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: 600.

Article

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]

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]

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

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 (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]

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

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

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

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]

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

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

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, 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, 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 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]

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]

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]

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, 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]

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

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. [Article]

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

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

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

COLDWELL, Michael and MAXWELL, Bronwen (2018). Using evidence-informed logic models to bridge methods in educational evaluation. Review of Education, 6 (3), 267-300. [Article]

COLDWELL, Michael and WILLIS, Benjamin (2017). Tests as boundary signifiers: level 6 tests and the primary secondary divide. The Curriculum Journal, 28 (4), 578-597. [Article]

COLDWELL, Mike (2016). Career orientations and career cultures : individual and organisational approaches to beginning teachers’ careers. Teachers and Teaching : Theory and Practice, 22 (5), 610-624. [Article]

COLDWELL, Mike (2019). Reconsidering context: six underlying features of context to improve learning from evaluation. Evaluation, 25 (1), 99-117. [Article]

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. [Article]

CULLINEY, Martin (2017). Escaping the rural pay penalty: longitudinal analysis of rural/urban youth earnings in Britain. Work, Employment and Society, 31 (3), 429-446. [Article]

DANIELS, Karen (2014). Cultural agents creating texts: a collaborative space adventure. Literacy, 48 (2), 103-111. [Article]

DANIELS, Karen (2015). Exploring enabling literacy environments: Young children’s spatial and material encounters in early years classrooms. English in Education, 50 (1), 12-34. [Article]

DEMISSIE, Fufy (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13. [Article]

DOAK, Jonathan and DOAK, Lauran (2017). Non-verbal victims in the adversarial criminal process: communication, competency, and credibility. Northern Ireland Legal Quarterly, 68 (4), 451-468. [Article]

DOAK, Lauran (2018). But I’d rather have raisins! Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism. Qualitative Research. [Article]

DUCKWORTH, Vicky and MAXWELL, Bronwen (2015). Extending the mentor role in initial teacher education : embracing social justice. International Journal of Mentoring and Coaching in Education, 4 (1), 4-20. [Article]

EDWARDS, Martyn, DARWENT, Dave and IRONS, Charly (2015). 'That blasted Facebook page': supporting trainee-teachers' professional learning through social media. Computers and Society, 45 (3), 420-426. [Article]

ENGIN, Marion (2016). Contributions and silence in academic talk: exploring learner experiences of dialogic interaction. Learning, Culture and Social Interaction, 12, 78-86. [Article]

ENGIN, Marion (2016). Enhancing the rigour of peer observation through the scholarship of teaching and learning. International Journal for Academic Development, 21 (4), 377-382. [Article]

ENGIN, Marion and MCKEOWN, Kara (2016). Motivation of Emirati males and females to study at higher education in the United Arab Emirates. Journal of Further and Higher Education, 41 (5), 678-691. [Article]

FANG, Xi and GARLAND, Paul (2014). Teacher orientations to ELT curriculum reform: an ethnographic study in a Chinese secondary school. The Asia-Pacific Education Researcher, 23 (2), 311-319. [Article]

FAUST, Oliver, ACHARYA, U Rajendra, SAN, Tun Ru, YEONG, Chai Hong, MOLINARI, Filippo and NG, Kwan Hoong (2016). Computer aided diagnosis of coronary artery disease, myocardial infarction and carotid atherosclerosis using ultrasound images: a review. Physica Medica, 33, 1-15. [Article]

FELTHAM, Colin (2014). If merely more words, what is the point? : a critical response. European Journal of Psychotherapy and Counselling, 16 (4), 1-12. [Article]

FITZGERALD, Damien (2016). Quantity over quality. Nursery World, 2016 (Sup6), 27-28. [Article]

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. [Article]

FORMBY, Eleanor (2017). How should we ‘care’ for LGBT+ students within higher education? Pastoral care in education: an international journal of personal, social and emotional development, 35 (3), 203-220. [Article]

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. [Article]

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. [Article]

FORMBY, Eleanor (2015). Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people’s experiences within and beyond school. Sex Education: sexuality, society and learning, 15 (6), 626-640. [Article]

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. [Article]

FORMBY, Eleanor (2013). Understanding and responding to homophobia and bullying: contrasting staff and young people’s views within community settings in England. Sexuality Research and Social Policy, 10 (4), 302-316. [Article]

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. [Article]

GARLAND, Paul (2012). What can the work of Habermas offer educational researcher development programmes? Studies in Higher Education, 1-15. [Article]

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. [Article]

GERRISH, K., MCMANUS, M. and ASHWORTH, P. D. (2003). Creating what sort of professional? Master's level nurse education as a professionalising strategy. Nursing inquiry, 10 (2), 103-112. [Article]

GERRISH, Kate, ASHWORTH, Peter, LACEY, Ann and BAILEY, Jeff (2008). Developing evidence-based practice: experiences of senior and junior clinical nurses. Journal of Advanced Nursing, 62 (1), 62-73. [Article]

GHAFFAR, Farhana and STEVENSON, Jacqueline (2018). British Pakistani and Bangladeshi women, higher education and defensive othering. Widening Participation and Lifelong Learning, 20 (3), 50-67. [Article]

GILBOURN, David, WARMINGTON, Paul and DEMACK, Sean (2017). QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race, Ethnicity and Education. [Article]

GILLBORN, David, DEMACK, Sean, ROLLOCK, Nicola and WARMINGTON, Paul (2017). Moving the goalposts: Education policy and 25 years of the Black/White achievement gap. British Educational Research Journal, 43 (5), 848-874. [Article]

GILLEN, Julia and MERCHANT, Guy (2013). Contact calls: Twitter as a dialogic social and linguistic practice. Language Sciences, 35, 47-58. [Article]

GREANY, Toby and MAXWELL, Bronwen (2017). Evidence-informed innovation in schools : aligning collaborative research and development with high quality professional learning for teachers. International Journal of Innovation in Education, 4 (2/3), 147-170. [Article]

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. [Article]

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. [Article]

HANNAM-SWAIN, Stephanie (2017). The additional labour of a disabled PhD student. Disability and Society, 33 (1), 138-142. [Article]

HARDY, T. (2007). Participation and performance: keys to confident learning in mathematics? Research in mathematics education, 9, 21-32. [Article]

HARRIS, Ann and HELKS, Marie (2018). What, why and how–the policy, purpose and practice of grammatical terminology. English in Education. [Article]

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. [Article]

HAWLEY-HAGUE, H., HORNE, M., CAMPBELL, M., DEMACK, Sean, SKELTON, D. A. and TODD, C. (2014). Multiple levels of influence on older adults' attendance and adherence to community exercise classes. The Gerontologist, 54 (4), 599-610. [Article]

HENNESSY, Claire, ADAMS, Gill, MAHON, Elizabeth, NIXON, Sarah, PRATT, Andrea and WILLIAMS, Louise (2014). Discovering inspiring teaching: immersive models of staff development. Quality Assurance in Education, 22 (3), 240-254. [Article]

HERON, Marion and WEBSTER, Joanne (2018). Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices. Innovation in Language Learning and Teaching, 1-13. [Article]

HIRST, J. (2008). Developing sexual competence? Exploring strategies for the provision of effective sexualities and relationships education. Sex education, 8 (4), 399-413. [Article]

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. [Article]

HOBSON, Andrew (2009). On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support. Teacher Development, 13 (4), 299-320. [Article]

HOBSON, Andrew (2013). Teacher fabrication as an impediment to professional learning and development: the external mentor antidote. Oxford Review of Education, 39 (3), 345-365. [Article]

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. [Article]

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. [Article]

HOBSON, Andrew and MALDEREZ, Angi (2013). Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2 (2), 89-108. [Article]

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. [Article]

HOBSON, Andrew and MAXWELL, Bronwen (2017). Supporting and inhibiting the well-being of early career secondary school teachers: extending self-determination theory. British Educational Research Journal, 43 (1), 168-191. [Article]

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

HODGE, Nick (2008). Evaluating Lifeworld as an emancipatory methodology. Disability & Society, 23 (1), 29-40. [Article]

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]

HODGE, Nick (2005). Reflections on diagnosing autism spectrum disorders. Disability and Society, 20 (3), 345-349. [Article]

HODGE, Nick (2016). Socially just and inclusive education. Community, Work & Family, 20 (1), 112-115. [Article]

HODGE, Nick (2014). Unruly bodies at conference. Disability and Society, 29 (4), 655-658. [Article]

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. [Article]

HODGE, Nick and RUNSWICK-COLE, Katherine (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647. [Article]

HODGE, Nick and RUNSWICK-COLE, Katherine (2013). 'They never pass me the ball’: exposing ableism through the leisure experiences of disabled children, young people and their families. Children's Geographies, 11 (3), 311-325. [Article]

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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, 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]

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]

Book Section

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). 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]

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]

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]

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]

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

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]

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

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. [Book Section]

DANIELS, Karen (2017). Children's engagement with iPads in early years classrooms: Exploring peer cultures and transforming practices. In: BURNETT, Cathy, MERCHANT, Guy, SIMPSON, Alyson and WALSH, Maureen, (eds.) The case of the iPad mobile literacies in education. Singapore, Springer, 195-210. [Book Section]

DANIELS, Karen (2016). Young children in an education context : apps, cultural agency and expanding communicative repertoires. In: KUCIRKOVA, Natalia and FALLOON, Garry, (eds.) Apps, technology and younger learners : international evidence for teaching. London, Routledge, 280-292. (In Press) [Book Section]

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. [Book Section]

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. [Book Section]

DONAGHUE, Helen (2015). Changing practice and enabling development: the impact of technology on teaching and language teacher education in UAE federal institutions. In: FARRELL, Thomas S.C., (ed.) International perspectives on language teacher education: innovations from the field. International prespectives on English language teaching . Basingstoke, Palgrave Macmillan, 142-159. [Book Section]

DONAGHUE, Helen (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In: HOWARD, Amanda and DONAGHUE, Helen, (eds.) Teacher Evaluation in Second Language Education. London, Bloomsbury Academic, 117-134. [Book Section]

FILDES, Keith E. (2014). Establishing a baseline as the first step to evaluating impact. In: BROMLEY, Tony, (ed.) The impact of researcher development. Vitae Occasional Papers (1). Careers Research and Advisory Centre (CRAC) Limited, 3-8. [Book Section]

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. [Book Section]

FORMBY, Eleanor (2014). Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: views from young people. In: ATTWOOD, Feona and SMITH, Clarissa, (eds.) Investigating young people’s sexual cultures. Abingdon, Routledge. [Book Section]

FORMBY, Eleanor (2015). Sexuality education with LGBT young people. In: PONZETTI, James J., Jr, (ed.) Evidence-based approaches to sexuality education: a global perspective. Texttbooks in Family Studies . New York, Routledge, 249-260. [Book Section]

FORMBY, Eleanor (2014). The emotional health and wellbeing of young people who identify as lesbian, gay, bisexual or trans. In: TOD, Angela and HIRST, Julia, (eds.) Health and inequality: applying public health research to policy and practice. Abingdon, Routledge, 62-71. [Book Section]

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. [Book Section]

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. [Book Section]

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. [Book Section]

HIRST, J. (2005). Sexuality. In: TAYLOR, G. and SPENCER, S., (eds.) Social identities: multidisciplinary approaches. London, Routledge, 64-90. [Book Section]

HIRST, Julia (2014). Get some rhythm round the clitoris’: addressing sexual pleasure in sexuality education in schools and other youth settings. In: ALLEN, Louisa, RASMUSSEN, Mary Lou and QUINLIVAN, Kathleen, (eds.) The politics of pleasure in sexuality education : pleasure bound. Routledge research in education (108). New York, Routledge, 35-56. [Book Section]

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. [Book Section]

HODGE, Nick and RUTTEN, Anja (2016). Counselling people labelled with asperger syndrome. In: The SAGE handbook of counselling and psychotherapy. 4th ed. London, SAGE. (In Press) [Book Section]

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. [Book Section]

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]

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. [Book Section]

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. (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. 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 (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 (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, 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]

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

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

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 (1991). Language awareness and linguistic diversity. In: JAMES, Carl and GARRETT, Peter, (eds.) Language awareness in the classroom. London, Longman, 75-92. [Book Section]

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. [Book Section]

MERCHANT, Guy (1998). Primary English. In: CASHDAM, Asher and OVERALL, Lyn, (eds.) Teaching in primary schools. London, Cassell. [Book Section]

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]

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. [Book Section]

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]

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. [Book Section]

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]

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. [Book Section]

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. [Book Section]

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. [Book Section]

MOORE, Nicolas, KNIGHT, Gillian and KIBURZ, Claudia (2014). Developing an assessed reading portfolio to improve reading habits and raise test results. In: EMERY, Helen and MOORE, Nicolas, (eds.) Teaching, learning and researching reading in EFL. Dubai, TESOL Arabia, 214-237. [Book Section]

MORRISON, Andrew (2015). Theorising inequality : two-dimensional participatory justice and higher education research. In: HUISMAN, Jeroen and TIGHT, Malcolm, (eds.) Theory and method in higher education research. Theory and Method in Higher Education Research (1). Bingley, Emerald, 257-276. [Book Section]

OWEN, David (2014). Learning to be a teacher. In: OWEN, David and BURNETT, Cathy, (eds.) Getting into Primary Teaching. Critical Learning . Northwich, Critical Publishing, 43-63. [Book Section]

OWEN, David (1998). The National Curriculum: background, approach, content. In: CASHDAN, Asher and OVERALL, Lyn, (eds.) Teaching in primary schools. London, Continuum International Publishing Group. [Book Section]

OWEN, David (2014). Preparing to apply for a teacher preparation programme. In: OWEN, David and BURNETT, Cathy, (eds.) Getting into Primary Teaching. Critical Learning . Northwich, Critical Publishing, 24-42. [Book Section]

PAHL, Kate and BURNETT, Cathy (2013). Literacies in homes and communities. In: HALL, Kathy, CREMIN, Teresa, COMBER, Barbara and MOLL, Luis C., (eds.) International Handbook of Research on Children's Literacy, Learning and Culture. Chichester, Wiley Blackwell, 3-14. [Book Section]

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. [Book Section]

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. [Book Section]

PLUQUAILEC, Jill (2018). Thinking and doing consent and advocacy in disabled children's childhood studies research. In: RUNSWICK-COLE, Katherine, CURRAN, Tillie and LIDDIARD, Kirsty, (eds.) The Palgrave handbook of disabled children’s childhood studies. London, Palgrave Macmillan, 213-228. [Book Section]

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. [Book Section]

POVEY, Hilary (2014). A pedagogy for attainment for all. In: LESLIE, Dawn and MENDICK, Heather, (eds.) Debates in Mathematics Education. Debates in subject teaching . Routledge, 133-143. [Book Section]

POVEY, Hilary (2013). The use of learning journals as assessment. In: LINDMEIER, Anke M. and HEINZE., Aiso, (eds.) Mathematics learning across the lifespan: proceedings of the 37th conference of the International group for the psychology of mathematics education. PME (37). Kiel, IPN: Leibniz Institute for Science and Mathematics Education. [Book Section]

POVEY, Hilary and ADAMS, Gill (2017). Thinking forward : using stories from the recent past in mathematics education in England. In: CHRONAKI, Anna, (ed.) Mathematics Education : Proceedings of 9th International Conference of Mathematics Education and Society (MES) Conference, Volos, Greece, April 2017. Thessaly, Greece, International Conference of Mathematics Education and Society (MES), 803-811. [Book Section]

POVEY, Hilary and BURTON, Leone (1999). Learners as authors in the mathematics classroom. In: BURTON, Leone, (ed.) Learning mathematics : from Hierarchies to Networks. London, Routledge, 232-245. [Book Section]

RUTTEN, Anja (2014). A person-centred approach to counselling clients with autistic process. In: PEARCE, Peter and SOMMERBECK, Lisbeth, (eds.) Person-centred practice at the difficult edge. Ross-on-Wye, PCCS Books. [Book Section]

SLATER, Jenny (2016). The (Normal) Non-Normativity of Youth. In: MALLETT, Rebecca, OGDEN, Cassie and SLATER, Jenny, (eds.) Theorising Normalcy and the Mundane : Precarious Positions. Chester, University of Chester Press, 14-44. [Book Section]

SLATER, Jenny and CHAPMAN, Elizabeth (2017). Normalcy, Intersectionality and Ableism : teaching about and around ‘inclusion’ to future educators. In: RUNSWICK-COLE, Katherine, CURRAN, Tillie and LIDDIARD, Kirsty, (eds.) The Palgrave Handbook of Disabled Children’s Childhood Studies. Palgrave Macmillan UK, 333-349. (In Press) [Book Section]

STARCZEWSKA, Ania, HODKINSON, Alan and ADAMS, Gill (2013). Poland, Special education in. In: REYNOLDS, Cecil R., VANNETS, Kimberly J. and FLETCHER-JANZEN, Elaine, (eds.) Encyclopedia of special education : reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. John Wiley & Sons, Inc.. [Book Section]

STEVENSON, Jacqueline (2018). Becoming a reflexive researcher: A personal research journey. In: BURKE, Penny Jane, HAYTON, Annette and STEVENSON, Jacqueline, (eds.) Evaluating Equity and Widening Participation in Higher Education. London, Trentham Books. (In Press) [Book Section]

STEVENSON, Jacqueline (2016). Exploring the lifeworld of international doctoral students : the place of religion and religious organisations. In: GOMES, Catherine and TRAN, Ly, (eds.) International Student Connectedness and Identity in Tertiary Education: Trans-national and trans-disciplinary perspectives. Springer, 61-74. [Book Section]

STEVENSON, Jacqueline and AUNE, K. (2016). Religion and higher education in Europe and North America : historical and contemporary contexts. In: AUNE, K. and STEVENSON, Jacqueline, (eds.) Religion and Higher Education in Europe and North America. Society for Research into Higher Education (SRHE) series . London, Taylor and Francis. [Book Section]

TAYLOR, Carol (2016). Edu-crafting a cacophonous ecology: posthumanist research practices for education. In: TAYLOR, Carol and HUGHES, Christina, (eds.) Posthuman research practices in education. Palgrave Macmillan, 5-24. [Book Section]

TAYLOR, Carol (2017). For Hermann: How do I love thee? Let me count the ways. Or, What my dog has taught me about a post-personal academic life. In: Producing pleasure within the contemporary university. Sense. (In Press) [Book Section]

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 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. 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]

Monograph

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]

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]

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 (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]

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

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]

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]

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

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

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

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

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. [Monograph]

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. [Monograph]

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

COLDWELL, Michael, GREANY, Toby, HIGGINS, Steve, BROWN, Chris, MAXWELL, Bronwen, STIELL, Bernadette, STOLL, Louise, WILLIS, Benjamin and BURNS, Helen (2017). Evidence-informed teaching: an evaluation of progress in England. Research Report. Project Report. London, UK, Department for Education. [Monograph]

COLDWELL, Michael, GREGORY, Maxine, MAXWELL, Bronwen, RAMCHANDANI, Girish and TAYLOR, Peter (2015). The Impact of National College Grants Evaluation. Project Report. National College for Teaching and Leadership. [Monograph]

COLDWELL, Michael, MAXWELL, Bronwen, MCCAIG, Colin and STEVENS, Anna (2011). NQT Quality Improvement Study for the Training and Development Agency for Schools : Synthesised key findings from all five stages of the NQT Quality Improvement Study. Project Report. Sheffield Hallam University for the Training and Development Agency for Schools. [Monograph]

COLLINS, Jill (2013). Evaluation of 'RAF WISE' work experience programmes, RAF Cosford 2009 - 2012. Project Report. Sheffield, Centre for Science Education, Sheffield Hallam University. [Monograph]

DIAMOND, Abigail, BOWES, Lindsey, MORETON, Rachel, WELFORD, Jo, CRAWFORD, Claire, MCCAIG, Colin, TAZZYMAN, Sarah, BIRKIN, Guy and FRANCES, Nariah (2018). Scottish toolkit for fair access: Interim report. Project Report. CFE Research. (In Press) [Monograph]

DUJARDIN, Anne-Florence (2011). Screencasting for feedback. Project Report. University of Chester, Media-Enhanced Learning Special Interest Group (MELSIG) funded by the HEA. (Submitted) [Monograph]

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. [Monograph]

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. [Monograph]

FORMBY, Eleanor (2015). #FreshersToFinals : From freshers’ week to finals: Understanding LGBT+ perspectives on, and experiences of, higher education. Project Report. Sheffield, Sheffield Hallam Universty. [Monograph]

FORMBY, Eleanor (2012). Solidarity but not similarity? LGBT communities in the twenty-first century. Project Report. Sheffield, Sheffield Hallam University. [Monograph]

FORMBY, Eleanor (2014). (Trans)gender identity awareness and support in Rotherham. Other. Sheffiled, Centre for Education and Inclusion Research, Sheffield Hallam University. [Monograph]

FORMBY, Eleanor (2013). The impact of homophobic and transphobic bullying on education and employment : a European survey 2013. Other. Sheffield, Sheffield Hallam University. [Monograph]

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. [Monograph]

FORMBY, Eleanor and DONOVAN, Catherine (2016). Selfies evaluation : final report. Project Report. Sheffield, Sheffield Hallam University. [Monograph]

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. [Monograph]

FORMBY, Eleanor, WILLIS, Benjamin and STEVENS, Anna (2016). Inspiring equality in education grant evaluation : final report. Project Report. Sheffield, Sheffield Hallam University. [Monograph]

HIGHAM, Rob, EARLY, Peter, COLDWELL, Michael, STEVENS, Anna and BROWN, Chris (2015). New pathways into headship? Project Report. London, Department for Education. [Monograph]

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. [Monograph]

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. [Monograph]

HIRST, Julia (2015). Evaluation of Sexual Health Sheffield's services in community settings : perspectives from young people aged 15-25 years. Project Report. Sheffield, Sheffield Hallam University. [Monograph]

HOBSON, Andrew, MAXWELL, Bronwen, STEVENS, Anna, DOYLE, Kerry and MALDEREZ, Angi (2015). Mentoring and coaching for teachers in the further education and skills sector in England. Project Report. London, Gatsby Charitable Foundation. [Monograph]

HRAMIAK, Alison (2017). A Step-by-Step Approach to Using Grounded Theory: From Data to Articles Using a Study of the Cultural Adaptations of Trainee Teachers. Other. Sage. [Monograph]

HRAMIAK, Alison (2014). Using a mixed-methods approach in classroom research to investigate challenges and issues of culture with beginning teachers in schools. Other. SAGE. [Monograph]

JAY, Tim, WILLIS, Benjamin, THOMAS, Peter, TAYLOR, Roberta, MOORE, Nicolas, BURNETT, Cathy, MERCHANT, Guy and STEVENS, Anna (2017). Dialogic Teaching : Evaluation Report and Executive Summary. Project Report. London, UK, Education Endowment Foundation. [Monograph]

MANNION, K. and COLDWELL, M. R. (2008). After-school Science and Engineering Clubs Evaluation. Project Report. Department for Children, Schools and Families. [Monograph]

MAXWELL, Bronwen, BURNETT, Cathy, REIDY, John, WILLIS, Benjamin and DEMACK, Sean (2015). Oracy curriculum, culture and assessment toolkit. Project Report. London, Education Endowment Foundation. [Monograph]

MAXWELL, Bronwen, CLAGUE, Lucy, BYRNE, Eleanor, CULLINEY, Martin, COLDWELL, Michael, HOBSON, Andrew and GLENTWORTH, Alison (2018). Retain: CPD for Early Career Teachers of KS1 Pilot report and executive summary. Project Report. https://educationendowmentfoundation.org.uk, Education Endowment Foundation. [Monograph]

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, 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]

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 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]

PERRY, Emily and BOODT, Sarah (2017). Education & Training Foundation Training for Further Education teacher trainers: Final evaluation July 2017. Project Report. Education and Training Foundation. [Monograph]

PERRY, Emily, BOYLAN, Mark, BOOTH, Josephine and COLDWELL, Michael (2017). Connecting research and teacher education : quality enhancement for ITE Partnerships. Other. Cardiff, Welsh Government. [Monograph]

PLUQUAILEC, Jill (2018). What does it mean to be disabled and growing older?: project report 2018. Project Report. Sheffield Institute of Education, Sheffield Hallam University. (Unpublished) [Monograph]

SHERBORNE, Tony and BULLOUGH, Andy (2017). Engage. Equipping the next generation for active engagement in science. Periodic report number 2. Project Report. Sheffield Hallam University. (Unpublished) [Monograph]

SLATER, Jen and JONES, Charlotte (2018). Around the Toilet: a research project report about what makes a safe and accessible toilet space. Project Report. Sheffield, UK, Sheffield Hallam University. (In Press) [Monograph]

STEVENSON, Jacqueline and BLAND, Becca (2017). Mobilising family support: implications for the academic resilience of international students. Project Report. Sheffield Hallam University for UKCISA. [Monograph]

STEVENSON, Jacqueline, BURKE, Penny Jane, WHELAN, Pauline, SEALEY, Paula and PLONER, Josef (2014). Pedagogic stratification and the shifting landscape of higher education. Project Report. York, Higher Education Academy. [Monograph]

STEVENSON, Jacqueline, DEMACK, Sean, STIELL, Bernadette, ABDI, Muna, GHAFFAR, Farhana and HASSAN, Shaima (2017). The social mobility challenges faced by young muslims. Project Report. London, Social Mobility Commission. [Monograph]

STEVENSON, Jacqueline, MCCAIG, Colin and MADRIAGA, Manuel (2017). Evaluation of the National Networks for Collaborative Outreach (NNCOs). Project Report. Sheffied Hallam University for HEFCE. [Monograph]

STIELL, Bernadette, WILLIS, Benjamin, CULLINEY, Martin and COLDWELL, Michael (2018). International teacher recruitment: understanding the attitudes and experiences of school leaders and teachers. Research Report. Project Report. London, Department for Education. [Monograph]

STRAW, Suzanne, COLDWELL, Michael, POET, Helen, BYRNE, Eleanor, STIELL, Bernadette and WORTH, Jack (2017). Maths and physics teacher supply package. Project Report. London, UK, Department for Education. [Monograph]

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]

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]

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]

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]

Conference or Workshop Item

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]

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., 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]

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]

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]

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]

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) [Conference or Workshop Item]

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. [Conference or Workshop Item]

COLDRON, John (2013). Admissions to English primary and secondary schools. In: Matching in Practice Workshops, September 2013. (Submitted) [Conference or Workshop Item]

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. [Conference or Workshop Item]

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

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

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

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

EDWARDS, Martyn (2015). Recent-undergraduate to trainee-teacher : exploring the complexities of teacher-identity-formation through narrative inquiry. In: It's All Adult Education, University of Leeds, 7-9 July 2015. (In Press) [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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, New Delhi, India, 10-13 September 2008. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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. [Conference or Workshop Item]

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]

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. [Conference or Workshop Item]

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) [Conference or Workshop Item]

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. [Conference or Workshop Item]

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 (2017). Time travel for beginners … or How technology can be used for historical research. In: ITTE 31st International Conference, Kingston-upon-Hull, 20-22nd June 2017. [Conference or Workshop Item]

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]

MADRIAGA, Manuel (2017). Whiteness, academic achievement, and misrecognition in English HE. In: 11th Critical Race Studies in Education Association Annual Conference, Indianapolis, Indiana, USA, 31 May - 2 June 2017. (Unpublished) [Conference or Workshop Item]

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 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. (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. 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, 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 (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). 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 (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 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 (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]

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]

PERRY, Emily (2018). Current themes and evidence in teaching and teacher development. In: Invited Seminar: Current themes and evidence in teaching and teacher development, London, 13 March 2018. (Unpublished) [Conference or Workshop Item]

PERRY, Emily (2016). Every child a scientist: student-centred approaches to active learning in science. In: International Conference on Learning and Teaching: Empowering 21st Century Learners Through Holistic and Enterprising Learning, Kuala Lumpur, Malaysia, 17-18 October 2016. [Conference or Workshop Item]

PERRY, Emily and BOYLAN, Mark (2014). Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning. In: Re-thinking Models of Professional Learning, Aston University, Birmingham, 28-29 November 2014. [Conference or Workshop Item]

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]

Authored Book

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

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

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

DAVIES, Julia and MERCHANT, Guy (2009). Web 2.0 for schools : learning and social participation. New York ; Oxford, Peter Lang. [Authored Book]

DOWSON, P and MERCHANT, Guy (2011). Scholastic writing guides: Adventure stories 7-9 years. Leamingston Spa, Scholastic. [Authored Book]

FORMBY, Eleanor (2017). Exploring LGBT spaces and communities : contrasting identities, belongings and wellbeing. Routledge. [Authored Book]

HART, Caroline (2012). Aspirations, education and social justice: applying Sen and Bourdieu. Bloomsbury, 65-78. [Authored Book]

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]

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

MERCHANT, Guy (2010). Scholastic writing guides: Sci-fi stories 7-9 years. Leamingston Spa, Scholastic. [Authored Book]

MERCHANT, Guy (2000). Traditional stories. Read and respond . Leamingston Spa, Scholastic. [Authored Book]

MERCHANT, Guy (1999). The snow maze. Read and respond . Leamington Spa, Scholastic. [Authored Book]

MERCHANT, Guy and MARSH, Jackie (1998). Co-ordinating primary language and literacy : the subject leader's handbook. London, Chapman. [Authored Book]

MERCHANT, Guy and THOMAS, Huw (2001). Non-fiction for the literacy hour. London, David Fulton. [Authored Book]

OWEN, David and RYAN, Alison (2001). Teaching geography 3-11: the essential guide. Reaching the standard . London, Continuum. [Authored Book]

SLATER, Jenny (2015). Youth and disability: a challenge to Mr Reasonable. Interdisciplinary Disability Studies . Burlington, Ashgate. [Authored Book]

STEVENSON, Jacqueline and BAKER, Sally (2018). Refugees in higher education : debate, discourse and practice. Great Debates in Higher Education . Emerald Publishing. [Authored Book]

Edited Book

BOWL, Marion, MCCAIG, Colin and HUGHES, Jonathan, eds. (2018). Equality and differentiation in marketised higher education: a new level playing field? Palgrave Studies in Excellence and Equity in Global Education . Palgrave. [Edited Book]

OWEN, David and BURNETT, Cathy, eds. (2014). Getting into primary teaching. Critical Learning . Northwich, Critical Publishing. [Edited Book]

TOD, Angela and HIRST, Julia, eds. (2014). Health and inequality: applying public health research to policy and practice. London, Routledge. [Edited Book]

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

BURNETT, Cathy, DAVIES, Julia, MERCHANT, Guy and ROWSELL, Jennifer, eds. (2014). New literacies around the Globe : policy and pedagogy. Routledge Research in Literacy, 5 . New York, Routledge. [Edited Book]

MERCHANT, Guy, THOMAS, Huw and COOPER, Kath, eds. (1999). Picture books for the literacy hour : activities for primary teachers. London, David Fulton. [Edited Book]

TAYLOR, Carol and HUGHES, Christina, eds. (2016). Posthuman research practices in education. Palgrave Macmillan. [Edited Book]

AUNE, Kristin and STEVENSON, Jacqueline, eds. (2016). Religion and higher education in Europe and North America. Society for Research into Higher Education (SRHE) series . London, Taylor and Francis. [Edited Book]

HOWARD, Amanda and DONAGHUE, Helen, eds. (2014). Teacher evaluation in second language education. London, Bloomsbury Academic. [Edited Book]

MALLETT, Rebecca, OGDEN, Cassie and SLATER, Jenny, eds. (2016). Theorising Normalcy and the Mundane : Precarious Positions. Chester, University of Chester Press. [Edited Book]

MERCHANT, Guy, GILLEN, Julia, MARSH, Jackie and DAVIES, Julia, eds. (2012). Virtual literacies: interactive spaces for children and young people. Routledge Research in Education, 84 . London, Routledge. [Edited Book]

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

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

EMERY, Helen and MOORE, Nicolas, eds. (2014). Teaching, learning and researching reading in EFL. Dubai, TESOL Arabia. [Edited Book]

HENDERSON, Holly, STEVENSON, Jacqueline and BATHMAKER, Ann-Marie (2018). Possible selves and higher education : new interdisciplinary insights. Research into Higher Education . London, CRC Press. [Edited Book]

Thesis

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

KHAN, Haleema (2016). Masculinity and the whoremonger in mid-eighteenth century memoirs does whoremongering conform to contemporary ideals of masculinity? Masters, Sheffield Hallam University. [Thesis]

MACONOCHIE, Heloise (2013). Young children's participation in a Sure Start Children's Centre. Doctoral, Sheffield Hallam University. [Thesis]

PERRY, Emily (2014). An investigation into a programme of enquiry-based continuing professional development for professional development leaders. Masters, Sheffield Hallam University. [Thesis]

POUNTNEY, Richard (2014). Trials and tribunals: consensus seeking in course design approval in Higher Education. Doctoral, Sheffield Hallam University. [Thesis]

Show/Exhibition

KIVLAND, Sharon (2013). 'Reading Nana'. [Show/Exhibition] [Show/Exhibition]

Other

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

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Sheffield Hallam University Research Archive

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