Items where Division is "Improving Equity and Inclusion through Education"

Reading Faculties, Schools and Departments (60184)
- Arts, Humanities and Social Science (13064)
  - Institute of Education (1348)
    - Improving Equity and Inclusion through Education (469)

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

Jump to: A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | V | W | Y | Z

Number of items at this level: 469.

A

Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383

Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: 10.1080/1034912x.2010.524446

Adams, A., Liyanagunawardena, T., Rassool, N. and Williams, S. (2013) Use of open educational resources in higher education. British Journal of Educational Technology, 44 (5). E149-E150. ISSN 1467-8535 doi: 10.1111/bjet.12014

Al-Siyabi, M. A. and Dimitriadi, Y. (2020) Opportunities and challenges of mobile learning implementation in schools in Oman. International Journal of Mobile and Blended Learning (IJMBL), 12 (3). pp. 32-48. ISSN 1941-8647 doi: 10.4018/IJMBL.2020070103

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

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

Allen, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2017) Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care, 187 (2). pp. 181-191. ISSN 1476-8275 doi: 10.1080/03004430.2016.1237561

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

Allsopp, M. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (1991) Self-report measures of obsessionality, depression and social anxiety in a school population of adolescents. Journal of adolescence, 14 (2). pp. 149-156. ISSN 0140-1971 doi: 10.1016/0140-1971(91)90027-O

Almutairy, S. M., Davies, T. and Dimitriadi, Y. (2015) The readiness of applying m-learning among Saudi Arabian students at higher education. International Journal of Interactive Mobile Technologies (IJIM), 9 (3). pp. 33-36. ISSN 1865-7923 doi: 10.3991/ijim.v9i3.4423

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

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

Alotaibi, F., Dimitriadi, Y. and Kemp, A. E. (2016) Perceptions of teachers using social stories for children with autism at special schools in Saudi Arabia. Journal of Education and Practice, 7 (11). pp. 85-97. ISSN ISSN 2222-1735

Alromaih, M. (2017) Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia. PhD thesis, University of Reading.

Alsubaie, A. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2017) An overview of the current state of women’s leadership in higher education in Saudi Arabia and a proposal for future research directions. Administrative Sciences, 7 (4). 36. ISSN 2076-3387 doi: 10.3390/admsci7040036

Altgassen, M., Kliegel, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2005) Pitch perception in children with autistic spectrum disorders. British journal of developmental psychology, 23 (4). pp. 543-558.

Alyami, R. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Female school leaders’ perceptions and experiences of decentralisation and distributed leadership in the Tatweer system in Saudi Arabia. Education Sciences, 9 (1). 25. ISSN 2227-7102 doi: 10.3390/educsci9010025

Archer, L., Dawson, E., DeWitt, J., Seakins, A. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) “Science capital”: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52 (7). pp. 922-948. ISSN 1098-2736 doi: 10.1002/tea.21227

Archer, L., Dawson, E., Seakins, A. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2016) Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit. Cultural Studies of Science Education, 11 (4). pp. 917-939. ISSN 1871-1510 doi: 10.1007/s11422-015-9667-7

Archer, L., DeWitt, J. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2014) Spheres of influence: what shapes young people's aspirations at age 12/13 and what are the implications for education policy? Journal of Education Policy, 29 (1). pp. 58-85. ISSN 1464-5106 doi: 10.1080/02680939.2013.790079

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

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

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

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

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: 10.3138/cmlr.2575

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S. (2017) Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs. TESOL Journal, 8 (2). pp. 277-294. ISSN 1949-3533 doi: 10.1002/tesj.268

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S. (2016) Native and non-native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. LIF – Language in Focus Journal, 2 (1). pp. 87-102. ISSN 2300-9764 doi: 10.1515/lifijsal-2016-0005

Attwood, G. and Croll, P. (2011) Attitudes to school and intentions for educational participation: an analysis of data from the longitudinal survey of young people in England. International Journal of Research & Method in Education, 34 (3). pp. 269-287. ISSN 1743-7288 doi: 10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research')

Attwood, G., Croll, P., Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies, 39 (4). pp. 444-454. ISSN 1465-3400 doi: 10.1080/03055698.2013.776945

B

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: 10.4324/9781003321439-9

Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Strategic narrative in multi-academy trusts in England: principal drivers for expansion. British Educational Research Journal, 45 (5). pp. 1050-1071. ISSN 1469-3518 doi: 10.1002/berj.3550

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

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A. (2025) Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools? School Leadership and Management, 45 (1). pp. 53-83. ISSN 1364-2626 doi: 10.1080/13632434.2024.2424281

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

Berkley, R. (2021) Music everywhere and every day. In: Ogier, S. and Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 (eds.) Teaching the Arts in the Primary Curriculum. Exploring the primary curriculum. Learning Matters, London, pp. 67-78. ISBN 9781529742480

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

Berkley, R. (2004) Teaching composing as creative problem solving: conceptualising composing pedagogy. British Journal of Music Education, 21 (2). pp. 239-263. ISSN 0265-0517 doi: 10.1017/S026505170400587X

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

Berkley, R. (2001) Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions. British Journal of Music Education, 18 (2). pp. 119-138. ISSN 0265-0517 doi: 10.1017/S0265051701000225

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

Bestbier, L. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2017) The immediate effects of deep pressure on young people with autism and severe intellectual difficulties: a case series demonstrating individual differences. Occupational therapy international, 2017. 7534972,. ISSN 1557-0703 doi: 10.1155/2017/7534972

Billingsley, B., Brock, R., Taber, K. S. and Riga, F. (2016) How students view the boundaries between their science and religious education concerning the origins of life and the universe. Science Education International, 100 (3). pp. 459-482. ISSN 2077-2327 doi: 10.1002/sce.21213

Billingsley, B., Riga, F., Taber, K. S. and Newdick, H. (2014) Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25 (3). pp. 372-395. ISSN 0958-5176 doi: 10.1080/09585176.2014.920264

Billingsley, B., Taber, K. S., Riga, F. and Newdick, H. (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X

Billingsley, B., Taber, K., Riga, F. and Newdick, H. (2013) Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education, 43 (4). pp. 1715-1732. ISSN 0157-244X doi: 10.1007/s11165-012-9317-y

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2006) L is for sheep. In: Featherstone, S. (ed.) L is for sheep. Featherstone Education , London. ISBN 9781905019632

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

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

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

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

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (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: 10.12691/education-2-10-14

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2014) The aims of early years outdoor education in England: a conceptual and empirical investigation. International Journal of Education and Social Science, 1 (3). pp. 38-50. ISSN 2410-5171

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2012) The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available. European Early Childhood Education Research Journal, 20 (3). pp. 403-421. ISSN 1752-1807 doi: 10.1080/1350293X.2012.704763

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 and Waters, J. (2017) Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales. Social Sciences, 6 (1). 1. ISSN 2076-0760 doi: 10.3390/socsci6010001

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

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: 10.48683/1926.00080304

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

Burn, K., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Smith, J. (2024) Diversifying the history curriculum in England: a slow (r)evolution. In: Moncrieffe, M. L., Fakunle, O., Kustatscher, M. and Rost, A. O. (eds.) The BERA guide to decolonising the curriculum. The BERA Guides. Emerald Publishing, pp. 91-101. ISBN 9781835491478

Burton, P., Palicka, A. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2017) Treating specific phobias in young people with autism and severe learning difficulties. The Cognitive Behaviour Therapist, 10. e21. ISSN 1754-470X doi: 10.1017/S1754470X17000241

Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: 10.1080/14623943.2013.835721

Bütün Ikwuegbu, Z. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2024) Reflection and agency: the experiences of English Language Teachers in Türkiye. Reflective Practice, 25 (2). pp. 101-116. ISSN 1470-1103 doi: 10.1080/14623943.2024.2304849

C

Cain, T. and Harris, R. (2013) Teachers’ action research in a culture of performativity. Educational Action Research, 21 (3). pp. 343-358. ISSN 1747-5074 doi: 10.1080/09650792.2013.815039

Cajkler, W. and Tennant, G. D. (2009) Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1 (2). pp. 71-90. ISSN 2073-7629

Cassidy, E., Allsopp, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1999) Obsessive compulsive symptoms at initial presentation of adolescent eating disorders. European child & adolescent psychiatry, 8 (3). pp. 193-199. ISSN 1435-165X

Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X. (2023) Supports and constraints to middle leadership development in higher education: a Q-methodology study. Educational Management Administration and Leadership. ISSN 1741-1440 doi: 10.1177/17411432231174092

Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: 10.1177/1468794117728412

Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P. (2025) Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach. Journal of Further and Higher Education, 49 (1). pp. 31-44. ISSN 1469-9486 doi: 10.1080/0309877X.2024.2428722

Chiu, Y. L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Charalambous, M. (2021) ‘It’s for others to judge’: what influences students’ construction of the ideal student? Journal of Further and Higher Education, 45 (10). pp. 1424-1437. ISSN 0309-877X doi: 10.1080/0309877X.2021.1945553

Cockayne, M. (2021) Wolves and whales: A study of school-based mentoring using metaphor to analyse the professional lived experiences and identities of teachers who are schoolbased mentors in primary schools. EdD thesis, University of Reading. doi: 10.48683/1926.00104766

Cocks, N. (2017) Higher Education discourse and deconstruction: challenging the case for transparency and objecthood. Palgrave Critical University Studies. Palgrave. ISBN 9783319529820 doi: 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)

Colloff, K. and Tennant, G. (2011) The 'algebra as object' analogy: a view from school. Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3). 4. ISSN 1463-6840

Cooper, T. (T.) and Majid, N. (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics, 25 (2). pp. 2-5. ISSN 1465-0495

Cope, E., Parnell, D., Macfadyen, T. and Reeves, M. (2015) A critical debate on provision of Primary Physical Education: the English context. Bulletin of the International Council for Sport Science and Physical Education, 68. pp. 57-63. ISSN 1728-5909

Copsey-Blake, M., Hamer, J., Kemp, P. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2021) Should we be concerned about who is studying computing in schools? Understanding computing education, Theme: Equity, diversity and inclusion in computing education, 2. pp. 31-39. ISSN 2514-586X (Raspberry Pi Foundation Research Seminars)

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

Croll, P. (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies, 71 (5). pp. 537-547. ISSN 1467-8527 doi: 10.1080/00071005.2023.2231523

Croll, P. and Attwood, G. (2013) Participation in Higher Education: aspirations, attainment and social background. British Journal of Educational Studies, 61 (2). pp. 187-202. ISSN 1467-8527 doi: 10.1080/00071005.2013.787386

Croll, P. J. and Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 (2009) Children's attitudes to school. Sociology Review, 18 (4). ISSN 0959-8499

Croll, P. J., Attwood, G., Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K. (2008) The Structure and implications of children's attitudes to school. British Journal of Educational Studies, 56 (4). pp. 382-399. ISSN 1467-8527 doi: 10.1111/j.1467-8527.2008.00420.x

Curtis, F. (2015) Challenge: always a good thing? In: BSRLM conference, June 2015, Durham University, pp. 7-12.

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: 10.4135/9781473991903

Curtis, F. (2016) Using concrete materials to learn algebra: workshop. In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114.

D

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., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia

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. 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.

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

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: 10.4324/9780203378595

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. (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: 10.1007/s10833-012-9192-3

DeWitt, J., Archer, L., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2011) High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students. International Journal of Science and Mathematics Education, 9. pp. 243-271. ISSN 1571 0068 doi: 10.1007/s10763-010-9245-0

DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2013) Young children's aspirations in science: the unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35 (6). pp. 1037-1063. ISSN 0950-0693 doi: 10.1080/09500693.2011.608197

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

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. (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 Hodson, P., (2005) Digital video and bilingual children with special educational needs: Supporting literacy activities. BECTA

Dimitriadi, Y. and Peacey, N. (2005) Special Educational Needs & ICT. In: Leask, M. and Pachler, N. (eds.) Learning to Teach ICT in the Secondary School. A Companion to School Experience, 2nd Edition. Learning to Teach Subjects in the Secondary School Series. Routledge Falmer, London. ISBN 978-0-415-35104-1

Dimitriadi, Y., 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.

Dimitriadi, Y. (2001) Evaluating the use of multimedia authoring with dyslexic learners: a case study. British Journal of Educational Technology, 32 (3). pp. 265-275. ISSN 1467-8535 doi: 10.1111/1467-8535.00197

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.

Du, X. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41 (15). pp. 2136-2155. ISSN 0950-0693 doi: 10.1080/09500693.2019.1662135

Dyson, M. ORCID: https://orcid.org/0000-0002-0920-4312, Lonsdale, M. and Papaefthimiou, M. (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144.

E

Edwards, V. (2015) Diversity lessons from Wales: how marketing bilingualism contributes to language shift and language maintenance. In: Kuppers, A., and Bozdag, Ç. (eds.) Doing diversity in education through multilingualism, media and mobility. Istanbul Policy Centre, Istanbul, pp. 18-20, 50–51. ISBN 9786059178013

Edwards, V. (2015) Literacy in bilingual and multilingual education. In: Wright, W. E., Boun, S. and García, O. (eds.) The Handbook of Bilingual and Multilingual Education. Wiley-Blackwell, New Malden, MA, pp. 75-91. ISBN 9781118533499

El Morally, R., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2022) Is science, technology, engineering and mathematics in higher education sexist and racist? all surface, no substance. Equity in Education & Society, 1 (2). pp. 216-236. ISSN 2752-6461 doi: 10.1177/27526461221105591

Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: 10.1111/j.1467-8578.2005.00396.x

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 1475-7575 doi: 10.1080/03004279.2015.1069367

F

Falk, J., Dierking, L., Osborne, J., Wenger, M., Dawson, E. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) Analyzing science education in the U.K.: taking a system-wide approach. Science Education, 99 (1). pp. 145-173. ISSN 0036-8326 doi: 10.1002/sce.21140

Farrugia, M. T. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2020) Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education, 7 (1). 1817253. ISSN 2331-186X doi: 10.1080/2331186X.2020.1817253

Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: 10.1111/j.1471-3802.2011.01199.x

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: 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 (2019) Investigating the PDR process in a UK university: continuing professional development or performativity? Professional Development in Education (formerly Journal of In-service Education), 48 (2). pp. 315-329. ISSN 1941-5257 doi: 10.1080/19415257.2019.1696874

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.

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 (2016) Supporting academic middle managers in Higher Education: do we care? Higher Education Policy, 29 (2). pp. 167-183. ISSN 1740-3863 doi: 10.1057/hep.2015.11

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2012) Turning points: the personal and professional circumstances that lead academics to become middle managers. Educational Management Administration and Leadership, 40 (2). pp. 272-284. ISSN 1741-1440 doi: 10.1177/1741143211427980

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 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: 10.1080/1743727X.2012.670481

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Dimmock, C. (2011) ‘Jugglers’, ‘copers’ and ‘strugglers’: academics’ perceptions of being a head of department in a post-1992 UK university and how it influences their future careers. Journal of Higher Education Policy and Management, 33 (4). pp. 387-399. ISSN 1469-9508 doi: 10.1080/1360080X.2011.585738

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2016) Leadership identity in a small island developing state: the Jamaican context. Compare: A Journal of Comparative and International Education, 46 (2). pp. 251-271. ISSN 0305-7925 doi: 10.1080/03057925.2014.936365

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D. (2015) Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 2015. ISSN 0307-5079 doi: 10.1080/03075079.2015.1110692

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D., (2013) Focusing the kaleidoscope: investigating the newly formed role of 'Academic Lead’ at a research-led University. Project Report. The Leadership Foundation for Higher Education

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Fung, D. (2018) Stories of leading and being led: developing collaborative relationships in an English research-intensive university. In: Gornall, L., Thomas, B. and Sweetman, L. (eds.) Exploring Consenual Leadership in Higher Education. Bloomsbury Academic, London. ISBN 9781350043572

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 Morrison, M. (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36 (1). pp. 38-53. ISSN 1470-126X doi: 10.1080/0158037X.2013.783472

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D., (2014) Exploring the role of Associate Dean in UK universities. Project Report. Leadership Foundation for Higher Education

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D. (2019) Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41 (4). pp. 430-443. ISSN 1469-9508 doi: 10.1080/1360080x.2019.1625220

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Preston, D. (2018) The role of the Associate Dean in UK Universities: distributed leadership in action? Higher Education, 75 (5). pp. 925-943. ISSN 0018-1560 doi: 10.1007/s10734-017-0178-1

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Baxter, J., Morales, A. and Bari, R. ORCID: https://orcid.org/0000-0002-6341-6578 (2023) Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England. Educational Management Administration & Leadership. ISSN 1741-1440 doi: 10.1177/17411432231191171

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H., (2023) The Thames Valley Chamber of Commerce LSIPs employer engagement research. Project Report. University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Qadhi, S. M., Al-Thani, H., Chaaban, Y. and Du, X. (2023) An integrated systems model for understanding experiences of academic leadership development in Qatar. Journal of Higher Education Policy and Management, 45 (6). pp. 690-705. ISSN 1469-9508 doi: 10.1080/1360080X.2023.2225148

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 (2014) Social capital and the role of trust in aspirations for higher education. Educational Review, 66 (2). pp. 131-147. ISSN 1465-3397 doi: 10.1080/00131911.2013.768956

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 (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: 10.1080/09540253.2016.1241380

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

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. ORCID: https://orcid.org/0000-0002-3816-5068 and MacFadyen, T. (2012) 'What with your grades?': Students motivation for and experience of vocational courses in further education. Journal of Vocational Education and Training, 64 (1). pp. 87-101. ISSN 1747-5090 doi: 10.1080/13636820.2011.622447

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, Goodwyn, A. and Francis-Brophy, E. (2013) Advanced skills teachers: professional identity and status. Teachers and Teaching: Theory and Practice, 19 (4). pp. 463-474. ISSN 1354-0602 doi: 10.1080/13540602.2013.770228

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

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, McCrum, E. and Macfadyen, T. (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: 10.3402/edui.v5.23922

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Fox, S. (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69 (2). pp. 232-247. ISSN 1465-3397 doi: 10.1080/00131911.2016.1199538

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.

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)

G

Garnett, J. (2013) Beyond a constructivist curriculum : a critique of competing paradigms in music education. British Journal of Music Education, 30 (2). pp. 161-175. ISSN 0265-0517 doi: 10.1017/S0265051712000575

Garnett, J. (2013) Enterprise pedagogy in music: an exploration of multiple pedagogies. Music Education Research, 15 (1). pp. 1-18. ISSN 1469-9893 doi: 10.1080/14613808.2012.703175

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

Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: 10.1080/1350293X.2014.883720

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)

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review, 24 (3). pp. 447-459. ISSN 1598-1037 doi: 10.1007/s12564-022-09781-6

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) The impact of resilience acquisition on students transitioning to university during Covid-19: a follow up study with Myanmar students. Asia Pacific Education Review, 25 (4). pp. 1161-1174. ISSN 1876-407X doi: 10.1007/s12564-024-09972-3

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)

Grove, N., Bunning, K. and Porter, J. (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York.

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

H

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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2017) British values, citizenship and the teaching of history. In: Davies, I. (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (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: 10.14324/111.9781787357303

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2017) Exploring youth civic engagement: a view from England. In: Broom, C. (ed.) Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective. Palgrave studies in global citizenship education and democracy. Palgrave Macmillan, New York, pp. 37-58. ISBN 9781137565327 doi: 10.1057/978-1-137-56533-4

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

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

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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton.

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

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

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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Luff, I. (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633

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

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

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

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

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Burn, K. and Woolley, M. (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440

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

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

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

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

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

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

Hazir, O. ORCID: https://orcid.org/0000-0001-6010-9364 and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2023) To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. ISSN 1469-591X doi: 10.1080/08856257.2023.2242028

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education, 53 (2). pp. 135-154. ISSN 1469-3577 doi: 10.1080/0305764X.2022.2086216

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.

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

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

Hopper, G. (2015) Art, education and gender: the shaping of female ambition. Palgrave studies in gender and education. Palgrave Macmillan, Basingstoke. ISBN 9781137408563

Hopper, G. (2007) Assessment in Art and Design in the Primary School. In: Rayment, T. (ed.) The Problem of Assessment in Art and Design. Readings in Art and Design Education, 4. Intellect Ltd. ISBN 9781841501451

Hopper, G. (2001) Women in art: the last taboo. International Journal of Art and Design Education, 20 (3). pp. 311-319. ISSN 1476-8070 doi: 10.1111/1468-5949.00280

Hopper, G. W. (2011) An Examination of the factors that shape the subjectivities of female art students in Initial Teacher Training. PhD thesis, University of Reading.

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

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

I

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

J

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: 10.21125/edulearn.2021.0210 (ISBN: 9788409312672 ISSN: 2340-1117)

Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991, Maloney, J., Barber, P., Manches, A., Clack, J., Cremin, T. and Craft, A., (2013) D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education (CLS). Project Report. EU (Unpublished)

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

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

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2023) Precarity of post doctorate career breaks: does gender matter? Studies in Higher Education, 48 (10). pp. 1576-1594. ISSN 1470-174X doi: 10.1080/03075079.2023.2245849

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.

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Clifton, J. (2018) Rendering sexism invisible in workplace narratives. A narrative analysis of female entrepreneurs’ stories of not being talked to by men. Gender, Work & Organization, 25 (5). pp. 557-574. ISSN 1468-0432 doi: 10.1111/gwao.12216

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) Women academic’s experiences of maternity leave in the neoliberal university: unmasking governmentality. Gender, Work & Organization, 31 (1). pp. 92-114. ISSN 0968-6673 doi: 10.1111/gwao.13059

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: 10.3390/books978-3-03897-265-5

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Henley, A., Sambrook, S. and Norbury, H. (2013) Learning to lead for business growth – implications for supporting SMEs in Wales. Contemporary Wales, 26. pp. 1-23. ISSN 2058-508X

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

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S., Henley, A. and Norbury, H. (2012) Higher education engagement in leadership development: using autobiographical narrative to understand potential impact. Industry and Higher Education, 26 (6). pp. 461-472. ISSN 0950-4222

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, Sambrook, S., Henley, A. and Norbury, H. (2011) A biographical approach to researching leadership and entrepreneurship development processes in a small business context. Bangor Business School Working Paper Series, 2011. pp. 1-17. doi: 10.2139/ssrn.1952667

K

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2011) Children's misconceptions and the teaching of early years science: a case study. Journal of Emergent Science, 2 (2). pp. 7-16. ISSN 2046-4754

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2015) Children's preconceptions of science: how these can be used in teaching. Early years educator (EYE), 16 (11). pp. 38-44. ISSN 1465-931X doi: 10.12968/eyed.2015.16.11.38

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2016) Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 24 (6). pp. 907-927. ISSN 1752-1807 doi: 10.1080/1350293X.2014.970857

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

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A. (2015) Dramatic water: a drama-based approach to science in the early years. Primary Science Review, 136. pp. 10-12. ISSN 0269-2465

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

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Salowm Pampoulou, E., Pieridou, M. and Allen, M. (2016) Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 12 (9). pp. 2399-2417. ISSN 1305-8223 doi: 10.12973/eurasia.2016.1275a

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson, T., Pieridou, M., Quinn, S. F. and Liu, J. (2022) Making partnerships work: proposing a model to support parent‑practitioner partnerships in the early years. Early Childhood Education Journal, 50. pp. 639-661. ISSN 1573-1707 doi: 10.1007/s10643-021-01181-6

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi: 10.12968/eyed.2019.20.11.38

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Liu, J., Pieridou, M. and Quinn, S. F. (2018) Exploring our practitioner and parent partnerships. Early Years Educator (EYE), 19 (10). pp. 26-29. ISSN 1465-931X doi: 10.12968/eyed.2018.19.10.26

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Ravanis, K., Jameau, A. and Boilevin, J.-M. (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi: 10.1007/s10643-019-00937-5

Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Berry, M. G. (2019) Female performance and participation in computer science: a national picture. ACM Transactions on Computing Education, 20 (1). 4. doi: 10.1145/3366016

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

Kempe, A. (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031

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. (2011) Watching the words: drama and poems. In: Lockwood, M. (ed.) Bringing Poetry Alive. Sage, London, pp. 113-128. ISBN 9780857020741

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

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

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. (2010) Exploring the edges of theatre form and moral values through a practical approach to Grand-Guignol. Drama Research, 1 (1). ISSN 2040-2228

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

Kempe, A. (2012) Self, role and character: developing a professional identity as a drama teacher. Teacher Development, 16 (4). pp. 523-536. ISSN 1747-5120 doi: 10.1080/13664530.2012.733131

Kempe, A. (2012) ‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228

Kempe, A. (2011) What dramatic literature teaches about disability. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 171-175. ISBN 9789460913310

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

Kempe, A. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: 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: 10.1080/13569780903072224

Kempe, A. J. (2009) Too much information? : Drama teachers’ perceptions of the value of subject knowledge. In: Planting Ideas with Global Vision in Local Knowledge. IDEA, Hong Kong, pp. 405-421.

Kempe, A. J. (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, A. J. (2015) Widening participation in theatre through ‘relaxed performances’. New Theatre Quarterly, 31 (1). pp. 56-69. ISSN 0266-464X doi: 10.1017/S0266464X15000068

Keshinro, K., Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 and Foley, C. (2024) Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success. International Journal of Adolescence and Youth, 29 (1). 2371406. ISSN 2164-4527 doi: 10.1080/02673843.2024.2371406

Keyes, C., Nolte, L. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2018) The battle of living with obsessive compulsive disorder: a qualitative study of young people's experiences. Child and Adolescent Mental Health, 23 (3). pp. 177-184. ISSN 1475-3588 doi: 10.1111/camh.12216

Knott, F. ORCID: https://orcid.org/0000-0002-5334-7206, Lewis, C. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1995) Sibling interaction of children with learning disabilities: a comparison of autism and Down's syndrome. Journal of Child Psychology and Psychiatry, 36 (6). pp. 965-976. ISSN 0021-9630

L

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

Lewis, A. and Porter, J. (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, J. (2004) Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32 (4). pp. 191-197. ISSN 1354-4187 doi: 10.1111/j.1468-3156.2004.00313.x

Li, D. and Edwards, V. (2013) The impact of overseas training on curriculum innovation and change in English language education in Western China. Language Teaching Research, 17 (4). pp. 390-408. ISSN 1477-0954 doi: 10.1177/1362168813494124

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.

Lindsay, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2019) Experiences of using the researching professional development framework. Studies in Graduate and Postdoctoral Education, 10 (1). pp. 54-68. ISSN 2398-4686 doi: 10.1108/SGPE-02-2019-049

Lindsay, H., Kerawalla, C. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43 (12). pp. 2321-2335. ISSN 0307-5079 doi: 10.1080/03075079.2017.1326025

Livy, S., Muir, T., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Larkin, K. (2021) Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education. ISSN 1386-4416 doi: 10.1007/s10857-021-09517-0

Liyanagunawardena, T., Adams, A., Rassool, N. and Williams, S. (2013) Telecentres and e-learning. British Journal of Educational Technology, 44 (5). E156-E158. ISSN 1467-8535 doi: 10.1111/bjet.12020

Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. (2013) Globalization and technology-mediated distance education: developing countries’ perspective. In: The Unisa Cambridge International Conference on Open, Distance and eLearning, 29 September 2013- 02 October 2013, Cape Town, South Africa.

Liyanagunawardena, T. R., Williams, S. and Rassool, N. (2013) Experience of international students from developing countries in negotiating technology for learning. In: EDULEARN13, July 01-03 2013, Barcelona, pp. 4611-4616.

Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. A. (2014) Developing government policies for distance education: lessons learnt from two Sri Lankan case studies. International Review of Education, 60 (6). pp. 821-839. ISSN 1573-0638 doi: 10.1007/s11159-014-9442-0

Liyanagunawardena, T. R., Adams, A. A., Rassool, N. and Williams, S. A. (2014) Blended learning in distance education: Sri Lankan perspective. International Journal of Education and Development using Information Communication Technologies (IJEDICT), 10 (1). pp. 55-69. ISSN 1814-0556

Lloyd, K. (2021) The Pioneers of the Hybridised World of Vocational Education and GCSE retake. EdD thesis, University of Reading. doi: 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: 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: 10.48683/1926.00100785

M

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

Majid, N. (2021) The Arts and Mathematics. In: Ogier, S. and Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 (eds.) Teaching the Arts in the Primary Curriculum. Sage, pp. 134-143. ISBN 9781529742480

Majid, N. and Bobik-Dawes, R. (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics, 23 (3). pp. 23-25. ISSN 1465-0495

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

Majid, N. ORCID: https://orcid.org/0009-0004-5271-1194, Marston, S., Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555 and Happle, A. (2023) Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: a framework for initial teacher education from England, UK. Sustainability, 15 (16). 12237. ISSN 2071-1050 doi: 10.3390/su151612237

Marston, S. (2023) Exploring leadership identity development through the professional lived experiences of female secondary school headteachers in England. EdD thesis, University of Reading. doi: 10.48683/1926.00120447

Martin, N. T., Gaffan, E. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1999) Experimental functional analyses for challenging behavior: a study of validity and reliability. Research in developmental disabilities, 20 (2). pp. 125-146.

Matthews, B. and Majid, N. (2020) What is it about mathematics that causes anxiety for pupils? Primary Mathematics, 24 (2). pp. 25-27.

McCrum, E. (2013) Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: 10.1080/13664530.2013.837093

McCrum, E. (2013) Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120 doi: 10.1080/13664530.2013.837093

McCrum, E. (2013) History teachers’ thinking about the nature of their subject. Teaching and Teacher Education, 35. pp. 73-80. ISSN 0742-051X doi: 10.1016/j.tate.2013.05.004

Miller, O. and Porter, J. (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement).

Mitchell, J. (2009) Taxonomical musings. [Show/Exhibition] (Unpublished)

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.

Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: 10.1080/08856257.2014.986915

Muldoon, C. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Symbolic violence and the classroom. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Publishing. ISBN 9781350349162 (In Press)

Murphy, S. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Wilson-Daily, A. E. (2024) The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment. International Journal of LGBTQ+ Youth Studies. ISSN 2996-900X doi: 10.1080/29968992.2024.2427618

Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J. (2023) Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK. Sociology, 57 (4). pp. 749-766. ISSN 1469-8684 doi: 10.1177/00380385221117380

N

Nair, V. ORCID: https://orcid.org/0000-0001-6631-0587, Khamis, R., Ali, S., Aveledo, F. ORCID: https://orcid.org/0000-0002-7736-1600, Biedermann, B., Blake, O., Rosa Brea, M., Cheng, L., Sheen Chiou, H., Cruz, D., Cushing, I., de Diego-Lázaro, B., Eads, A., El Amin, M., Fabiano-Smith, L., Morrison Fagbemi, A., Brown Gandhi, A., Saldívar García, E., Hackett, A., Henner, J., Hsieh, L., Huang, T., Hussain, F. N., Hyter, Y. D., Imperial Rowland, A., Ito, N., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kašćelan, D., Licata, G., Lin, C.-C., MacLeod, A. A.N., Malik, M., Robles Manalili, M. A., Matias, F. A., McMillen, S., Modayil, M., Mohamed, N., Mollaei, F. ORCID: https://orcid.org/0000-0003-2916-9750, Monda, D., Moya-Galé, G., Munson, B., Nkomo, C., Padia, L., Perez, C., Privette, C., Risueño, P., Rodgers, L., Rodríguez-Guerra, M., Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, D. B., Soto-Boykin, X., Tan, G., Sun, L., Wylie, K., Yu, B., Yu, V. and Zisk, A. H. (2023) Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022). Journal of Critical Study of Communication and Disability, 1 (1). pp. 105-112. doi: 10.48516/jcscd_2023vol1iss1.21

O

Olteanu, A., Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Stables, A. (2016) Predicating from an early age: edusemiotics and the potential of children’s preconceptions. Studies in Philosophy and Education, 35 (6). pp. 621-640. ISSN 0039-3746 doi: 10.1007/s11217-016-9526-3

Oversby, J. (1998) Uma analise dos livros didáticos no ensino de conceitos de acidez para estudantes de 16 a 18 anos de idade. Educar em Revista (14). pp. 7-26. ISSN 0104-4060 doi: 10.1590/0104-4060.178

P

Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: 10.1179/096979506799103587

Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: 10.1111/j.1468-3148.2007.00361.x

Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: 10.1111/j.1467-8535.2005.00516.x

Pieridou, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2020) Qualitative doctoral research in educational settings: reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9 (1). pp. 21-31. doi: 10.11591/ijere.v9i1.20360

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. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909

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 Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth.

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. 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

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

Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: 10.17759/pse

Porter, J. (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: 10.1111/j.1468-3156.2005.00328.x

Porter, J. (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: 10.1080/1743727X.2012.675554

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

Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: 10.1080/1034912X.2019.1569208

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. (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: 10.1111/jcal.12246

Porter, J. (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: 10.1111/jcal.12685

Porter, J. (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X

Porter, J. (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: 10.1080/03004270903099892

Porter, J. (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X

Porter, J. (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X

Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: 10.1080/09687599.2016.1223605

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: 10.4324/9780203379417

Porter, J. and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: 10.1177/0264619607083834

Porter, J., Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: 10.1080/09687590500156386

Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: 10.1080/02671520903281625

Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: 10.1111/j.1467-8578.2011.00509.x

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J. (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: 10.1080/00131911.2011.571766

Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. ISSN 0885-6257 doi: 10.1080/08856257.2012.742747

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

Porter, J., Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: 10.1046/j.1468-3156.2001.00083.x

Porter, J., 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: 10.1111/j.1471-3802.2006.00055.x

Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2019) Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 38 (2). pp. 157-175. ISSN 0332-3315 doi: 10.1080/03323315.2018.1484302

Preston, D. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2016) Supporting the role of Associate Dean in universities: an alternative approach to management development. Higher Education Quarterly, 70 (3). pp. 264-280. ISSN 1468-2273 doi: 10.1111/hequ.12099

Purser, L. (2022) What do we need to teach new teachers about child mental health? The Buckingham Journal of Education, 3 (1). pp. 47-77. ISSN 2633-4909 doi: 10.5750/tbje.v3i1.2059

Q

Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) The role identities of women middle management academic leaders in STEM higher education. European Journal of Engineering Education. ISSN 1469-5898 doi: 10.1080/03043797.2023.2263377

Qhadi, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2021) Female English language teachers' perceptions and experiences of continuing professional development in Qatar. Education Sciences, 11 (4). 160. ISSN 2227-7102 doi: 10.3390/educsci11040160

R

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

Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S., Happle, A. and Majid, N. (2025) Climate change and sustainability education framework: an opportunity for pre-service teaching. Cogent Education, 12 (1). ISSN 2331-186X doi: 10.1080/2331186X.2025.2460412

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.)

Rees, E. ORCID: https://orcid.org/0000-0002-4334-7894 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision? Early Child Development and Care. ISSN 1476-8275 doi: 10.1080/03004430.2023.2247180

Reynolds, R. 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: 10.48683/1926.00103907

Rimmer, W. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2020) Teaching associations and professionalism. English Language Teaching Journal, 74 (2). pp. 126-135. ISSN 1477-4526 doi: 10.1093/elt/ccaa003

Rimmer, W. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2020) The contribution of conferences to teachers’ professionalism. TESL-EJ, 24 (1). ISSN 1072-4303

Roberts, R. ORCID: https://orcid.org/0000-0001-8210-1259 (2022) A critical overview of ITE in England. In: Goodwyn, A., Manuel, J., Roberts, R. ORCID: https://orcid.org/0000-0001-8210-1259, 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: 10.4324/9781003168140-9

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: 10.48683/1926.00103387

S

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

Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M. (2023) School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies, 55 (2). pp. 153-170. ISSN 1366-5839 doi: 10.1080/00220272.2023.2184212

Sandström Kjellin, M., Stier, J., Einarson, T., Davies, T. and Asunta, T. (2010) Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33 (2). pp. 201-218. ISSN 0261-9768 doi: 10.1080/02619761003631823

Schonmann, S. and Kempe, A. J. (2010) An anthology of voices: an analysis of trainee drama teacher's monologues. British Journal of Educational Studies, 58 (3). pp. 1-19. ISSN 1467-8527 doi: 10.1080/00071001003636349

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

Shapland, J. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1983) Legalism revived: new mental health legislation in England. International journal of law and psychiatry, 6 (3). pp. 351-369.

Shapland, J. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1983) Mental disorder and the law: effects of the new legislation. Issues in Criminological and Legal Psychology, 4. British Psychological Society, Leicester, pp68. ISBN 0901715220

Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2025) Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education. Language and Education, 39 (2). pp. 470-488. ISSN 1747-7581 doi: 10.1080/09500782.2024.2404089

Smith, J., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2024) History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland. Journal of Education Policy. ISSN 1464-5106 doi: 10.1080/02680939.2024.2357614

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)

Sookman, D., Phillips, K. A., Anholt, G. E., Bhar, S., Bream, V., Challacombe, F. L., Coughtrey, A., Craske, M. G., Foa, E., Gagne, J.-P., Huppert, J. D., Jacobi, D., Lovell, K., McLean, C. P., Neziroglu, F., Pedley, R., Perrin, S., Pinto, A., Pollard, C. A., Radomsky, A., Riemann, B., Shafran, R., Simos, G., Sochting, I., Summerfeldt, L. J., Szymanski, J., Treanor, M., van Noppen, B., van Oppen, P., Whittal, M., Williams, M. T., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Yadin, E. and Veale, D. (2021) Knowledge and competency standards for specialized cognitive behavior therapy for adult obsessive-compulsive disorder: phase two series by the International Accreditation Task Force of The Canadian Institute for Obsessive Compulsive Disorders (CIOCD, www.ciocd.ca). Psychiatry Research, 303. 113752. ISSN 0165-1781 doi: 10.1016/j.psychres.2021.113752

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. (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: 10.1177/0255761413515805

Stakelum, M. (2011) An analysis of verbal responses to music in a group of adult non-specialists. Music Education Research, 13 (2). pp. 173-197. ISSN 1461-3808 doi: 10.1080/14613808.2011.577770

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

Stevens, T., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Gaffan, E. (1999) Structured teaching for special school staff: a comparison of two training packages. Journal of Applied Research in Intellectual Disabilities, 12 (4). pp. 308-322.

Sturman, L. and Taggart, G. (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions. British Educational Research Journal, 34 (1). 117-134. ISSN 0141-1926 doi: 10.1080/01411920701492159

T

Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22 (2). pp. 99-118. ISSN 2077-2327

Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95 (6). pp. 1000-1025. ISSN 0036-8326 doi: 10.1002/sce.20459

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.

Taggart, G. (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67.

Taggart, G. (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24 (2). pp. 173-185. ISSN 1752-1807 doi: 10.1080/1350293X.2014.970847

Taggart, G. (2011) Don't we care?: the ethics and emotional labour of early years professionalism. Early Years, 31 (1). pp. 85-95. ISSN 0957-5146 doi: 10.1080/09575146.2010.536948

Taggart, G. (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years, 35 (4). pp. 381-393. ISSN 0957-5146 doi: 10.1080/09575146.2015.1105200

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

Tennant, G. D. (2010) Mathematical notation: help or hindrance? Scottish Mathematical Council Journal, 40. pp. 22-25.

Tennant, G. D. (2010) Euler's theorem under the microscope. Mathematics Teaching, 218. pp. 17-18. ISSN 0025-5785

Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2011) Working together? Parent and local authority views on the process of obtaining appropriate educational provision for children with autism spectrum disorders. Educational Research, 53 (1). pp. 1-15. ISSN 1469-5847 doi: 10.1080/00131881.2011.552228

Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2013) The role of SENCOs as leaders. British Journal of Special Education, 40 (1). pp. 463-474. ISSN 1467-8578 doi: 10.1111/1467-8578.12014

Tissot, C. A. ORCID: https://orcid.org/0000-0001-9835-0903 and Evans, R. (2006) Securing provision for children with autistic spectrum disorders: the views of parents. Perspectives in Education, 24 (1). pp. 73-86. ISSN 0258-2236

Tissot, C. A. ORCID: https://orcid.org/0000-0001-9835-0903 and Evans, R. (2003) Visual teaching strategies for children with autism. Early Child Development and Care, 173 (4). pp. 425-433. ISSN 1476-8275 doi: 10.1080/0300443032000079104

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. ORCID: https://orcid.org/0000-0002-0706-7991 (2012) An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching. PhD thesis, University of Cambridge.

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2022) Mathematical epistemic beliefs: through the gender lens. Frontiers in Education, 7. 832462. ISSN 2504-284X doi: 10.3389/feduc.2022.832462

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2012) Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand. Journal of International and Comparative Education, 1 (2). pp. 71-89. ISSN 2289-2567

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2018) Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22 (2). pp. 3-7.

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 (2017) Where are the girls and women in mathematical picture books? Mathematics Teaching, 258. pp. 23-25. ISSN 0025-5785

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: 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 (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: 10.1080/13670050.2017.1373742

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: 10.4324/9781003274889-6

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: 10.1177/1367006911403213

Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 and Sharp, S. (2022) Gendered identity: reminders of equality through art and fiction. Frontiers in Education, 7. 983760. ISSN 2504-284X doi: 10.3389/feduc.2022.983760

V

Vicary, A. and Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2017) The implications of contractual terms of employment for women and leadership: an autoethnographic study in UK higher education. Administrative Sciences, 7 (2). 20. ISSN 2076-3387 doi: 10.3390/ADMSCI7020020

Vogt, C., Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316, Susi, K. and Harrison, S. (2018) Differences in measurements of hyperactivity between objective testing using infrared motion analysis (QbTest) and behavioural rating scales when comparing problems in alerting functions and response inhibition during the clinical assessment of ADHD. Psychological disorders and research, 1 (2). pp. 3-6. doi: 10.31487/j.PDR.2018.02.002

W

Wardale, C. (2017) The TAEDS Tree: a case study of graduate identity and employability in a unique degree programme. EdD thesis, University of Reading.

Wardale, C. (2012) Raising a storm: a case study on The Tempest from drama workshops to Year 6 production. Journal for Drama in Education, 28 (1). pp. 35-45. ISSN 1476 - 9395

Warner, L. (2010) Overseas trained teachers: part of a problem or part of a solution? Teacher Education Advancement Network Journal, 1 (2).

Warner, L. and Qayoom, A. (2013) The mentoring of overseas trained teachers. Teacher Education Advancement Network Journal, 5 (3). pp. 52-60. ISSN 2054-5266

Warner, L., Crolla, C., Goodwyn, A., Hyder, E. and Richards, B. (2016) Reading aloud in high schools: students and teachers across the curriculum. Educational Review, 68 (2). pp. 222-238. ISSN 1465-3397 doi: 10.1080/00131911.2015.1067881

Weber, S. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2020) ‘[N]ow I can be a poetic writer’: using action research as a way of reclaiming and implementing professional values in the primary school. Educational Action Research, 30 (1). pp. 3-21. ISSN 1747-5074 doi: 10.1080/09650792.2020.1788621

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2011) Autism spectrum disorders: from genes to environment. Intech, pp412. ISBN 9789533075587

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2012) Body focused repetitive behaviours of drivers in traffic queues: a study of motivational operations. psycho.philica.com. 349. ISSN 1751-3030

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 (2006) Evaluating effects of aromatherap massage on sleep in children with autism: a pilot study. Evidence-based Complementary and Alternative Medicine, 3 (3). pp. 373-377. ISSN 1741-4288

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 (1990) Language acquisition in autistic children: a research note. The European Journal of Psychiatry.

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: 10.1016/B978-0-12-811427-8.00007-1

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1985) An evaluation of the effects of a hospital unit on the development of multiply handicapped children. Child: Care, Health and Development, 11 (1). pp. 1-12. ISSN 0305-1862 doi: 10.1111/j.1365-2214.1985.tb00444.x

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Allsopp, M. (1999) Obsessional Compulsive Disorder in adolescent populations: experiences of offering a combined pharmacological--psychological approach. Child Psychology and Psychiatry Review, 4 (04). pp. 162-169.

Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 and Shapland, J. (1988) The code of practice: strengthening the legalist philosophy? International Journal of Law and Psychiatry, 11 (1). pp. 1-12.

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

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2015) The classification of involuntary musical imagery: the case for earworms. Psychomusicology: Music, Mind and Brain, 25 (1). pp. 5-13. ISSN 0275-3987 doi: 10.1037/pmu0000082

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (1989) A social skills group for autistic children. Journal of Autism and Developmental Disorders, 19 (1). pp. 143-155. ISSN 0162-3257 doi: 10.1007/BF02212726

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 and Shafran, R. (2015) Obsessive–compulsive disorder in young people. BJPsych Advances, 21 (3). pp. 196-205. ISSN 2056-4678 doi: 10.1192/apt.bp.113.011759

Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316, Lewis, S., Marcham, L. and Palicka, A. (2018) Treatment of dog phobia in young people with autism and severe intellectual disabilities: an extended case series. Contemporary Behavioral Health Care, 3 (1). pp. 1-5. ISSN 2058-8690 doi: 10.15761/CBHC.1000125

Wilson, T. (2016) Working with parents, carers and families in the early years. David Fulton, Abingdon. ISBN 9780415728713

Wilson-Daily, A. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J. (2022) Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals. Sustainability, 14 (23). 16213. ISSN 2071-1050 doi: 10.3390/su142316213

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2018) By chance or by plan?: The academic success of nontraditional students in higher education. AERA Open, 4 (2). 233285841878219. ISSN 2332-8584 doi: 10.1177/2332858418782195

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2015) Careers ‘from’ but not ‘in’ science: why aspirations to be a scientist are challenging for minority ethnic students? Journal of Research in Science Teaching, 52 (7). pp. 979-1002. ISSN 1098-2736 doi: 10.1002/tea.21231

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2024) Exploring the spatial belonging of students in higher education. Studies in Higher Education, 49 (3). pp. 546-558. ISSN 1470-174X doi: 10.1080/03075079.2023.2243285

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Identifying with science: a case study of two 13-year-old ‘high achieving working class’ British Asian girls. International Journal of Science Education, 34 (1). pp. 43-65. ISSN 0950-0693 doi: 10.1080/09500693.2010.551671

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2017) ‘I’m good, but not that good’: digitally-skilled young people’s identity in computing. Computer Science Education, 26 (4). pp. 299-317. ISSN 0899-3408 doi: 10.1080/08993408.2017.1292604

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2016) Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital. Research in Science Education, 46 (1). pp. 113-127. ISSN 1573-1898 doi: 10.1007/s11165-015-9466-x

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2016) Science education, career aspirations and minority ethnic students. Palgrave MacMillan, Basingstoke, pp195. ISBN 9781137533975 doi: 10.1057/9781137533982

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: 10.1007/978-3-031-17642-5_5

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

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

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

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

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

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

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

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Fletcher, L. (2025) Assessing the impact of a university transition online course on student continuation using statistical matching methods. Evaluation Review. ISSN 1552-3926 doi: 10.1177/0193841X251339686

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Y

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

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: 10.1177/1475240915614934

Z

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: 10.3390/admsci7030021

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: 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: 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: 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: 10.1002/cpp.1987

This list was generated on Thu May 8 16:24:53 2025 UTC.

University of Reading

CentAUR: Central Archive at the University of Reading

Accessibility navigation

Items where Division is "Improving Equity and Inclusion through Education"

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

V

W

Y

Z

Page navigation

See also

Footer navigation