Items where Subject is "L Education > L Education (General)"

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Abdulrahman, H. K. (2020) Am I different? Social identity, difference, exclusion and the (un)happiness of the black and minority ethnic child. In: Bring my smile back: working with unhappy children in education. Psychology of Emotions, Motivations and Actions . Nova Publishers, New York. ISBN 9781536172775

Abdulrahman, H. K., Adebisi, F., Nwako, Z. and Walton, E. (2021) Revisiting (inclusive) education in the postcolony. Journal of the British Academy, 9 (1). pp. 47-75. ISSN 2052-7217

Abdulrahman, H. K., Garwe, E., Thondlana, J. and Ndlovu-Gatsheni, S. (2020) Conclusion: The state of internationalization of higher education in Sub-Saharan Africa. In: The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South. Bloomsbury, London, pp. 585-595. ISBN 9781350139244

Abdulrahman, H. K., Lawrence, C., Mahon, C. and Peart, S. (2023) “We will travel together”. Can we use picture books to support our understanding of Black autism? NATE News: Primary.

Abdulrahman, H. K., Thondhlana, J., Chiyevo Garwe, E. and McGrath, S. (2020) Exploring the internationalization of Zimbabwe’s higher education institutions through a decolonial lens: postcolonial continuities and disruptions. Journal of Studies in International Education. pp. 1-17. ISSN 1028-3153

Abrahams, I., Bennett, J. and Cukurova, M. (2017) Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings. Research in Science & Technological Education, 36 (1). pp. 17-34. ISSN 0263-5143

Abrahams, I., Homer, M., Sharpe, R. and Zhou, M. (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). pp. 111-130. ISSN 0263-5143

Abrahams, I., Park, J. and Song, J. (2016) Unintended knowledge learnt in primary science practical lessons. International Journal of Science Education, 38 (16). pp. 2528-2549. ISSN 0950-0693

Abrahams, I. and Sharpe, R. (2019) Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education, 38 (1). pp. 84-104. ISSN 0263-5143

Abrahams, I., Sharpe, R. and Fotou, N. (2017) Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science. Research in Science & Technological Education, 36 (2). pp. 205-225. ISSN 0263-5143

Atkin, C. (2020) Ongoing policy reform in Thailand's initial teacher education curriculum: incomplete policy borrow. Asian Journal of Arts, Humanities and Social Studies, 3 (2). pp. 19-27. ISSN 2454-1834

Atkin, C. and Foster, E. (2015) educationUndergraduate: Journal of undergraduate research in education (Volume 7). Bishop Grosseteste University, Lincoln.

Atkin, C., Pearson, E., Thompson, S. and Sharp, J. (2018) Thailand Rajabhat Initial Teacher Education project. Project Report. UK Government, Department for International Trade, Thailand.

Aubrey, K. and Bell, L. (2015) Teacher education in further education 2000–2010: subversion, avoidance and compliance. Journal of Further and Higher Education. ISSN 0309-877X

ap Sion, T. (2021) Insights from adolescents’ prayer requests within a Christian ethos school: a qualitative perspective. Journal of Empirical Theology, 34 (1). pp. 1-22. ISSN 0922-2936

ap Sion, T. (2014) Religious education, interfaith dialogue and community cohesion in Wales : an empirical investigation of the contribution made by the Standing Advisory Councils on religious education. Contemporary Wales, 27 (1). pp. 148-166. ISSN 0951-4937

ap Sion, T. (2017) Seeing how we see each other : learning from quantitative research. Journal of Beliefs and Values, 38 (3). pp. 305-317. ISSN 1361-7672

ap Sion, T. and Francis, L.J. (2014) Religion and education in Wales. In: Religious education at schools in Europe: Part 2, Western Europe. V&R Unipress; Vienna University Press, Göttingen, Germany, pp. 261-287. ISBN 9783847102687

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Becker, S., Kennedy, L. and Shahverdi, C. Improving student writing: working in partnership to develop the Student Academic Literacy Tool (SALT). Journal of Educational Innovation Partnership and Change.

Becker, S., Owens, G., Runze, J., Hopps, D., Morris, S., Bainbridge, V. and Wylie, M. (2017) Co-creating by degrees: Exploring experiences of co-design. [Video]

Beckley, P. (2018) Adults working with young children. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 161-174. ISBN 9781351797016

Beckley, P. (2013) Approaches in the early years: issues and reflections. In: Education Studies: An issues based approach. Sage, London, pp. 25-35. ISBN 9781446267431

Beckley, P. (2018) Children in a diverse society. In: Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London, pp. 106-112. ISBN 9781785922374

Beckley, P. (2018) Creating and thinking critically. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 80-91. ISBN 9781351797016

Beckley, P. (2018) Creativity in an early years foundation stage setting. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 107-116. ISBN 9781351797016

Beckley, P. (2018) Early years challenges for the future. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 175-182. ISBN 9781351797016

Beckley, P. (2018) Health and wellbeing. In: Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London, pp. 203-216. ISBN 9781785922374

Beckley, P. (2011) Historical perspectives. In: Learning in early childhood. Sage, London, pp. 5-18. ISBN 9781849204057

Beckley, P. (2011) Leadership and management in early years settings. In: Learning in early childhood. Sage, London, pp. 163-176. ISBN 9781849204057

Beckley, P. (2018) Looked after children or those in care. In: Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London, pp. 113-122. ISBN 9781785922374

Beckley, P. (2011) Motivation and self-esteem. In: Learning in early childhood. Sage, London, pp. 65-78. ISBN 9781849204057

Beckley, P. (2011) Partnership with parents/carers. In: Learning in early childhood. Sage, London, pp. 33-42. ISBN 9781849204057

Beckley, P. (2011) Pedagogy in practice. In: Learning in early childhood. Sage, London, pp. 43-60. ISBN 9781849204057

Beckley, P. (2018) Perspectives on learning: a changing environment. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 92-104. ISBN 9781351797016

Beckley, P. (2011) Theories of learning. In: Learning in early childhood. Sage, London, pp. 19-32. ISBN 9781849204057

Beckley, P. (2018) The contemporary early years world. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 7-21. ISBN 9781351797016

Beckley, P. (2013) The new early years foundation stage: changes, challenges and reflections. Open University Press, Maidenhead. ISBN 9780335246984

Beckley, P. (2011) The social context. In: Learning in early childhood. Sage, London, pp. 192-204. ISBN 9781849204057

Beckley, P., Compton, A., Johnston, J. and Marland, H. (2010) Problem-solving, reasoning and numeracy. In: Problem-Solving, Reasoning and Numeracy. Supporting Development in the Early Years Foundation Stage . Continuum Publishing Company, London. ISBN 9781441164742

Beckley, P. and Creed, L. (2018) Wellbeing for life in the early years. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 147-160. ISBN 9781351797016

Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing the early years foundation stage: a handbook. Open University Press, Maidenhead. ISBN 9780335236152

Beckley, P. and Moen, K. (2018) At one with nature. In: The philosophy and practice of outstanding early years provision. Taylor and Francis, London, pp. 133-144. ISBN 9781351797016

Bopardikar, A., Carlson, J., Kimber, E., Loper, S., Pareja Roblin, N. and Rostovtseva, T. (2018) Three design heuristics for enhancing the use of video to improve teaching practice. Educational Designer, 3 (10). pp. 1-26. ISSN 1759-1325

Bullman, J, Merchant, G, Burnett, C and Rogers, E. (2021) Stacking stories: Exploring the hinterland of education. Peter Lang, Oxford, United Kingdom ; New York. ISBN 9781800796867

Bushell-Thornalley, H. (2021) Old Wine New Bottle: The political narratives of governments between 2005- 2015 on what the soft legacy of the London 2012 Olympic Games afforded the subject of Physical Education School Sport. Post-Doctoral thesis, Bishop Grosseteste University.

Byrom, T and Peart, S. (2017) Young and homeless: exploring the education, life experiences and aspirations of homeless youth. Trentham Books, Stoke-on-Trent. ISBN 9781858568041

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Callinan, C. (2014) Constructing scientific knowledge in the classroom : a multimodal analysis of conceptual change and the significance of gesture. Doctoral thesis, University of Leicester.

Clarke, E. (2018) BERA’s postgraduate symposium: A lifebelt in the methodological mire. BERA Blog.

Clarke, E. (2017) Working with teaching assistants. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 219-234. ISBN 9781473994034

Clarke, E., Compton, A. and Sharp, J. (2017) Academic writing. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 235-252. ISBN 978-1473994034

Clarke, E. and McNichol, S. (2017) Behaviour. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 143-164. ISBN 9781473994034

Clarke, E., Thompson, S. and Quickfall, A. (2022) Well-being: theory and practice for beginning geography teachers. In: Mentoring Geography Teachers in the Secondary School A Practical Guide. Routledge, London. ISBN 9780367743222

Clarke, E. and Visser, J. (2018) Pragmatic research methodology in education: possibilities and pitfalls. International Journal of Research & Method in Education, 42 (5). pp. 455-469. ISSN 1743-727X

Collyer, E., Lawrence, C., Jacobs, L., Mitchell, R. and Fox-Goddard, P. (2019) 'Harder than other lessons but good': the effect of colleague collaboration on secondary English pupil engagement. English in Education. pp. 1-12. ISSN 1754-8845

Collyer, E., Norton, G., Lawrence, C., Reeve, S., Siddiquee, R., Meachem, A., Shaw, D.H., Enright, L., Hutton, F., Gillespie, J. and Harrison, K. (2020) Responding to pupil led tangential thinking: a case study of teaching romantic poetry in a post-16 setting. English in Education. ISSN 1754-8845

Collyer, E., Peart, S., Abdulrahman, H. K., Lawrence, C. and Mahon, C. (2022) Exploring the representation of Black autistic people in children’s picture books. BERA blog.

Compton, A. (2013) Creativity. In: Values and Vision in Primary Education. McGraw Hill Education/Open University Press, Maidenhead, pp. 33-50. ISBN 9780335246663

Compton, A. (2021) Reviewing the review. Mathematics Teaching, 278. p. 23. ISSN 0025-5785

Compton, A. and Boylan, M. (2023) From flexible to restricted mathematics: 15 years of Ofsted mathematics reports. Mathematics Teaching, 289. pp. 31-36. ISSN 0025-5785

Compton, A. and Boylan, M. (2024) Policy-based evidence? The schools inspectorate in England, research and school mathematics policy. Research in Mathematics Education. ISSN 1479-4802

Compton, A., Crawley, J., Curtis, F., Douglas, A. S., Eaude, T., Jackson, A., Philpott, C., Plater, M., Powell, D., Sewell, A. and Vincent, K. (2019) What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11 (2). pp. 3-11. ISSN 2054-5266

Compton, A., McNally, G. and Pardoe, M. (2020) Being mathematical. Mathematics Teaching, 272. pp. 15-19. ISSN 0025-5785

Compton, A., Rogers, E., Johnstone, C. and Wait, D. (2019) Learning about research by doing research: developing student researchers. IMPact The University of Lincoln Journal of Higher Education Research, 5 (1). ISSN 2516-7561

Connolly, L. (2022) Proofread Your Essay. Super Quick Skills . Sage. ISBN 9781529792621

Connolly, L. (2024) Worry and the changing sense of responsibility in first year primary undergraduate student teachers. Teacher Education Advancement Network Journal. pp. 58-73. ISSN 2054-5266 (In Press)

Cremin, T., Glauert, E., Craft, A., Compton, A. and Stylianidou, F. (2015) Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in early years science. Education 3-13, 43 (4). pp. 404-419. ISSN 0300-4279

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Degotardi, S. and Pearson, E. (2014) The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice. Routledge Research in International and Comparative Education . Open University Press, Maidenhead. ISBN 9780335263004

Dhillon, S. and White, S. (2024) We need to talk about AL: has academic literacies designed the pedagogy out of Learning Development? Journal of Learning Development in Higher Education. ISSN 1759-667X

Dimolareva, M. and Dunn, T.J. (2020) Animal-Assisted interventions for school-aged children with autism spectrum disorder: a meta-analysis. Journal of Autism and Developmental Disorders. ISSN 1573-3432

Dorr, A. and Mason, S. (2019) Robert Grosseteste; the proto-constructivist. In: Robert Grosseteste and Theories of Education: The Ordered Human. Routledge International Studies in the Philosophy of Education . Routledge, Abingdon, pp. 236-249. ISBN 9780367273026

Dunn, M. J. (2019) Crossing the threshold: when transition becomes troublesome for A-level students. Education and Health, 37 (1). pp. 24-30. ISSN 2049-3665

Dunn, M. J. (2019) Threshold concepts and the troublesome transition from GCSE to A- level: exploring students’ experiences in secondary school biology. Curriculum Journal, 30 (4). pp. 375-391. ISSN 0958-5176

Dunn, M. J. and Wynn, J. A. (2024) Threshold Connections: Engaging trainee teachers in collaborative curriculum research to explore Threshold Concepts within secondary school science disciplines. In: Threshold Concepts in the Moment. Educational Futures (77). Brill, The Netherlands, pp. 225-239. ISBN 9789004680647

Dunn, T.J. and Kennedy, M. (2019) Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137. pp. 104-137. ISSN 0360-1315

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Edwards, O and ap Sion, T. (2015) Cathedral engagement with young people. In: Anglican Cathedrals in Modern Life : The Science of Cathedral Studies. Palgrave Macmillan US, pp. 29-49. ISBN 9781349553471

Efstratopoulou, M. (2016) Assessment instruments on children‘s internalizing behaviour: A review of their psychometric properties, functioning and applications. Journal of Physical Activity, Nutrition and Rehabilitation. ISSN 2421-7824

Efstratopoulou, M., Dunn, T.J., Andrzejewska, J. and Augustyniak, A. (2017) Assessing externalizing and internalizing behaviour in children: use of the motor behaviour checklist in a typical school-age Polish sample. European Journal of Special Education Research, 2 (6). pp. 43-59. ISSN 2501-2428

Efstratopoulou, M., Simons, J. and Janssen, R (2011) Differentiating children with attention-deficit/hyperactivity disorder, conduct disorder, learning disabilities and autistic spectrum disorders by means of their motor behavior characteristics. Research in Developmental Disabilities, 33 (1). pp. 196-244. ISSN 0891-4222

Erle, S. and Hendry, H. (2020) Monsters: interdisciplinary explorations in monstrosity. Palgrave Communications, 6 (53). ISSN 2055-1045

Erle, S. and Morris, J. (2016) The provision of children’s literature at Bishop Grosseteste University (Lincoln). ESSE Messenger, 25 (1). ISSN 2518-3567

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Farrar, E. M. J. (2023) Difficult conversations: initial teacher education trainees’ perceptions Of the impacts of poverty on children in english primary schools. Post-Doctoral thesis, Bishop Grosseteste University.

Farrar, E. and Atkin, C. (2024) Perceptions of pupil poverty: what do trainee teachers really think? Teaching Education. pp. 1-17. ISSN Online: 1470-1286 Print: 1047-6210

Fauxparl, [pseudonym], Mahon, L., Rimmer, J. and Lawrence, C. (2020) ‘I can’t understand a word he says’: a personal exploration of autistic dysfluency in film. Disability and Society. ISSN ‎0968-7599

Fell-Chambers, R. (2020) Care farming, learning and young people: An exploration into the possible contribution of care farming to young people’s engagement with learning. Doctoral thesis, University of Hull.

Fell-Chambers, R. (2021) ‘To fit in at school, you have to be a robot’: Do care farms offer a viable alternative? BERA.

Francis, L.J., Fisher, J., Lankshear, D.W. and Eccles, E.L. (2018) Modelling the effect of worship attendance and personal prayer on spiritual wellbeing among 9- to 11-year-old students attending Anglican church schools in Wales. International Journal of Children's Spirituality, 23 (1). pp. 30-44. ISSN 1364-436X

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2017) Assessing student attitude toward Christianity in Church in Wales primary schools: Does aided status make a difference? British Journal of Religious Education, 42 (1). pp. 56-64. ISSN 0141-6200

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2021) Assessing the ethos of Anglican primary schools in Wales: The student voice project. Journal of Anglican Studies. pp. 1-18. ISSN 1740-3553

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2017) How students perceive attending Church in Wales primary schools: A psychometric assessment of Section 50 inspection criteria. Research in Education, 102 (1). pp. 2-12. ISSN 0034 5237

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2021) Introducing the Junior Spiritual Health Scale (JSHS): Assessing the impact of religious affect on spiritual health among 8- to 11-year-old students. International Journal of Children's Spirituality. ISSN 1364-436X

Francis, L.J., Lankshear, D.W. and Eccles, E.L. (2017) The internal consistency reliability and construct validity of the Francis Scale of Attitude toward Christianity among 8- to 11-year-old students in Wales. Mental Health, Religion and Culture. pp. 1-8. ISSN 1367-4676

Francis, L.J., Lankshear, D.W., Eccles, E.L. and McKenna, U. (2020) Assessing the impact of the Student Voice Project on shaping the ethos of Anglican primary schools: A study focusing on the Diocese of Llandaff. Journal of Beliefs and Values. ISSN 1361-7672

Francis, L.J. and McKenna, U. (2022) Self-identifying as Anglican within the two political jurisdictions on the island of Ireland: A study among sixth-form students in the Greer tradition. Greek Journal of Religious Education, 5 (2). pp. 15-30. ISSN 2623-4386

Francis, L.J., ap Sion, T., Lankshear, D.W. and Eccles, E.L. (2019) Factors shaping prayer frequency among 9- to 11-year-olds. Greek Journal of Religious Education, 2 (1). pp. 39-52. ISSN 2623-4386

Francis, L.J., ap Sion, T., McKenna, U. and Penny, G (2016) Does religious education as an examination subject work to promote community cohesion? An empirical enquiry among 14- to 15-year-old adolescents in England and Wales. British Journal of Religious Education, 39 (3). pp. 303-316. ISSN 0141-6200

Francis, L.J., ap Sion, T. and Penny, G. (2014) Is belief in god a matter of public concern in contemporary Wales? An empirical enquiry concerning religious diversity among 13- to 15-year-old males. Contemporary Wales, 27 (1). pp. 40-57. ISSN 0951-4937

Francis, L.J., ap Sion, T. and Village, A. (2014) Measuring the contribution of independent Christian secondary schools to students' religious, personal, and social values. Journal of Research on Christian Education, 23 (1). pp. 29-55. ISSN 1065-6219

Fusenich, S. (2023) Transition period. Intuition, 1 (54). pp. 32-34. ISSN 2050-8980

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Gachago, V. and Peart, S. (2022) One step forward, one step back’ inclusive education in Kenya. In: International Issues in SEND and Inclusion: Perspectives Across Six Continents. Routledge, Abingdon, pp. 61-74. ISBN 9781032011004

Gazdula, J. and Atkin, C. (2017) Enterprise placements: factors which support learning and prolonged attainment in students. Research in Post-Compulsory Education, 22 (1). pp. 128-143. ISSN 1359-6748

Gee, N. (2013) Creating a temporary community? An ethnographic study of a residential fieldtrip. Journal of Adventure Education and Outdoor Learning, 15 (2). pp. 95-109. ISSN 1472-9679

Gee, N. (2015) The residential fieldtrip experience: an example of the impact of outdoor learning on social relationships. In: Social Relationships and Friendships: Perceptions, Influences on Human Development and Psychological Effects. Nova Science Publishers, New York, pp. 59-76. ISBN 9781634827980

Gee, N. (2015) A study of student completion strategies in a Likert-type course evaluation survey. Journal of Further and Higher Education, 41 (3). pp. 340-350. ISSN 0309-877X

Gee, N., Parrish, A. and Puttick, S. (2023) Towards a typology of secondary school subject departments. Teacher Development, 27 (5). pp. 563-579. ISSN 1747-5120

Geeson, R. and Clarke, E. (2022) Crossing the line: Constructs of TA Identity. Pastoral Care in Education. ISSN 0264-3944

Griffin,, J., Paxman, J., Purle, K. and Lawrence, C. (2024) Flexischooling children with special educational needs: Findings from a UK parental survey. European Journal of Special Needs Education. ISSN 0885-6257

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Hausia Havea, P, N’ Yeurt, A., Tagivetaua Tamani, A, Siga, A, Jacot Des Combes, H., Hemstock, S.L. and Luetz, J. (2020) Resilience in education: An example from primary school in Fiji and technical vocational education and training. In: Managing Climate Change Adaptation in the Pacific Region. Climate Change Management Series . Springer, UK, pp. 197-212. ISBN 9783030405519

Hausia Havea, P, Siga, A, Rabuatoka, T, Tagivetaua Tamani, A, Devi, P, Senikula, R., Hemstock, S.L. and Jacot Des Combes, H. (2019) Using vocational education to support development solutions in the Pacific: An emphasis on climate change and health. Applied Environmental Education & Communication. ISSN 1533-0389

Hausia Havea, P, Tamani, A., Takinana, A., N’ Yeurt, A., Hemstock, S.L. and Jacot Des Combes, H. (2019) Addressing climate change at a much younger age than just at the decision-making level: Perceptions from primary school teachers in Fiji. In: Climate Change and the Role of Education. Springer International Publishing, Switzerland, pp. 149-167. ISBN 9783030328979

Hemstock, S.L., Buliruarua, L-A., Chan, E.Y.Y, Chan, G, Jacot Des Combes, H., Davey, P, Farrell, P, Griffiths, S, Hansen, H, Hatch, T, Holloway, A, Manuella-Morris, T, Martin, T., Renaud, F. G., Ronan, K, Ryan, B, Szarzynski, J, Shaw, D, Yasukawa, S, Yeung, T and Murray, V (2016) Accredited qualifications for capacity development in disaster risk reduction and climate change adaptation. Australasian Journal of Disaster and Trauma Studies, 20 (1). pp. 15-34. ISSN 1174-4707

Hemstock, S.L. and Capstick, S. (2018) Communicating climate change: reactions to adapt and survive exhibition and visitors’ thoughts about climate change in the Pacific Islands region. In: Addressing the Challenges in Communicating Climate Change Across Various Audiences. Climate Change Management . Springer International Publishing, Cham, pp. 599-612. ISBN 9783319982939

Hemstock, S.L., Jacot Des Combes, H., Buliruarua, L-A., Maitava, K., Senikula, R., Smith, R. and Martin, T. (2018) Professionalizing the “resilience” sector in the Pacific Islands Region: Formal education for capacity building. In: A Critical Approach to Climate Change Adaptation: Discourses, Policies and Practices. Routledge Advances in Climate Change Research . Routledge, UK. ISBN 978-1-13-805629-9

Hemstock, S.L., Jione, S., Charlsworth, M. and Dumaru, P. (2020) Climate change and the role of education. In: Science, Faith and the Climate Crisis. Emerald Points . Emerald, Bingley, pp. 65-78. ISBN 9781839829871

Hendry, H. (2016) Becoming a teacher of early reading : an activity systems analysis of the journey from student to newly qualified teacher. Doctoral thesis, University of Leicester.

Hendry, H. (2019) Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy, 54 (1). pp. 58-69. ISSN 1741-4369

Hendry, H., TeszenyI, E., Rodriguez-Leon, L., Maynes, M.L., Dorrian, J. and Edwards, T. (2024) Tensions, assumptions and situated ethics: attuning to the unpredictability of ethics in early childhood research participation. European Early Childhood Education Research Journal. ISSN 1350-293X

Hodgkin, K., Fleming, S., Beauchamp, G. and Bryant, A. (2016) “We thought you were undercover, here to inspect us” – Some of the challenges of ethnographic fieldwork in schools. Wales Journal of Education, 18 (2). pp. 105-119. ISSN 2059-3708

Hopkins, E., Hendry, H., Garrod, F., McClare, S., Pettit, D., Smith, L., Burrell, H. and Temple, J. (2016) Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19 (1). pp. 52-61. ISSN 1365-4802

Hounslow-Eyre, A. (2023) The future is unwritten: Joe Strummer, prophetic pedagogy and complexity as resistance. In: Punk Pedagogies in Practice Disruptions and Connections. Intellect Books, England. ISBN 9781789387063

Hoyes, S. (2024) Risk, Rights, Responsibilities and Resilience: Considering practical ways of supporting children’s resilience. In: Resilience and Wellbeing in Young Children, Their Families and Communities Exploring Diverse Contexts, Circumstances and Populations. Routledge. ISBN 9781032385709 (In Press)

Hughes, H. and Fleming, S. (2013) Play to Learn: A case-study of parent/carer and child engagement with a physical activity website resource. Education 3-13, 43 (3). pp. 279-291. ISSN 0300-4279

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Jackson, C. (2021) Why Team Academy? In: Team Academy and Entrepreneurship Education. Routledge, Abingdon, pp. 95-104. ISBN 978-0-367-75591-1

Jacobs, L., Collyer, E., Lawrence, C. and Glazzard, J. (2021) I’ve got something to tell you. I’m dyslexic”: The Lived Experiences of Trainee Teachers with Dyslexia. Teaching and Teacher Education. ISSN 0742-051X

Jeffery, T. and Whiteoak, D. (2016) educationUndergraduate: Journal of undergraduate research in education (Volume 8). Bishop Grosseteste University, Lincoln.

Jones, G., Fleming, S. and Laugharne, J. (2018) The challenge of enterprise / innovation: a case study of a modern university. Journal of Further and Higher Education. ISSN 0309-877X

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Kampouri, S., Montgomery, A., Howell, E. and Gee, N. (2019) How does social constructivism as displayed in contemporary educational settings in England compare with the Grossetestian view of the development of human knowledge? In: Robert Grosseteste and Theories of Education. Routledge International Studies inn the Philosophy of Education . Routledge, Oxford, pp. 218-235. ISBN 9780367273026

Kathotia, V. and Kimber, E. (2019) Diagrammatic representations for mathematical problem solving. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.

Kennedy, M. and Dunn, T.J. (2018) Improving the use of technology enhanced learning environments in higher education in the UK: A qualitative visualisation of students’ views. Contemporary Educational Technology. ISSN 1309-517X

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Lambert, S. (2017) Principles of teaching for learning. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 39-56. ISBN 9781473994034

Lankshear, D.W., Francis, L.J. and Eccles, E.L. (2017) Engaging the student voice in dialogue with Section 50 inspection criteria in Church in Wales primary schools: A study in psychometric assessment. Journal of Research on Christian Education, 26 (3). pp. 237-250. ISSN 1065-6219

Lankshear, D.W., Francis, L.J. and Eccles, E.L. (2021) Engaging the student voice within Anglican school self-evaluation and statutory inspection within Wales: The Lankshear Student Voice Scales Revised. Journal of Research in Christian Education. ISSN 1934-4945

Lankshear, D.W., Francis, L.J. and Eccles, E.L. (2018) Monitoring attitude toward Christianity among year 5 and year 6 students attending Church in Wales primary schools. International Journal of Christianity and Education, 22 (2). pp. 112-127. ISSN 2056-9971

Larsen, A. E. (2023) Exploring hidden colours: A yearlong ethnographic study of a secondary school’s Somali community. Post-Doctoral thesis, Bishop Grosseteste University.

Lawrence, C. (2018) Autism and Flexischooling. Network Autism.

Lawrence, C. (2017) Can sharing education between home and school benefit the child with autism? Doctoral thesis, Sheffield Hallam.

Lawrence, C. (2022) Dancing with the daffodils: using a Shared Reading approach to explore autistic identity. Good Autism Practice, 23 (1). pp. 5-13. ISSN 1466-2973

Lawrence, C. (2018) Don't panic: it's only a neurodevelopmental difference! SEN Magazine, 95. ISSN 1755-4845

Lawrence, C. (2021) Nurturing the inner anthology. Teaching English, 25. pp. 41-42. ISSN 2051-7971

Lawrence, C. (2018) Teaching trainee teachers to meet the needs of autistic pupils: ‘How the devil do we do that in the time available?’. TEAN Storehouse (on-line).

Lawrence, C. (2020) Typing Aloud. BERA.

Lawrence, C. (2022) Using the short film 'Broken' to support teacher understanding of autism: a follow-up report. In: Teacher Education Advancement Network (TEAN) 2022. (Unpublished)

Lawrence, C. (2023) “Was it a cat I saw?”: working with autistic English teachers to support understanding of our pupils’ autism perspectives. Teaching English, 32. pp. 21-22. ISSN 2051-7971

Lawrence, C. (2019) “What’s the point if it isn’t marked?” Trainee teachers’ responses to concepts of authentic engagement with poetry text. English in Education. pp. 1-11. ISSN 1754-8845

Lawrence, C. (2022) Who are the experts? Why autistic voices should be central to autism training in schools. BERA blog.

Lawrence, C. (2020) ‘Your own calm space’: reclaiming poetry for KS4 in a time of Covid. NATE News. p. 15.

Lawrence, C. (2018) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45. ISSN 2054-5266

Lawrence, C. (2024) ‘The moonlight that shines from my open mouth’: communication in the English classroom, explored through I talk like a river by Jordan Scott. Teaching English, 36. ISSN 2051-7971

Lawrence, C. and Bushell-Thornalley, H. (2022) ‘We watch together’: Can consideration of sports’ histories support wider education? BERA blog.

Lawrence, C., Bushell-Thornalley, H. and Muir, L. (2023) “I just want them to feel safe and enjoy PE”: experiences of teaching gender questioning students in sport, physical activity and dance. BERA blog.

Lawrence, C. and Collyer, E. (2022) Taking time to appreciate the scenery: an exploration of PhD supervision as pedagogy. Hillary Place Papers (7). pp. 21-31.

Lawrence, C., Collyer, E. and Poulson, M. (2020) ‘Howling at the scrabble-board’: Exploring classroom literature from an autistic viewpoint. English in Education. ISSN 1754-8845

Lawrence, C. and Erle, S. (2023) Refreshing and empowering: reflecting on the experience of teaching autistic GCSE retake college students. Teaching English. ISSN 2051-7971 (In Press)

Lawrence, C. and Macnab, O. (2024) Creativity and Autism. Emerald Guides . Straightforward Publishing, UK. ISBN 9781802362923

Lawrence, C. and Mahon, C. (2024) Meeting Our Responsibilities to All: Re-Cripping Classroom texts. In: Socially Just Education in a Socially Unjust World: Challenges, Issues and Opportunities for the Teachers and Educators. Bloomsbury. (In Press)

Lawrence, C. and Matthan, S. (2023) As an autistic person, can I hope to become a successful teacher? In: Teacher Education Advancement Network (TEAN) conference, 11th - 12th May 2023, Manchester. (Unpublished)

Lawrence, C., Peart, S. and Abdulrahman, H. K. (2021) Impacting trainee teachers’ self-efficacy with BAME pupils through real-world teaching resources.

Lawrence, C., Peart, S. and Abdulrahman, H. K. (2023) “Infused with multicultural education”: Teaching Preparedness for the Contemporary Classroom. Teacher Education Advancement Network Journal. ISSN 2054-5266

Lawrence, C. and Rimmer, J. (2020) Pilot study: Can the draft film Broken support trainee teachers’ understanding of autism communication issues in mainstream classrooms? Teacher Education Advancement Network Journal, 12 (1). pp. 65-74. ISSN 2054-5266

Lawrence, C., Rimmer, J. and Mahon, C. (2021) ‘To link (vb): to make, form, or suggest a connection with or between’. Teaching English. ISSN 2051-7971

Lawrence, C., Rimmer, J. and Quickfall, A. (2020) Using an arts-based design to explore the experience of shared reading: a pilot study. The Journal of Arts and Communities, 12 (1-2). pp. 85-103. ISSN 1757-1936

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Lindon, J., Lindon, L. and Beckley, P. (2016) Leadership in early years: linking theory and practice. Linking Theory and Practice, 2 . Hodder Education, London. ISBN 9781471866081

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Martin, T., Hemstock, S.L., Jacot Des Combes, H. and Pierce, C. (2017) Capacity development and TVET: accredited qualifications for improving resilience of coastal communities: a Vanuatu case study. In: Climate Change Impacts and Adaptation Strategies for Coastal Communities. Climate Change Management . Springer International Publishing AG (Springer Nature), International, pp. 119-131. ISBN 978-3-319-70702-0

Maynes, M.L. (2020) Monsters at bedtime: managing fear in bedtime picture books for children. Humanities & Social Sciences Communications, 7 (63). pp. 1-7. ISSN 2662-9992

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McNichol, S. (2024) Using role-play to develop the confidence of primary-phase trainee teachers to manage low-level disruptive behaviour in the classroom. Research in Teacher Education, 14 (1). pp. 18-24. ISSN 2047-3818

Muir, L. (2022) Lyndsey Muir. In: ResearcHER the power and potential of research careers for women. Emerald, Bingley UK, pp. 81-84. ISBN 9781803827346

Muir, L. (2023) A Teacher's Progress - professional identity development, gender transition and drama praxis. Doctoral thesis, University of Manchester.

Murphy, J., Lyon-Maris, J., Scallan, S. and Muir, L. (2019) The Drama of Communication. The Clinical Teacher. pp. 60-62. ISSN 1743-498X

Myers, Sally, Hemstock, S.L. and Hanna, Edward (2020) Science, faith and the climate crisis. Emerald Points . Emerald, Bingley. ISBN 9781839829871

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Nicholson, N. (2020) Supporting children with identified speech, language and communication needs at two-years-old: voices of early years practitioners. Post-Doctoral thesis, University of Lincoln.

Nicholson, N. and Palaiologou, I. (2016) Early years foundation stage progress check at the age of two for early intervention in relation to speech and language difficulties in England: the voices of the team around the child. Early Child Development and Care, 186 (12). pp. 2009-2021. ISSN 0300-4430

Nicholson, P. (2017) Bridging pedagogical discontinuity: to what extent can play-based learning be sustained beyond children’s transition to Year 1? educationUndergraduate, 9. pp. 1-19. ISSN 1756-1280

Nicholson, P. (2018) Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school. Education 3-13, 47 (4). ISSN 0300-4279

Nicholson, P. M. (2022) Pedagogy, culture and transition: a qualitative, collective case study exploring pedagogies of the transition from Reception to Year One in England. Post-Doctoral thesis, Bishop Grosseteste University.

Nicholson, P. and Hendry, H. (2020) A pedagogical meeting place or a problem space? Extending play-based pedagogy in year one. Education 3-13. ISSN 0300-4279

Nicholson, P., McBroom, S., Tomlinson, L., Arthur, A., Camp, D. and Martin, L. (2017) educationUndergraduate: Journal of undergraduate research in education (Volume 9). Bishop Grosseteste University, Lincoln.

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O'Leary, M. and Wood, P. (2016) Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector. Professional Development in Education, 43 (4). pp. 573-591. ISSN 1941-5265

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Parrish, A. (2019) Curriculum change in modern foreign languages education in England: barriers and possibilities. Language Learning Journal, 48 (5). pp. 534-554. ISSN 1753-2167

Parrish, A. (2021) Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England. The Language Learning Journal. ISSN 1753-2167

Parrish, A. (2020) Modern foreign languages: decision-making, motivation and 14-19 schools. Cambridge Journal of Education. ISSN 0305-764X

Parrish, A. and Lanvers, U. (2018) Student motivation, school policy choices and modern language study in England. The Language Learning Journal, 47 (3). pp. 281-298. ISSN 1753-2167

Parrish, A. and Lanvers, Ursula (2017) Why just speaking English isn’t going to cut it anymore. The Conversation.

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Parrish, A. and Vernon, J. (2022) Measuring motivation in english schools: the appeal of self-determination theory. Journal for the Psychology of Language Learning, 4 (1). pp. 1-17. ISSN 2642-7001

Peak, E. S. (2022) The role of self-assessment in the facilitation of entrepreneurial competencies in learners who are studying on entrepreneurial learning courses in England. Post-Doctoral thesis, Bishop Grosseteste University.

Pearson, E. (2017) Building quality early childhood education from the ground up: teacher preparation in Vanuatu. In: Contemporary issues and challenge in early childhood education in the Asia-Pacific region. New Frontiers of Educational Research . Springer, Singapore, pp. 275-292. ISBN 9789811022050

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Pearson, E., Hendry, H., Rao, N., Aboud, F., Horton, C., Siraj, I., Raikes, A. and Miyahara, J. (2017) Training early childhood development cadres in low-resource contexts. UK Government Department for International Development. Other. UK Government Department for International Development, London.

Pearson, E., Jin, S., Uttara, S., Pheak, C., Bunsor, K., Sovannary, T. and Siyan, Y. (2017) Report on baseline study to support PLAN Cambodia’s Integrated ECCD Projects in Siem Reap, Tbong Khmum and Ratanakiri provinces (Peer Reviewed). Plan Cambodia. (Unpublished)

Pearson, E., Rao, N., Siraj, I., Aboud, F., Horton, C. and Hendry, H. (2023) Workforce preparation for delivery of nurturing care in low and middle-income countries: Expert consensus on critical multisectoral training needs. Child: Care, Health and Development. pp. 1-12. ISSN 0305-1862

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Peart, S. (2018) The significance of further education for black males. Education and Training, 60 (6). pp. 544-555. ISSN 0040-0912

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Pierce, C. A. E. (2023) The Effectiveness of Formal and Traditional Learning about Climate and Disaster Resilience in Vanuatu. Post-Doctoral thesis, Bishop Grosseteste University.

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Plater, M. (2004) The educational significance of Hallowe'en: a survey of current practice and teacher attitudes in British primary schools. Masters thesis, University of Birmingham.

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Puttick, S. (2013) Looking at and looking along: a conceptual framework for teaching different perspectives in geography. International Research in Geographical and Environmental Education, 22 (4). pp. 353-366. ISSN 1038-2046

Puttick, S. (2015) Performativity, guilty knowledge, and ethnographic intervention. Ethnography and Education, 12 (1). pp. 49-63. ISSN 1745-7823

Puttick, S. (2015) Recontextualising knowledge for lessons. Teaching Geography, 40 (1). pp. 29-31. ISSN 0305-8018

Puttick, S. (2014) Space-times of teachers’ journeys for knowledge. Teaching Geography, 39 (3). pp. 114-115. ISSN 0305-8018

Puttick, S. (2017) Student teachers' positionalities as knowers in school subject departments. British Educational Research Journal. ISSN 0141-1926

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Puttick, S. (2016) An analysis of individual and departmental geographical stories, and their role in sustaining teachers. International Research in Geographical and Environmental Education, 25 (2). pp. 134-150. ISSN 1038-2046

Puttick, S., Bosher, L. and Chmutina, K. (2018) Disasters are not natural. Teaching Geography, 43 (3). pp. 118-120. ISSN 0305-8018

Puttick, S., Hill, Y., Beckley, P., Farrar, E., Luby, A. and Hounslow-Eyre, A. (2019) Liminal spaces constructed by primary schools in predominantly white working-class areas in England. Ethnography and Education, 15 (2). pp. 1-18. ISSN 1745-7823

Puttick, S., Paramore, J. and Gee, N. (2017) A critical account of what ‘geography’ means to primary trainee teachers in England. International Research in Geographical and Environmental Education, 27 (2). pp. 165-178. ISSN 1038-2046

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Quickfall, A. (2022) Recruiting participants via social media: Like, Share, Block, Report. SAGE Research Methods Cases. (In Press)

Quickfall, A. (2022) Reflecting on ethical processes and dilemmas in doctoral research. Education Sciences, 12 (751). ISSN 2227-7102

Quickfall, A. (2020) The life histories of teacher mothers: exploring a special situation. Doctoral thesis, Sheffield Hallam University.

Quickfall, A., Clarke, E. and Thompson, S. (2022) A Conceptual Model for Teacher Trainee Well-being: Challenges and Resources in an Ecological System. In: BERA Conference 2022, September 2022, Liverpool.

Quickfall, A., Wood, P. and Clarke, E. (2022) The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts. The London Review of Education. ISSN 1474-8479

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Rao, N., Pearson, E., Cheng, K.M. and Taplin, M. (2013) Teaching in primary schools in China and India: contexts of learning. Routledge Research in International and Comparative Education . Routledge, Abindgon. ISBN 9780203598122

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