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

University Structure (600)
- Sheffield Institute of Education (600)

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Number of items at this level: 588.

A

ABRAMS, S.S, ROWSELL, J and MERCHANT, Guy (2017). Virtual convergence: Exploring culture and meaning in playscapes. Teachers College Record, 119 (12). [Article]

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

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

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

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

ADAMS, Gill (2018). A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation’. Studies in Continuing Education. [Article]

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

ADNETT, N., MCCAIG, C., SLACK, K. and BOWERS-BROWN, Tamsin (2010). Achieving "transparency, consistency and fairness" in English higher education admissions: progress since Schwartz? Higher education quarterly, 65 (1), 12-33. [Article]

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. [Article]

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

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. [Article]

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). [Article]

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

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

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

AUSTEN, Liz, DONNELLY, Alan, MCCAIG, Colin and O'LEARY, Christine (2018). Evaluation of the National Teaching Fellowship Scheme. Project Report. Office for Students website, Office for Students. [Monograph]

AUSTEN, Liz, DONNELLY, Alan, MCCAIG, Colin and O'LEARY, Christine (2018). Evaluation of the National Teaching Fellowship Scheme. Project Report. Bristol, Office For Students. [Monograph]

AUSTEN, Liz, MCCAIG, Colin, DONNELLY, Alan and O'LEARY, Christine (2017). Evaluation of the National Teaching Fellowship Scheme. A report to HEFCE by Sheffield Hallam University. Project Report. Sheffield Hallam University. (Unpublished) [Monograph]

B

BAILEY, Chris J, BURNETT, Cathy and MERCHANT, Guy (2017). Assembling literacies in virtual play. In: MILLS, Kathy, STORNAIUOLIO, Amy, SMITH, Anna and ZACHER PANDYA, Jessica, (eds.) Handbook of Writing, Literacies and Education in Digital Cultures. London, Routledge. [Book Section]

BARLEY, Ruth (2016). Ethnicity and children. Early Years Educator, 18 (5), 22-24. [Article]

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

BARLEY, Ruth (2016). Supporting young children in multi-lingual settings. Early Years Educator, 18 (6), 36-38. [Article]

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

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

BARLEY, Ruth and MERCHANT, Guy (2015). ‘The naughty person’: exploring dynamic aspects of identity and children’s discourses before and during the Libyan Uprising. Childhood, 23 (4), 477-491. [Article]

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

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

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. [Article]

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. [Article]

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. [Article]

BATTY, Elaine, PEARSON, Sarah, WILSON, Ian, COLDWELL, Michael, STIELL, Bernadette and WILLIS, Benjamin (2018). Children's Community evaluation 2017 report. Project Report. Sheffield, Sheffield Hallam University. [Monograph]

BENNETT, Anna, BURKE, Penny Jane, STEVENSON, Jacqueline and TOOTH, Rae (2018). An inter/national strategy for developing more equitable policies and practices in higher education. International Studies in Widening Participation, 5 (1), 1-9. [Article]

BENOZZO, Angelo, CAREY, Neil, COZZA, Michaela, ELMENHORST, Constanse, FARICHILD, Nikki, KORO-LJUNGBERG, Mirka and TAYLOR, Carol (2019). Disturbing the AcademicConferenceMachine: Post-qualitative re-turnings. Gender, work and organisation, 26 (2), 87-106. [Article]

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

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

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

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

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

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

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

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

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

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

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

BOODT, Sarah and PERRY, Emily (2018). Teacher and teacher educator: understanding the development needs of practitioners who operate in hybrid roles. In: The Ambition of Teacher Education: TEAN Annual Conference, Birmingham, 10-11 May 2018. (Unpublished) [Conference or Workshop Item]

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. [Article]

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

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

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

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

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

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

BOYLAN, Mark (2018). Enabling adaptive system leadership: teachers leading professional development. Educational Management Administration & Leadership, 46 (1), 86-106. [Article]

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

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. [Article]

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. [Article]

BOYLAN, Mark, ADAMS, Gill, WILLIS, Benjamin, COLDWELL, Michael and DEMACK, Sean (2018). Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education, 6 (3), 360-407. [Article]

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) [Conference or Workshop Item]

BOYLAN, Mark and DEMACK, Sean (2018). Innovation, evaluation design and typologies of professional learning. Educational Research, 60 (3), 336-356. [Article]

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

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

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

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. [Book Section]

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. [Book Section]

BOYLAN, Mark and REANEY, Sarah (2018). The Embodied Mathematics Project: Report. Project Report. Sheffield, Sheffield Institute of Education, Sheffield Hallam University. (Unpublished) [Monograph]

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

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

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

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. [Book Section]

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

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

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

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

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

BURKE, Penny-Jane, HAYTON, Annette and STEVENSON, Jacqueline (2018). Evaluating Equity and Widening Participation in Higher Education. London, Trentham Books. [Edited Book]

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

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

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

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

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

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

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

BURNETT, Cathy (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. [Article]

BURNETT, Cathy (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. [Book Section]

BURNETT, Cathy (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. [Article]

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

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

BURNETT, Cathy (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. [Article]

BURNETT, Cathy (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. [Article]

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

BURNETT, Cathy (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. [Book Section]

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

BURNETT, Cathy (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. [Article]

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

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

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

BURNETT, Cathy (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. [Article]

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

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

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

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

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

BURNETT, Cathy, 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. [Article]

BURNETT, Cathy, 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. [Article]

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

BURNETT, Cathy and MERCHANT, Guy (2018). Affective encounters: enchantment and the possibility of reading for pleasure. Literacy, 52 (2), 62-69. [Article]

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

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

BURNETT, Cathy 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. [Article]

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

BURNETT, Cathy and MERCHANT, Guy (2018). Literacy-as-event: accounting for relationality in literacy research. Discourse: Studies in the Cultural Politics of Education, 41 (1), 45-56. [Article]

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

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. [Article]

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

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

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

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

BURNETT, Cathy, 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. [Book Section]

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

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

BURNETT, Cathy, MERCHANT, Guy, PARRY, Becky and STOREY, Vicky (2018). Conceptualising digital technology integration in participatory theatre from a sociomaterialist perspective: ways forward for research. Research Papers in Education. [Article]

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

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

BURNETT, Cathy and MYERS, Julia (2004). Teaching English 3-11 : the essential guide. Reaching the standard . Continuum. [Authored Book]

BURNETT, Cathy, MYERS, Julia and MERCHANT, Guy (2005). English and ICT. National Association for the Teaching of English. [Other]

BURNETT, Cathy 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. [Article]

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

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

C

CARTER, Caron and BATH, Caroline (2016). The pirate in the pump: children's views of objects as imaginary friends at the start of school. Education 3-13, 46 (3), 335-344. [Article]

CARTER, Caron and NUTBROWN, Cathy (2016). A pedagogy of friendship: young children's friendships and how schools can support them? The Journal of Early Years Education, 24 (4), 395-413. [Article]

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. [Conference or Workshop Item]

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. [Article]

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. [Article]

CHOWN, Nicholas Paul, BEARDON, Luke and COSSBURN, Kleio (2018). Rare instances of individuals with autism supporting or engaging in terrorism: a response to Lino Faccini and Clare Allely. Journal of Intellectual Disabilities and Offending Behaviour, 9 (1), 59-63. [Article]

CHOWN, Nick, ROBINSON, Jackie, BEARDON, Luke, DOWNING, Jillian, HUGHES, Liz, LEATHERLAND, Julia, FOX, Katrina, HICKMAN, Laura and MACGREGOR, Duncan (2017). Improving research about us, with us: a draft framework for inclusive autism research. Disability and Society, 32 (5), 720-734. [Article]

CLAGUE, L F and WILLIAMSON, Stefanie (2018). HeppSY+ Baseline Survey Partnership Report. Project Report. Higher Education Progression Partnership South Yorkshire Plus. (Unpublished) [Monograph]

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

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

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

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. [Book Section]

CLOSE, Paul, KENDRICK, Ann and OUTHWAITE, Deborah (2018). Developing system leaders : A research engagement approach. Management in Education, 32 (2), 79-84. [Article]

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. [Article]

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. [Article]

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HODGE, Nick (2013). Counselling, autism and the problem of empathy. British Journal of Guidance and Counselling, 41 (2), 105-116. [Article]

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HODGE, Nick (2015). Protecting the rights of pupils with autism when meeting the challenge of behaviour. British Journal Of Learning Disabilities, 43 (3), 194-200. [Article]

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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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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HOWARD-JONES, Paul and JAY, Tim (2016). Reward, learning and games. Current Opinion in Behavioral Sciences, 10, 65-72. [Article]

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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. [Article]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

HRAMIAK, Alison (2015). Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school. Cogent Education, 2 (1). [Article]

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HRAMIAK, Alison (2014). Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training,. Professional development in education, 40 (1), 147-163. [Article]

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HRAMIAK, Alison (2017). Using the Dynamic Model of Educational Effectiveness to explore development of practice by Teach First beginning teachers. Journal for Educational Research Online, 9 (1), 190-209. [Article]

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JACKSON, Colin and POVEY, Hilary (2015). "Doing what comes naturally" in mathematics education? : the role of social class in pre-service teachers' responses to innovative mathematics pedagogies. Mathematics Teacher Education and Development (MTED), 17 (2), 198-212. [Article]

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JAY, Tim, ROSE, Jo and SIMMONS, Ben (2018). Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning. Sage Open, 8 (2), 1-13. [Article]

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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) [Conference or Workshop Item]

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. [Book Section]

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MACASKILL, Ann and DENOVAN, Andrew (2014). Assessing psychological health : the contribution of psychological strengths. British Journal of Guidance and Counselling, 42 (3), 320-337. [Article]

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MADRIAGA, Manuel and MORLEY, Krystle (2016). Awarding teaching excellence : ‘what is it supposed to achieve?’ Teacher perceptions of student-led awards. Teaching in Higher Education, 21 (2), 166-174. [Article]

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MAXWELL, Bronwen, CONNOLLY, Paul, DEMACK, Sean, O'HARE, Liam, STEVENS, Anna, CLAGUE, Lucy and STIELL, Bernadette (2014). Summer Active Reading Programme : evaluation report and executive summary. Project Report. London, UK, Education Endowment Foundation. [Monograph]

MAXWELL, Bronwen, CONNOLLY, Paul, DEMACK, Sean, O'HARE, Liam, STEVENS, Anna, CLAGUE, Lucy and STIELL, Bernadette (2014). TextNow Transition Programme : evaluation report and executive summary. Project Report. London, Education Endowment Foundation. [Monograph]

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) [Conference or Workshop Item]

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

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) [Conference or Workshop Item]

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) [Conference or Workshop Item]

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. [Book Section]

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) [Conference or Workshop Item]

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. [Book Section]

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. [Article]

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

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Book Section]

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. [Book Section]

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

MCCAIG, Colin (2015). English higher education : the historical and political context for marketisation, differentiation and equity. In: BERA Annual Conference 2015, Belfast, 15-17 September 2015. (Unpublished) [Conference or Workshop Item]

MCCAIG, Colin (2018). English higher education: widening participation and the historical context for system differentiation. In: BOWL, Marion, MCCAIG, Colin and HUGHES, Jonathan, (eds.) Equality and differentiation in marketised higher education: a new level playing field? Palgrave Studies in Excellence and Equity in Global Education . London, Palgrave, 51-72. (In Press) [Book Section]

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

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

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

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

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

MCCAIG, Colin (2018). System differentiation in England: the imposition of supply and demand. In: BOWL, Marion, MCCAIG, Colin and HUGHES, Jonathan, (eds.) Equality and differentiation in marketised higher education: a new level playing field? Palgrave Studies in Excellence and Equity in Global Education . London, Palgrave, 73-93. [Book Section]

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

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

MCCAIG, Colin (2018). The marketisation of English Higher Education: a policy analysis of a risk-based system. Great Debates in Higher Education . United Kingdom, Emerald Publishing. [Authored Book]

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

MCCAIG, Colin, BOWL, Marion and HUGHES, Jonathan (2018). Conceptualising equality, equity and differentiation in marketised higher education: fractures and fault-lines in the neoliberal imaginary. In: BOWL, Marion, MCCAIG, Colin and HUGHES, Jonathan, (eds.) Equality and differentiation in marketised higher education: a new level playing field? Palgrave Studies in Excellence and Equity in Global Education . London, Palgrave, 195-210. (In Press) [Book Section]

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

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

MCCAIG, Colin and LIGHTFOOT, Nicola (2017). A dual pricing mechanism: modelling the English higher education market? In: European Educational Research Association Annual Conference 2017, Copenhagen, 21-24 August 2017. (Unpublished) [Conference or Workshop Item]

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

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

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) [Monograph]

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) [Conference or Workshop Item]

MCCAIG, Colin and TAYLOR, Carol A (2015). The strange death of number controls in England : paradoxical adventures in higher education market making. Studies in Higher Education, 42 (9), 1641-1654. [Article]

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

MCGRATH, Lisa (2016). Open-access writing: An investigation into the online drafting and revision of a research article in pure mathematics. English for Specific Purposes, 43, 25-36. [Article]

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

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

MEES, Martyn, JAY, Tim and HABGOOD, Jacob (2018). Designing an adaptive learner model for a mathematics game. In: CIUSSI, Melanie, (ed.) Proceedings of the 12th European conference on games based learning. Academic Conferences and Publishing International Limited, 800-807. [Book Section]

MEES, Martyn, JAY, Tim, HABGOOD, Jacob and HOWARD-JONES, Paul (2017). Researching adaptivity for individual differences in number games. In: CHI PLAY '17 : ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, 15-18 October 2017. [Conference or Workshop Item]

MEES, Martyn, JAY, Tim, HABGOOD, Jacob and HOWARD-JONES, Paul (2017). Researching adaptivity for individual differences in numeracy games. In: CHI PLAY '17 Extended Abstracts : Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play. ACM Press, 247-253. [Book Section]

MERCHANT, G. H. (2010). 3D virtual worlds as environments for literacy learning. Educational research, 52 (2), 135-150. [Article]

MERCHANT, G. H. (2005). Digikids: cool dudes and the new writing. E-learning, 2 (1), 50-60. [Article]

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. [Article]

MERCHANT, G. H. (2010). View my profile(s). In: ALVERMANN, D., (ed.) Adolescents' online literacies. New York, Peter Lang, 51-70. [Book Section]

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. [Article]

MERCHANT, Guy (2015). Apps, adults and young children: researching digital literacy practices in context. In: JONES, Rodney H., CHIK, Alice and HAFNER, Christoph A., (eds.) Discourse and digital practices: doing discourse analysis in the digital age’. Abingdon, Routledge, 144-157. [Book Section]

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. [Book Section]

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. [Book Section]

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. [Book Section]

MERCHANT, Guy (2003). E-mail me your thoughts: digital communication and narrative writing. Literacy (formerly Reading), 37 (3), 104-110. [Article]

MERCHANT, Guy (2008). Early reading development. In: MARSH, Joanne and HALLET, E., (eds.) Desirable literacies (2nd ed.). London, Paul Chapman/Sage. [Book Section]

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MERCHANT, Guy (1999). Handa's surprise. Read and respond . Leamington Spa, Scholastic. [Authored Book]

MERCHANT, Guy (2017). Hands, fingers and iPads. In: BURNETT, Cathy, MERCHANT, Guy, SIMPSON, Alyson and WALSH, Maureen, (eds.) The case of the iPad: Mobile literacies in education. Singapore, Springer, 245-256. [Book Section]

MERCHANT, Guy (2006). Identity, Social Networks and Online Communication. E-Learning, 3 (2), p. 235. [Article]

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MERCHANT, Guy (2012). Mobile practices in everyday life: popular digital technologies and schooling revisited. British Journal of Educational Technology, 43 (5), 770-782. [Article]

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MERCHANT, Guy (2010). Social media and primary school children. In: BAZALGETTE, Cary, (ed.) Teaching media in primary schools. London, Sage. [Book Section]

MERCHANT, Guy (2001). Supporting readers. In: HARRISON, Colin and COLES, Martin, (eds.) The reading for real handbook (2nd ed.). London, RoutledgeFarmer, 191-208. [Book Section]

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MERCHANT, Guy (2012). Unravelling the social network: theory and research. Learning, Media and Technology, 37 (1), 4-19. [Article]

MERCHANT, Guy (2015). Virtual worlds and online videogames for children and young people : promises and challenges. In: GUZZETTI, Barbara and MILLINEE, Lesley, (eds.) The handbook of research on the societal impact of social media. Advances in media, entertainment and the arts . Hersey, PA, IGI Global, 291-316. [Book Section]

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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. [Book Section]

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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. [Article]

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. [Article]

TAYLOR, Carol, FAIRCHILD, Nikki, KORO-LJUNGBERG, Mirka, CAREY, Neil, BENOZZO, Angelo and ELMENHORST, Constanse (2018). Improvising bags choreographies: Disturbing normative ways of doing research. Qualitative Inquiry. [Article]

TAYLOR, Carol and GANNON, Susanne (2018). Doing time and motion diffractively: Academic life everywhere and all the time. International Journal of Qualitative Studies in Education, 31 (6), 465-486. [Article]

TAYLOR, Carol and HARRIS-EVANS, Jean (2018). Reconceptualising transition to Higher Education with Deleuze and Guattari. Studies in Higher Education, 43 (7), 1254-1267. [Article]

TAYLOR, Carol, HARRIS-EVANS, Jean, GARNER, Iain, FITZGERALD, Damien and MADRIAGA, Manuel (2018). Measurement imperatives and their impact: Academic staff narratives on riding the metric tide. In: Equality and differentiation in marketised higher education: A new level playing field? Palgrave Studies in Excellence and Equity in Global Education . Palgrave Macmillan, 171-194. [Book Section]

TAYLOR, Carol and HUGHES, Christina (2016). Introduction. In: TAYLOR, Carol and HUGHES, Christina, (eds.) Posthuman research practices in education. Palgrave Macmillan, 1-4. [Book Section]

TAYLOR, Carol and MCCAIG, Colin (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. Project Report. York, Higher Education Academy. [Monograph]

TAYLOR, Carol and STEVENSON, Jacqueline (2017). Leadership of academic writing development in England: narratives of problems, pragmatism and possibility. In: SU, Feng and WOOD, Margaret, (eds.) Cosmopolitan perspectives on academic leadership in higher education. Perspectives on leadership in higher education . London, Bloomsbury, 91-106. [Book Section]

TAYLOR, Carol A. (2011). ‘Hope in failure’: A Level students, discursive agency, post-feminism and feminism. Gender and Education, 23 (7), 825-841. [Article]

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. [Article]

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. [Article]

TAYLOR, Carol A. (2009). Student voice : theorising power and participation. Pedagogy, Culture and Society, 17 (2), 161-175. [Article]

TAYLOR, Carol A. and ROBINSON, Carol (2014). ‘What matters in the end is to act well’: student engagement and ethics. In: BRYSON, Colin, (ed.) Understanding and developing student engagement. The Staff and Educational Development Series (SEDA series) . Abingdon, Routledge, 161-175. [Book Section]

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. [Article]

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. [Article]

TAYLOR, Roberta (2014). Meaning between, in, and around words, gestures and postures: multimodal meaning making in children's classroom communication. Language and Education, 28 (5), 401-420. [Article]

TAYLOR, Roberta (2016). The multimodal texture of engagement: prosodic language, gaze and posture in engaged, creative classroom interaction. Thinking Skills and Creativity, 20, 83-96. [Article]

TAZZYMAN, Sarah, BOWES, Lindsay, MORETON, Rachel, MADRIAGA, Manuel and MCCAIG, Colin (2018). Report: National Collaborative Outreach Programme Year one report of the national formative and impact evaluation, including capacity building with NCOP consortia. Project Report. CFE Research for HEFCE. [Monograph]

TAZZYMAN, Sarah, BOWES, Lindsey, MORETON, Rachel, MADRIAGA, Manuel and MCCAIG, Colin (2018). Year one report of the national formative and impact evaluation, including capacity building with NCOP consortia. Project Report. Bristol, HEFCE. [Monograph]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

W

WARMINGTON, Paul, GILLBORN, David, ROLLOCK, Nicola and DEMACK, Sean (2017). “They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013. Educational Review, 70 (4), 409-426. [Article]

WATERMEYER, Richard, MORTON, Pat and COLLINS, Jill (2016). Rationalising "for" and "against" a policy of school-led careers guidance in STEM in the U.K. : a teacher perspective. International Journal of Science Education, 38 (9), 1441-1458. [Article]

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. [Monograph]

WILLIAMS, Louise, NIXON, Sarah, HENNESSY, Claire, MAHON, Elizabeth and ADAMS, Gill (2016). Inspiring to inspire: developing teaching in Higher Education. Cogent Education, 3, 1-12. [Article]

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. [Article]

WOLSTENHOLME, Claire, COLDWELL, Michael and STIELL, Bernadette (2014). Independent Review Panel and First-tier Tribunal Exclusion Appeals systems : Research Report. Project Report. Department for Education. [Monograph]

WOLSTENHOLME, Claire and WILLIS, Benjamin (2016). Personal Social Health & Economic (PSHE) Education under the coalition government. Project Report. Sheffield, UK, Sheffield Hallam University. [Monograph]

WOLSTENHOLME, Claire, WILLIS, Benjamin and CULLINEY, Martin (2016). Evaluation of the impact of Jigsaw the mindful approach to PSHE on primary schools. Project Report. Sheffield, Sheffield Hallam University. [Monograph]

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. [Article]

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