Items where Subject is "L Education > L Education (General)"
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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., 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
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
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.
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
Clarke, E. (2018) BERA’s postgraduate symposium: A lifebelt in the methodological mire. BERA Blog.
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. (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. (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
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
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, 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
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
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
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
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) 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
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
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
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
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
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
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
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
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
Lawrence, C. (2018) Autism and Flexischooling. Network Autism.
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. (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., 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
Leyshon, A., Bolton, N. and Fleming, S. (2015) “This is awesome Miss. It is safe. We don’t do this with any other teacher.” Classroom activities to listen to pupils’ voices. Educationalfutures, 7 (1). pp. 56-75. ISSN 1758-2199
Luby, A. and Beckley, P. (2019) A modern tale of success in the forest of Sherwood. SERA Researching Education Bulletin, 8.
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
McNichol, S. (2023) Mid-day supervisors in English primary schools: a role theory perspective. Education 3-13. ISSN 0300-4279
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
Murphy, J., Lyon-Maris, J., Scallan, S. and Muir, L. (2019) The Drama of Communication. The Clinical Teacher. pp. 60-62. ISSN 1743-498X
Newton, R., Butt, G. and Basford, E. (2017) To what extent are teaching assistants really managed?: ‘I was thrown in the deep end, really; I just had to more or less get on with it’. School Leadership & Management, 37 (3). pp. 288-310. ISSN 1363-2434
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. 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
O'Dea, X. and Stern, J. (2022) In-group and out-group Loneliness: The experiences of Chinese top-up students in a UK university. Qualitative Research in Education, 11 (3). pp. 203-229. ISSN 2014-6418
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
Parrish, A. (2020) Book Review: Contemporary Language Motivation Theory: 60 Years Since Gardner and Lambert (1959). Journal of Language and Social Psychology. ISSN 1552-6526
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.
Parrish, A. and Taylor, Florentina (2014) Beyond the big three: French, German and Spanish aren’t the only languages that matter. The Conversation.
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
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
Peart, S. (2015) Bullying as an institutionally exclusionary practice - implications of ignoring culturally specific support needs of Black male students in further education (FE). Journal of Research in Special Educational Needs, 15 (3). pp. 194-201. ISSN 1471-3802
Peart, S. (2018) The significance of further education for black males. Education and Training, 60 (6). pp. 544-555. ISSN 0040-0912
Plater, M. (2017) Book Review: Holistic Education and Embodied Learning. International Journal of Children's Spirituality. ISSN 1364-436X
Plater, M. (2017) Re-souling spirituality: redefining the spiritual dimension in schools. International Journal of Children's Spirituality, 22 (1). pp. 14-23. ISSN 1364-436X
Plater, M. (2016) The aims and outcomes of RE: embracing diversity. RE Today, 34 (1). pp. 57-59. ISSN 0226-7738
Puttick, S. (2015) Chief examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge. The Curriculum Journal, 26 (3). pp. 468-487. ISSN 0958-5176
Puttick, S. (2013) GCSE Geography revision: an action research project. Teaching Geography, 38 (1). pp. 26-27. ISSN 0305-8018
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
Puttick, S. (2017) ‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments. School Leadership & Management, 37 (1-2). pp. 61-79. ISSN 1363-2434
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
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., 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
Rae, D. (2017) Entrepreneurial learning: peripherality and connectedness. International Journal of Entrepreneurial Behaviour & Research, 23 (3). ISSN 1355-2554
Rae, D. and Melton, D.E. (2017) Developing an entrepreneurial mindset in US engineering education: an international view of the KEEN project. The Journal of Engineering Entrepreneurship, 7 (3). ISSN 2159-6948
Rogers, E., Bulman, J., Merchant, G and Burnett, C (2021) Remembering professional commitments: Trusting in teachers. Language and Literacy, 23 (2). pp. 3-15. ISSN 1496-0974
Roots, K., Nelson, L., Dunn, T.J., Rees, A., Hull, D.D. and Van Gordon, W. (2021) Effects of a regional school-based mindfulness programme on students’ levels of Wellbeing and resiliency. International Journal of Spa and Wellness. ISSN 2472-1743
Sayers, R. (2014) A critical appraisal of the defining features of Heathcote’s methodology and their impact on the delivery of Mantle of the Expert in classrooms. Drama Research, 5 (1). ISSN 2040-2228
Scally, J., Parrish, A. and Montgomery, A. (2021) Intercultural competence and languages: Inextricably linked or linked inexplicably? Compare: a journal of comparative and international education. ISSN 0305-7925
Sofologi, M., Efstratopoulou, M., Kamari, A., Bonti, E and Katsiana, A (2020) Different strategies for assessing reading comprehension in adults. From Alpha to Omega. European Journal of Education Studies, 7 (4). pp. 38-53. ISSN 2501-1111
Stern, L J (2022) ‘You’re Alive!’: On the ‘Livingness’ of spirited educational research. International Journal of Transformative Research, 9 (1). pp. 1-5. ISSN 2353-5415
Stern, L J and Kohn, E (2022) Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community. Oxford Review of Education. pp. 1-17. ISSN 0305-4985
Stern, L. J. (2020) Do you follow? Understanding followership before leadership. Management in Education, 35 (1). pp. 58-61. ISSN 0892-0206
Stern, L. J. (2021) Persons, pedagogy, policy and philosophy. British Journal of Religious Education, 43 (3). pp. 361-363. ISSN 0141-6200
Stern, L. J. and Buchanan, M. (2020) RE leader connectedness: a theology of the lived reality of Catholic education. Journal of Beliefs & Values. ISSN 1361-7672
Stevenson, M., Hopper, A., Richmond, R. and Nye, Z. (2023) ‘Oh! - is that how you do it!’ Learning from cross-phase collaborative work in the Years 5-8 Continuity project. Proceedings of the British Society for Research into Learning Mathematics, 43 (1). pp. 1-6. ISSN 2041-5788
Stewart, F. and Way, L. (2023) Beyond Boundaries: Disability, DIY and Punk Pedagogies. Research in Education. ISSN 0034-5237
Thompson, S., Quickfall, A., Clarke, E. and Glazzard, J. (2020) Averting the crisis in trainee teacher well-being – learning lessons across European contexts: A comparative study. Journal of comparative & international higher education, 12. pp. 38-57. ISSN 2151-0407
Trowsdale, J., McKenna, U. and Francis, L.J. (2023) Quantitative evaluation of The Imagineerium education project by students: Introducing the Trowsdale Index of Confidence in Experiential Learning (TICEL). Research in Education. ISSN 0034-5237
Trowsdale, Jo, McKenna, U. and Francis, L. J. (2021) Teacher evaluation of the impact of the imagineerium learning experience on the creativity of individual students: The trowsdale index of teacher observation of student creativity (TITOSC). Research in Education. ISSN 0034-5237
Vettraino, E. and Linds, W. (2018) Living the Experience of Learning: Embodied Reflexivity as Pedagogical Process. South African Theatre Journal, 31 (1). pp. 15-35. ISSN 1013-7548
Vettraino, E., Linds, W. and Downie, H. (2019) Embodied reflexivity: discerning ethical practice through the six-part story method. Reflective Practice: International and Multidisciplinary Perspectives, 20 (2). pp. 218-233. ISSN 1470-1103
Vettraino, E., Linds, W. and Jindal-Snape, D. (2017) Embodied voices: using applied theatre for co-creation with marginalised youth. Emotional and Behavioural Difficulties, 22 (1). pp. 79-95. ISSN 1363-2752
Wheatley, L., Lord, R., McInch, A. and Fleming, S. (2015) Feeding back to feed forward: Formative assessment as a platform for effective learning. Kentucky Journal of Higher Education Policy and Practice, 3 (2). pp. 1-31. ISSN 2164-5140
Wood, P. and Butt, G. (2014) Exploring the use of complexity theory and action research as frameworks for curriculum change. Journal of Curriculum Studies, 46 (5). pp. 676-696. ISSN 0022-0272
Wood, P. and Cajkler, W. (2015) Adapting ‘lesson study’ to investigate classroom pedagogy in initial teacher education: what student-teachers think. Cambridge Journal of Education, 46 (1). pp. 1-18. ISSN 0305-764X
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
Book Section
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., 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
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. (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. 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
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
Compton, A. (2013) Creativity. In: Values and Vision in Primary Education. McGraw Hill Education/Open University Press, Maidenhead, pp. 33-50. ISBN 9780335246663
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. 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
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
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
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
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, 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. 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
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)
Jackson, C. (2021) Why Team Academy? In: Team Academy and Entrepreneurship Education. Routledge, Abingdon, pp. 95-104. ISBN 978-0-367-75591-1
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
Lambert, S. (2017) Principles of teaching for learning. In: Building Skills for Effective Primary Teaching. Learning Matters, London, pp. 39-56. ISBN 9781473994034
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)
Leal Filho, W. and Hemstock, S.L. (2019) Climate change education: an overview of international trends and the need for action. In: Climate Change and the Role of Education. Springer International Publishing, Switzerland, pp. 1-17. ISBN 9783030328979
Lindley-Baker, J.A. (2016) Facing pressures: finding solutions. Coping with leadership in the 21st century. In: The place of the child in 21st century society. OMEP European Conference Proceedings . Canterbury Christ Church University, Canterbury, pp. 16-26. ISBN 9781909067639
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
Muir, L. (2022) Lyndsey Muir. In: ResearcHER the power and potential of research careers for women. Emerald, Bingley UK, pp. 81-84. ISBN 9781803827346
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
Peart, S. (2023) Equality and Diversity and Inclusive Practice: Significance for Organisations and Individuals. In: Leadership and Management for Education Studies Introducing Key Concepts of Theory and Practice. Routledge. ISBN 9781032343013
Quickfall, A. (2021) Philosophical inquiry as a tool for well-being. In: Contemporary Approaches to Behaviour and Mental Health in the Classroom. Connecting Research with Practice in Special and Inclusive Education . Routledge, London, pp. 147-160. ISBN 9780367474270
Rao, N., Ng, S. and Pearson, E. (2009) Preschool pedagogy: A fusion of traditional Chinese beliefs and contemporary notions of appropriate practice. In: Revisiting the Chinese Learner: Changing contexts, changing education. CERC Studies in Comparative Education (25). Springer, Hong Kong, pp. 255-279. ISBN 9789048138401
Scall, J., Parrish, A. and Dhephasadin Na Ayudhaya, P. (2021) Power imbalances: Inequality in international exchange: The UK and Thailand as example. In: Critical Perspectives on Equity and Social Mobility in Study Abroad: Interrogating Issues of Unequal Access and Outcomes. Routledge Studies in Global Student Mobility . Routledge, London. ISBN 9780367701246
Stern, L. J. (2021) A Self Rejected: childhood loneliness and the experience of alienation. In: The Bloomsbury Handbook of Culture and Identity from Early Childhood to Early Adulthood: Perceptions and Implications. Bloomsbury, London, pp. 49-59. ISBN 9781350157163
Stern, L. J. (2020) 'Uncertainty and Mortality: Two Stubborn Particulars of Religious Education' in Franck, O and Thalén, P (eds) (2021) Religious Education in a Post-Secular Age: Case Studies from Europe; Cham, Switzerland: Palgrave, chapter 7, pp 123-138. In: Religious Education in a Post-Secular Age: Case Studies from Europe. Palgrave, London, pp. 123-138. ISBN 9783030475031
Whiteoak, D. and Thomson, P (2017) Negotiating meaning in multiple communities of practice: reconciliation and disidentification in the identity work of headteachers leaving Anglican primary schools. In: Educational leadership: theorising professional practice in neoliberal times. Critical studies in education, leadership and administration . Routledge, Abingdon, pp. 56-70. ISBN 9781138658790
Wood, P. and Quickfall, A. (2022) Working with the complexity of professional practice and development. In: Mentoring Geography Teachers in the Secondary School A Practical Guide. Routledge, London. ISBN 9781003157120
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
Report
Plater, M. (2020) LAR-D (Learning About Religions through Dialogue) Final Report. [Report]
Plater, M. (2022) Report on a survey of early career secondary RE teachers: The First Year of Teaching: a follow-up survey to the Covid-cohort RE ITE survey 2021. [Report]
Plater, M. (2021) Report on a survey of the religious education ITE cohort, 2020/21. [Report]
Plater, M. (2023) The first years of teaching: final report. [Report] (Unpublished)
Monograph
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.
Pearson, E., Hendry, H., Rao, N., Aboud, F., Horton, C., Siraj, I., Raikes, A. and Miyahara, J. (2017) Reaching expert consensus on training different cadres in delivering early childhood development: technical report. Technical Report. United Kingdom Department for International Development.
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.
Conference or Workshop Item
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. 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)
Peart, S., Lawrence, C., Abdulrahman, H. K., Collyer, E. and Mahon, C. (2022) Exploring the presentation of Black autistic characters in children's picture books. In: Race Equality Colloquium: Decolonising Pedagogy, 4th May 2022, On-line. (Unpublished)
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.
Book
Leal Filho, W. and Hemstock, S.L., eds. (2020) Climate Change and the Role of Education. Climate Change Management . Springer International Publishing, Switzerland. ISBN 9783030328979
Wronska, K. and Stern, J., eds. (2024) Defending the Value of Education as a Public Good: Philosophical Dialogues on Education and the State. Routledge International Studies in the Philosophy of Education . Routledge, Abingdon, Oxfordshire. ISBN 9781032471693
Beckley, P., ed. (2011) Learning in early childhood. Sage, London. ISBN 9781849204057
Beckley, P., ed. (2019) Supporting vulnerable children in the early years. Jessica Kingsley Publishers, London. ISBN 9781785922374
Beckley, P., ed. (2018) The philosophy and practice of outstanding early years provision. Taylor and Francis, London. ISBN 9781351797016
Beckley, P. (2013) The new early years foundation stage: changes, challenges and reflections. Open University Press, Maidenhead. ISBN 9780335246984
Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing the early years foundation stage: a handbook. Open University Press, Maidenhead. ISBN 9780335236152
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
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
Connolly, L. (2022) Proofread Your Essay. Super Quick Skills . Sage. ISBN 9781529792621
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
Lawrence, C. and Macnab, O. (2024) Creativity and Autism. Emerald Guides . Straightforward Publishing, UK. ISBN 9781802362923
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
Myers, Sally, Hemstock, S.L. and Hanna, Edward (2020) Science, faith and the climate crisis. Emerald Points . Emerald, Bingley. ISBN 9781839829871
Plater, M. (2024) Worldviews Clarification. Bishop Grosseteste University, Lincoln.
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
Sood, K., Peart, S. and Mistry, M. (2017) Becoming a Successful School Leader Developing New Insights. Routledge, UK. ISBN 9781138100558
Stern, L J (2022) Middle Leadership in Education: Care, Carefulness and Being ‘Caute’ in the Middle. Grove Books. ISBN 9781788272728
Turvey, K., Potter, J., Burton, J., Allen, J. and Sharp, J. (2016) Primary computing and digital technologies: knowledge, understanding and practice. Achieving QTS, 7th ed . SAGE Publishing, London. ISBN 9781473961562
Thesis
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.
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.
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.
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.
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.
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. (2017) Can sharing education between home and school benefit the child with autism? Doctoral thesis, Sheffield Hallam.
Mackinder, M. (2020) Degrees of difference. A case study of forest school in England and Denmark. Doctoral thesis, University of Leicester.
Muir, L. (2023) A Teacher's Progress - professional identity development, gender transition and drama praxis. Doctoral thesis, University of Manchester.
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, 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.
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.
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.
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.
Quickfall, A. (2020) The life histories of teacher mothers: exploring a special situation. Doctoral thesis, Sheffield Hallam University.
Thompson, S. M. (2022) Under what conditions does the bar model support mathematical problem solving of two-step, real-life, word problems for autistic students? Post-Doctoral thesis, Bishop Grosseteste University.
Wilkinson, J. (2023) The Ethos of the Church of Ireland Primary School: The Student Voice. Post-Doctoral thesis, Bishop Grosseteste University.
Show/Exhibition
Rimmer, J. (2020) Trunk call. [Show/Exhibition]
Video
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]
Rimmer, J. (2020) Broken (final draft). [Video]
Other
Atkin, C. and Foster, E. (2015) educationUndergraduate: Journal of undergraduate research in education (Volume 7). Bishop Grosseteste University, Lincoln.
Fell-Chambers, R. (2021) ‘To fit in at school, you have to be a robot’: Do care farms offer a viable alternative? BERA.
Jeffery, T. and Whiteoak, D. (2016) educationUndergraduate: Journal of undergraduate research in education (Volume 8). Bishop Grosseteste University, Lincoln.
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.
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)
Sharp, J. and Foster, E. (2014) educationUndergraduate: Journal of undergraduate research in education (Volume 6). Bishop Grosseteste University, Lincoln.
Sharp, J., Taylor, C., Woolley, R. and Aubrey, K. (2007) educationUndergraduate: Journal of undergraduate research in education (Volume 1). Bishop Grosseteste University, Lincoln.
Taylor, C., Harrod, P., Woolley, R., Aubrey, K. and Edmonds, N. (2008) educationUndergraduate: Journal of undergraduate research in education (Volume 2). Bishop Grosseteste University, Lincoln.
Taylor, C., Sharp, J., Woolley, R., Adams, K., Aubrey, K., Wickham, J., Burnett, R. and Foster, E. (2012) educationUndergraduate: Journal of undergraduate research in education (Volume 5). Bishop Grosseteste University, Lincoln.
Taylor, C., Woolley, R., Aubrey, K., Wickham, J., Adams, K. and Burnett, R. (2010) educationUndergraduate: Journal of undergraduate research in education (Volume 4). Bishop Grosseteste University, Lincoln.
Taylor, C., Woolley, R., Aubrey, K., Wickham, J., Harris, J., Burnett, R. and Elliott, M. (2009) educationUndergraduate: Journal of undergraduate research in education (Volume 3). Bishop Grosseteste University, Lincoln.