Items where Division is "Improving Equity and Inclusion through Education"
Number of items at this level: 445. AAbdelhameed, H. and Porter, Jill (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383 Abdelhameed, Hala and Porter, Jill (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: https://doi.org/10.1080/1034912x.2010.524446 Adams, Andrew, Liyanagunawardena, Tharindu, Rassool, Naz and Williams, Shirley (2013) Use of open educational resources in higher education. British Journal of Educational Technology, 44 (5). E149-E150. ISSN 1467-8535 doi: https://doi.org/10.1111/bjet.12014 Al-Siyabi, Muna Abdullah and Dimitriadi, Yota (2020) Opportunities and challenges of mobile learning implementation in schools in Oman. International Journal of Mobile and Blended Learning (IJMBL), 12 (3). pp. 32-48. ISSN 1941-8647 doi: https://doi.org/10.4018/IJMBL.2020070103 Alharbi, Samar and Dimitriadi, Yota (2018) Instructional immediacy practices in online learning environments. Journal of Education and Practice, 9 (6). pp. 1-7. ISSN 2222-288X Allen, Jonathan, Potter, John, Sharp, Jane and Turvey, Keith (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231 Allen, Michael and Kambouri-Danos, Maria (2017) Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care, 187 (2). pp. 181-191. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2016.1237561 Allsopp, M and Williams, Tim (1996) Intrusive thoughts in a non-clinical adolescent population. European Child & Adolescent Psychiatry, 5 (1). pp. 25-32. Allsopp, Mark and Williams, Tim I. (1991) Self-report measures of obsessionality, depression and social anxiety in a school population of adolescents. Journal of adolescence, 14 (2). pp. 149-156. ISSN 0140-1971 doi: https://doi.org/10.1016/0140-1971(91)90027-O Almutairy, Sulaiman Mohaia, Davies, Trevor and Dimitriadi, Yota (2015) The readiness of applying m-learning among Saudi Arabian students at higher education. International Journal of Interactive Mobile Technologies (IJIM), 9 (3). pp. 33-36. ISSN 1865-7923 doi: https://doi.org/10.3991/ijim.v9i3.4423 Almutairy, S., Davies, Trevor and Dimitriadi, Yota (2015) Students’ perceptions of their m-learning readiness. International Journal of Electronics and Communication Engineering, 9 (5). pp. 1464-1467.
Almuwaiziri, Fatemah, Trakulphadetkrai, Natthapoj Vincent Alotaibi, Faihan, Dimitriadi, Yota and Kemp, Anthony E. (2016) Perceptions of teachers using social stories for children with autism at special schools in Saudi Arabia. Journal of Education and Practice, 7 (11). pp. 85-97. ISSN ISSN 2222-1735 Alromaih, Mohammad (2017) Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia. PhD thesis, University of Reading. Alsubaie, Azzah and Jones, Karen (2017) An overview of the current state of women’s leadership in higher education in Saudi Arabia and a proposal for future research directions. Administrative Sciences, 7 (4). 36. ISSN 2076-3387 doi: https://doi.org/10.3390/admsci7040036 Altgassen, Mareike, Kliegel, Matthias and Williams, Tim (2005) Pitch perception in children with autistic spectrum disorders. British journal of developmental psychology, 23 (4). pp. 543-558. Alyami, Rfah and Floyd, Alan (2019) Female school leaders’ perceptions and experiences of decentralisation and distributed leadership in the Tatweer system in Saudi Arabia. Education Sciences, 9 (1). 25. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci9010025 Archer, Louise, Dawson, Emily, DeWitt, Jennifer, Seakins, Amy and Wong, Billy (2015) “Science capital”: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52 (7). pp. 922-948. ISSN 1098-2736 doi: https://doi.org/10.1002/tea.21227 Archer, Louise, Dawson, Emily, Seakins, Amy and Wong, Billy (2016) Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit. Cultural Studies of Science Education, 11 (4). pp. 917-939. ISSN 1871-1510 doi: https://doi.org/10.1007/s11422-015-9667-7
Archer, Louise, DeWitt, Jennifer and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
Archer, Louise, DeWitt, Jennifer, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy Aslan, Erhan (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575 Aslan, Erhan and Thompson, Amy S. (2017) Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs. TESOL Journal, 8 (2). pp. 277-294. ISSN 1949-3533 doi: https://doi.org/10.1002/tesj.268 Aslan, Erhan and Thompson, Amy S. (2016) Native and non-native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. LIF – Language in Focus Journal, 2 (1). pp. 87-102. ISSN 2300-9764 doi: https://doi.org/10.1515/lifijsal-2016-0005 Attwood, Gaynor and Croll, Paul (2011) Attitudes to school and intentions for educational participation: an analysis of data from the longitudinal survey of young people in England. International Journal of Research & Method in Education, 34 (3). pp. 269-287. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research') Attwood, G., Croll, P., Fuller, C. and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies, 39 (4). pp. 444-454. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2013.776945 B
Baxter, Jacqueline and Floyd, Alan Baxter, Jacqueline and Floyd, Alan (2019) Strategic narrative in multi-academy trusts in England: principal drivers for expansion. British Educational Research Journal, 45 (5). pp. 1050-1071. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3550
Baxter, Jacqueline, Floyd, Alan Berkley, Rebecca and Richards, Gavin (2008) GCSE Music Literacy Workbook. Rhinegold Publishing. ISBN 9781906178598 Berkley, Rebecca, (2023) Musicianship for key stage 1 teachers. Teaching generalist primary teachers to teach classroom music. Learning for all: BERA Small Grants Fund research reports. Project Report. British Education Research Association, London. pp13. Berkley, Rebecca (2004) Teaching composing as creative problem solving: conceptualising composing pedagogy. British Journal of Music Education, 21 (2). pp. 239-263. ISSN 0265-0517 doi: https://doi.org/10.1017/S026505170400587X Berkley, Rebecca (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) Berkley, Rebecca (2001) Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions. British Journal of Music Education, 18 (2). pp. 119-138. ISSN 0265-0517 doi: https://doi.org/10.1017/S0265051701000225 Berkley, Rebecca and Terry, Paul (2009) The AS Music Literacy Workbook. Rhinegold Publishing, Reading. ISBN 9781906178468 Bestbier, Lana and Williams, Tim (2017) The immediate effects of deep pressure on young people with autism and severe intellectual difficulties: a case series demonstrating individual differences. Occupational therapy international, 2017. 7534972,. ISSN 1557-0703 doi: https://doi.org/10.1155/2017/7534972 Billingsley, Berry, Brock, Richard, Taber, Keith S. and Riga, Fran (2016) How students view the boundaries between their science and religious education concerning the origins of life and the universe. Science Education International, 100 (3). pp. 459-482. ISSN 2077-2327 doi: https://doi.org/10.1002/sce.21213 Billingsley, Berry, Riga, Fran, Taber, Keith S and Newdick, Helen (2014) Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25 (3). pp. 372-395. ISSN 0958-5176 doi: https://doi.org/10.1080/09585176.2014.920264 Billingsley, Berry, Taber, Keith S., Riga, Fran and Newdick, Helen (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X Billingsley, Berry, Taber, Keith, Riga, Fran and Newdick, Helen (2013) Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education, 43 (4). pp. 1715-1732. ISSN 0157-244X doi: https://doi.org/10.1007/s11165-012-9317-y Bilton, Helen (2010) Outdoor learning in the early years: management and innovation. 3rd edition. Routledge. ISBN 9780415567596 Bilton, Helen (2010) Playing outside: activities, ideas and inspiration for the early years. Routledge, Abingdon, pp95. ISBN 9781843120674 Bilton, Helen (2008) Setting the scene for child-initiated learning out of doors. In: Featherstone, Sally (ed.) Like bees not butterflies: child-initiated learnng in the early years. A & C Black Publishers Ltd, London, pp. 75-81. ISBN 9781906029760 Bilton, Helen and Crook, Anne (2016) Exploring outdoors ages 3-11: a guide for schools. Routledge, pp162. ISBN 9781138814035 Bilton, Helen, Bento, Gabriela and Dias, Gi (2016) Taking the first steps outside. Under threes learning and developing in the natural environment. Routledge, London, pp156. ISBN 9781138919891 Bilton, Helen (2006) L is for sheep. In: Featherstone, Sally (ed.) L is for sheep. Featherstone Education , London. ISBN 9781905019632 Bilton, Helen, ed. (2005) Learning outdoors: improving the quality of young children’s play outdoors. David Fulton Publishers , London, pp144. ISBN 1843123509 Bilton, Helen (2014) What is outside? The early years foundation stage in England: outdoor facilities, organisation and staff attitudes. American Journal of Educational Research, 2 (10). pp. 942-949. ISSN 2327-6126 doi: https://doi.org/10.12691/education-2-10-14 Bilton, Helen (2014) The aims of early years outdoor education in England: a conceptual and empirical investigation. International Journal of Education and Social Science, 1 (3). pp. 38-50. ISSN 2410-5171 Bilton, Helen (2012) The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available. European Early Childhood Education Research Journal, 20 (3). pp. 403-421. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2012.704763 Bilton, Helen and Waters, Jane (2017) Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales. Social Sciences, 6 (1). 1. ISSN 2076-0760 doi: https://doi.org/10.3390/socsci6010001 Brassington, Sufang Li (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 Burn, Katharine and Harris, Richard, (2010) 2010 Survey into History Teaching. Report. The Historical Association Burn, Katharine and Harris, Richard, (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association Burn, Katharine and Harris, Richard, (2011) History in secondary schools 2011 survey. Report. The Historical Association
Burn, Katharine and Harris, Richard Burton, Phillippa, Palicka, Anna and Williams, Tim (2017) Treating specific phobias in young people with autism and severe learning difficulties. The Cognitive Behaviour Therapist, 10. e21. ISSN 1754-470X doi: https://doi.org/10.1017/S1754470X17000241 Bush, Anthony, Silk, Michael, Porter, Jill and Howe, P. David (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2013.835721 CCain, Tim and Harris, Richard (2013) Teachers’ action research in a culture of performativity. Educational Action Research, 21 (3). pp. 343-358. ISSN 1747-5074 doi: https://doi.org/10.1080/09650792.2013.815039 Cajkler, Wasyl and Tennant, Geoffrey Daniel (2009) Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1 (2). pp. 71-90. ISSN 2073-7629 Cassidy, E, Allsopp, M and Williams, Tim (1999) Obsessive compulsive symptoms at initial presentation of adolescent eating disorders. European child & adolescent psychiatry, 8 (3). pp. 193-199. ISSN 1435-165X
Chaaban, Youmen, Qadhi, Saba, Al-Thani, Hessa, Floyd, Alan Chawla-Duggan, Rita, Milner, Susan and Porter, Jill (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
Chiu, Yuan Li Tiffany, Wong, Billy Cockayne, Mandy (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 Cocks, Neil (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 Colloff, Kate and Tennant, Geoff (2011) The 'algebra as object' analogy: a view from school. Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3). 4. ISSN 1463-6840 Cooper, Thomas (Tom) and Majid, Nasreen (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics, 25 (2). pp. 2-5. ISSN 1465-0495 Cope, E., Parnell, D., Macfadyen, Tony and Reeves, M. (2015) A critical debate on provision of Primary Physical Education: the English context. Bulletin of the International Council for Sport Science and Physical Education, 68. pp. 57-63. ISSN 1728-5909
Copsey-Blake, Meggie, Hamer, Jessica, Kemp, Peter and Wong, Billy Croll, Paul , Attwood, Gaynor and Fuller, Carol (2010) Children's lives, children's futures: A study of children starting secondary school. Continuum Studies in Educational Research . Continuum, London, pp218. ISBN 9781847062697 Croll, Paul (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2023.2231523 Croll, Paul and Attwood, Gaynor (2013) Participation in Higher Education: aspirations, attainment and social background. British Journal of Educational Studies, 61 (2). pp. 187-202. ISSN 1467-8527 doi: https://doi.org/10.1080/00071005.2013.787386 Croll, Paul James and Fuller, Carol Louise (2009) Children's attitudes to school. Sociology Review, 18 (4). ISSN 0959-8499 Croll, Paul James, Attwood, Gaynor, Fuller, Carol Louise and Last, Kathryn (2008) The Structure and implications of children's attitudes to school. British Journal of Educational Studies, 56 (4). pp. 382-399. ISSN 1467-8527 doi: https://doi.org/10.1111/j.1467-8527.2008.00420.x Curtis, Fiona (2015) Challenge: always a good thing? In: BSRLM conference, June 2015, Durham University, pp. 7-12. Curtis, Fiona (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 Curtis, Fiona (2016) Using concrete materials to learn algebra: workshop. In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114. DDaniels, Harry and Porter, Jill (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, Harry and Porter, Jill, (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia Daniels, H. and Porter, Jill (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331 Daniels, H. and Porter, Jill (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. Daniels, H., Lauder, H. and Porter, Jill (2008) The Routledge companion to education. Routledge, London. Daniels, H., Lauder, H. and Porter, Jill, eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181 Daniels, H., Lauder, H. and Porter, Jill (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, Jill (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: https://doi.org/10.4324/9780203378595 Davies, Trevor (2010) The place of the school as a community of practice for creative action. In: Mazurkiewicz, Grzegorz (ed.) Evaluation in pedagogical supervision. Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138. ISBN 9788323330172 Davies, Trevor (2013) Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change, 14 (1). pp. 51-71. ISSN 1573-1812 doi: https://doi.org/10.1007/s10833-012-9192-3
DeWitt, Jennifer, Archer, Louise, Osborne, Jonathan, Dillon, Justin, Willis, Beatrice and Wong, Billy
DeWitt, Jennifer, Osborne, Jonathan, Archer, Louise, Dillon, Justin, Willis, Beatrice and Wong, Billy Dee, L., Florian, L., Porter, Jill 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 Dimitriadi, Yota (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, Yota (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, Yota (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, Yota (2000) Using Information and Communication Technology to Support Bilingual Dyslexic Learners. In: Reid, Gavin and Peer, Lindsay (eds.) Multilingualism, Literacy and Dyslexia. 1-85346-696-4. David Fulton Publishers, London, pp. 102-11. Dimitriadi, Yota (2002) Working with Dyslexic Learners: Authoring in a Multimedia Environment. In: Watson, Deryn and Andersen, Jane (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, Yota and Hodson, Pamela, (2005) Digital video and bilingual children with special educational needs: Supporting literacy activities. BECTA Dimitriadi, Yota and Peacey, Nick (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, Yota, Marshman, Peter and Dorling, Mark (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. Dimitriadi, Yota (2001) Evaluating the use of multimedia authoring with dyslexic learners: a case study. British Journal of Educational Technology, 32 (3). pp. 265-275. ISSN 1467-8535 doi: https://doi.org/10.1111/1467-8535.00197 Dimitriadi, Yota (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, Yota, Hodson, Pamela and Ludhra, Geeta (2011) Emphasising the 'C' in ICT: speaking, listening and communication. In: Jones, Deborah and Hodson, Pamela (eds.) Unlocking speaking and listening. Unlocking Series. Taylor & Francis, London, pp. 146-162. ISBN 9780415603171 Dimitriadi, Yota, Hodson, Pamela and Ludhra, Geetha (2011) Emphasising the ‘C’ in ICT: speaking, listening and communication. In: Unlocking speaking and listening. Unlocking Series. Taylor & Francis. Du, Xin and Wong, Billy (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41 (15). pp. 2136-2155. ISSN 0950-0693 doi: https://doi.org/10.1080/09500693.2019.1662135 Dyson, Mary, Lonsdale, M. and Papaefthimiou, Maria (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144. EEdwards, Viv (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, Viv (2015) Literacy in bilingual and multilingual education. In: Wright, Wayne E., Boun, Sovicheth and García, Ofelia (eds.) The Handbook of Bilingual and Multilingual Education. Wiley-Blackwell, New Malden, MA, pp. 75-91. ISBN 9781118533499
El Morally, Reham, Wong, Billy Ellins, J. and Porter, Jill (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x Everley, Suzanne and Macfadyen, Tony (2017) ‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 1475-7575 doi: https://doi.org/10.1080/03004279.2015.1069367 FFalk, John, Dierking, Lynn, Osborne, Jonathan, Wenger, Matthew, Dawson, Emily and Wong, Billy (2015) Analyzing science education in the U.K.: taking a system-wide approach. Science Education, 99 (1). pp. 145-173. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.21140
Farrugia, Marie Therese and Trakulphadetkrai, Natthapoj Vincent Feiler, Anthony, Porter, Jill, Daniels, Harry, Georgeson, Jan, Hacker, Jane and Martin, Sue (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x Floyd, Alan (2009) Life histories of academics who become heads of department: socialisation, identity and career trajectory. PhD thesis, University of Leicester. Floyd, Alan (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, Alan (2013) Narratives of academics who become department heads. In: Gornall, Lynne, Cook, Caryn, Daunton, Lyn, Salisbury, Jane and Thomas, Brychan (eds.) Academic Working Lives: Experience, Practice and Change. Bloomsbury Academic, London. ISBN 9781441185341 Floyd, Alan, (2016) An evaluation of the Nxplorers Programme - end of project report. Report. The Open University, Milton Keynes. Floyd, Alan and Fung, Dilly, (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, Alan and Fung, Dilly (2018) Stories of leading and being led: developing collaborative relationships in an English research-intensive university. In: Gornall, L., Thomas, B. and Sweetman, L. (eds.) Exploring Consenual Leadership in Higher Education. Bloomsbury Academic, London. ISBN 9781350043572 Floyd, Alan and Mhlanga, Thanda, (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading. Floyd, Alan and Preston, Diane, (2014) Exploring the role of Associate Dean in UK universities. Project Report. Leadership Foundation for Higher Education
Floyd, Alan
Floyd, Alan
Floyd, Alan Floyd, Alan (2016) Supporting academic middle managers in Higher Education: do we care? Higher Education Policy, 29 (2). pp. 167-183. ISSN 1740-3863 doi: https://doi.org/10.1057/hep.2015.11 Floyd, Alan (2012) Turning points: the personal and professional circumstances that lead academics to become middle managers. Educational Management Administration and Leadership, 40 (2). pp. 272-284. ISSN 1741-1440 doi: https://doi.org/10.1177/1741143211427980 Floyd, Alan and Arthur, L. (2012) Researching from within: external and internal ethical engagement. International Journal of Research & Method in Education, 35 (2). pp. 171-180. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.670481 Floyd, Alan and Dimmock, Clive (2011) ‘Jugglers’, ‘copers’ and ‘strugglers’: academics’ perceptions of being a head of department in a post-1992 UK university and how it influences their future careers. Journal of Higher Education Policy and Management, 33 (4). pp. 387-399. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080X.2011.585738 Floyd, Alan and Fuller, Carol (2016) Leadership identity in a small island developing state: the Jamaican context. Compare: A Journal of Comparative and International Education, 46 (2). pp. 251-271. ISSN 0305-7925 doi: https://doi.org/10.1080/03057925.2014.936365 Floyd, Alan and Fung, Dilly (2015) Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 2015. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2015.1110692 Floyd, Alan and Morrison, Marlene (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36 (1). pp. 38-53. ISSN 1470-126X doi: https://doi.org/10.1080/0158037X.2013.783472 Floyd, Alan and Preston, Diane (2019) Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41 (4). pp. 430-443. ISSN 1469-9508 doi: https://doi.org/10.1080/1360080x.2019.1625220 Floyd, Alan and Preston, Diane (2018) The role of the Associate Dean in UK Universities: distributed leadership in action? Higher Education, 75 (5). pp. 925-943. ISSN 0018-1560 doi: https://doi.org/10.1007/s10734-017-0178-1
Floyd, Alan
Floyd, Alan Francis-Brophy, Eloise and McCrum, Elizabeth, (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, Carol , Goodwyn, Andrew C., Francis-Brophy, Eloise and Harding, Robert C., (2010) Advanced skills teachers: summary report. Project Report. University of Reading, Institute of Education, Reading. pp14. (Unpublished) Fuller, Carol (2017) The advanced skills teacher in England. In: Goodwyn, Andrew (ed.) Expert Teachers: An International Perspective. Routledge, Abingdon, pp. 69-89. ISBN 9780415812207 Fuller, Carol and Lloyd, Viki (2019) Martial arts and well-being: connecting communities and promoting health. Routledge, pp116. ISBN 9781138213555 Fuller, Carol (2014) Social capital and the role of trust in aspirations for higher education. Educational Review, 66 (2). pp. 131-147. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768956 Fuller, Carol (2018) The existential self: challenging and renegotiating gender identity through higher education in England. Gender and Education, 30 (1). pp. 92-104. ISSN 1360-0516 doi: https://doi.org/10.1080/09540253.2016.1241380 Fuller, Carol and Akhtar, Zahra, (2022) 'Enriching lives’: supporting women out of the criminal justice system. Report. University of Reading Fuller, Carol and MacFadyen, Tony (2012) 'What with your grades?': Students motivation for and experience of vocational courses in further education. Journal of Vocational Education and Training, 64 (1). pp. 87-101. ISSN 1747-5090 doi: https://doi.org/10.1080/13636820.2011.622447 Fuller, Carol, Danos, Maria and Muldoon, Cecilia (2020) Empowering Women from the bottom to the top; parents, community and partnership. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542 Fuller, Carol, Goodwyn, Andy and Francis-Brophy, Ellie (2013) Advanced skills teachers: professional identity and status. Teachers and Teaching: Theory and Practice, 19 (4). pp. 463-474. ISSN 1354-0602 doi: https://doi.org/10.1080/13540602.2013.770228 Fuller, Carol, Majid, Nasreen and Yan, Meilun (2020) Constructing self: gender, social background and ethnicity in developing educational identities. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542 Fuller, Carol, McCrum, Elizabeth and Macfadyen, Tony (2014) Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England. Education Inquiry, 5 (2). 23922. ISSN 2000-4508 doi: https://doi.org/10.3402/edui.v5.23922 Fuller, Carol, Powell, Daisy and Fox, Simon (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69 (2). pp. 232-247. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2016.1199538 Fuller, Carol Louise (2008) Girls and their ambitions: a sociological study of educational aspirations. PhD thesis, University of Reading. Fuller, Carol Louise (2009) Sociology, Gender and Educational Aspirations: Girls and their Ambitions. Continuum, New York, pp201. ISBN 9781441152077 Fuller, Keith Douglas and Malvern, David Daniel (2010) Challenge and change: a history of the Nuffield A-level Physics Project. Institute of Education, University of Reading, Reading, pp278. (Unpublished) GGarnett, James (2013) Beyond a constructivist curriculum : a critique of competing paradigms in music education. British Journal of Music Education, 30 (2). pp. 161-175. ISSN 0265-0517 doi: https://doi.org/10.1017/S0265051712000575 Garnett, James (2013) Enterprise pedagogy in music: an exploration of multiple pedagogies. Music Education Research, 15 (1). pp. 1-18. ISSN 1469-9893 doi: https://doi.org/10.1080/14613808.2012.703175 Garnett, James Stephen (2010) Democracy and identity: educating the student voice. In: Finney, John and Harrison, Chris (eds.) Whose music education is it? The role of the student voice. National Association of Music Educators, Solihull, pp. 147-152. ISBN 9780956654502 Georgeson, Jan, Porter, Jill, Daniels, Harry and Feiler, Anthony (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720 Glauert, E, Trakulphadetkrai, N 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)
Gomersall, Steve and Floyd, Alan Goodwyn, Andrew Cecil, Fuller, Carol Louise and Protopsaltis, Aristidis, (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished) Grove, N., Bunning, K. and Porter, Jill (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. H
Hamer, Jessica M.M., Kemp, Peter E.J., Wong, Billy Harries, David and Tennant, Geoff (2012) Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study. Mathematics Teaching, 226. pp. 9-12. ISSN 0025-5785 Harris, Richard (2017) British values, citizenship and the teaching of history. In: Davies, Ian (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597 Harris, Richard (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton. Harris, Richard and Luff, Ian (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633 Harris, Richard, Burn, Katharine and Woolley, Mary (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440
Harris, Richard Harris, Richard (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610 Harris, Richard (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785 Harris, Richard (2017) Exploring youth civic engagement: a view from England. In: Broom, Catherine (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, Richard (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218
Harris, Richard
Harris, Richard Harris, Richard (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610 Harris, Richard (2000) An action research project to improve the quality of A level history essay writing. Prospero, 6 (3 & 4). pp. 65-69. ISSN 1358-6785 Harris, Richard (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39 (3). pp. 400-419. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2013.810551 Harris, Richard and Bilton, Helen (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416 Harris, Richard and Burn, Katharine (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48 (4). pp. 518-546. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2015.1122091 Harris, Richard and Graham, Suzanne (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570 Harris, Richard and Kitson, Alison (2002) Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit. Teaching History, 109. pp. 27-35. ISSN 0040-0610 Harris, Richard and Ormond, Barbara (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764 Harris, Richard and Reynolds, Rosemary (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1352498 Harris, Richard and Reynolds, Rosemary (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2014.881925 Harris, Richard, Burn, Katharine and Downey, Chris (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614 Harris, Richard, Courtney, Louise, Ul-Abadin, Zain and Burn, Katharine (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528
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Harris, Richard Hawkins, C and Williams, Tim (1992) Nightmares, life events and behaviour problems in preschool children. Child: care, health and development, 18 (2). pp. 117-128. Hazir, Oguzhan and Harris, Richard (2023) To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2023.2242028 (In Press)
Hazir, Oguzhan
Hazir, Oguzhan, Harris, Richard Henley, Andrew, Jones, Karen, Norbury, Heather and Sambrook, Sally, (2012) Leading small business in Wales: the LEAD Wales programme 2010-2012. inside.bangor. Project Report. Bangor University, Bangor University. Hewitt, Peter, Watts, Claire, Hussey, Jacqueline, Power, Kath and Williams, Tim (2013) Does a structured gardening programme improve well-being In young-onset dementia? A preliminary study. British Journal of Occupational Therapy, 76 (8). pp. 355-361. ISSN 0308-0226 doi: https://doi.org/10.4276/030802213X13757040168270 Hong, Yang and Fuller, Carol (2019) Alone and ‘left behind’: a case study of ‘left-behind children’ in rural China. Cogent Education, 6 (1). 1654236. ISSN 2331-186X doi: https://doi.org/10.1080/2331186X.2019.1654236 Hopper, Gill (2015) Art, education and gender: the shaping of female ambition. Palgrave studies in gender and education. Palgrave Macmillan, Basingstoke. ISBN 9781137408563 Hopper, G. (2007) Assessment in Art and Design in the Primary School. In: Rayment, Trevor (ed.) The Problem of Assessment in Art and Design. Readings in Art and Design Education, 4. Intellect Ltd. ISBN 9781841501451 Hopper, Gill (2001) Women in art: the last taboo. International Journal of Art and Design Education, 20 (3). pp. 311-319. ISSN 1476-8070 doi: https://doi.org/10.1111/1468-5949.00280 Hopper, Gillian W. (2011) An Examination of the factors that shape the subjectivities of female art students in Initial Teacher Training. PhD thesis, University of Reading.
Hoskins, Kate and Wong, Billy Hyder, Eileen and Tissot, Cathy (2013) ‘That’s definite discrimination’: practice under the umbrella of inclusion. Disability and Society, 28 (1). pp. 1-13. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2012.695579 IIbrayeva, Laura and Fuller, Carol (2014) The L2 motivational self system among Kazakh learners of LSP. Asian ESP Journal, 10 (2). pp. 40-63. ISSN 2206-0979 J
Jewitt, K., Baxter, J. and Floyd, Alan Johnston, J, Riley, A, Crompton, A, Glauert, E, Trakulphadetkrai, N, Maloney, J, Barber, P, Manches, A, Clack, J, Cremin, T and Craft, A, (2013) D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education (CLS). Project Report. EU (Unpublished) Jones, Karen, ed. (2020) Challenging gender stereotypes in education. Learning Matters. Sage Publications, London. Jones, Karen (2020) Sexism, sexual harassment and sexual violence in schools. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen (2020) What next? In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen (2020) The formation of gender identity and gender stereotypes. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen (2020) A whole school approach. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London. Jones, Karen, Ante, Arta, Longman, Karen A. and Remke, Robyn, 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 Jones, Karen, Sambrook, Sally, Henley, Andrew and Norbury, Heather (2011) A biographical approach to researching leadership and entrepreneurship development processes in a small business context. Bangor Business School Working Paper Series, 2011. pp. 1-17. doi: https://doi.org/10.2139/ssrn.1952667 Jones, Karen (2020) Introduction to challenging gender stereotypes in education. In: Jones, Karen (ed.) Challenging Gender Stereotypes in Education. Learning Matters. Sage Publications, London.
Jones, Karen Jones, Karen (2020) A feminist poststructuralist analysis of Discourses invoked in the construction of women’s leadership identities in higher education. In: Samier, Eugenie A. and Milley, Peter (eds.) Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges. Routledge, Abingdon, pp. 1-33. ISBN 9780367272906 Jones, Karen and Clifton, Jonathan (2018) Rendering sexism invisible in workplace narratives. A narrative analysis of female entrepreneurs’ stories of not being talked to by men. Gender, Work & Organization, 25 (5). pp. 557-574. ISSN 1468-0432 doi: https://doi.org/10.1111/gwao.12216
Jones, Karen Jones, Karen, Henley, Andrew, Sambrook, Sally and Norbury, Heather (2013) Learning to lead for business growth – implications for supporting SMEs in Wales. Contemporary Wales, 26. pp. 1-23. ISSN 2058-508X Jones, Karen, Sambrook, Sally A., Pittaway, Luke, Henley, Andrew and Norbury, Heather (2014) Action learning: how learning transfers from entrepreneurs to small firms. Action Learning: Research and Practice, 11 (2). pp. 131-166. ISSN 1476-7333 doi: https://doi.org/10.1080/14767333.2014.896249 Jones, Karen, Sambrook, Sally, Henley, Andrew and Norbury, Heather (2012) Higher education engagement in leadership development: using autobiographical narrative to understand potential impact. Industry and Higher Education, 26 (6). pp. 461-472. ISSN 0950-4222 KKambouri, Maria (2011) Children's misconceptions and the teaching of early years science: a case study. Journal of Emergent Science, 2 (2). pp. 7-16. ISSN 2046-4754 Kambouri, Maria (2015) Children's preconceptions of science: how these can be used in teaching. Early years educator (EYE), 16 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2015.16.11.38 Kambouri, Maria (2016) Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 24 (6). pp. 907-927. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970857
Kambouri, Maria Kambouri, Maria and Michaelides, Anthia (2015) Dramatic water: a drama-based approach to science in the early years. Primary Science Review, 136. pp. 10-12. ISSN 0269-2465 Kambouri, Maria and Michaelides, Anthia (2014) Using drama techniques for the teaching of early years science : a case study. Journal of Emergent Science, 7. pp. 7-14. ISSN 2046-4754 Kambouri, Maria, Salowm Pampoulou, Eliada, Pieridou, Myria and Allen, Michael (2016) Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 12 (9). pp. 2399-2417. ISSN 1305-8223 doi: https://doi.org/10.12973/eurasia.2016.1275a
Kambouri, Maria Kambouri-Danos, Maria and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2019.20.11.38 Kambouri-Danos, Maria, Liu, Jie, Pieridou, Myria and Quinn, Suzanne Flannery (2018) Exploring our practitioner and parent partnerships. Early Years Educator (EYE), 19 (10). pp. 26-29. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2018.19.10.26 Kambouri-Danos, Maria, Ravanis, Konstantinos, Jameau, Alain and Boilevin, Jean-Marie (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-019-00937-5 Kemp, Peter E. J., Wong, Billy and Berry, Miles G. (2019) Female performance and participation in computer science: a national picture. ACM Transactions on Computing Education, 20 (1). 4. doi: https://doi.org/10.1145/3366016 Kempe, Andy (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031 Kempe, Andy (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, Andy (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, Andy (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, Andy (2011) Watching the words: drama and poems. In: Lockwood, Michael (ed.) Bringing Poetry Alive. Sage, London, pp. 113-128. ISBN 9780857020741 Kempe, Andy and Shah, Sonali (2015) Looking back, moving forward: drama, disability and social justice. In: Freebody, Kelly and Finneran, Michael (eds.) Drama and Social Justice. Routledge Research in Education. Routledge, London, pp. 89-102. ISBN 9781138799653 Kempe, Andy (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228 Kempe, Andy (2014) Developing social skills in autistic children through ‘Relaxed Performances’. Support for Learning, 29 (3). pp. 261-274. ISSN 0268-2141 doi: https://doi.org/10.1111/1467-9604.12062 Kempe, Andrew (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, Andrew (2010) Exploring the edges of theatre form and moral values through a practical approach to Grand-Guignol. Drama Research, 1 (1). ISSN 2040-2228 Kempe, Andy (2015) ‘Open sesame!’ How panto can pave the way for inclusion in theatre. Drama Research, 6 (1). ISSN 2040-2228 (Article 5) Kempe, Andy (2012) Self, role and character: developing a professional identity as a drama teacher. Teacher Development, 16 (4). pp. 523-536. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2012.733131 Kempe, Andy (2012) ‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228 Kempe, Andrew (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, Andy (2011) Where do drama teacher’s come from? Initial investigations into the formation of professional identity. New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3. ISSN 1178-7708 Kempe, Andy and Tissot, Cathy (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: https://doi.org/10.1111/j.1467-9604.2012.01526.x Kempe, A. J. (2010) What Lauren taught us about drama and special needs. Education and Theatre, 11. Kempe, A. J. (2009) Resilience or resistance? The value of subject knowledge for drama teachers. Research in Drama Education, 14 (3). pp. 411-428. ISSN 1356-9783 doi: https://doi.org/10.1080/13569780903072224 Kempe, A J (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, Andy 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 Kempe, Andrew J (2015) Widening participation in theatre through ‘relaxed performances’. New Theatre Quarterly, 31 (1). pp. 56-69. ISSN 0266-464X doi: https://doi.org/10.1017/S0266464X15000068 Keyes, Carly, Nolte, Lizette and Williams, Tim I. (2018) The battle of living with obsessive compulsive disorder: a qualitative study of young people's experiences. Child and Adolescent Mental Health, 23 (3). pp. 177-184. ISSN 1475-3588 doi: https://doi.org/10.1111/camh.12216 Knott, Fiona, Lewis, Charlie and Williams, Tim (1995) Sibling interaction of children with learning disabilities: a comparison of autism and Down's syndrome. Journal of Child Psychology and Psychiatry, 36 (6). pp. 965-976. ISSN 0021-9630 LLacey, P. and Porter, Jill (2004) What might be the future role of special schools? Eye Contact, Spring. pp. 24-26. Lewis, Ann and Porter, Jill (2007) Research and pupil voice. In: Florian, L. (ed.) The Sage Handbook of Special Education. Sage, London U. K., pp. 222-232. Lewis, A. and Porter, Jill (2004) Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32 (4). pp. 191-197. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2004.00313.x Li, Daguo and Edwards, Viv (2013) The impact of overseas training on curriculum innovation and change in English language education in Western China. Language Teaching Research, 17 (4). pp. 390-408. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168813494124 Lindsay, Hilary and Floyd, Alan, (2017) Evaluating the effectiveness of the Researching Professional Development Framework. Report. The Open University, Milton Keynes. Lindsay, Hilary and Floyd, Alan (2019) Experiences of using the researching professional development framework. Studies in Graduate and Postdoctoral Education, 10 (1). pp. 54-68. ISSN 2398-4686 doi: https://doi.org/10.1108/SGPE-02-2019-049 Lindsay, Hilary, Kerawalla, Cindy and Floyd, Alan (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43 (12). pp. 2321-2335. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2017.1326025
Livy, Sharyn, Muir, Tracey, Trakulphadetkrai, Natthapoj Vincent Liyanagunawardena, Tharindu, Adams, Andrew, Rassool, Naz and Williams, Shirley (2013) Telecentres and e-learning. British Journal of Educational Technology, 44 (5). E156-E158. ISSN 1467-8535 doi: https://doi.org/10.1111/bjet.12020 Liyanagunawardena, Tharindu R, Adams, Andrew Alexander, Rassool, Naz and Williams, Shirley (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, Tharindu Rekha, Williams, Shirley and Rassool, Naz (2013) Experience of international students from developing countries in negotiating technology for learning. In: EDULEARN13, July 01-03 2013, Barcelona, pp. 4611-4616. Liyanagunawardena, Tharindu Rekha, Adams, Andrew Alexander, Rassool, Naz and Williams, Shirley A. (2014) Developing government policies for distance education: lessons learnt from two Sri Lankan case studies. International Review of Education, 60 (6). pp. 821-839. ISSN 1573-0638 doi: https://doi.org/10.1007/s11159-014-9442-0 Liyanagunawardena, Tharindu R., Adams, Andrew A., Rassool, Naz and Williams, Shirley A. (2014) Blended learning in distance education: Sri Lankan perspective. International Journal of Education and Development using Information Communication Technologies (IJEDICT), 10 (1). pp. 55-69. ISSN 1814-0556 Lloyd, Kate (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, Tania (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, Charmaine (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 MMacFadyen, Tony (2010) Planning for learning. In: Bailey, R. P. (ed.) Physical education for learning. A guide for secondary schools. Continuum, London, pp288. ISBN 9781847065025 Majid, Nasreen (2021) The Arts and Mathematics. In: Ogier, Susan and Tutchell, Suzy (eds.) Teaching the Arts in the Primary Curriculum. Sage, pp. 134-143. ISBN 9781529742480 Majid, Nasreen and Bobik-Dawes, Renata (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics, 23 (3). pp. 23-25. ISSN 1465-0495 Majid, Nasreen, Reed Johnson, Jo Anna, Marston, Sarah and Happle, Andrew, (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading
Majid, Nasreen Martin, Neil T, Gaffan, EA and Williams, Tim (1999) Experimental functional analyses for challenging behavior: a study of validity and reliability. Research in developmental disabilities, 20 (2). pp. 125-146. Matthews, Bethanie and Majid, Nasreen (2020) What is it about mathematics that causes anxiety for pupils? Primary Mathematics, 24 (2). pp. 25-27. McCrum, Elizabeth (2013) Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2013.837093 McCrum, Elizabeth (2013) Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2013.837093 McCrum, Elizabeth (2013) History teachers’ thinking about the nature of their subject. Teaching and Teacher Education, 35. pp. 73-80. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2013.05.004 Miller, O. and Porter, Jill (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement). Mitchell, John (2009) Taxonomical musings. [Show/Exhibition] (Unpublished) Morrison, Marlene, Arthur, Linet, Floyd, Alan, Glenny, Georgina, Westcott, Liz, Ewens, Ann, Lansdown, Gail, Lloyd-Jones, Netta, Vitali, Sharon, Bell, Judith and Mickan, Sharon, (2010) Inter-professional Education and Collaborative Practice: a critical literature review. Report. Oxford Brookes University, Oxford. Moyse, R. and Porter, Jill (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
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Nair, Vishnu OOlteanu, Alin, Kambouri, Maria and Stables, Andrew (2016) Predicating from an early age: edusemiotics and the potential of children’s preconceptions. Studies in Philosophy and Education, 35 (6). pp. 621-640. ISSN 0039-3746 doi: https://doi.org/10.1007/s11217-016-9526-3 Oversby, John (1998) Uma analise dos livros didáticos no ensino de conceitos de acidez para estudantes de 16 a 18 anos de idade. Educar em Revista (14). pp. 7-26. ISSN 0104-4060 doi: https://doi.org/10.1590/0104-4060.178 PParsons, S., Daniels, H., Porter, Jill and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: https://doi.org/10.1179/096979506799103587 Parsons, Sarah, Daniels, Harry, Porter, Jill and Robertson, Christopher (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: https://doi.org/10.1111/j.1468-3148.2007.00361.x Parsons, Sarah, Daniels, Harry, Porter, Jill and Robertson, Christopher (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: https://doi.org/10.1111/j.1467-8535.2005.00516.x Pieridou, Myria and Kambouri-Danos, Maria (2020) Qualitative doctoral research in educational settings: reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9 (1). pp. 21-31. doi: https://doi.org/10.11591/ijere.v9i1.20360 Porter, Jill (2018) Inclusive design and schools. In: Tse, Hau Ming, Daniels, Harry, Stables, Andrew and Cox, Sarah (eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London. Porter, Jill (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, Jill (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, Jill (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, Jill (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909 Porter, Jill (2011) The challenge of using multiple methods to gather the views of children. In: Daniels, Harry and Hedegaard, M. (eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Continuum, London, pp. 30-47. ISBN 9781441198587 Porter, Jill and Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth. Porter, Jill and Daniels, Harry (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, Jill and Lacey, P. (2005) Researching learning difficulties: a guide for practitioners. Sage, London, pp189. ISBN 9780761948506 Porter, Jill 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 Porter, Jill, Daniels, Harry, Georgeson, Jan, Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., (2008) Disability data collection for children's services. Report. UNSPECIFIED Porter, Jill, Daniels, Harry, Martin, Susan, Hacker, J., Feiler, A. and Georgeson, Jan, (2010) Testing of disability identification tool for schools. Report. University of Bath/Department of Education Porter, Jill (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse Porter, Jill (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2005.00328.x Porter, Jill (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.675554 Porter, Jill (2022) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education, 69 (6). pp. 2059-2073. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952 Porter, Jill (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208 Porter, Jill (2009) Diversity and equity: introduction. In: Daniels, H., Porter, Jill and Lauder, H. (eds.) Knowledge Values and Educational Policy. Routledge, pp. 111-113. ISBN 9780415491198 Porter, Jill (2015) Engaging with research. In: Lacey, Penny, Ashdown, Rob, Jones, Phyllis, Lawson, Hazel and Pipe, Michele (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972 Porter, Jill (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome. Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246 Porter, Jill (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685 Porter, Jill (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X Porter, Jill (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: https://doi.org/10.1080/03004270903099892 Porter, Jill (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X Porter, Jill (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X Porter, Jill (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605 Porter, Jill (2015) Using number in everyday life. In: Lacey, Penny, Ashdown, Rob, Jones, Phyllis, Lawson, Hazel and Pipe, Michele (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972 Porter, Jill (2009) The person in education: introduction. In: Daniels, H., Lauder, H. and Porter, Jill (eds.) Educational Theories, Cultures and Learning. Routledge, Abingdon, U. K., pp. 51-53. ISBN 9780415491181 doi: https://doi.org/10.4324/9780203379417 Porter, Jill and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: https://doi.org/10.1177/0264619607083834 Porter, Jill, Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: https://doi.org/10.1080/09687590500156386 Porter, Jill, Daniels, Harry, Feiler, Anthony and Georgeson, Jan (2011) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903281625 Porter, Jill, Daniels, Harry, Feiler, Anthony and Georgeson, Jan (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2011.00509.x Porter, Jill, Daniels, Harry, Martin, Sue, Hacker, Jayne, Feiler, Anthony and Georgeson, Jan (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766 Porter, Jill, Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2012.742747
Porter, J. Porter, Jill, Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: https://doi.org/10.1046/j.1468-3156.2001.00083.x Porter, Jill, Parsons, S. and Robertson, C. (2006) Time for review: supporting the work of an advisory group. Journal of Research in Special Educational Needs, 6 (1). pp. 11-16. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2006.00055.x Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. (2019) Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 38 (2). pp. 157-175. ISSN 0332-3315 doi: https://doi.org/10.1080/03323315.2018.1484302 Preston, Diane and Floyd, Alan (2016) Supporting the role of Associate Dean in universities: an alternative approach to management development. Higher Education Quarterly, 70 (3). pp. 264-280. ISSN 1468-2273 doi: https://doi.org/10.1111/hequ.12099 Purser, Laura (2022) What do we need to teach new teachers about child mental health? The Buckingham Journal of Education, 3 (1). pp. 47-77. ISSN 2633-4909 doi: https://doi.org/10.5750/tbje.v3i1.2059 Q
Qhadi, Saba and Floyd, Alan RRatcliffe, Mary, Harris, Richard and McWhirter, Jenny (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
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Rees, Elena and Tissot, Catherine Reynolds, Rosemary A. (2018) Chinese students in UK further education: examining aspirations, motivations and choices. Routledge, pp192. ISBN 9781138226593 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, Wayne and Floyd, Alan (2020) Teaching associations and professionalism. English Language Teaching Journal, 74 (2). pp. 126-135. ISSN 1477-4526 doi: https://doi.org/10.1093/elt/ccaa003 Rimmer, Wayne and Floyd, Alan (2020) The contribution of conferences to teachers’ professionalism. TESL-EJ, 24 (1). ISSN 1072-4303 Roberts, Rachel (2022) A critical overview of ITE in England. In: Goodwyn, Andrew, Manuel, Jacqueline, Roberts, Rachel, Scherff, Lisa, Sawyer, Wayne, Durrant, Cal and Zancanella, Don (eds.) International Perspectives on English Teacher Development. Routledge, Abingdon, Oxon, pp. 79-92. ISBN 9781003168140 doi: https://doi.org/10.4324/9781003168140-9 Rogers, Sarah (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 SSalkovskis, Paul M, Waite, Polly and Williams, Tim (2009) Issues and future directions in childhood OCD. In: Waite, Polly and Williams, Tim (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
Sandhu, Saiba, Harris, Richard Sandström Kjellin, M., Stier, J., Einarson, T., Davies, Trevor and Asunta, T. (2010) Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33 (2). pp. 201-218. ISSN 0261-9768 doi: https://doi.org/10.1080/02619761003631823 Schonmann, Shifra and Kempe, Andy J. (2010) An anthology of voices: an analysis of trainee drama teacher's monologues. British Journal of Educational Studies, 58 (3). pp. 1-19. ISSN 1467-8527 doi: https://doi.org/10.1080/00071001003636349 Shafran, Roz, Zysk, Eva and Williams, Tim (2019) CBT for a fear of morphing: a case illustration. In: Dimidjian, Sona (ed.) Evidence-Based Practice in Action. Guilford Press, New York, pp. 244-256. ISBN 9781462539765 Shapland, Joanna and Williams, Tim (1983) Legalism revived: new mental health legislation in England. International journal of law and psychiatry, 6 (3). pp. 351-369. Shapland, Joanna and Williams, Tim (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 Smith, Neil, Allsop, Yasemin, Caldwell, Helen, Hill, David, Dimitriadi, Yota and Csizmadia, Andrew Paul (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)
Sookman, Debbie, Phillips, Katharine A., Anholt, Gideon E., Bhar, Sunil, Bream, Victoria, Challacombe, Fiona L., Coughtrey, Anna, Craske, Michelle G., Foa, Edna, Gagne, Jean-Philippe, Huppert, Jonathan D., Jacobi, David, Lovell, Karina, McLean, Carmen P., Neziroglu, Fugen, Pedley, Rebecca, Perrin, Sean, Pinto, Anthony, Pollard, C. Alec, Radomsky, Adam, Riemann, Brad, Shafran, Roz, Simos, Gregoris, Sochting, Ingrid, Summerfeldt, Laura J., Szymanski, Jeff, Treanor, Michael, van Noppen, Barbara, van Oppen, Patricia, Whittal, Maureen, Williams, Monnica T., Williams, Timothy Stakelum, Mary (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, Mary (2014) Boundaries and Bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in nineteenth century Ireland. International journal of music education, 32 (4). pp. 409-421. ISSN 0255-7614 doi: https://doi.org/10.1177/0255761413515805 Stakelum, Mary (2011) An analysis of verbal responses to music in a group of adult non-specialists. Music Education Research, 13 (2). pp. 173-197. ISSN 1461-3808 doi: https://doi.org/10.1080/14613808.2011.577770 Stakelum, Mary (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, Mary and Baker, David (2013) The MaPS project: mapping teacher conceptions of musical development. In: Stakelum, Mary (ed.) Developing the Musician: Contemporary Perspectives on Teaching and Learning. Sempre studies in the psychology of music. Ashgate, Farnham, pp. 135-154. ISBN 9781409450177 Stevens, Trevor, Williams, Tim and Gaffan, Elizabeth (1999) Structured teaching for special school staff: a comparison of two training packages. Journal of Applied Research in Intellectual Disabilities, 12 (4). pp. 308-322. Sturman, Linda and Taggart, Geoff (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions. British Educational Research Journal, 34 (1). 117-134. ISSN 0141-1926 doi: https://doi.org/10.1080/01411920701492159 TTaber, Keith, Billingsley, Berry, Riga, Fran and Newdick, Helen (2011) To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22 (2). pp. 99-118. ISSN 2077-2327 Taber, Keith, Billingsley, Berry, Riga, Fran and Newdick, Helen (2011) Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95 (6). pp. 1000-1025. ISSN 0036-8326 doi: https://doi.org/10.1002/sce.20459 Taggart, Geoff (2019) Cultivating ethical dispositions in early childhood practice for an ethic of care: a contemplative approach. In: Langton, Rachel (ed.) Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury, New York. ISBN 9781350067486 Taggart, Geoff (2010) Religious and spiritual identity and citizenship education in the UK. In: Soininen, Marjaana and Merisuo-Storm, Tuula (eds.) Looking at Diversity in Different Ways. University of Turku, Turku, Finland, pp. 95-119. Taggart, Geoffrey (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67. Taggart, Geoff (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24 (2). pp. 173-185. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970847 Taggart, Geoff (2011) Don't we care?: the ethics and emotional labour of early years professionalism. Early Years, 31 (1). pp. 85-95. ISSN 0957-5146 doi: https://doi.org/10.1080/09575146.2010.536948 Taggart, Geoff (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years, 35 (4). pp. 381-393. ISSN 0957-5146 doi: https://doi.org/10.1080/09575146.2015.1105200 Tennant, Geoff and Foley, Catherine (2014) Inclusive approaches to teaching and learning mathematics. In: Hyde, Rosalyn and Edwards, Julie-Ann (eds.) Mentoring Mathematics Teachers: Supporting and inspiring pre-service and newly qualified teachers. Routledge, Abingdon, pp. 77-92. ISBN 9780415819909 Tennant, Geoffrey Daniel (2010) Mathematical notation: help or hindrance? Scottish Mathematical Council Journal, 40. pp. 22-25. Tennant, Geoffrey Daniel (2010) Euler's theorem under the microscope. Mathematics Teaching, 218. pp. 17-18. ISSN 0025-5785 Tissot, Catherine (2011) Working together? Parent and local authority views on the process of obtaining appropriate educational provision for children with autism spectrum disorders. Educational Research, 53 (1). pp. 1-15. ISSN 1469-5847 doi: https://doi.org/10.1080/00131881.2011.552228 Tissot, Cathy (2013) The role of SENCOs as leaders. British Journal of Special Education, 40 (1). pp. 463-474. ISSN 1467-8578 doi: https://doi.org/10.1111/1467-8578.12014 Tissot, Catherine Ann and Evans, R. (2006) Securing provision for children with autistic spectrum disorders: the views of parents. Perspectives in Education, 24 (1). pp. 73-86. ISSN 0258-2236 Tissot, Catherine Ann and Evans, Roy (2003) Visual teaching strategies for children with autism. Early Child Development and Care, 173 (4). pp. 425-433. ISSN 1476-8275 doi: https://doi.org/10.1080/0300443032000079104 Trakulphadetkrai, N (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 (2012) An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching. PhD thesis, University of Cambridge. Trakulphadetkrai, N. V. (2018) Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22 (2). pp. 3-7.
Trakulphadetkrai, Natthapoj Vincent Trakulphadetkrai, Natthapoj Vincent (2012) Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand. Journal of International and Comparative Education, 1 (2). pp. 71-89. ISSN 2289-2567 Trakulphadetkrai, N. V. (2017) Where are the girls and women in mathematical picture books? Mathematics Teaching, 258. pp. 23-25. ISSN 0025-5785 Trakulphadetkrai, Natthapoj Vincent, Aerila, Juli-Anna and Yrjänäinen, Sari (2019) Bringing mathematics alive through stories. In: Kerry-Moran, Kelli Jo and Aerila, Juli-Anna (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, Natthapoj Vincent, Courtney, Louise, Clenton, Jon, Treffers-Daller, Jeanine and Tsakalaki, Anna (2020) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism, 23 (4). pp. 463-487. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2017.1373742
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Wong, Billy Wong, Billy and Kemp, Peter E. J. (2018) Technical boys and creative girls: the career aspirations of digitally-skilled youths. The Cambridge Journal of Education, 48 (3). pp. 301-316. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2017.1325443
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Wong, Billy
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Wong, Billy
Wong, Billy
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