Items where Research Institute, Centre or Group is "Sheffield Institute of Education"

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Number of items at this level: 514.

A

ADAMS, Gill (2014). 'It doesn't have to be like this': Women mathematics teachers' experience of professional learning. Proceedings of the British Society for Research into Learning Mathematics, 34 (1), 1-6.

ADAMS, Gill (2012). Pushing the boundaries : Women teachers’ experiences of learning mathematics. Proceedings of the British Society for Research into Learning Mathematics, 32 (2), 5-10.

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ADAMS, Gill (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching and teacher education, 67, 161-170.

ADAMS, Gill (2013). Women teachers' experiences of learning mathematics. Research in Mathematics Education, 15 (1), 87-88.

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ADAMS, Gill and POVEY, Hilary (2016). Workshop report: Using data from a history of Smile to overcome 'historic loneliness'. In: BSRLM Day conference, Loughborough University, 11 June 2016.

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ADNETT, N., MCCAIG, C., SLACK, K. and BOWERS-BROWN, T. (2011). Achieving "transparency, consistency and fairness" in English HE admissions: progress since Schwartz? Higher education quarterly, 65 (1), 12-33.

ALLEN, Rebecca, COLDRON, John and WEST, Anne (2012). The effect of changes in published secondary school admissions on pupil composition. Journal of Education Policy, 27 (3), 349-366.

ASHWORTH, P. D. (2004). Understanding as the transformation of what is already known. Teaching in higher education, 9 (2), 147-158.

ASHWORTH, Peter (2006). Seeing oneself as a carer in the activity of caring: Attending to the lifeworld of a person with Alzheimer's disease. International Journal of Qualitative Studies on Health and Well-being, 1 (4), 212-225.

ASHWORTH, Peter (2009). William James's “psychologist's fallacy” and contemporary human science research. International Journal of Qualitative Studies on Health and Well-being, 4 (4).

ASHWORTH, Peter and GREASLEY, Kay (2009). The phenomenology of ‘approach to studying’: the idiographic turn. Studies in Higher Education, 34 (5), 561-576.

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ASHWORTH, Peter D. (2017). Interiority, exteriority and the realm of intentionality. Journal of Phenomenological Psychology, 48 (1), 39-62.

ASOBAYIRE, Alice and BARLEY, Ruth (2015). Women's cultural perceptions and attitudes towards breast cancer : Northern Ghana. Health Promotion International, 30 (3), 647-657.

B

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BAILEY, Chris J, BURNETT, Cathy and MERCHANT, Guy (2016). Assembling literacies in virtual play. In: MILLS, Kathy, STORNAIUOLIO, Amy, SMITH, Anna and ZACHER PANDYA, Jessica, (eds.) Handbook of Writing, Literacies and Education in Digital Cultures. London, Routledge. (In Press)

BARLEY, Ruth (2016). Language, identity and peer interactions at a linguistically diverse school. In: THEOBALD, Maryanne, (ed.) Friendship and Peer Culture in Multilingual Settings. Sociological Studies of Children and Youth (21). Emerald, 89-111.

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BARLEY, Ruth (2011). Why familiarise? Social Research Update (62), 1-4.

BARLEY, Ruth and BATH, Caroline (2014). The importance of familiarisation when doing research with young children. Ethnography and Education, 9 (2), 182-195.

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BARLEY, Ruth and MERCHANT, Guy (2016). ‘The naughty person’: exploring dynamic aspects of identity and children’s discourses before and during the Libyan Uprising. Childhood, 23 (4), 477-491.

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BATH, Caroline (2013). Conceptualising listening to young children as an ethic of care in early childhood education and care. Children and Society, 27 (5), 361-371.

BATH, Caroline (2009). Learning to belong: exploring young children's participation at the start of school. London, Routledge.

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BATH, Caroline (2011). Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK. Early Years: an international journal of research and development, 31 (2), 181-192.

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BATH, Caroline (2009). When does the action start and finish? Making the case for an ethnographic action research in educational research. Educational Action Research, 17 (2), 213-224.

BATH, Caroline, BARR, Karen and HAYNES, Mary (2014). Building a community of enquiry with students on a foundation degree in early years. Journal of Vocational Education & Training, 66 (2), 249-262.

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BEVINS, S., BRODIE, M. and BRODIE, E. (2005). A study of UK secondary school students' perceptions of science and engineering. In: European Educational Research Association Annual Conference, Dublin, 7-10 September 2005.

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BEVINS, S., BRODIE, M. and BRODIE, E. (2010). The views of five participating undergraduate students of the Student Associates Scheme in England. Teacher development, 14 (1), 29-44.

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BEVINS, S., THOMPSON, M. and WILLIAMS, C. (2007). A climate for change. In: Researching Children conference, Hermann Gmeiner Academy, Innsbruck, December 10-12, 2007.

BEVINS, S.C, BRODIE, E. and THOMPSON, M. (2008). Current perceptions of the impact of SES on science participation and attainment: a focus group investigation of pupils, teachers and parents. In: Exploring the relationship between socioeconomic status and participation and attainment in science education. SES and Science Education report. London, The Royal Society, 30-41.

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BEVINS, Stewart, JORDAN, Julie and PERRY, Emily (2011). Reflecting on professional development. Educational Action Research, 19 (3), 399-411.

BEVINS, Stuart, BYRNE, Eleanor, BRODIE, Marilyn and PRICE, Gareth (2011). English Secondary school students' perceptions of school science and science and engineering. Science Education International, 22 (4), 255-265.

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BEVINS, Stuart, DANIELS, Tony, FORSTER, George, PERRY, Emily, PRICE, Gareth and WINDALE, Mark (2016). Design of an engineering curriculum and 12 STEM modules for the Thai Basic Education Ministry (OBEC). Project Report. Sheffield Hallam University.

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BEVINS, Stuart, DANIELS, Tony, FORSTER, George, PERRY, Emily, PRICE, Gareth and WINDALE, Mark (2016). Engineering Thailand : design of an engineering curriculum and 12 STEM modules for the Thai Basic Education (OBEC). Project Report. British Council. (Unpublished)

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BEVINS, Stuart and PRICE, Gareth (2014). Collaboration between academics and teachers : a complex relationship. Educational Action Research, 22 (2), 270-284.

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BEVINS, Stuart and PRICE, Gareth (2015). The Introduction of the New Curriculum and Senior High School System in the Philippines : report of the consultation exercise undertaken in November 2015. Project Report. Sheffield Hallam University for the British Council. (Unpublished)

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BEVINS, Stuart and PRICE, Gareth (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38 (1), 17-29.

BOULTON, Helen and HRAMIAK, Alison (2014). Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training. Technology, Pedagogy and Education, 23 (2), 151-165.

BOULTON, Helen and HRAMIAK, Alison (2012). E-flection: the development of reflective communities of learning for trainee teachers through the use of shared online web logs. Reflective Practice, 13 (4), 503-515.

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BOWER, Kim (2017). Explaining motivation in language learning: a framework for evaluation and research. Language Learning Journal. (In Press)

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BOWER, Kim (2017). 'Speaking French alive': learner perspectives on their motivation in Content and Language Integrated Learning in England. Innovation in Language Learning and Teaching, 1-16. (In Press)

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BOYLAN, M. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70.

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BOYLAN, M. (2009). Engaging with issues of emotionality in mathematics teacher education for social justice. Journal of mathematics teacher education, 12 (6), 427-443.

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BOYLAN, Mark (2013). Deepening system leadership : teachers leading from below. Educational Management Administration & Leadership, 44 (1), 57-72.

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BOYLAN, Mark (2016). Enabling adaptive system leadership: teachers leading professional development. Educational Management Administration & Leadership. (In Press)

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BOYLAN, Mark (2016). Ethical dimensions of mathematics education. Educational Studies in Mathematics, 92 (3), 395-409.

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BOYLAN, Mark (2010). 'It's getting me thinking and I'm an old cynic' : exploring the relational dynamics of mathematics teacher change. Journal of Mathematics Teacher Education, 13 (5), 383-395.

BOYLAN, Mark (2010). ‘It’s getting me thinking and I’m an old cynic’: exploring the relational dynamics of mathematics teacher change. Journal of Mathematics Teacher Education, 13 (5), 383-395.

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BOYLAN, Mark, COLDWELL, Michael and SIMKINS, Timothy (2011). Complexity and leadership in teacher professional development : the case of the National Centre for Excellence in the Teaching of Mathematics. In: British Educational Research Association Conference, London, IoE, 7th-10th September 2011. (Unpublished)

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BOYLAN, Mark, DEMACK, Sean, STEVENS, Anna, COLDWELL, Michael and STIELL, Bernadette (2016). An Evaluation of the Further Mathematics Support Programme : Research Report. Project Report. Sheffield Hallam University.

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BOYLAN, Mark, DEMACK, Sean, WILLIS, Benjamin, STEVENS, Anna, ADAMS, Gill and VERRIER, Diarmuid (2015). Multiplicative reasoning professional development programme : evaluation. Project Report. London, Department for Education.

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BOYLAN, Mark and POVEY, Hilary (2013). Ability thinking. In: LESLIE, Dawn and MENDICK, Heather, (eds.) Debates in mathematics education. Routledge.

BOYLAN, Mark and POVEY, Hilary (2012). Moving off track: mathematics teacher education for all attainment teaching. In: JACOBSEN, Laura J, MISTELE, Jean and SRIRAMAN, Bharath, (eds.) Mathematics teacher education in the public interest : equity and social justice. International perspectives on mathematics education : cognition, equity and society . Information Age Publishing, 117-158.

BOYLAN, Mark and POVEY, Hilary (2009). Telling stories about mathematics. In: BLACK, Laura, MENDICK, Heather and SOLOMON, Yvette, (eds.) Mathematical relationships in education : identities and participation. Routledge research in education . Routledge, 47-57.

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BOYLAN, Mark and SMITH, Peter (2012). Tutor roles in collaborative group work. Student Engagement and Experience Journal, 1 (1), 1-13.

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BOYLAN, Mark and WOOLSEY, Ian (2015). Teacher education for social justice : mapping identity spaces. Teaching and teacher education, 46, 62-71.

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BRACEWELL, Diana, JORDAN, Julie, PRICE, Gareth, OLLEY, Chris and WALKER, John (2017). RBPT Workshops in Mohali and Tezpur, 2017 Report of the Workshops at IISER, Mohali, and the University of Tezpur, January 2017. Project Report. Sheffield Hallam University.

BUFTON, S. (2006). Learning to play the game: mature, working-class students in higher education. In: JARY, D. and JONES, R., (eds.) Perspectives and practice in widening participation in the social sciences. University of Birmingham, C-SAP, 87-115.

BUFTON, S. (2004). Social class. In: TAYLOR, G. and SPENCER, S., (eds.) Social identities: multidisciplinary approaches. London, Routledge, 14-34.

BUFTON, S. (2003). The lifeworld of the university student: habitus and social class. Journal of phenomenological psychology, 34 (2), 207-234.

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BULLOUGH, Andy (2016). Does intelligent life exist beyond our planet? An exercise in estimation and problem solving. School Science Review, 97 (360), 61-62.

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BURKE, Penny Jane, BENNETT, Anna, BUNN, Matthew, STEVENSON, Jacqueline and CLEGG, Sue (2017). It’s About Time: working towards more equitable understandings of the impact of time for students in higher education. Project Report. Australia, Curtin University.

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BURKE, Penny Jane, STEVENSON, Jacqueline and WHELAN, Pauline (2015). Teaching ‘Excellence’ and pedagogic stratification in higher education. International Studies in Widening Participation, 2 (2), 29-43.

BURNETT, C. (2006). Constructions of professional knowledge among student and practising primary teachers: paradigmatic and narrative. Research papers in education, 21 (3), 315-333.

BURNETT, C. (2003). Learning to chat: tutor participation in synchronous online chat. Teaching in higher education, 8 (2), 247-261.

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BURNETT, C. (2011). Medium for empowerment or a 'centre for everything': students’ experience of control in digital environments within a university context. Education and information technologies, 16 (3), 245-258.

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BURNETT, C. (2009). Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies. Journal of research in reading (special issue: New developments in literacy and technology), 32 (1), 22-37.

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BURNETT, C. (2010). Technology and literacy in early childhood educational settings: a review of research. Journal of early childhood literacy, 10 (3), 247-270.

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BURNETT, C. (2009). That’s more like they know me as a person": one primary pre-service teacher’s stories of her personal and ‘professional’ digital practices. Literacy (special edition: Literacy and identity), 43 (2), 65-74.

BURNETT, C., DICKINSON, P., MYERS, J. and MERCHANT, G. H. (2006). Digital connections transforming literacy in the primary school. Cambridge journal of education, 36 (1), 11-29.

BURNETT, C. and MYERS, J. (2002). "Beyond the frame": exploring children's literacy practices. Literacy, 36 (2), 56-62.

BURNETT, Catherine (2009). Personal digital literacies versus classroom literacies: investigating pre-service teachers' digital lives in and beyond the classroom. In: CARRINGTON, Victoria and ROBINSON, Muriel, (eds.) Digital literacies : social learning and classroom practices. Sage.

BURNETT, Catherine (2011). Pre-service teachers’ digital literacy practices : exploring contingency in identity and digital literacy in and out of educational contexts. Language and Education, 25 (5), 433-449.

BURNETT, Catherine (2011). Shifting and multiple spaces in classrooms : an argument for investigating learners’ boundary-making around digital networked texts. Journal of Literacy and Technology, 12 (3), 2-23.

BURNETT, Catherine (2011). Technology and literacy in early childhood educational settings : a review of research. In: PAHL, Kate and ROWSELL, Jennifer, (eds.) Early childhood literacy. Sage library of educational thought and practice, 4 . Sage.

BURNETT, Catherine (2011). The (im)materiality of educational space: interactions between material, connected and textual dimensions of networked technology use in schools. E-Learning and digital media, 8 (3), 214-227.

BURNETT, Catherine, DICKINSON, Paul, MCDONAGH, Jim, MERCHANT, Guy, MYERS, Julia and WILKINSON, Jeff (2003). From Recreation to Reflection: Digital conversations in Educational Contexts. L1-Educational Studies in Language and Literature, 3 (1/2), 149-167.

BURNETT, Catherine, DICKINSON, Paul, MERCHANT, Guy and MYERS, Julia (2004). Digikids. Primary English Magazine, 9 (4), 16-20.

BURNETT, Catherine and MERCHANT, Guy (2011). Is there a space for critical literacy in the context of social media? English Teaching: Practice and Critique, 10 (1), 41-57.

BURNETT, Catherine and MERCHANT, Guy (2003). Y6 pupils have a weird experience. Primary English Magazine, 8 (4), 29-32.

BURNETT, Catherine, MERCHANT, Guy and MYERS, Julia (2007). English and ICT. In: CREMIN, T. and DOMBEY, H., (eds.) The handbook of primary English initial teacher education. Leicester/Sheffield, United Kingdom Literacy Association/National Association for the Teaching of English, 81-101.

BURNETT, Catherine and MYERS, Julia (2006). Observing children writing on screen : exploring the process of multi-modal composition. Language and literacy, 8 (2).

BURNETT, Catherine and MYERS, Julia (2004). Teaching English 3-11 : the essential guide. Reaching the standard . Continuum.

BURNETT, Catherine, MYERS, Julia and MERCHANT, Guy (2005). English and ICT. National Association for the Teaching of English.

BURNETT, Catherine and WILKINSON, Jeff (2005). Holy lemons : learning from children's uses of the Internet in out-of-school contexts. Literacy (formerly Reading), 39 (3), 158-165.

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BURNETT, Cathy (2017). Acknowledging and interrogating multiplicities: towards a generous approach in evaluations of early literacy innovation and intervention. Journal of early childhood literacy, 17 (4), 522-550.

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BURNETT, Cathy (2015). Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites. Learning, Media and Technology, 1-24.

BURNETT, Cathy (2015). (Im)materialising Literacies. In: ROWSELL, Jennifer and PAHL, Kate, (eds.) The Routledge Handbook of Literacy Studies. Routledge handbooks in applied linguistics . Abingdon, Routledge, 520-531.

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BURNETT, Cathy (2013). Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts? Education 3-13, 43 (2), 197-208.

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BURNETT, Cathy (2013). Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools. Educational Review, 66 (2), 192-209.

BURNETT, Cathy (2017). Reading the future: The contribution of literacy studies to debates on reading and reading engagement for primary-aged children. In: NG, Clarence and BARTLETT, Brendan, (eds.) Improving reading and reading engagement in the 21st century. Singapore, Springer, 119-140.

BURNETT, Cathy (2017). Reading the future: the contribution of literacy studies to debates on reading and reading engagement for primary-aged children. In: NG, Clarence and BARTLETT, Brendan, (eds.) Improving reading in the 21st century: International research and innovations. Singapore, Springer, 119-140.

BURNETT, Cathy (2014). Teaching, research and further qualifications. In: CREMIN, Teresa and ARTHUR, James, (eds.) Learning to teach in the primary school. Learning to teach in the primary school series . Abingdon, Routledge, 632-642.

BURNETT, Cathy (2014). Why teach. In: OWEN, David and BURNETT, Cathy, (eds.) Getting into primary teaching. Critical Learning . Northwich, Critical Publishing, 5-23.

BURNETT, Cathy (2016). The digital age and its implications for learning and teaching in the primary school. Discussion Paper. York, Cambridge Primary Review Trust.

BURNETT, Cathy (2017). The fluid materiality of tablets: examining ‘the iPad multiple’ in a primary classroom. In: BURNETT, Cathy, MERCHANT, Guy, SIMPSON, Alyson and WALSH, Maureen, (eds.) The case of the iPad: Mobile literacies in education. Singapore, Springer, 15-30.

BURNETT, Cathy and BAILEY, Christopher (2014). Conceptualizing collaborations in hybrid sites : playing Minecraft together and apart in a primary classroom. In: BURNETT, Cathy, DAVIES, Julia, MERCHANT, Guy and ROWSELL, Jennifer, (eds.) New literacies around the Globe : policy and pedagogy. Routledge Research in Literacy, 5 . New York, Routledge, 50-71.

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BURNETT, Cathy, DANIELS, Karen, GRAY, Lyndsay, MYERS, Julia and SHARPE, Sheila (2015). Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context. Teacher Development, 19 (3), 275-293.

BURNETT, Cathy, DANIELS, Karen and SAWKA, Vicky (2016). Teaching Strategies. In: WYSE, Dominic and ROGERS, Sue, (eds.) A Guide to Early Years and Primary Teaching. Sage, 125-144.

BURNETT, Cathy, DAVIES, Julia, MERCHANT, Guy and ROWSELL, Jennifer (2014). Changing contexts for the 21st century literacies. In: BURNETT, Cathy, DAVIES, Julia, MERCHANT, Guy and ROWSELL, Jennifer, (eds.) New literacies around the Globe : policy and pedagogy. Routledge Research in Literacy, 5 . New York, Routledge, 1-13.

BURNETT, Cathy, DAVIES, Julia, MERCHANT, Guy and ROWSELL, Jennifer (2014). New meaning-making practices : a charter for literacy education. In: BURNETT, Cathy, DAVIES, Julia, MERCHANT, Guy and ROWSELL, Jennifer, (eds.) New literacies around the Globe : policy and pedagogy. Routledge Research in Literacy, 5 . New York, Routledge, 154-166.

BURNETT, Cathy and MERCHANT, Guy (2016). Assembling virtual play in the classroom. In: Literacy, media, technology: past, present and future. Bloomsbury Academic.

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BURNETT, Cathy and MERCHANT, Guy (2016). Boxes of poison: baroque technique as antidote to simple views of literacy. Journal of Literacy Research, 48 (3), 258-279.

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BURNETT, Cathy and MERCHANT, Guy (2013). Learning, literacies and new technologies : the current context and future possibilities. In: LARSON, Joanne and MARSH, Jackie, (eds.) The SAGE Handbook of Early Childhood Literacy. 2nd ed. Sage handbooks . London, SAGE, 575-587.

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BURNETT, Cathy and MERCHANT, Guy (2017). Opening the case of the IPad : what matters and where next? The Reading Teacher, 71 (2), 239-242.

BURNETT, Cathy and MERCHANT, Guy (2014). Points of view : reconceptualising literacies through an exploration of adult and child interactions in a virtual world. Journal Of Research In Reading, 37 (1), 36-50.

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BURNETT, Cathy and MERCHANT, Guy (2017). Using stacking stories to investigate children’s virtual world play in a primary classroom. Other. Sage.

BURNETT, Cathy and MERCHANT, Guy (2017). The case of the iPad. In: BURNETT, Cathy, MERCHANT, Guy, SIMPSON, Alyson and WALSH, Maureen, (eds.) The case of the iPad: Mobile literacies in education. Singapore, Springer, 1-14.

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BURNETT, Cathy and MERCHANT, Guy (2015). The challenge of 21st Century literacies. Journal of Adolescent and Adult Literacy, 59 (3), 271-274.

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BURNETT, Cathy, MERCHANT, Guy, PAHL, Kate and ROWSELL, Jennifer (2014). The (im)materiality of literacy : the significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35 (1), 90-103.

BURNETT, Cathy, MERCHANT, Guy and PARRY, Becky (2016). Past, present, future. In: Literacy, media, technology: past, present and future. Bloomsbury Academic.

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BYRNE, Eleanor, BOOTH, Josephine, BEVINS, Stuart and BULLOUGH, Andy (2017). Chain reaction final report. Project Report. SCIENTEX.

BYRNE, Eleanor and BRODIE, Marilyn (2011). Cross curricular teaching and learning in the secondary school : science. Routledge.

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CARTER, Caron and BATH, Caroline (2016). The pirate in the pump: children's views of objects as imaginary friends at the start of school. Education 3-13. (In Press)

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CARTER, Caron and NUTBROWN, Cathy (2016). A pedagogy of friendship: young children's friendships and how schools can support them? The Journal of Early Years Education. (In Press)

CHATTERTON, J. and HRAMIAK, A. (2007). Bootcamp - funcamp: an evaluation of intensive, 3-day, on-line courses for school students, leading to the European Computer Driving Licence (ECDL). In: Society for Information Technology and Teacher Education International Conference (SITE), Austin, Texas, March 2007. 1780-1787.

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CHECKLEY, Rebecca, HODGE, Nick, CHANTLER, Susan, REIDY, Lisa and HOLMES, Katie (2010). What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting. Journal of Assistive Technologies, 4 (1), 25-37.

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CHECKLEY, Rebecca, REIDY, Lisa, CHANTLER, Susan, HODGE, Nick and HOLMES, Katie (2012). “Black white zebra orange orange”: How children with autism make use of computer-based voice output communication aids in their language and communication at school. Journal of Assistive Technologies, 6 (4), 245-258.

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CHOWN, Nick, ROBINSON, Jackie, BEARDON, Luke, DOWNING, Jillian, HUGHES, Liz, LEATHERLAND, Julia, FOX, Katrina, HICKMAN, Laura and MACGREGOR, Duncan (2017). Improving research about us, with us: a draft framework for inclusive autism research. Disability and Society. (In Press)

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CLEGG, Sue, STEVENSON, Jacqueline and BURKE, Penny-Jane (2016). Translating close-up research into action : a critical reflection. Reflective Practice, 17 (3), 233-144.

CLOSE, Paul (2012). Developing multi-agency leadership in education. School Leadership and Management, 32 (2), 123-140.

CLOSE, Paul (2013). Developing political astuteness: a leadership coaching journey. School leadership and management, 33 (2), 178-196.

CLOSE, Paul (2009). From transition to transformation : leading the management of change. In: MCKIMM, Judy and PHILLIPS, Kay, (eds.) Leadership and management in integrated services. Exeter, Learning Matters, 73-92.

CLOSE, Paul and RAYNOR, Adrian (2010). Five literatures of organisation : putting the context back into educational leadership. School Leadership and Management, 30 (3), 209-224.

CLOSE, Paul and WAINWRIGHT, Jonathan (2010). Who's in charge? Leadership and culture in extended service contexts. School Leadership and Management, 30 (5), 435-450.

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COLDRON, J. (2010). Nelson Goodman’s general theory of symbols: can it help characterise some educational concerns? In: European conference of education research, Helsinki, 25-27 August 2010. 1-18. (Submitted)

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COLDRON, J. (1982). A critical exposition of Nelson Goodman’s concept of metaphorical exemplification. Masters, University of Sheffield.

COLDRON, J., CRIPPS, C. and SHIPTON, L. (2010). Why are English secondary schools socially segregated? Journal of education policy, 25 (1), 19-35.

COLDRON, J. H. (2007). Parents and the diversity of secondary education. Discussion Paper. London, Research and Information on State Education.

COLDRON, J. H., STEPHENSON, K., WILLIAMS, J., SHIPTON, L. and DEMACK, S. (2002). Admission appeal panels: research study into the operation of appeal panels' use of the code of practice and training for panel. Project Report. London, Department for Education and Skills.

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COLDRON, J. H., TANNER, E., FINCH, S., SHIPTON, L., WOLSTENHOLME, C., WILLIS, B., DEMACK, S. and STIELL, B. (2008). Secondary school admissions. Project Report. London, Department for Children, Schools and Families.

COLDRON, J. H., WILLIS, B. and WOLSTENHOLME, C. (2009). Selection by attainment and aptitude in English secondary schools. British journal of educational studies, 57 (3), 245-264.

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COLDRON, John (2012). Access, justice and education: : two characterisations of injustice in relation to schooling. In: Fourth Workshop “Matching in Practice”, Universitat Autònoma de Barcelona, Spain, 15 November 2012.

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COLDRON, John (2013). Admissions to English primary and secondary schools. In: Matching in Practice Workshops, September 2013. (Submitted)

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COLDRON, John (2011). Available educational identities: an exploration of kinds of pupils, parents and teachers constituted through classification in the educational field. In: European Conference of Educational Researchers, Berlin, 13-16 September 2011.

COLDRON, John (2015). Banding : selecting for a common intake. In: DE WAAL, Anastasia, (ed.) The ins and outs of selective secondary schools : a debate. Civitas, 261-274.

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COLDRON, John (2011). Elective identity, social segregation and parental choice. In: BERA Conference at the Institute of Education, London, 6th-8th September 2011. (Unpublished)

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COLDRON, John (2015). School admissions: lessons from the evidence. Other. RISE, the Research and Information on State Education Trust,.

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COLDRON, John (2014). Uses and abuses of primary education: the relation of primary to secondary schooling in England between 1870 and 2014. In: BERA Annual Conference September 2014, London, 24-26 September 2014.

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COLDRON, John (2014). The positions of primary and secondary schools in the English school field: A case of durable inequality. In: ECER Conference, Porto Portugal, 1 - 5 September 2015.

COLDRON, John, CRAWFORD, Megan, JONES, Steve and SIMKINS, Timothy (2014). The positions of primary and secondary schools in the English school field: a case of durable inequality. Journal of Education Policy.

COLDRON, John, CRAWFORD, Megan, JONES, Steve and SIMKINS, Timothy (2014). The restructuring of schooling in England: the responses of well-positioned Headteachers. Educational Management Administration & Leadership, 42 (3), 387-403.

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COLDRON, John, CRIPPS, Caroline and SHIPTON, Lucy (2010). What can be done to mitigate the persistent social segregation of secondary schools in England? In: Part of a Keynote Symposia, BERA, Warwick, September 2010.

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COLDRON, John, CRIPPS, Caroline, SHIPTON, Lucy and STIELL, Bernadette (2009). Fair school admissions: What is the contribution of the Choice Advice initiative. In: British Education Research Conference, Manchester, September 2009. 1-28.

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COLDRON, John and SMITH, Robin (2015). Being a teacher : practice theory, exemplification and the nature of professional practice. In: PESGB Oxford 2015, Oxford, 26-29 March 2015.

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COLDWELL, M. R., COLDRON, J. H. and SMITH, R. (2008). Active social location in schools: professional development for the whole school workforce? In: British Educational Research Association (BERA) Annual Conference, Edinburgh, 4 September 2008.

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COLDWELL, M. R., GORNALL, L., HOLLAND, M. R., TRICKEY, D. S., WILLIS, B. and WOLSTENHOLME, C. E. (2006). Developing enterprise culture in a northern educational authority in the UK: involving trainee teachers in learning-orientated evaluation. In: European Conference on Educational Research, Geneva, 2006.

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COLDWELL, M. R. and HOLLAND, M. R. (2001). Pupil, Teacher and Parent views on secondary education in an economically deprived former coal mining town in the UK. In: American Educational Research Association (AERA) Annual Meeting, Seattle, April 10-14, 2001.

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COLDWELL, M. R., TRICKEY, S., HOLLAND, M. R. and SMITH, P. (2005). Bridging the gap? The role of transition advisers in the move from compulsory education. In: British Educational Research Association Annual Conference, University of Glamorgan, Pontypridd, 14 -17 September 2005.

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COLDWELL, Michael (2017). Exploring the influence of professional development on teacher careers : developing a path model approach. Teaching and teacher education, 61, 189-198.

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LEACH, John, AMETLLER, Jaume and SCOTT, Phil (2010). Establishing and communicating knowledge about teaching and learning scientific content: the role of design briefs. In: KORTLAND, Koos and KLAASEN, Kees, (eds.) Designing theory-based teaching-learning sequences for science education: proceedings of the symposium in honour of Piet Lijnse at the time of his retirement as professor of physics didactics at Utrecht University. FIsme series on Research in Science Education (64). Utrecht, NL, CDBeta Press, 7-36.

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MAXWELL, Bronwen and FINLAYSON, Helen (2007). The positive impacts of interactive whiteboards on student learning outcomes in FE colleges, and the conditions under which outcomes can be maximised. In: BERA Annual Conference 2007, Institute of Education, London, 5th - 8th September, 2007. (Unpublished)

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MAXWELL, Bronwen, GREANY, Toby, ASPINWALL, Kath, HANDSCOMB, Graham, SELEZNYOV, Sarah and SIMKINS, Timothy (2015). Approaches to research & development for ‘great pedagogy’ and ‘great CPD’ in teaching school alliances : teaching schools R&D network national themes project 2012-14. Project Report. London, Department for Education.

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MAXWELL, Bronwen and SIMKINS, Tim (2011). School strategies for the professional development and support of early career teachers. In: BERA Annual Conference 2011 - Early career teacher symposium (NQTQIS project), Institute of Education, London, 6 - 8 September 2011. (Unpublished)

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MAXWELL, Bronwen, SIMKINS, Tim and COLDWELL, Michael (2009). Possibilities of partnerships as sites for learning: Leadership development in English 14-19 consortia. In: BERA Annual Conference 2009, University of Manchester, 2 - 5 September 2009. (Unpublished)

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MCCAIG, C. (2011). Trajectories of higher education system differentiation: structural policymaking and the impact of tuition fees in England and Australia. Journal of education and work, 24 (1-2), 7-25.

MCCAIG, C. and ADNETT, N. (2009). English universities, additional fee income and access agreements: their impact on widening participation and fair access. British Journal Of Educational Studies, 57 (1), 18-36.

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MCCAIG, C. and ADNETT, N. (2008). Variable tuition fees and widening participation: the marketing of English institutions through access agreements. In: British Educational Research Association annual conference, September 3-6 2008.

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MCCAIG, Colin and HARRISON, Neil (2015). An ecological fallacy in higher education policy: the use, overuse and misuse of 'low participation neighbourhoods'. Journal of Further and Higher Education, 39 (6), 793-817.

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MCCAIG, Colin and TAYLOR, Carol (2013). Evaluating the impact of student number controls, choice and competition on the changing HE landscape. In: Society for Research into Higher Education Annusl Conference, Celtic Manor, Newport, South Wales, 10-13th December 2013. (Unpublished)

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MCCAIG, Colin and TAYLOR, Carol A (2017). The strange death of number controls in England : paradoxical adventures in higher education market making. Studies in Higher Education, 42 (9), 1641-1654.

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MCGRATH, Lisa (2015). Dissertation: Writing for publication in four disciplines: Insights into text and context. Fachsprache: International Journal of Specialized Communication, 3-4, 223-227.

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MCCAIG, C. (2009). OFFA Access Agreements, bursaries and 'fair access' to higher education - opening up a new front in the WP wars? In: BERA annual conference, Manchester, 2-5 September 2009. 1-23. (Submitted)

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MCCAIG, Colin (2016). Developing a research proposal. In: Widening Participation Conference : 'HE: Transforming lives through life-wide learning', Milton Keynes, April 27-28th. (Unpublished)

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MCCAIG, Colin (2017). Evidencing the impact of your institution's financial support. In: Developing your access agreement conference, Woburn House, London, 21st February 2017. (Unpublished)

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MCCAIG, Colin (2016). Exploring the role of financial support in supporting marginal students in English HE: methodological issues. In: BERA Annual Conference 2016, University of Leeds, Leeds, 12-15 September 2016. (Unpublished)

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MCCAIG, Colin (2015). Market driven system differentiation in England : can it foster equity and diversity? In: ECER : Education and Transition - Contributions from Educational Research, Budapest, 7-11 September 2015. (Submitted)

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MCCAIG, Colin (2015). Marketisation and widening participation in English higher education : a critical discourse analysis of institutional access policy documents. Higher Education Review, 48 (1), 6-24.

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MCCAIG, Colin (2015). Neoliberalism and the drivers of system differentiation: a journey from equality to equity. In: SRHE Annual Research Conference, Newport, South Wales, 9-11 December 2015. (Unpublished)

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MCCAIG, Colin (2016). The impact of the TEF, changes to degree awarding powers and university title in a marketised HE landscape. In: BERA Higher Education Special Interest Group Seminar: The (Proposed) Teaching Excellence Framework: Whose world-view is this anyway?, Institute of Education, London, 6th May 2016. (Unpublished)

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MCCAIG, Colin (2015). The impact of the changing English higher education marketplace on widening participation and fair access : evidence from a discourse analysis of access agreements. Widening Participation and Lifelong Learning, 17 (1), 5-22.

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MCCAIG, Colin (2014). The retreat from widening participation? : the National Scholarship Programme and new access agreements in English higher education. Studies in Higher Education, 41 (2), 215-230.

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MCCAIG, Colin, CLAGUE, Lucy, HOGARTH, Terence and GAMBIN, Lynn (2014). Technical apprenticeships : research into the need for and capacity to deliver STEM related Apprenticeship Provision in England. Project Report. London, Department for Business, Innovation and Skills.

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MCCAIG, Colin and STEVENSON, Jacqueline (2016). (Re)conceptualising ‘disadvantage’ in UK widening participation policy: possibilities for transformation? In: Widening Participation Conference : 'HE: Transforming lives through life-wide learning', Milton Keynes, April 27-28th 2016.

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MCCAIG, Colin, STEVENSON, Jacqueline and MADRIAGA, Manuel (2017). Partnership working in widening participation policy: collaboration in a competitive climate. In: BERA Annual Conference 2017, Brighton, 4-6tSeptember 2017. (Unpublished)

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MCCAIG, Colin and TAYLOR, Carol (2014). Evaluating the impact of number controls, choice and competition : an analysis of the student profile and the student learning environment in the new higher education landscape. Discussion Paper. Colin McCaig. (Unpublished)

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MCGRATH, Lisa (2016). Self-mentions in anthropology and history research articles: Variation between and within disciplines. Journal of English for Academic Purposes, 21, 86-98.

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MCGRATH, Lisa, BERGGREN, Jessica and MEŽEK, Špela (2016). Reading EAP: Investigating high proficiency L2 university students’ strategy use through reading blogs. Journal of English for Academic Purposes, 22, 152-164.

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