Items where Research Institute, Centre or Group is "Centre for Education and Inclusion Research"
|Up a level|
- University Structure (5595)
- Centre for Education and Inclusion Research (243)
Number of items at this level: 243.
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 (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 (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 and GREASLEY, Kay (2009). The phenomenology of ‘approach to studying’: the idiographic turn. Studies in Higher Education, 34 (5), 561-576.
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 (2009). Learning to belong: exploring young children's participation at the start of school. London, Routledge.
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.
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. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70.
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 (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 and POVEY, Hilary (2013). 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.
BOYLAN, Mark and SMITH, Peter (2012). Tutor roles in collaborative group work. Student Engagement and Experience Journal, 1 (1), 1-13.
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.
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.
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, 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, 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. (2010). Technology and literacy in early childhood educational settings: a review of research. Journal of early childhood literacy, 10 (3), 247-270.
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.
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.
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.
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.
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 (2013). Dave, where are you? Coaching politically astute leaders. School leadership and management. (In Press)
CLOSE, Paul (2012). Developing multi-agency leadership in education. School Leadership and Management, 32 (2), 123-140.
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.
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.
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 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)
COLDRON, J. (1982). A critical exposition of Nelson Goodman’s concept of metaphorical exemplification. Masters, University of Sheffield.
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, 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.
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)
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.
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.
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.
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.
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.
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.
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.
COTTON, T. and HARDY, T. (2004). Problematising culture and discourse for mathematics education research: defining the issues; tools for research. In: ZEVENBERGEN, R. and VALERO, P., (eds.) Researching the socio-political dimensions of mathematics education. Issues of power in theory and methodology. Netherlands, Kluwer, 85-103.
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.
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.
DAVIES, Julia and MERCHANT, Guy (2009). Web 2.0 for schools : learning and social participation. New York ; Oxford, Peter Lang.
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)
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.
DUJARDIN, Florence, EDWARDS, Kirstie and BECKINGHAM, Sue (2012). Diigo : social bookmarking in a professional communication course. In: CHEAL, C., COUGHLIN, J. and MOORE, S., (eds.) Transformation in teaching : social media strategies in higher education. Santa Rosa, CA, Informing Science Institute, 243-274.
EVANS, A., HAWKSLEY, F., HOLLAND, M. R. and CAILLAU, I. (2008). Improving subject knowledge and subject pedagogic knowledge in employment based secondary initial teacher training in England. In: Annual Conference of the Association of Teacher Education in Europe, Brussels, 23-27 August 2008.
EVANS, A., HAWKSLEY, F., HOLLAND, M. R., WOLSTENHOLME, C. E. and WILLIS, B. (2007). The role of the initial teacher training co-ordinator: secondary headteachers' and ITT co-ordinators' perspectives. In: Annual Meeting of the Association of Teacher Education in Europe, University of Wolverhampton, August 25-29 2007.
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.
EVANS, A., HOLLAND, M. R., WOLSTENHOLME, C. E., WILLIS, B. and HAWKSLEY, F. (2006). The role of the Initial Teacher Training Coordinator in the school based element of partnership: to what extent does the Co-ordinator undertake supervision of aspects of quality assurance? In: Co-operative Partnerships in Teacher Education: proceedings of the 31st Annual ATEE Conference, Portorož, Slovenia, 21-25 October 2006. Ljubljana, National School for Leadership in Education.
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.
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.
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 (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 (2012). Solidarity but not similarity? LGBT communities in the twenty-first century. Project Report. Sheffield, Sheffield Hallam University.
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.
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 (2008). Action theory in Habermas and educational practices. In: HUDSON, Brian and ZGAGA, Pavel, (eds.) Teacher Education Policy in Europe: a voice of Higher Education Institutions. Ljubljana, Teacher Education Policy in Europe Network, Umeå: University of Umeå, Faculty of Teacher Education, 209-224.
GARLAND, Paul (2012). What can the work of Habermas offer educational researcher development programmes? Studies in Higher Education, 1-15. (In Press)
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.
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.
GERRISH, Kate, ASHWORTH, Peter, LACEY, Anne and BAILEY, Jeff (2008). Developing evidence-based practice: experiences of senior and junior clinical nurses. Journal of Advanced Nursing, 62 (1), 62-73.
GILLEN, Julia and MERCHANT, Guy (2013). Contact calls: Twitter as a dialogic social and linguistic practice. Language Sciences, 35, 47-58.
GREASLEY, K. and ASHWORTH, P. D. (2007). The phenomenology of 'approach to studying': the university student's studies within the lifeworld. British educational research journal, 33 (6), 819-843.
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.
HARDY, T. (2007). Participation and performance: keys to confident learning in mathematics? Research in mathematics education, 9, 21-32.
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.
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.
HART, Caroline (2012). Aspirations, education and social justice: applying Sen and Bourdieu. Bloomsbury, 65-78.
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.
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.
HART, Caroline (2008). What Can Young People Tell Us About Promoting Equality and Inclusion Through Widening participation in Higher Education in England? In: Human Development and Capability Association Conference, New Delhi, 9-13 September 2008.
HIRST, J. (2005). Sexuality. In: TAYLOR, G. and SPENCER, S., (eds.) Social identities: multidisciplinary approaches. London, Routledge, 64-90.
HIRST, J., FORMBY, E., PARR, S., NIXON, J., HUNTER, C. and FLINT, J. F (2007). An evaluation of two initiatives to reward young people. Project Report. York, Joseph Rowntree Foundation.
HIRST, J. (2008). Developing sexual competence? Exploring strategies for the provision of effective sexualities and relationships education. Sex education, 8 (4), 399-413.
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.
HIRST, J., FORMBY, E. and OWEN, J. (2006). Pathways into parenthood: reflections from three generations of teenage mothers and fathers. Project Report. Sheffield, Sheffield Hallam University.
HIRST, Julia (2012). Get some rhythm round the clitoris’: addressing sexual pleasure in sexuality education in schools and other youth settings. In: Sexual Pleasure in Sexuality Education. New York, Routledge. (Submitted)
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 (2009). On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support. Teacher Development, 13 (4), 299-320.
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.
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.
HOBSON, Andrew, MALDEREZ, Angi, TRACEY, Louise, GIANNAKAKI, Marina, PELL, Godfrey and TOMLINSON, Peter. D (2008). Student teachers’ experiences of initial teacher preparation in England: core themes and variation. Research Papers in Education, 23 (4), 407-433.
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.
HODGE, Nick (2013). Counselling, autism and the problem of empathy. British Journal of Guidance and Counselling, 41 (2), 105-116.
HODGE, Nick (2008). Evaluating Lifeworld as an emancipatory methodology. Disability & Society, 23 (1), 29-40.
HODGE, Nick (2005). Reflections on diagnosing autism spectrum disorders. Disability and Society, 20 (3), 345-349.
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 RUNSWICK-COLE, Katherine (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647.
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. (In Press)
HOLLAND, M. R., BOYLAN, M. and LOWE, G. (2005). The development of the professional values and practice standard in the secondary graduate initial teacher training route in England. In: Teachers and Their Educators: Standards and Development: 30th Annual Conference of the Association of Teacher Educators in Europe, Amsterdam, Netherlands, 22-26 October.
HOLLAND, M. R., CHATTERTON, J., FINLAYSON, H. and CAILLAU, I. (2005). Implementation of a major e-learning strategy in secondary schools in South Yorkshire. In: Annual Meeting of the European Educational Research Association, University College, Dublin, September 2005.
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.
HOLLAND, M. R., COLDWELL, M. R., TRICKEY, S. and MORGAN, B. (2007). The development of the secondary vocational curriculum in a northern local authority in England. In: European Conference on Educational Research, University of Ghent, Belgium, 19-22 September 2007.
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.
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.
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)
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.
HRAMIAK, A. (2006). A pedagogical framework for the use of information and communications technology in initial teacher training. In: Distance and E-Learning Network (EDEN) annual conference, Vienna University of Technology, Vienna, Austria, 14-17 June 2006. 353-359.
HRAMIAK, A., BOULTON, H. and IRWIN, B. (2008). Giving voice to learners: using private blogs to develop self-reflection. In: Association for Learning Technology (ALT) Conference, Leeds, 9-11 September 2008.
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.
HRAMIAK, A. (2005). A method for the analysis of data from online educational research. Journal of interactive online learning, 4 (2), 82-93.
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.
KING, Nigel, FINLAY, Linda, ASHWORTH, Peter, SMITH, Jonathan A., LANGDRIDGE, Darren and BUTT, Trevor (2008). “Can't Really Trust That, So What Can I Trust?”: A Polyvocal, Qualitative Analysis of the Psychology of Mistrust. Qualitative Research in Psychology, 5 (2), 80-102.
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 (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.
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.
LEACH, John and SCOTT, Philip H. (2008). Teaching for conceptual understanding : an approach drawing on individual and sociocultural perspectives. In: VOSNIADOU, Stella, (ed.) International handbook of research on conceptual change. Educational Psychology Handbook series . New York ; London, Routledge, 647-675.
MANNION, K. and COLDWELL, M. R. (2008). After-school Science and Engineering Clubs Evaluation. Project Report. Department for Children, Schools and Families.
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 (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.
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)
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)
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)
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 Education Studies, 57 (1), 18-36.
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.
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. (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.
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.
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. (2005). Digikids: cool dudes and the new writing. E-learning, 2 (1), 50-60.
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, 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, 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, G. H. (2009). Web 2.0, new literacies, and the idea of learning through participation. English teaching: practice and critique, 8 (3), 8-20.
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 (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 (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 (2003). E-mail me your thoughts: digital communication and narrative writing. Literacy (formerly Reading), 37 (3), 104-110.
MERCHANT, Guy (2008). Early reading development. In: MARSH, Joanne and HALLET, E., (eds.) Desirable literacies (2nd ed.). London, Paul Chapman/Sage.
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 (1999). Handa's surprise. Read and respond . Leamington Spa, Scholastic.
MERCHANT, Guy (2006). Identity, Social Networks and Online Communication. E-Learning, 3 (2), p. 235.
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 (1991). Language awareness and linguistic diversity. In: JAMES, Carl and GARRETT, Peter, (eds.) Language awareness in the classroom. London, Longman, 75-92.
MERCHANT, Guy (2009). Learning for the future: emerging technologies and social participation. In: HIN, Leo Tan Wee and SUBRAMANIAM, R. (Ramanathan), (eds.) Handbook of research on literacy in technology at the K-12 level. Hershey, Pa., Idea Group Reference .
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 (2008). Log-on to an abandoned world. English, four to eleven, 33.
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 (2007). Mind the Gap(s): discourses and discontinuity in digital literacies. E-Learning, 4 (3), p. 241.
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 (1998). Primary English. In: CASHDAM, Asher and OVERALL, Lyn, (eds.) Teaching in primary schools. London, Cassell.
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 (2001). Supporting readers. In: HARRISON, Colin and COLES, Martin, (eds.) The reading for real handbook (2nd ed.). London, RoutledgeFarmer, 191-208.
MERCHANT, Guy (1989). Teacher training in multilingual Britain. In: GEACH, J. and BROADBENT, J., (eds.) Coherence in diversity. London, Centre for Information on Language Teaching, 56-83.
MERCHANT, Guy (2000). Traditional stories. Read and respond . Leamingston Spa, Scholastic.
MERCHANT, Guy (2012). Unravelling the social network: theory and research. Learning, Media and Technology, 37 (1), 4-19.
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.
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 (2007). Writing the future in the digital age. Literacy, 41 (3), 118-128.
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.
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 (1999). The snow maze. Read and respond . Leamington Spa, Scholastic.
MERCHANT, Guy, BURNETT, Catherine and KEATING, C (2004). Shooting the story. Primary English, 9 (5), 20-24.
MERCHANT, Guy and CARRINGTON, Victoria (2009). Literacy and identity. Literacy (formerly Reading), 43 (2), 63-64.
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.
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 and THOMAS, Huw (2001). Non-fiction for the literacy hour. London, David Fulton.
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).
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. (2007). Sexually transmitted infections and dirt. In: KIRKHAM, M., (ed.) Exploring the Dirty Side of Women's Health. London , New York, Routledge, 256-269.
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.
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.
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.
POULSON, Louise and MERCHANT, Guy (1991). National Curriculum Training and Teachers' Professional Development. British Journal of In-Service Education, 17 (1), 13-18.
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.
POVEY, H. and ANGIER, C. (2007). Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment. Philosophy of mathematics education journal, 21.
POVEY, H., ANGIER, C. and CLARKE, M. (2006). Storying Joanne, an undergraduate mathematician. Gender and education, 18 (5), 459-471.
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.
ROBINSON, Carol and TAYLOR, Carol (2007). Theorizing student voice : values and perspectives. Improving Schools, 10 (1), 5-17.
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.
RUNSWICK-COLE, Katherine and HODGE, Nick (2009). Needs or rights? A challenge to the discourse of special education. British Journal Of Special Education, 36 (4), 198-203.
RUTHVEN, Kenneth, LABORDE, Colette, LEACH, John and TIBERGHIEN, Andrée (2009). Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational researcher, 38 (5), 329-342.
RUTHVEN, Kenneth, LABORDE, Colette, LEACH, John and TIBERGHIEN, Andrée (2009). Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational researcher, 38 (5), 329-342.
RYDER, Jim and LEACH, John (2008). Teaching about the epistemology of science in upper secondary schools: an analysis of teachers’ classroom talk. Science & Education, 17 (2-3), 289-315.
SIMKINS, T. J. (2005). Leadership in education: "what works" or "what makes sense"? Educational management administration and leadership, 33 (1), 9-26.
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.
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.
SIMKINS, T. J. and LUMBY, J. (2002). Cultural transformation in further education? Mapping the debate. Research in post compulsory education, 7 (1), 9-25.
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 (2012). Understanding school leadership and management development in England: retrospect and prospect. Educational Management Administration & Leadership, 40 (5), 621-640.
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.
SIMKINS, Tim and GARRICK, Rosalind (2012). Developing multi-agency teams: implications of a national programme evaluation. Management in Education, 26 (1), 13-19.
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.
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 (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.
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. (2009). Student voice : theorising power and participation. Pedagogy, Culture and Society, 17 (2), 161-175.
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.
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.
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.
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.