gender and computer programming: teaching and learning strategies designed to increase the
engagement of girls.
EdD thesis, 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
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.
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.
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
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
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
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
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
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.
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.
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
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
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
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, 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
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
Qadhi, S.
(2018)
Female English language teachers’
perceptions and experiences of continuing
professional development in Qatar.
PhD thesis, University of Reading.
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.
(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.
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
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
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.
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
Saigh, B. H.
(2017)
Health related quality of life screening for children and adolescents in Saudi Arabia.
PhD thesis, University of Reading.
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
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
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
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
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
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.
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.
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
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
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.
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.
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.
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
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
Visram, Z.
(2020)
A pluralistic approach to multicultural group work.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097048
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
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
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
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
Wardale, C.
(2017)
The TAEDS Tree: a case study of graduate identity and employability in a unique degree programme.
EdD thesis, University of Reading.
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
Yahya, M. Y.
(2019)
Improving speaking performance and L2 motivation through task-based language teaching on Malaysian undergraduate students.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00089016
Yan, M.
(2022)
Left-behind children in rural China: an exploratory case study of the level of autonomy of ‘left-behind children’ in rural China.
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00116543
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.
Zhang, P.
(2018)
Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English.
PhD thesis, University of Reading.
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
de Korte, A. J.
(2018)
Processing Instruction (PI) versus Traditional Instruction (TI) in Dutch vocational L2 classrooms.
PhD thesis, University of Reading.
Show/Exhibition
Mitchell, J.
(2009)
Taxonomical musings.
[Show/Exhibition]
(Unpublished)
Performance
Murjas, T.
ORCID: https://orcid.org/0000-0002-1280-7149
(2012)
Surviving Objects.
[Performance]
Web Resource
Dimitriadi, Y. and Hodson, P.,
(2005)
Digital video and bilingual children with special educational needs: Supporting literacy activities.
BECTA
This list was generated on Fri Aug 16 14:30:39 2024 UTC.