Items where Research Institute, Centre or Group is "Centre for Education and Inclusion Research"
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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.
BARLEY, Ruth and BATH, Caroline (2014). The importance of familiarisation when doing research with young children. Ethnography and Education, 9 (2), 182-195.
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.
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.
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.
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.
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.
DANIELS, Karen (2014). Cultural agents creating texts: a collaborative space adventure. Literacy, 48 (2), 103-111.
FANG, Xi and GARLAND, Paul (2014). Teacher orientations to ELT curriculum reform: an ethnographic study in a Chinese secondary school. The Asia-Pacific Education Researcher, 23 (2), 311-319.
FILDES, Keith E. (2014). Establishing a baseline as the first step to evaluating impact. In: BROMLEY, Tony, (ed.) The impact of researcher development. Vitae Occasional Papers (1). Careers Research and Advisory Centre (CRAC) Limited, 3-8.
FORMBY, Eleanor (2014). Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: views from young people. In: ATTWOOD, Feona and SMITH, Clarissa, (eds.) Investigating young people’s sexual cultures. Abingdon, Routledge.
FORMBY, Eleanor (2014). The emotional health and wellbeing of young people who identify as lesbian, gay, bisexual or trans. In: TOD, Angela and HIRST, Julia, (eds.) Health and inequality: applying public health research to policy and practice. Abingdon, Routledge, 62-71.
HAWLEY-HAGUE, H., HORNE, M., CAMPBELL, M., DEMACK, Sean, SKELTON, D. A. and TODD, C. (2014). Multiple levels of influence on older adults' attendance and adherence to community exercise classes. The Gerontologist, 54 (4), 599-610.
HIRST, Julia (2014). Get some rhythm round the clitoris’: addressing sexual pleasure in sexuality education in schools and other youth settings. In: ALLEN, Louisa, RASMUSSEN, Mary Lou and QUINLIVAN, Kathleen, (eds.) The politics of pleasure in sexuality education : pleasure bound. Routledge research in education (108). New York, Routledge, 35-56.
HODGE, Nick (2014). Protecting the rights of pupils with autism when meeting the challenge of behaviour. British Journal Of Learning Disabilities. (In Press)
HODGE, Nick (2014). Unruly bodies at conference. Disability and Society, 29 (4), 655-658.
KILLEN, Alison and MACASKILL, Ann (2014). Using a gratitude intervention to enhance wellbeing in older adults. Journal of Happiness Studies. (In Press)
MACASKILL, Ann and DENOVAN, Andrew (2014). Assessing psychological health : the contribution of psychological strengths. British Journal of Guidance and Counselling, 42 (3), 320-337.
MCCAIG, Colin and HARRISON, Neil (2014). An ecological fallacy in higher education policy: the use, overuse and misuse of 'low participation neighbourhoods'. Journal of Further and Higher Education, 1-27. (In Press)
MCCAIG, Colin (2014). The retreat from widening participation? : the National Scholarship Programme and new access agreements in English higher education. Studies in Higher Education. (In Press)
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)
POVEY, Hilary (2014). A pedagogy for attainment for all. In: LESLIE, Dawn and MENDICK, Heather, (eds.) Debates in Mathematics Education. Debates in subject teaching . Routledge, 133-143.
SIMKINS, Timothy, COLDRON, John, CRAWFORD, Megan and JONES, Steve (2014). Emerging local schooling landscapes : the role of the local authority. School Leadership and Management, 1-16. (In Press)
TAYLOR, Roberta (2014). Meaning between, in and around words, gestures and postures – multimodal meaning-making in children's classroom discourse. Language and Education, 28 (5), 401-420.
WOODS, P. and SIMKINS, Timothy (2014). Understanding the local: themes and issues in the experience of structural reform in England. Educational Management Administration & Leadership, 42 (3), 324-340.
CLOSE, Paul (2013). Dave, where are you? Coaching politically astute leaders. School leadership and management. (In Press)
COLDRON, John (2013). Admissions to English primary and secondary schools. In: Matching in Practice Workshops, September 2013. (Submitted)
FORMBY, Eleanor (2013). Understanding and responding to homophobia and bullying: contrasting staff and young people’s views within community settings in England. Sexuality Research and Social Policy, 10 (4), 302-316.
GILLEN, Julia and MERCHANT, Guy (2013). Contact calls: Twitter as a dialogic social and linguistic practice. Language Sciences, 35, 47-58.
HOBSON, Andrew (2013). I have to give the impression I know what I’m talking about’: how teacher fabrication impedes professional learning and development, and external mentoring offers an antidote. Oxford Review of Education. (In Press)
HOBSON, Andrew (2013). Teacher fabrication as an impediment to professional learning and development: the external mentor antidote. Oxford Review of Education, 39 (3), 345-365.
HOBSON, Andrew and MALDEREZ, Angi (2013). Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2 (2), 89-108.
HODGE, Nick (2013). Counselling, autism and the problem of empathy. British Journal of Guidance and Counselling, 41 (2), 105-116.
HODGE, Nick and RUNSWICK-COLE, Katherine (2013). 'They never pass me the ball’: exposing ableism through the leisure experiences of disabled children, young people and their families. Children's Geographies, 11 (3), 311-325.
KIVLAND, Sharon (2013). 'Reading Nana'. [Show/Exhibition]
MACONOCHIE, Heloise (2013). Young children's participation in a Sure Start Children's Centre. Doctoral, Sheffield Hallam University.
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)
POVEY, Hilary (2013). Ability thinking. In: LESLIE, Dawn and MENDICK, Heather, (eds.) Debates in mathematics education. Routledge.
POVEY, Hilary (2013). ‘Walking in a Foreign and Unknown Landscape’ : studying the History of Mathematics in Initial Teacher Education. Science & Education, 23 (1), 143-157. (In Press)
POVEY, Hilary (2013). The use of learning journals as assessment. In: LINDMEIER, Anke M. and HEINZE., Aiso, (eds.) Mathematics learning across the lifespan: proceedings of the 37th conference of the International group for the psychology of mathematics education. PME (37). Kiel, IPN: Leibniz Institute for Science and Mathematics Education.
WILLIS, Benjamin, CLAGUE, Lucy and COLDWELL, Michael (2013). Effective PSHE education: values, purposes and future directions. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 31 (2), 99-111.
MERCHANT, Guy, GILLEN, Julia, MARSH, Jackie and DAVIES, Julia, eds. (2012). Virtual literacies: interactive spaces for children and young people. Routledge Research in Education, 84 . London, Routledge.
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.
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 SMITH, Peter (2012). Tutor roles in collaborative group work. Student Engagement and Experience Journal, 1 (1), 1-13.
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.
CLOSE, Paul (2012). Developing multi-agency leadership in education. School Leadership and Management, 32 (2), 123-140.
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.
DUJARDIN, Florence (2012). Educators’ digital literacies: the role of pedagogical design in innovation. In: LINQ 2012 - European conference on Learning Innovations and Quality, Brussels, Belgium.
FORMBY, Eleanor (2012). Connected lesbian, gay, bisexual and trans communities? A scoping study to explore understandings and experiences of ‘community’ among LGBT people. Discussion Paper. Swindon, Arts and Humanities Research Council.
FORMBY, Eleanor (2012). Solidarity but not similarity? LGBT communities in the twenty-first century. Project Report. Sheffield, Sheffield Hallam University.
FORMBY, Eleanor and WOLSTENHOLME, Claire (2012). If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools. Pastoral care in education: an international journal of personal, social and emotional development, 30 (1), 5-18.
GARLAND, Irene and GARLAND, Paul (2012). Performative Cultures: changing professional roles, responsibilities and relationships of teachers and teaching assistants. In: Performativity in UK Education: Ethnographic Cases of its Effects, Agency and Reconstructions. Stroud, E&E Publishing.
GARLAND, Paul (2012). What can the work of Habermas offer educational researcher development programmes? Studies in Higher Education, 1-15.
GARLAND, Paul and GARLAND, Irene (2012). A participative research for learning methodology on education doctoral training programmes. International Journal for Researcher Development, 3 (1), 7-25.
HART, Caroline (2012). Aspirations, education and social justice: applying Sen and Bourdieu. Bloomsbury, 65-78.
HOBSON, Andrew and ASHBY, Patricia (2012). Reality aftershock and how to avert it: second-year teachers’ experiences of support for their professional development. Cambridge Journal of Education, 42 (2), 177-196.
HODGE, Nick (2012). Counselling people labelled with asperger syndrome. In: FELTHAM, Colin and HORTON, Ian, (eds.) The SAGE handbook of counselling and psychotherapy. London, SAGE, 554-558.
MERCHANT, Guy (2012). Mobile practices in everyday life: popular digital technologies and schooling revisited. British Journal of Educational Technology, 43 (5), 770-782.
MERCHANT, Guy (2012). Unravelling the social network: theory and research. Learning, Media and Technology, 37 (1), 4-19.
PANTIRU, Simona, JOLLEY, Sarah and BARLEY, Ruth (2012). Strengths and limitations of a learner-centred approach to teaching research methods. Student Engagement and Experience Journal, 1 (3).
SIMKINS, Tim (2012). Understanding school leadership and management development in England: retrospect and prospect. Educational Management Administration & Leadership, 40 (5), 621-640.
SIMKINS, Tim and GARRICK, Rosalind (2012). Developing multi-agency teams: implications of a national programme evaluation. Management in Education, 26 (1), 13-19.
SLATER, Jenny (2012). Youth for sale: using critical disability perspectives to examine the embodiment of ‘Youth’. Societies, 2 (3), 195-209.
TAYLOR, Carol (2012). Student engagement, practice architectures and phronesis in the student transitions and experiences project. Journal of applied research in higher education, 4 (2), 109-125.
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.
BARLEY, Ruth (2011). Why familiarise? Social Research Update (62), 1-4.
BATH, Caroline (2011). Conceptualising listening to young children as an ethic of care in early childhood education and care. Children and Society. (In Press)
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.
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)
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.
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 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.
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 (2011). Elective identity, social segregation and parental choice. In: BERA Conference at the Institute of Education, London, 6th-8th September 2011. (Unpublished)
COLDWELL, Mike and SIMKINS, Tim (2011). Level models of continuing professional development evaluation: a grounded review and critique. Professional development in education, 37 (1), 143-157.
DOWSON, P and MERCHANT, Guy (2011). Scholastic writing guides: Adventure stories 7-9 years. Leamingston Spa, Scholastic.
DUJARDIN, Anne-Florence (2011). Screencasting for feedback. Project Report. University of Chester, Media-Enhanced Learning Special Interest Group (MELSIG) funded by the HEA . (Submitted)
FORMBY, Eleanor (2011). ‘It’s better to learn about your health and things that are going to happen to you than learning things that you just do at school’: findings from a mapping study of PSHE education in primary schools in England. Pastoral Care in Education, 29 (3), 161-173.
FORMBY, Eleanor (2011). Lesbian and bisexual women's human rights, sexual rights and sexual citizenship: negotiating sexual health in England. Culture, health and sexuality, 13 (10), 1165-79.
FORMBY, Eleanor (2011). Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: Views from young people. Sex Education: sexuality, society and learning, 11 (3), 255-266.
FORMBY, Eleanor, COLDWELL, Michael, STIELL, Bernadette, DEMACK, Sean, STEVENS, Anna, SHIPTON, Lucy, WOLSTENHOLME, Claire and WILLIS, Benjamin (2011). Personal, social, health and economic (PSHE) education: A mapping study of the prevalent models of delivery and their effectiveness. Other. London, Department for Education.
FORMBY, Eleanor and WILLIS, Benjamin (2011). Tackling homophobia and transphobia in settings supporting young people: What are the barriers and facilitators? Findings from a South Yorkshire study. Project Report. Sheffield, Sheffield Hallam University.
HART, Caroline (2011). Thinking, doing, feeling: capabilities in relation to decision-making and transitions beyond school in the UK. In: 2011 Children’s Capabilities and Human Development Conference, University of Cambridge, 11-12 April 2011.
HOLLAND, Mike, EVANS, Angela and HAWKSLEY, Fiona (2011). International perspectives on the theory - practice divide in secondary initial teacher education. In: Association of Teacher Educators in Europe, Latvia, August 2011. (Unpublished)
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)
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.
TAYLOR, Carol (2011). More than meets the eye: the use of videonarratives to facilitate doctoral students’ reflexivity on their doctoral journeys. Studies in Higher Education, 36 (4), 441-458.
TAYLOR, Carol, DOWNS, Yvonne, BAKER, Rob and CHIKWA, Gladson (2011). ‘I did it my way’: voice, visuality and identity in doctoral students' reflexive videonarratives on their doctoral research journeys. International Journal of Research & Method in Education, 34 (2), 193-210.
TAYLOR, Carol and DUNNE, M. (2011). Virtualization and new geographies of knowledge in higher education : possibilities for the transformation of knowledge, pedagogic relations and learner identities. British Journal of Sociology of Education, 32 (4), 623-641.
TAYLOR, Carol A. (2011). ‘Hope in failure’: A Level students, discursive agency, post-feminism and feminism. Gender and Education, 23 (7), 825-841.
TAYLOR, Carol A. (2011). ‘I did it my way’: voice, visuality and identity in doctoral students' reflexive videonarratives on their doctoral research journeys. International Journal of Research and Method in Education, 34 (2), 193-210.
TAYLOR, Carol A. (2011). More than meets the eye : the use of videonarratives to facilitate doctoral students’ reflexivity on their doctoral journeys. Studies in Higher Education, 36 (4), 441-458.
BOYLAN, M. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70.
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.
BURNETT, C. (2010). Technology and literacy in early childhood educational settings: a review of research. Journal of early childhood literacy, 10 (3), 247-270.
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.
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.
COLDRON, J., CRIPPS, C. and SHIPTON, L. (2010). Why are English secondary schools socially segregated? Journal of education policy, 25 (1), 19-35.
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.
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)
COLDWELL, Michael, MAXWELL , Brownwen and MCCAIG, Colin (2010). Cultures of career development: senior leaders' and early career teachers' views of career. In: BERA Annual Conference September 2010, Unviersity of Warwick, September 2010. 1-20.
DAVIES, J and MERCHANT, Guy (2010). Negotiating the Blogosphere: narratives of the self onscreen. In: CARRINGTON, Victoria and ROBINSON, Muriel, (eds.) Digital literacies : social learning and classroom practices. London, Sage.
FORMBY, E., HIRST, J. and OWEN, J. (2010). Pathways to adulthood: reflections from three generations of young mothers and fathers. In: DUNCAN, S., EDWARDS, R. and ALEXANDER, C., (eds.) Teenage parenthood: what’s the problem? London, Tufnell Press, 85-111.
FORMBY, E., HIRST, J., OWEN, J., HAYTER, M. and STAPLETON, H. (2010). 'Selling it as a holistic health provision and not just about condoms ?' Sexual health services in school settings: current models and their relationship with sex and relationships education policy and provision. Sex education, 10 (4), 423-435.
GUERRA-RAMOS, Maria Teresa, RYDER, Jim and LEACH, John (2010). Ideas about the nature of science in pedagogically relevant contexts: insights from a situated perspective of primary teachers' knowledge. Science Education, 94 (2), 282-307.
HODGE, Nick and CHANTLER, Susan (2010). It’s not what you do; it’s the way that you question: that’s what gets results. Support For Learning, 25 (1), 11-14.
HODGE, Nick and CHANTLER, Susan (2010). It’s not what you do; it’s the way that you question: that’s what gets results. Support For Learning, 25 (1), 11-14.
INGHAM, R. and HIRST, J. (2010). Promoting Sexual Health. In: AGGLETON, P., DENNISON, C. and WARWICK, I., (eds.) Promoting Health and Well-being through Schools. London, Routledge, 112-132.
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.
MAXWELL, Bronwen (2010). In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning. Vocations and Learning, 3 (3), 185-202.
MAXWELL, Bronwen (2010). Teacher knowledge and initial teacher education in the English learning and skills sector. Teaching Education, 21 (4), 335-348.
MCCAIG, C. (2010). Research and evaluation design. In: MCCAIG, C. and DAHLBERG, L., (eds.) Practical research and evaluation: a start-to-finish guide for practitioners. 2010, Sage, 29-40.
MCCAIG, C. and DAHLBERG, L. (2010). Dissemination. In: MCCAIG, C. and DAHLBERG, L., (eds.) Practical research and evaluation: a start-to-finish guide for practitioners. Sage, 219-237.
MCCAIG, C. and DAHLBERG, L. (2010). Writing a research proposal or brief. In: MCCAIG, C. and DAHLBERG, L., (eds.) Practical research and evaluation: a start-to-finish guide for practitioners. Sage, 59-75.
MCCAIG, C. (2010). Access agreements, widening participation and market positionality: enabling student choice? In: MOLESWORTH, M., NIXON, E. and SCULLION, R., (eds.) The marketisation of higher education and the student as consumer. Routledge.
MERCHANT, G. H. (2010). 3D virtual worlds as environments for literacy learning. Educational research, 52 (2), 135-150.
MERCHANT, G. H. (2010). View my profile(s). In: ALVERMANN, D., (ed.) Adolescents' online literacies. New York, Peter Lang, 51-70.
MERCHANT, Guy (2010). Scholastic writing guides: Sci-fi stories 7-9 years. Leamingston Spa, Scholastic.
MERCHANT, Guy (2010). Social media and primary school children. In: BAZALGETTE, Cary, (ed.) Teaching media in primary schools. London, Sage.
MERCHANT, Guy (2010). Virtual worlds in real life classrooms. In: CARRINGTON, Victoria and ROBINSON, Muriel, (eds.) Digital literacies : social learning and classroom practices. London, Sage.
MERCHANT, Guy (2010). Visual networks: learning through Photosharing. In: KNOBEL, M. and LANKSHEAR, C., (eds.) DIY media: digital literacies and learning through popular cultural production. New literacies and digital epistemologies (44). New York, Peter Lang.
OWEN, J., CARROLL, C., COOKE, J., FORMBY, E., HAYTER, M., HIRST, J., LLOYD JONES, M., STAPLETON, H., STEVENSON, M. and SUTTON, A. (2010). School-linked sexual health services for young people (SSHYP): a survey and systematic review concerning current models, effectiveness, cost-effectiveness and research opportunities. Health technology assessment, 14 (30).
POVEY, Hilary (2010). Teaching for equity, teaching for mathematical engagement. Philosophy of mathematics Education journal, 25.
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.
BATH, Caroline (2009). Learning to belong: exploring young children's participation at the start of school. London, Routledge.
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.
BOYLAN, M. (2009). Engaging with issues of emotionality in mathematics teacher education for social justice. Journal of mathematics teacher education, 12 (6), 427-443.
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.
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.
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, 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.
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.
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.
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.
DAVIES, Julia and MERCHANT, Guy (2009). Web 2.0 for schools : learning and social participation. New York ; Oxford, Peter Lang.
EVANS, A., HOLLAND, M. R., HAWKSLEY, F. and DAWSON, D. (2009). Secondary teachers' perceptions of the effectiveness of their pre-service education and strategies to improve pre-service education for teachers: A school based training route in England. In: ATEE Conference 2009, Universitat de les Illes Balears, Mallorca, August 29th to September 2nd 2009. 1-34.
FORMBY, E., HIRST, J. and WILLIS, B. (2009). Socialising and sexual health: an evaluation of the needs of gay, bisexual men and men who have sex with men (MSM) in Sheffield. Project Report. Sheffield, Centre for HIV and Sexual Health.
HART, Caroline (2009). Quo Vadis? The Capability Space and New Directions for the Philosophy of Educational Research. Studies in Philosophy and Education,, 28 (5), 391-402.
HOBSON, Andrew (2009). On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support. Teacher Development, 13 (4), 299-320.
HOBSON, Andrew, GIANNAKAKI, Marina-Stefania and CHAMBERS, Gary N. (2009). Who withdraws from initial teacher preparation programmes and why? Educational Research, 51 (3), 321-340.
LARSON, A., GARLAND, P. and MCCAIG, C. (2009). How can the concepts of habitus and field help us to understand the engagement of educational workers in higher Education? In: European conference of education research, Vienna, 28-30 September 2009. (Submitted)
LEACH, John, AMETLLER, Jaume and SCOTT, Phil (2009). The relationship of theory and practice in designing, implementing and evaluating teaching sequences: learning from examples that don’t work. Éducation et la didactique, 3 (2), 139-155.
MAXWELL, Bronwen (2009). Becoming a teacher: conceptual and practice development in the learning and skills sector. Research in Post-Compulsory Education, 14 (4), 459-478.
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. (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)
MERCHANT, G. H. (2009). Web 2.0, new literacies, and the idea of learning through participation. English teaching: practice and critique, 8 (3), 8-20.
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MERCHANT, Guy (2009). Literacy in virtual worlds. Journal of research in reading (special issue: New developments in literacy and technology), 32 (1), 38-56.
MERCHANT, Guy and CARRINGTON, Victoria (2009). Literacy and identity. Literacy (formerly Reading), 43 (2), 63-64.
PIERCY, Hilary (2009). An uncertain future: infertility and chlamydial infection. In: HUNTER, Billie and DEERY, Ruth, (eds.) Emotions in midwifery and reproduction. Basingstoke, Palgrave Macmillan, 157-172.
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SIMKINS, T. J., MAXWELL, B. and ASPINWALL, K. A. (2009). Developing the whole-school workforce in England: building cultures of engagement. Professional development in education, 35 (3), p. 433.
SIMKINS, Tim, COLDWELL, Michael, CLOSE, Paul and MORGAN, A. (2009). Outcomes of in-school leadership development work: a study of three NCSL programmes. Educational management administration and leadership, 37 (1), 29-50.
SIMKINS, Tim (2009). Integrating work‐based learning into large‐scale national leadership development programmes in the UK. Educational Review, 61 (4), 391-405.
SIMKINS, Tim, CLOSE, Paul and SMITH, Robin (2009). Work-shadowing as a process for facilitating leadership succession in primary schools. School Leadership and Management, 29 (3), 239-251.
TAYLOR, Carol A. (2009). Student voice : theorising power and participation. Pedagogy, Culture and Society, 17 (2), 161-175.
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HODGE, Nick and RUNSWICK-COLE, Katherine (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647.
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MANNION, K. and COLDWELL, M. R. (2008). After-school Science and Engineering Clubs Evaluation. Project Report. Department for Children, Schools and Families.
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.
MERCHANT, Guy (2008). Digikids, cool dudes and the new writing. In: MACKEY, Margaret, (ed.) Media literacies : major themes in education. Major themes in education . London, Routledge, 245-261.
MERCHANT, Guy (2008). Early reading development. In: MARSH, Joanne and HALLET, E., (eds.) Desirable literacies (2nd ed.). London, Paul Chapman/Sage.
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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.
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COLDRON, J. H. (2007). Parents and the diversity of secondary education. Discussion Paper. London, Research and Information on State Education.
DAVIES, J. and MERCHANT, G. H. (2007). Looking from the inside out: academic blogging as new literacy. In: LANKSHEAR, C. and KNOBEL, M., (eds.) A new literacies sampler. New York, Peter Lang, 167-197.
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HRAMIAK, A. (2007). Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training. Electronic journal of e-learning, 5 (2), 103 -112.
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MCCAIG, C. and BOWERS-BROWN, T. (2007). Aimhigher: achieving social justice? In: British Educational Research Association Annual Conference, Institute of Education, University of London, September 5-8 2007.
MERCHANT, Guy (2007). Digital writing in the early years. In: COIRO, Julie, KNOBEL, Michele, LANKSHEAR, Colin and LEU, Donald J., (eds.) Handbook of research on new literacies. New York, Laurence Erlbaum, 751-774.
MERCHANT, Guy (2007). Mind the Gap(s): discourses and discontinuity in digital literacies. E-Learning, 4 (3), p. 241.
MERCHANT, Guy (2007). Writing the future in the digital age. Literacy, 41 (3), 118-128.
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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., 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, Catherine and MYERS, Julia (2006). Observing children writing on screen : exploring the process of multi-modal composition. Language and literacy, 8 (2).
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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MERCHANT, Guy (2006). Identity, Social Networks and Online Communication. E-Learning, 3 (2), p. 235.
MERCHANT, Guy (2006). A sign of the times: looking critically at digital writing. In: MARSH, Jackie and MILLARD, Elaine, (eds.) Popular literacies, childhood and schooling. London, Routledge, 93-108.
MERCHANT, Guy, DICKINSON, Paul, BURNETT, Catherine and MYERS, Julia (2006). Do you like dogs or writing? Identity performance in childen's digital message exchange. English in Education, 40 (3), 21-38.
PIERCY, H. (2006). “It feels good to be told that I'm all clear”: patients' accounts of retesting following genital chlamydial infection. Sexually transmitted infections, 82 (4), 330-333.
PIERCY, H. (2006). The importance of contextualisation in giving a diagnosis of genital chlamydial infection: findings from a qualitative study. Journal of family planning and reproductive health care, 32 (4), 227-230.
POVEY, H., ANGIER, C. and CLARKE, M. (2006). Storying Joanne, an undergraduate mathematician. Gender and education, 18 (5), 459-471.
SIMKINS, T. J., COLDWELL, M., CAILLAU, I., FINLAYSON, H. and MORGAN, A. (2006). Coaching as an in-school leadership development strategy: experiences from leading from the middle. Journal of in-service education, 32 (3), 321-340.
TAYLOR, R. E. (2006). Actions speak as loud as words; a multimodal analysis of boys' talk in the classroom. English in education, 40 (3), 66-82.
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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HODGE, Nick (2005). Reflections on diagnosing autism spectrum disorders. Disability and Society, 20 (3), 345-349.
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HRAMIAK, A. (2005). A method for the analysis of data from online educational research. Journal of interactive online learning, 4 (2), 82-93.
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MERCHANT, G. H. (2005). Electric involvement: identity performance in children's informal digital writing. Discourse: studies in the cultural politics of education, 26 (3), 301-314.
MERCHANT, Guy (2005). Electric Involvement: Identity performance in children's informal digital writing. Discourse: Studies in the Cultural Politics of Education, 26 (3), 301-314.
MERCHANT, Guy (2005). The dagger of doom and the magic handbag: writing on-screen. In: EVANS, Janet, (ed.) Literacy moves on : popular culture, new technologies, and critical literacy in the elementary classroom. London, David Fulton, 59-75.
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TRICKEY, S., COLDWELL, Michael, HOLLAND, Mike, CLOSE, Paul and RYBINSKI, D. (2005). Evaluation of valued youth: a national peer-tutoring programme to increase self confidence and motivation. In: European Conference on Educational Research, University College Dublin, September 7-10 2005.
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HARDY, T. (2004). "There's no hiding place": using Foucault's notion of normalisation at work in a mathematics lesson. In: WALSHAW, M., (ed.) Mathematics Education within the Postmodern. Greenwich, Information Age Publishing, 103-119.
HIRST, J. (2004). Researching young people's sexuality and learning about sex: experience, need, and sex and relationship education. Culture, health and sexuality, 6 (2), 115-129.
MERCHANT, Guy (2004). Barbie meets Bob the Builder at the Workstation: young children and digital writing. In: MARSH, Jackie, (ed.) Popular culture, new media and digital literacy in early childhood. Abingdon, RoutledgeFalmer, 183-200.
MERCHANT, Guy (2004). Imagine All that Stuff Really Happening: narrative and identity in children's on-screen writing. E-Learning, 1 (3), p. 341.
MERCHANT, Guy (2004). May the force be with you: e-mail and sci-fi writing at Key Stage 2. Primary English, 9 (4).
MERCHANT, Guy (2004). What's your a/s/l? Electronic communication and synchronous chat. In: MONTEITH, Moira, (ed.) Teaching secondary school literacies with ICT. Buckingham, Open University, 133-149.
MERCHANT, Guy, BURNETT, Catherine and KEATING, C (2004). Shooting the story. Primary English, 9 (5), 20-24.
PIERCY, H. and HARGATE, M. (2004). Social research on the under 16's: a consideration of the issues from a UK perspective. Journal of child health care, 8 (4), 253-263.
SIMKINS, T. J. (2004). School finance and equity in England: an analysis of strategies and consequences. Educational management administration and leadership, 32 (4), 369-386.
TRICKEY, S., HOLLAND, M. R., COLDWELL, M. R. and RYBINSKI, D. (2004). Evaluating teachers' and trainers' development in a large scale curriculum development project in South Yorkshire. In: Annual Conference of the British Educational Research Association, UMIST, Manchester, 16-18 September 2004.
BUFTON, S. (2003). The lifeworld of the university student: habitus and social class. Journal of phenomenological psychology, 34 (2), 207-234.
BURNETT, C. (2003). Learning to chat: tutor participation in synchronous online chat. Teaching in higher education, 8 (2), 247-261.
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 and MERCHANT, Guy (2003). Y6 pupils have a weird experience. Primary English Magazine, 8 (4), 29-32.
GERRISH, K., MCMANUS, M. and ASHWORTH, P. D. (2003). Creating what sort of professional? Master's level education as a professionalising strategy. Nursing inquiry, 10 (2), 103-112.
HARDY, T. and HANLEY, U. (2003). A re-examination of reflective practice as a viable frame for mathematics teacher education: is it sustainable? In: British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, September 11-13 2003.
HOLLAND, M. R., COLDWELL, M. R., TRICKEY, S., RYBINKSI, D., JONES, H., MORGAN, B. and BYFORD, H. (2003). Pathways to "opportunity and excellence": collaborative curriculum innovation in South Yorkshire. In: British Educational Research Association (BERA) Annual Conference, Edinburgh, 2003.
HOLLAND, M. R., COLDWELL, M. R., TRICKEY, S. and RYBINSKI, D. (2003). New Pathways: evaluating the implementation of a major work- related programme in Northern England. In: Annual meeting of American Educational Research Association (AERA), Chicago, 21 - 25 April 2003.
HRAMIAK, A. (2003). To VLE or not to VLE: what are the questions for professional development in further education? In: Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) 33rd annual conference, University of Wales, Bangor, 1-3 July 2003.
MERCHANT, Guy (2003). E-mail me your thoughts: digital communication and narrative writing. Literacy (formerly Reading), 37 (3), 104-110.
POVEY, H. (2003). Teaching and learning mathematics: can the concept of citizenship be reclaimed for social justice? In: BURTON, L., (ed.) Which way social justice in mathematics education? Westport, Praeger Press, 51-64.
BURNETT, C. and MYERS, J. (2002). "Beyond the frame": exploring children's literacy practices. Literacy, 36 (2), 56-62.
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HOLLAND, M. R., COLDWELL, M. R. and CLOSE, P. (2002). Transitions and progress: teachers' views of progress in attainment of pupils age 5-10. In: Annual Meeting of the American Educational Research Association, New Orleans, 1-5 April 2002.
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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.
MERCHANT, G. H. (2001). Teenagers in cyberspace: an investigation of language use and language change in internet chatrooms. Journal of research in reading, 24 (3), 293-306.
MERCHANT, Guy (2001). Supporting readers. In: HARRISON, Colin and COLES, Martin, (eds.) The reading for real handbook (2nd ed.). London, RoutledgeFarmer, 191-208.
MERCHANT, Guy and THOMAS, Huw (2001). Non-fiction for the literacy hour. London, David Fulton.
POVEY, H., STEPHENSON, K. and RADICE, M. (2001). Four teachers talking: social inclusion, professional development and (un)contested meaning. Journal of in-service education, 27 (3), 377-404.
ROSIE, A., BUFTON, S. and HIRST, J. (2001). Sociology as a moral discourse: a case study of social theory teaching. British journal of sociology of education, 22 (2), 217-226.
WILLIAMS, J., COLDRON, J. H., STEPHENSON, K., LOGIE, A. and SMITH, N. (2001). Policies and practices of LEA admission authorities in England. Parents' experiences of the process of choosing a secondary school. Project Report. London, Department for Education and Skills.
HOLLAND, M. R. and STEPHENSON, K. J. (2000). Does the keeping of a professional development profile lead to an enhanced self awareness in newly qualified secondary teachers? A study conducted in a large UK University. In: American Educational Research Association (AERA) Annual Meeting, New Orleans, April 24-28, 2000.
MERCHANT, Guy (2000). Traditional stories. Read and respond . Leamingston Spa, Scholastic.
MERCHANT, Guy, THOMAS, Huw and COOPER, Kath, eds. (1999). Picture books for the literacy hour : activities for primary teachers. London, David Fulton.
MERCHANT, Guy (1999). Handa's surprise. Read and respond . Leamington Spa, Scholastic.
MERCHANT, Guy (1999). The snow maze. Read and respond . Leamington Spa, Scholastic.
MERCHANT, Guy (1998). Primary English. In: CASHDAM, Asher and OVERALL, Lyn, (eds.) Teaching in primary schools. London, Cassell.
MERCHANT, Guy and MARSH, Jackie (1998). Co-ordinating primary language and literacy : the subject leader's handbook. London, Chapman.
MERCHANT, Guy and MONTEITH, Moira (1997). Laptop as Messenger: an Exploration of the Role of Portables in Home-School Liaison. Literacy (formerly Reading), 31 (2), 23-26.
MERCHANT, Guy (1991). Language awareness and linguistic diversity. In: JAMES, Carl and GARRETT, Peter, (eds.) Language awareness in the classroom. London, Longman, 75-92.
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