Browse by Academic Unit/Department

2010

Canning, Natalie (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), pp. 59–71.

Canning, Natalie (2010). Play in the early years foundation stage. In: Reed, Michael and Canning, Natalie eds. Reflective Practice in the Early Years. London: Sage.

Canning, Natalie and Callan, Sue (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), pp. 71–82.

Reed, Michael and Canning, Natalie eds. (2010). Reflective practice in the early years. London: Sage.

McCormick, Robert; Fox, Alison; Carmichael, Patrick and Procter, Richard (2010). Researching and understanding educational networks. London: Routledge.

Shohel, M. Mahruf C. and Banks, Frank (2010). Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: Experience from the UCEP schools. In: World Conference on Educational Science, 4-8 February 2010, Istanbul, Turkey.

Twining, Peter (2010). Self-directed learning. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. Nova Science Publishers, (In Press).

Twining, Peter and Footring, Shri (2010). The Schome Park Programme – exploring educational alternatives. In: Peachey, Anna; Gillen, Julia; Livingstone, Daniel and Smith-Robbins, Sarah eds. Researching Learning in Virtual Worlds. Springer, (In Press).

2009

Banks, Frank (2009). Technological literacy in a developing world context: the case of Bangladesh. In: PATT-22: 'Pupils Attitude Towards Technology' Conference, 24-28 August 2009, Delft, Netherlands.

Banks, Frank (2009). Competency based training in the UK. In: Jones, Alister and de Vries, Marc eds. International Handbook of Research and Development in Technology Education. International technology Education Series (5). Rotterdam: Sense publishers, pp. 555–568.

Banks, Frank (2009). Research on teaching and learning in technology education’. In: Jones, Alister and de Vries, Marc eds. International Handbook of Research and Development in Technology Education. Sense Publishers, pp. 373–390.

Banks, Frank; Moon, Bob and Wolfenden, Freda (2009). New modes of communication technologies and the reform of open and distance learning programmes: A response to the global crisis in teacher education and training. In: 23rd ICDE World Conference on Open and Distance Learning, 8-10 June 2009, Maastricht, The Netherlands.

Beavis, Catherine; Apperley, Thomas; Bradford, Clare; O’Mara, Joanne and Walsh, Christopher (2009). Literacy in the digital age: Learning from computer games. English in Education, 43(2), pp. 162–175.

Carr, Jenni; Whitelegg, Liz; Holliman, Richard; Scanlon, Eileen and Hodgson, Barbara (2009). Investigating gendered representations of scientists, technologists, engineers and mathematicians on UK children’s television. In: Holliman, Richard; Whitelegg, Liz; Scanlon, Eileen; Smidt, Sam and Thomas, Jeff eds. Investigating science communication in the information age: Implications for public engagement and popular media. Oxford, UK: Oxford University Press, pp. 237–252.

Carr, Jennifer; Whitelegg, Elizabeth; Holliman, Richard; Scanlon, Eileen and Hodgson, Barbara (2009). (In)visible Witnesses: Drawing on young people’s media literacy skills to explore gendered representations of science, technology, engineering and mathematics. UKRC, Bradford, UK.

Cremin, T.; Mottram, M.; Collins, F.; Powell, S. and Safford, K. (2009). Teachers as readers: Building communities of readers. UKLA, UK.

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2009). Teachers as readers in the 21st Century. In: Styles, Morag and Arizpe, Evelyn eds. Acts of Reading: teachers, text and childhood. Staffordshire, UK: Trentham Books, pp. 201–218.

Cremin, Teresa; McDonald, Roger; Goff, Emma and Blakemore, Louise (2009). Jumpstart! Drama: Games and Activities for Ages 5-11. UK: David Fulton.

Cremin, Teresa; Mottram , Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly (2009). Teachers as readers: building communities of readers. Literacy, 43(1), pp. 11–19.

Edmonds, Nadia; Fuller, Alison; Hillier, Yvonne; Ingram, Robert; Little, Brenda; Reeve, Fiona and Webb, Sue (2009). Really useful qualifications and learning? Exploring the policy effects of new sub-bachelors degree qualifications. In: 39th Annual Conference of the Standing Conference on university teaching and research in the education of adults (SCUTREA), 7- 9 July 2009, Cambridge, UK.

Flewitt, Rosie; Nind, Melanie and Payler, Jane (2009). "If she’s left with books she’ll just eat them": considering inclusive multimodal literacy practices. Journal of Early Childhood Literacy, 9(2), pp. 211–233.

Fox, A. and McCormick, R. (2009). Events and professional learning: studying educational practitioners. Journal of Workplace Learning, 21(3), pp. 198–218.

Gillen, Julia; Twining, Peter; Ferguson, Rebecca; Butters, Oliver; Clough, Gill; Gaved, Mark; Peachey, Anna; Seamans, Dan and Sheehy, Kieron (2009). A learning community for teens on a virtual island - The Schome Park Teen Second Life Pilot project. eLearning Papers, 2009(15), www.elearningpapers.eu.

Kelly, Alison and Safford, Kimberly (2009). Does teaching complex sentences have to be complicated? Lessons from children's online writing. Literacy, 43(2), pp. 118–122.

Linville, Darla; Walsh, Christopher and Carson, David Lee (2009). Queered standards: Living and working for peace and justice. In: Andrzejewski, Andrzejewski; Baltodano, Marta and Symcox, Linda eds. Social Justice, Peace, and Environmental Education:: Transformative Standards. London, UK: Routledge.

Power, Tom; Deane, Michele and Hedges, Claire (2009). Equipping Language Educators at Scale: Open Educational Resources and Institutional Collaboration for Professional Development and Practice. In: 8th International Language and Development Conference, 23-25 June 2009, Dhaka, Bangladesh.

Power, Tom and Shrestha, Prithvi (2009). Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh. In: 8th International Language and Development Conference, 23-25 June 2009, Dhaka, Bangladesh.

Rix, Jonathan (2009). Statutory Assessment of the class? Supporting the additional needs of the learning context. International Journal of Inclusive Education, 13(3), pp. 253–272.

Rix, Jonathan (2009). A model of simplification: the ways in which teachers simplify learning materials. Educational Studies, 35(3), pp. 95–106.

Rix, Jonathan; Hall, Kathy; Nind, Melanie; Sheehy, Kieron and Wearmouth, Janice (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning, 24(2), pp. 86–94.

Safford, Kimberly (2009). 'This is different writing': The world outside the classroom in children’s texts. In: Graham, Judith and Kelly, Alison eds. Writing Under Control. David Fulton.

Safford, Kimberly and Leung, Constant (2009). Assessment for learning: Working with pupils learning English as an Additional Language. NALDIC.

Sheehy, K.; Rix, J.; Collins, J.; Hall, K.; Nind, M. and Wearmouth, J. (2009). A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, UK.

Storey, Anne (2009). How fares the 'New Professionalism' in schools? Findings from the 'State of the Nation' project. Curriculum Journal, 20(2), pp. 121–138.

Stutchbury, Kris and Fox, Alison (2009). Ethics in educational research: introducing a methodological tool for effective ethical analysis. Cambridge Journal of Education, 39(4), pp. 489–504.

Twining, Peter (2009). Exploring the educational potential of virtual worlds — Some reflections from the Schome Park Programme. British Journal of Educational Technology, 40(3), pp. 496–514.

Twining, Peter (2009). Exploring 'unclaimed' educational spaces: dimensions of practice emerging from the Schome Park Programme. In: CETIS/Eduserv Conference, 16 January 2009, Glasgow.

Twining, Peter (2009). ‘Educational IT’ Research Methodology: Looking Back and Moving Forward. In: McDougall, Anne; Murnane, John; Jones, Anthony and Reynolds, Nick eds. Researching IT in Education: Theory, Practice and Future. London: Routledge, pp. 153–168.

Twining, Peter and Peachey, Anna (2009). Open virtual worlds as pedagogical research tools: Learning from the Schome Park Programme. In: Tatnall, Arthur and Jones, Anthony eds. Education and Technology for a Better World. IFIP Advances in Information and Communication Technology, 302. Springer, pp. 263–272.

Walsh, Christopher S. (2009). The multi-modal redesign of school texts. Journal of Research in Reading, 32(1), pp. 126–136.

2008

Miller, Linda and Cable, Carrie eds. (2008). Professionalism in the Early Years. London, UK: Hodder Education.

Owen-Jackson, Gwyneth ed. (2008). Learning to Teach Design and Technology in the Secondary School: A Companion to School Experience. Learning to Teach in the Secondary School, Second edition. Abingdon, Oxon: Routledge.

Paige-Smith, Alice and Craft, Anna eds. (2008). Developing Reflective Practice in the Early Years. Berkshire, UK: Open University Press.

Banks, Frank (2008). Learning in DEPTH: Developing a graphical tool for professional thinking for technology teachers. International Journal of Technology and Design Education, 18(3), pp. 221–229.

Banks, Frank (2008). Technology and English: A new paradigm for technology education? In: PATT 20: Pupils' attitude towards technology: International conference on design and technology educational research; Critical issues in technology education, 3-6 November 2008, Tel-Aviv, Israel.

Banks, Frank (2008). Teaching design and technology. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school. Learning to teach subjects in the secondary school series, 2nd ed. London: Routledge/Falmer, pp. 174–193.

Bennett, Nigel (2008). Leaders and leading in open and distance education. In: Evans, Terry; Haughey, Margaret and Murphy, David eds. International Handbook of Distance Education. Bingley: Emerald, pp. 547–564.

Bennett, Nigel (2008). Distributed leadership and IT. In: Voogt, Joke and Knezek, Gerald eds. The International Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education (20). New York: Springer, pp. 597–614.

Chappell, Kerry; Craft, Anna; Burnard, Pamela and Cremin, Teresa (2008). Question-posing and question-responding: the heart of 'Possibility Thinking' in the early years. Early Years: An International Journal of Research and Development, 28(3), pp. 267–286.

Collins, Fiona and Safford, Kimberly (2008). 'The right book to the right child at the right time': Primary Teacher Knowledge of Children's Literature. Changing English, 15(4), pp. 415–422.

Craft, Anna; Chappell, Kerry and Twining, Peter (2008). Learners reconceptualising education: widening participation through creative engagement? Innovations in Education and Teaching International, 45(3), pp. 235–245.

Craft, Anna and Jeffrey, Robert (2008). Creativity and performativity in teaching and learning: tensions, dilemmas, constraints, accommodations and synthesis. British Educational Research Journal, 34(5), pp. 577–584.

Craft, Anna and Paige-Smith, Alice (2008). What does it mean to reflect on our practice? In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. Maidenhead: McGraw Hill/Open University Press, pp. 13–24.

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2008). Primary teachers as readers. English in Education, 42(1), pp. 8–23.

Cremin, Teresa; Mottram, Marilyn; Bearne, Eve and Goodwin, Prue (2008). Exploring teachers' knowledge of children's literature. Cambridge Journal of Education, 38(4), pp. 449–464.

Goodliff, Gillian and Twining, Peter (2008). Computer mediated communication: using e-learning to support professional development. In: Miller, Linda and Cable, Caroline eds. Professionalism in the Early Years. Hodder Education.

Jeffrey, Bob (2008). Creativity learning identities. Education 3-13, 36(3), pp. 253–263.

Jeffrey, Bob (2008). Characterising social settings as the basis for qualitative research in ethnography. In: Walford, Geoffrey ed. How To Do Educational Ethnography. London: Tufnell Press.

Jeffrey, Bob and Woods, Peter (2008). Creative Learning in the Primary School. Abingdon, UK: Routledge.

Jeffrey, Robert (2008). Creative learning identities. Education 3-13, 36(3), pp. 253–263.

Jeffrey, Robert; Troman, Geoff and Zezlina-Phillips, Elena (2008). Creative and Performativity Policies in Primary Schools. In: BERA Annual Conference, 3-6 September 2008, Heriot-Watt University, Edinburgh, UK.

Kelly, Alison and Safford, Kimberly (2008). The reading journey. In: Graham, Judith and Kelly, Alison eds. Reading Under Control (3rd edition). UK: Routledge, pp. 45–54.

McCormick, Robert (2008). Threshold concepts and troublesome knowledge: Reflections on the nature of learning and knowledge. In: Land, Ray; Meyer, Jan and Smith, Jan eds. Threshold concepts within the disciplines. Rotterdam: Sense Publishers, pp. 51–58.

McCormick, Robert (2008). Evaluating large-scale European LO production, distribution and use. In: Lockyer, Lori; Bennett, Sue; Agostinho, Shirley and Harper, Barry eds. Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. Hershey, PA: Information Science Reference.

McCormick, Robert; Jaakkola, Tomi and Nurmi, Sami (2008). A European evaluation of the promises of LOs. In: Lockyer, Lori; Bennett, Sue; Agostinho, Shirley and Harper, Barry eds. Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. Hershey, PA: Information Science Reference.

Moon, Bob (2008). The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience. Educação and Sociedade, 29(104), pp. 791–814.

O'Sullivan, Olivia and Safford, Kimberly (2008). Creative projects: getting parents involved. UK: Centre for Literacy in Primary Education.

Owen-Jackson, Gwyneth (2008). DEPTH2: Developing professional knowledge in D&T secondary initial teacher education. International Journal of Technology and Design Education, 18(3), pp. 255–263.

Owen-Jackson, Gwyneth (2008). Political Peace - Educational War: The role played by international organisations in negotiating peace in the Balkans and its consequences for education. Research in Comparative and International Education, 3(1), pp. 79–90.

Owen-Jackson, Gwyneth (2008). Design and technology in the school curriculum. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school: A companion to school experience. Learning to teach subjects in the secondary school series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 1–9.

Owen-Jackson, Gwyneth (2008). Teaching food technology. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school: A companion to school experience. Learning to teach subjects in the secondary school series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 26–42.

Owen-Jackson, Gwyneth (2008). Health and safety in design and technology. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school: A companion to school experience. Learning to teach subjects in the secondary school series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 98–113.

Owen-Jackson, Gwyneth (2008). Pupil learning. In: Owen-Jackson, Gwyneth ed. Learning to teach design and Technology in the secondary school: A companion to school experience. Learning to Teach Subjects in the Secondary School Series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 129–145.

Owen-Jackson, Gwyneth (2008). Planning your teaching. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school: A companion to school experience. Learning to Teach Subjects in the Secondary School Series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 146–173.

Owen-Jackson, Gwyneth (2008). Assessment. In: Owen-Jackson, Gwyneth ed. Learning to Teach Design and Technology in the Secondary School: A Companion to School Experience. Learning to Teach Subjects in the Secondary School Series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 194–212.

Paige-Smith, Alice and Craft, Anna (2008). Developing reflective practice. In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. Maidenhead: McGraw Hill,/Open University Press, pp. 25–39.

Paige-Smith, Alice and Craft, Anna (2008). Postscript: Democratic reflective practice in the early years. In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. Maidenhead: McGraw Hill/Open University Press, pp. 176–186.

Paige-Smith, Alice; Rix, Jonathan and Craft, Anna (2008). Reflective Family-Centred Practices: parents' perspectives and early intervention. In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. UK: Open University Press, pp. 145–159.

Rix, Jonathan (2008). After inclusion – using language to maintain the drive for social justice in learning. In: European Conference of Educational Research (ECER), 9-12 September 2008, Gothenburg.

Rix, Jonathan (2008). Inclusion and early years settings - What's your attitude? In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. UK: Open University Press, pp. 79–92.

Rix, Jonathan and Lowe, Tim (2008). “It was good when …” Including people with learning difficulties in Liverpool Heritage sites. In: Heritage 2008, International Conference, 7-9 May 2008, Vila Nova de Foz Coa, Portugal.

Rix, Jonathan and Paige-Smith, Alice (2008). A different head? Parental agency and early intervention. Disability and Society, 23(3), pp. 211–221.

Rix, Jonathan; Paige-Smith, Alice and Jones, Helen (2008). 'Until the cows came home': Issues for early intervention activities? Parental perspectives on the early years learning of their children with Down syndrome. Contemporary Issues in Early Childhood, 9(1), pp. 66–79.

Safford, Kimberly (2008). Many routes to meaning: children's language and literacy learning in creative arts projects. Section 4, Partnership Between Artists and Teachers: Structures and Processes. In: Evaluating the Impact of Arts and Cultural Education: A European and International Research Symposium, 10-12 January 2007, Paris, France.

Safford, Kimberly (2008). Reading in the middle years (9-11): including all children. Books for Keeps(170), pp. 6–8.

Safford, Kimberly (2008). Reading differences, reading diversity. In: Graham, Judith and Kelly, Alison eds. Reading Under Control (3rd edition). UK: Routledge, pp. 14–25.

Safford, Kimberly and Costley, Tracy (2008). ‘I didn't speak for the first year’: Silence, self-study and student stories of English language learning in mainstream education. Innovation in Language Learning and Teaching, 2(2), 136 -151.

Shohel, M. Mahruf and Howes, Andrew (2008). Informality of teaching and learning in nonformal schools: Socio-cultural processes as mesosystems of student development. Education 3-13, 36(3), pp. 293–309.

Troman, Geoff and Jeffrey, Bob (2008). Die Erarbeitung eines Rahmens für ein 'geteiltes Repertoire' in einem international vergleichenden Forschungsprojekt. Auf dem Weg zu einer Methodologie für die vergleichende ethnographische Forschung. In: Hünersdorf, Bettina; Maeder, Christoph and Müller, Burkhard eds. Ethnographie und Erziehungswissenschaft: Methodologische Reflexionen und empirische Annäherungen. Weinheim: Juventa, pp. 245–266.

Twining, P. and Footring, S. (2008). The Schome Park Programme – exploring educational alternatives. In: Researching Learning in Virtual Environments ReLIVE08, 20-21 November 2008, Milton Keynes, UK.

Twining, Peter (2008). Framing IT use to enhance educational impact on a school-wide basis. In: Voogt, J and Knezek, G eds. International Handbook of Information Technology in Primary and Secondary Education. Springer, pp. 555–579.

Walsh, Christopher (2008). Producing animations to educate MSM and MSW to fashion safe sex practices and address low perceptions of personal risk. In: IADIS Multi Conference on Computer Science and Information Systems, 22-24 July 2008, Amsterdam, The Netherlands.

Walsh, Christopher and Apperley, Thomas (2008). Researching digital game players: Gameplay and gaming capital. In: IADIS International Conference Gaming 2008: Design for engaging experience and social interaction, 25-27 July 2008, Amsterdam, The Netherlands.

Walsh, Christopher S. (2008). Girls challenging patriarchy through multimodal design and participation in online communities of practice. Literacy Learning: The Middle Years, 16(2),

Whitelegg, Elizabeth; Holliman, Richard; Carr, Jennifer; Scanlon, Eileen and Hodgson, Barbara (2008). (In)visible Witnesses: Investigating gendered representations of scientists, technologists, engineers and mathematicians on UK children's television. UK Resource Centre for Women in Science, Engineering and Technology, Bradford, UK.

Whitelegg, Elizabeth; Holliman, Richard; Carr, Jennifer; Scanlon, Eileen and Hodgson, Barbara (2008). (In)visible Witnesses: Young people’s views of images of scientists, technologists, engineers and mathematicians on UK children’s television from a gender perspective (Research Briefing). UK Resource Centre of Women in Science, Engineering and Technology, Bradford, UK.

2007

Owen-Jackson, Gwyneth ed. (2007). A practical guide to teaching design & technology in the secondary school. A practial guide to teaching in the secondary school. London, UK: RoutledgeFalmer.

Banks, Frank (2007). International collaborative case studies: Developing professional thinking for technology teachers. In: Middleton, Howard ed. Researching technology education: Methods and techniques. International Technology Education Series. Rotterdam, Netherlands: Sense Publishers, pp. 28–45.

Banks, Frank (2007). Creating and Effective Learning Environment. In: Owen-Jackson, Gwyneth ed. A Practical Guide to Teaching Design and Technology in the Secondary School. Routledge Teaching Guides. London, UK: Routledge, pp. 85–94.

Banks, Frank and Owen-Jackson, Gwyneth (2007). The role of making in design and technology. In: Barlex, David ed. Design and technology for the next generation: A collection of provocative pieces, written by experts in their field to stimulate reflection and curriculum innovation. Whitchurch, UK: Cliffe & Company.

Bennett, Nigel; Woods, Philip; Wise, Christine and Newton, Wendy (2007). Understandings of middle leadership in secondary schools: a review of empirical research. School Leadership and Management, 27(5), pp. 453–469.

Cable, Carrie; Goodliff, Gill and Miller, Linda (2007). Developing reflective early years practitioners within a regulatory framework. Malaysian Journal of Distance Education, 9(2), pp. 1–19.

Canning, Natalie (2007). Children's empowerment in play. European Early Childhood Education and Research Journal, 15(2), pp. 227–236.

Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In: Craft, A.; Cremin, T. and Burnard, P. eds. Creative Learning 3-11 and How We Document It. London, UK: Trentham.

Craft, Anna; Cremin, Teresa and Burnard, Pamela (2007). Creative learning 3-11: and how we document it. UK: Trentham.

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2007). Teacher stance in creative learning: A study of progression. Journal of Thinking Skills and Creativity, 2(2), pp. 136–147.

Craft, Anna; Twining, Peter and Chappell, Kerry (2007). Aspiring to transform education? 'Impossibility thinking' as a living experiment: Young learners aspiring towards creative education futures. In: British Educational Research Association Conference, September 2007, London, UK.

Cremin, Teresa (2007). Drama teaching. In: Cremin, Teresa and Dombey, Henrietta eds. Handbook of Primary English in Initial Teacher Education. Cambridge, UK: UKLA/NATE, pp. 115–128.

Cremin, Teresa (2007). Revisiting reading for pleasure: Delight, desire and diversity. In: Goouch, Kathy and Lambirth, Andrew eds. Understanding Phonics and the Teaching of Reading: A Critical Perspective. Berkshire, UK: McGraw Hill, pp. 166–190.

Cremin, Teresa and Dombey, Henrietta (2007). Handbook of Primary English in Initial Teacher Education. Cambridge: NATE and UKLA.

Drury, Rose (2007). Young bilingual learners at home and school researching multilingual voices. Stoke on Trent: Trentham Books.

Gillen, Julia; Cameron, Catherine Ann; Tapanya, Sombat; Pinto, Giuliana; Hancock, Roger; Young, Susan and Accorti Gamannossi, Beatrice (2007). ‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood. Early Child Development and Care, 177(2), pp. 207–218.

Grainger, Teresa; Craft, Anna and Burnard, Pamela (2007). Examining possibility thinking in action in early years settings. In: Imaginative Education Research Symposium, 12 - 15 July 2006 , Vancouver, BC, Canada.

Hall, Kathy; Rix, Jonathan and Eyres, Ian (2007). Assessing English within the Arts. In: Bresler, Liora ed. International Handbook of Research in Arts Education. Springer International Handbooks of Education (16). Springer.

Harrison, Roger; Clarke, Julia and Marashi, Mahnaz (2007). Formulating 'facts' about flexibility in Further Education. In: Thompson, Anne and Hillier, Yvonne eds. Readings in Post-compulsory Education. London, UK: Continuum, pp. 148–160.

Hurd, Steve (2007). Does school-based initial teacher training affect secondary school performance? British Educational Research Journal pp. 1–18.

Hurd, Steve; Jones, Marion; McNamara, Olwen and Craig, Barbara (2007). Initial teacher education as a driver for professional learning and school improvement in the primary phase. Curriculum Journal, 18(3), pp. 307–326.

Ivinson, Gabrielle and Murphy, Patricia (2007). Rethinking single sex teaching. Buckingham, UK: Open University Press.

James, M.; McCormick, R.; Black, P.; Carmichael, P.; Drummond, M. J.; Fox, A.; MacBeath, J.; Marshall, B.; Pedder, D.; Proctor, R.; Swaffield, S.; Swann, J. and Wiliam, D. (2007). Improving learning how to learn: Classrooms, schools and networks. TLRP Improving Learning Series. London, UK: Routledge.

Jeffrey, Robert (2007). Creative learning in Europe: making use of global discourses. In: Craft, Anna; Cremin, Teresa and Burnard, Pamela eds. Creative Learning 3-11 and how we Document it. London, UK: Trentham Books.

Kelly, A.; Safford, K. and Montgomerie, D. (2007). Speaking and Listening: never a better time. NATE Classroom(3), pp. 20–22.

Mahruf, M.; Shohel, C. and Howes, Andrew J. (2007). Transition from nonformal schools: learning through photo elicitation in educational fieldwork in Bangladesh. Visual Studies, 22(1), pp. 53–61.

Marshall, Christine; Issroff, Kim; Scanlon, Eileen; Blake, Canan; Holliman, Richard; Smidt, Samantha; Clough, Gill; Banks, Frank; Jones, Ann; Roche, Nel and Waycott, Jenny (2007). Investigating mobile science learning in workplace settings. In: CAL07: Development, Disruption and Debate - D3, 26-28 March, Dublin, Ireland.

McCormick, Robert (2007). Design aspects. In: de Vries, Marc; Custer, Rod; Dakers, John and Martin, Gene eds. Analyzing best practices in technology education. Rotterdam, Netherlands: Sense Publishers, pp. 169–177.

McCormick, Robert (2007). Learning through networks. In: James, Mary; McCormick, Robert; Black, Paul; Carmichael, Patrick; Drummond, Mary-Jane; Fox, Alison; MacBeath, John; Marshall, Bethan; Pedder, David; Proctor, Richard; Swaffield, Sue; Swann, Joanna and Wiliam, Dylan eds. Improving Learning How to Learn: Classrooms, Schools and Networks. TLRP Improving Learning Series. London, UK: Routledge, pp. 89–113.

McCormick, Robert (2007). Classroom case studies. In: Middleton, Howard ed. Researching Technology Education: Methods and Techniques. International Technology Education Studies (3). Rotterdam, Netherlands: Sense Publishers, pp. 6–27.

McCormick, Robert and James, Mary (2007). Teachers learning to learn. In: ECER Conference: Contested Qualities of Educational Research, 19-21 September 2007, Ghent, Belgium.

Moon, Bob (2007). School-based teacher development in Sub-Saharan Africa: building a new research agenda. Curriculum Journal, 18(3), pp. 355–371.

Moon, Bob (2007). Research analysis: attracting, developing and retaining effective teachers: a global overview of current policies and practices. UNESCO, Paris, France.

Owen-Jackson, Gwyneth (2007). Design and technology in school. In: Owen-Jackson, Gwyneth ed. A practial guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 4–10.

Owen-Jackson, Gwyneth (2007). Food technology in the classroom. In: Owen-Jackson, Gwyneth ed. A practial guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 21–28.

Owen-Jackson, Gwyneth (2007). Teaching and learning in design and technology. In: Owen-Jackson, Gwyneth ed. A practial guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 56–66.

Owen-Jackson, Gwyneth (2007). Using ICT in Design and Technology. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 67–75.

Owen-Jackson, Gwyneth (2007). Assessing pupils' learning. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 95–102.

Owen-Jackson, Gwyneth (2007). Planning your teaching. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 103–114.

Owen-Jackson, Gwyneth and Steeg, Torben (2007). The role of technical understanding in design and technology. In: Barlex, David ed. Design and Technology - The Next Generation : a collection of provocative pieces to stimulate reflection and curriculum innovation. UK: TEP/Nuffield.

Paige-Smith, Alice and Rix, Jonathan (2007). Learning together and early intervention – a time of transition for parents, children, professionals. In: International Transitions Research Conference, 11-14 April 2007, University of Strathclyde.

Pegg, Ann Elizabeth (2007). Learning for school leadership: using concept mapping to explore learning from everyday experience. International Journal of Leadership in Education, 10(3), 265 -282.

Power, Tom and Sankale, James (2007). In the palm of your hand: supporting rural teacher professional development and practice through the use of mobile phones and other handheld digital devices. In: Meraka Innovate Conference, April 18-20 2007, Pretoria, South Africa.

Power, Tom and Thomas, Rhodri (2007). The classroom in your pocket? Curriculum Journal, 18(3), pp. 373–388.

Rix, Jonathan (2007). Labels of opportunity - A response to Carson and Rowley. Ethical Space: The International Journal of Communication Ethics, 4(3), pp. 25–27.

Rix, Jonathan and Paige-Smith, Alice (2007). Change and Compromise? Parental agency and early intervention. In: International Transitions Research Conference, 11-14 April 2007, University of Strathclyde.

Rix, Jonathan and Twining, Peter (2007). Talking about schools: Towards a typology for future education. Educational Research, 48(4), pp. 329–341.

Safford, K.; Kelly, A. and Montgomerie, D. (2007). Language and Sport: exploring the field. Primary English Magazine, 12(3), pp. 11–15.

Safford, Kimberly (2007). Assessing second and additional languages across borders in Europe. NALDIC Quarterly, 4(1), pp. 3–30.

Safford, Kimberly and Barrs, Myra (2007). Creating contexts for talk: the influence of school-based creative arts projects on children's language. English in Education, 41(2), pp. 44–56.

Safford, Kimberly and O'Sullivan, Olivia (2007). Their learning becomes your journey: Parents respond to children’s work in creative partnerships. UK: Centre for Literacy in Primary education.

Scanlon, Eileen; Banks, Frank; Blake, Canan; Clough, Gill; Jones, Ann; Holliman, Richard; Issroff, Kim; Marshall, Christine; Roche, Nel; Smidt, Samantha and Waycott, Jenny (2007). PDAS as workplace tools for science teachers. In: IADIS International Conference - Mobile Learning 2007, 5-7 July, Lisbon, Portugal.

Storey, Anne (2007). Cultural shifts in teaching: new workforce, new professionalism? Curriculum Journal, 18(3), pp. 253–270.

Thorpe, Mary; McCormick, Robert; Carmichael, Patrick and Kubiak, Chris (2007). Talk in virtual contexts: reflecting on participation and online learning models. Pedagogy, Culture and Society, 15(3), pp. 349–366.

Troman, Geoff and Jeffrey, Bob (2007). Qualitative data analysis in cross-cultural projects. Comparative Education, 43(4), pp. 511–525.

Troman, Geoff; Jeffrey, Bob and Raggl, Andrea (2007). Creativity and Performativity Policies in Primary School Cultures. Journal of Educational Policy, 22(5), pp. 549–572.

Twining, Peter (2007). Discussing ICT, aspirations and targets for Education: international perspectives. International Journal of Knowledge and Learning, 3(2-3), pp. 154–170.

Twining, Peter (2007). Interactive whiteboards: Issues relating to professional development and pedagogical change - discuss. In: BERA Annual Conference, 5-8 September 2007, Institute of Education, London, UK.

Twining, Peter (2007). Using Teen Second Life to explore visions of schome. In: Second Life Best Practices in Education Conference, Second Life Main Grid, 25 May 2007.

Twining, Peter (2007). Developing visions of schome. In: Massively Multi-Learner Conference, 22 March 2007, University of Paisley.

Twining, Peter; Craft, Anna and Chappell, Kerry (2007). Learners reconceptualising education: Widening participation through creative engagement? In: Higher Education Academy: Creativity or Conformity? Building Cultures of Creativity in Higher Education, 8-10 January 2007, Cardiff.

Walsh, Christopher (2007). Creativity as capital in the literacy classroom: Youth as multimodal designers. Literacy, 41(2), pp. 79–85.

Walsh, Christopher S. (2007). Unfixing knowledges: Queering the literacy curriculum. In: Australian Association for Research in Education International Education Research Conference, 25-29 November 2007, Fremantle, Western Australia.

Walsh, Christopher S. (2007). Creativity as capital in the literacy classroom: youth as multimodal designers. Literacy, 41(2), pp. 79–85.

2006

Arthur, James and Grainger, Teresa eds. (2006). Learning to Teach in the Primary School. London, UK: Routledge.

Albright, James; Purohit, Kiran D. and Walsh, Christopher S. (2006). Response to Bettina Fabos. Pedagogies: An International Journal, 1(4), pp. 247–252.

Albright , James; Purohit, Kiran D. and Walsh, Christopher S. (2006). Hybridity, globalisation, and literacy education in the context of New York City’s Chinatown. Pedagogies: An International Journal, 1(4), pp. 221–242.

Anderson, John and McCormick, Robert (2006). Pedagogic quality - supporting the next UK generation of e-learning. In: Ehlers, Ulf-Daniel and Pawlowski, Jan Martin eds. Handbook on Quality and Standardisation in E-Learning. Berlin: Springer, pp. 407–421.

Arthur, Lore (2006). Higher Education and the Knowledge Society: issues, challenges and responses in Norway and Germany. Research in Comparative and International Education, 1(3), pp. 241–252.

Banks, F.; Barlex, D.; Jarvinen, E.M.; O'Sullivan, G.; Owen-Jackson, G.; Rutland, M. and Williams, J. (2006). Further Findings of an International D&T Teacher Education Research Study: the DEPTH2 Project. In: Design and Technology Association International Research Conference, 5-7 July 2006, Wolverhampton, UK.

Banks, Frank (2006). 'Technology, Design and Society' versus 'Science, Technology and Society (STS)': Learning Some Lessons. In: Dakers, John R. ed. Defining Technological Literacy: Towards an Epistemological Framework. New York, USA: Palgrave Macmillan, pp. 197–217.

Banks, Frank (2006). Technology Teacher Education in the UK. In: Williams, P.J. ed. International Technology Teacher Education. International Technology Teacher Education. USA: McGraw Hill-Glencoe, pp. 215–239.

Banks, Frank and Gouda, Amal (2006). The Impact of Using a Distance Learning Network on Building Teachers' Communities of Practice in Egypt. In: Proceedings of the Fifth International Conference on Networked Learning 2006, 10-12th April 2006, Lancaster, UK.

Banks, Frank and McCormick, Robert (2006). A case study of the inter-relationship between science and technology: England 1984-2004. In: De Vries, M. J. and Mottier, I. eds. International Handbook of Technology Education. Rotterdam, Netherlands: Sense Publishers, pp. 285–312.

Bennett, Nigel (2006). Making a difference: a study of effective middle leadership in schools facing challenging circumstances. National College for School Leadership, Nottingham UK.

Bennett, Nigel; Cooper, Deborah; MacDonald-Pearce, Peter; Wise, Christine and Sutton, Alan (2006). Perceptions of success: The developing role of the advanced skills teacher in english secondary schools. In: BELMAS Annual Conference: The Changing Landscape of Educational Leadership and Management, 6 - 8 October 2006, Birmingham.

Black, Paul; McCormick, Robert; James, Mary and Pedder, David (2006). Learning how to learn and assessment for learning: a theoretical inquiry. Research Papers in Education, 21(2), pp. 119–132.

Burgess, Hilary; Sieminski, Sandy and Arthur, Lore (2006). Achieving Your Doctorate in Education. study skills. London, UK: Sage in association with the Open University.

Burnard, Pamela; Craft, Anna; Cremin, Teresa; Duffy, Bernadette; Hanson, Ruth; Keene, Jean; Haynes, Lindsay and Burns, Dawn (2006). Documenting ‘possibility thinking’: a journey of collaborative enquiry. International Journal of Early Years Education, 14(3), pp. 243–262.

Cable, Caroline; Eyres, Ian and Collins, Janet (2006). Bilingualism and inclusion: more than just rhetoric? Support for Learning, 21(3), pp. 129–134.

Carmichael, Patrick; Fox, Alison; McCormick, Robert; Procter, Richard and Honour, Leslie (2006). Teachers' networks in and out of school. Research Papers in Education, 21(2), pp. 217–234.

Craft, Anna (2006). Fostering creativity with wisdom. Cambridge Journal of Education, 36(3), pp. 337–350.

Craft, Anna (2006). Creativity in schools' education. In: Jackson, Norman; Oliver, Martin; Shaw, Malcolm and Wisdom, James eds. Developing creativity in Higher Education: an imaginative curriculum. London, UK: RoutlegeFalmer, pp. 19–28.

Craft, Anna (2006). Changing minds about GoodWork? In: Schaler, Jeffrey A. ed. Howard Gardner under fire: the rebel psychologist faces his critics. Peru, Illinois, USA: Open Court Publishing Company, pp. 217–229.

Cremin, Teresa (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3), pp. 415–433.

Cremin, Teresa; Burnard, Pamela and Craft, Anna (2006). Pedagogy and Possibility Thinking in the Early Years. Thinking Skills and Creativity, 1(2), pp. 108–119.

Cremin, Teresa; Goouch, Kathy; Blakemore, Louise; Goff, Emma and Macdonald, Roger (2006). Connecting drama and writing: seizing the moment to write. Research In Drama in Education, 11(3), pp. 273–291.

Faulkner, Dorothy; Coates, Elizabeth; Craft, Anna and Duffy, Bernadette (2006). Creativity and cultural innovation in early childhood education. International Journal of Early Years Education, 14(3), pp. 191–199.

Fox, B. and Twining, P. (2006). Comparing perspectives on the role of ICT in education. In: SITE International Conference Annual 2006. Association for the Advancement of Computing in Education,, March 20-24, 2006, Florida, USA.

Grainger, Teresa (2006). Planning with short stories. In: Lambirth, Andrew ed. Planning Creative Literacy Lessons. London, UK: David Fulton, pp. 46–64.

Grainger, Teresa and Barnes, Jonathan (2006). Creativity in the Curriculum. In: Arthur, James and Grainger, Teresa eds. Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225.

Grainger, Teresa and Barnes, Jonathan (2006). Creativity in the primary curriculum. In: Arthur, James; Grainger, Teresa and Wray, David eds. Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225.

Howes, A. J.; Grimes, P.; Lopez, A. L.; Esteban, P. G.; Shohel, M. M. C.; Neff, D. and Ramsden, A. (2006). PhD fieldwork in developing countries – The issue of time. In: BAICE Conference 2006: Diversity and Inclusion, 8-10 September 2006, Queen's University, Belfast.

Hurd, Steve (2006). The use of ICT in Business and Economics in 2005. Teaching Business and Economics, 10(2), pp. 35–41.

Hurd, Steve; Dixon, Malcolm and Oldham, Joanna (2006). Are low levels of book spending in primary schools jeopardizing the National Literacy Strategy? Curriculum Journal, 17(1), pp. 73–88.

James, M.; Black, P; Carmichael, P.; Conner, C.; Dudley, P.; Fox, A.; Frost, D.; Honour, L.; MacBeath, J.; McCormick, R.; Marshall, B.; Pedder, D.; Proctor, R.; Swaffield, S. and Wiliam, D. (2006). Learning how to learn: Tools for schools. Improving Practice (TLRP). London, UK: Routledge.

James, Mary; Black, Paul; McCormick, Robert; Pedder, David and Wiliam, Dylan (2006). Learning how to learn, in classrooms, schools and networks: Aims, design and analysis. Research Papers in Education, 21(2), pp. 119–132.

Jeffrey, Bob ed. (2006). Creative learning practices: European experiences. London, UK: Tufnell Press.

Jeffrey, Bob (2006). Creative teaching and learning: towards a common discourse and practice. Cambridge Journal of Education, 36(3), pp. 399–414.

Jeffrey, Bob and Craft, Anna (2006). Creative learning and possibility thinking. In: Jeffrey, Bob ed. Creative learning practices: European experiences. Ethnography and Education. London, UK: Tufnell Press.

Leach, Jenny; Ahmed, Atef; Makalima, Shumi and Power, Tom (2006). DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south: Researching the issues. Department for International Development (DFID), London, UK.

Lethbridge, Zoe A.D.; Williams, Jennifer J.; Walton, Richard I.; Smith, Christopher W.; Hooper, Robert M. and Evans, Kenneth E. (2006). Direct, static measurement of single-crystal Young's moduli of the zeolite natrolite: Comparison with dynamic studies and simulations. Acta Materialia, 54(9), pp. 2533–2545.

McCormick, Robert (2006). Technology and knowledge: contributions from learning theories. In: Dakers, John R. ed. Defining Technological Literacy: Towards an Epistemological Framework. London, UK: Palgrave Macmillan, pp. 31–47.

McCormick, Robert; Fox, Alison; Carmichael, Patrick and Proctor, Richard (2006). Teachers' Learning through networks. In: AERA Annual Conference, 7-11 April 2006, San Francisco.

McCormick, Robert and Li, Nai (2006). An evaluation of European learning objects in use. Learning, Media and Technology, 31(3), pp. 213–231.

Murphy, Patricia (2006). Gender and technology: gender mediation in school knowledge. In: Dakers, John R. ed. Defining technological literacy: Towards an epistemological framework. New York, USA: Palgrave Macmillan, pp. 219–237.

Murphy, Patricia and Whitelegg, Elizabeth (2006). Girls in the physics classroom: a review of the research on the participation of girls in physics. Institute of Physics, London, UK.

Murphy, Patricia and Whitelegg, Elizabeth (2006). Girls and physics: continuing barriers to 'belonging'. Curriculum Journal, 17(3), pp. 281–305.

Paige-Smith, Alice and Rix, Jonathan (2006). Parents' perceptions and children's experiences of early intervention – inclusive practice? Journal of Research in Special Educational Needs, 6(2), pp. 92–98.

Power, Tom (2006). Using suites of free refurbished computers may cost over four times more than buying and using "state of the art" learning technologies. In: British Educational Research Association Annual Conference 2006, 6-9 September 2006, University of Warwick, Coventry, UK.

Power, Tom and Thomas, Rhodri (2006). mLearning: the classroom in your pocket? In: British Educational Research Association (BERA) Annual Conference, 3-6 September 2008, Warwick, UK.

Ralston, J.; Cooke, D.; Twining, P.; Dillon, G.; Evans, D.; Jones, A.; Kukulska-Hulme, A.; McAndrew, P.; Scanlon, E.; Selwood, I.; Sheehy, K. and Underwood, J. (2006). Introducing Tablet PCs in schools - a national study - some lessons learned. In: IFIP Conference, Imagining the future for ICT and Education, 26th - 30th June 2006, Norway.

Rix, J.; Hall, K.; Nind, M.; Sheehy, K. and Wearmouth, J. (2006). A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, UK.

Rix, Jonathan (2006). Simplified Language Materials – Their Usage and Value to Teachers and Support Staff in Mainstream Settings. Teaching and Teacher Education, 22(8), pp. 1145–1156.

Rix, Jonathan (2006). Egyszerû kezdet: Az SLM felhasználása az inkluzív osztályban. Iskolakultúra, 16(10), pp. 71–80.

Rix, Jonathan (2006). Does it matter what we call them? Labelling people on the basis of notions of intellect. Ethical Space: The International Journal of Communication Ethics, 3(4), pp. 22–28.

Rix, Jonathan (2006). From one professional to another. In: Rix, Brian ed. All about us! The story of people with a learning disability and Mencap. UK: MENCAP.

Safford, Kimberly and Collins, Fiona (2006). EAL and English: subjects and language across the curriculum. National Association for Language Development in the Curriculum, UK.

Safford, Kimberly and Costley, Tracy (2006). 'I try to open my ears': experiences and strategies of students learning English as an Additional Language and studying for higher education. National Association for Language Development in the Curriculum, UK.

Shohel, M. M. C. and Howes, A. J. (2006). Nonformal education for sustainable development: A Bangladeshi perspective. In: The 10th APED International Conference: Learning Together for Tomorrow, Education for Sustainable Development, 6-8 December 2006, Bangkok, Thailand.

Soler, J. (2006). Renegotiating cultural authority: imperal culture and the NZ primary school curriculum in the 1930s. History of Education, 35(1), pp. 11–25.

Soler, Janet and Openshaw, Roger (2006). Literacy crises and reading policies: Children still can't read! Abington, Oxon, UK: Routledge.

Storey, Anne (2006). The search for teacher standards: a nationwide experiment in the Netherlands. Journal of Education Policy, 21(2), pp. 215–234.

Troman, Geoff and Jeffrey, Bob (2006). Providing a framework for a “shared repertoire" in a cross-national research project. In: Troman, Geoff; Jeffrey, Bob and Walford, Geoffrey eds. Methodological Issues and Practices in Ethnography. Studies in Educational Ethnography (11). Emerald Publishing, pp. 207–225.

Troman, Geoff; Jeffrey, Bob and Beach, Dennis (2006). Researching Education Policy: Ethnographic Experiences. Ethnography and Education, 2. London, UK: Tufnell Press.

Twining, Peter; Broadie, Roger; Cook, Deirdre; Ford, Karen; Morris, David; Twiner, Alison and Underwood, Jean (2006). Educational change and ICT: an exploration of priorities 2 & 3 of the DfES eStrategy in schools and colleges. Coventry, UK: Becta.

Twining, Peter and Cooke, David (2006). The eSIR Statement - is this where we are going with ICT in education in England. In: IFIP Conference, Imagining the future for ICT and Education, 26 - 30 June 2006, Norway.

Twining, Peter and Sheehy, Kieron (2006). Not school – not home – schome – the education system for the Information Age. In: IFIP Conference, Imagining the future for ICT and Education, 26th - 30th June 2006, Norway.

Walsh, Christopher (2006). Beyond the workshop: Doing multiliteracies with adolescents. English in Australia, 41(3), pp. 49–57.

2005

Ellis, Sue and Safford, Kimberly eds. (2005). Animating Literacy: Inspiring children’s learning through teacher and artist partnerships. UK: Centre for Literacy in Primary Education and Creative Partnerships.

Harrison, Roger and Wise, Christine eds. (2005). Working with Young People. London, UK: Sage.

Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. (2005). Curriculum and pedagogy in inclusive education: Values into practice. London, UK: Routledge.

Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. (2005). Policy and power in inclusive education: Values into practice. London, UK: Routledge.

Troman, Geoff; Jeffrey, Robert and Walford, Geoffrey eds. (2005). Methodological issues and practices in ethnography. Studies in Educational Ethnography, 11. Oxford, UK: Elsevier.

Banks, Frank and Gouda, Amal (2005). Professional Dignity and Reforming Teachers’ Practice: A Case Study of a Distance Learning Network in Egypt. In: The 11th Cambridge International Conference on Open and Distance Learning, 23-25 Sept 2005, Cambride, UK.

Bennett, Nigel and Anderson, Lesley (2005). School-LEA Partnerships: recipe for success, or chimera? Journal of Educational Change, 6(1), pp. 29–50.

Cable, Carrie and Eyres, Ian (2005). Primary teaching assistants; curriculum in context. UK: David Fulton Publishers.

Craft, Anna (2005). Creativity in schools: tensions and dilemmas. UK: Routledge.

Craft, Anna (2005). Changes in the Landscape for Primary Education. In: Wilson, Anthony ed. Creativity in Primary Schools. Exeter: Learning Matters, pp. 7–18.

Evans, Jennifer; Castle, Frances; Cooper, Deborah; Glatter, Ron and Woods, Philip A. (2005). Collaboration: The big new idea for school improvement? Journal of Education Policy, 20(2), pp. 223–235.

Goouch, Kathy; Grainger, Teresa and Lambirth, Andrew (2005). Creativity and writing: developing voice and verve in the classroom. Oxfordshire,UK: Routledge.

Gouda, Amal and Banks, Frank (2005). The Role of Professional Development Networks in Reforming Mathematics Education in Egypt. In: The Mathematics Education into the 21st Century Project, 25 Nov - 1 Dec 2005, Universiti Teknologi, Malaysia.

Gouda, Amal and Banks, Frank (2005). Pedagogical Issues in Using Networks for Teachers’ Continuous Professional Development in Egypt. In: ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 27 2005, Montreal, Canada.

Grainger, Teresa (2005). Teachers as writers: learning together. English in Education, 39(1), pp. 75–87.

Grainger, Teresa (2005). Short, sweet and potent: Short stories in literacy learning. Primary English Magazine, 10(5), pp. 25–29.

Grainger, Teresa (2005). Motivating young writers to write with purpose and pleasure. In: Goodwin, Prue ed. The Literate Classroom. London, UK: David Fulton, pp. 79–89.

Grainger, Teresa (2005). Teachers as Writers. In: Pandis, M; Ward, A. and Mathews, S. R. eds. Reading, Writing and Thinking: Proceedings of the 13th European Conference On Reading. Estonia: International Reading Association, pp. 87–99.

Hall, Kathy; Eyres, Ian and Rix, Jonathan (2005). Assessing aesthetic aspects of english barriers to access and achievement paper. In: European Conference of Educational Research (ECER), 7-10 September 2005, University College Dublin.

Haynes, Lindsey and Craft, Anna (2005). Enabling Children's Creativity as a Teaching Assistant. In: Cable, Carrie and Eyres, Ian eds. Primary Teaching Assistants: Curriculum in Context. London and Milton Keynes: Routledge in association with the Open University, pp. 151–158.

Hurd, Steve; Mangan, Jean and Adnett, Nick (2005). Are secondary schools spending enough on books? British Educational Research Journal, 31(2), pp. 239–255.

Kellett, Mary (2005). Inclusion in music in the primary classroom. In: Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. Curriculum and Pedagogy in Inclusive Education. London, UK: RoutledgeFalmer, pp. 191–198.

Leach, Jennifer; Power, Tom; Thomas, Rhodri; Fadani, Xolisa and Mbebe, Andile (2005). 4D Technologies: appropriating handheld computers to serve the needs of teachers and learners in rural African settings. In: mLearn 2005, 25-28th October 2005, Cape Town, South Africa.

Leung, Constant and Safford, Kimberly (2005). Non-traditional students in Higher Education: English as an additional language and literacies. In: Street, Brian ed. Literacies Across Educational Contexts: Mediating learning and teaching. Philadelphia, PA: Caslon, pp. 303–324.

Li, Nai and McCormick, Robert (2005). An evaluation of LOs in use: An overview of the CELEBRATE evaluation findings. In: Kommers, P. and Richards, G. eds. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (ED-MEDIA). Chesapeake, VA: AACE, pp. 3592–3599.

McCormick, Robert and Banks, Frank (2005). A case study of the inter-relationship between Science and Technology: England 1984-2004. In: PATT -15 Technology Education And Research: Twenty Years In Retrospect, 18-22 April, 2005, Harrlem, Netherlands.

McCormick, Robert and Li, Nai (2005). An Evaluation of LOs in used: An overview of the CELEBRATE evaluation findings. In: European Association for Research on Learning and Instruction: 11th Biennial Meeting, 23-27 August 2005, Nicosia, Cyprus.

Moon, Bob; Leach, Jenny and Stevens, Mary-Priscilla (2005). Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners. The World Bank, Washington, USA.

Paige-Smith, Alice and Rix, Jonathan (2005). Parents perceptions and children’s experiences of early intervention – inclusive practice? In: 4th International Conference on Developmental Issues in Down Syndrome, The Down Syndrome Educational Trust, 15-18 September 2005, University of Portsmouth, UK.

Paige-Smith, Alice and Rix, Jonathan (2005). Parents perceptions and children's experiences of early intervention – inclusive practice? In: Inclusive and Supportive Education Congress: International Special Education Conference - Inclusion: Celebrating Diversity?, 1-4 August 2005, Glasgow, Scotland.

Rix, Jonathan (2005). Checking the list: Can a model of Down syndrome help us explore the intellectual accessibility of Heritage sites? International Journal of Heritage Studies, 11(4), pp. 341–356.

Rix, Jonathan and Hall, Kathy (2005). How do teachers, support staff and pupils interact within pedagogical approaches that effectively include children with SEN in mainstream classrooms? In: European Conference of Educational Research (ECER), 7-10 September 2005, University College Dublin.

Rix, Jonathan and Hall, Kathy (2005). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? The interactions of peers, teachers and support staff. In: ISEC (Inclusive and Supportive Education Congress), 1-4 August 2006, Strathclyde, Glasgow.

Rix, Jonathan; Paige-Smith, Alice and Jones, Helen (2005). Approaches to supporting children’s learning in early childhood – the role of parents and professionals. In: 4th International Conference On Developmental Issues In Down Syndrome, The Down Syndrome Educational Trust, 15-18 September 2005, University of Portsmouth.

Rix, Jonathan and Simmons, Katy (2005). Introduction: A world of change. In: Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. Policy and Power in Inclusive Education: Values into practice. London, UK: Routledge, pp. 1–10.

Rolph, Sheena; Atkinson, Dorothy; Nind, Melanie and Welshman, John [eds.] (2005). Witnesses to change: families, learning difficulties and history. UK: British Institute of Learning Disabilities Publications.

Safford, Kimberly and Barrs, Myra (2005). Creativty and Literacy - Many routes to meaning: Children’s language and literacy development in creative arts work. UK: Centre for Literacy in Primary Education and Creative Partnerships.

Selwood, Ian and Twining, Peter (2005). Teacher use of broadband technology. In: 8th IFIP World Conference on Computer in Education, 4-7 July 2005, Cape Town, South Africa.

Sheehy, K.; Kukulska-Hulme, A.; Twining, P.; Evans, D.; Cook, D. and Jelfs, A. (2005). Tablet PCs in schools: A review of literature and selected projects. BECTA, Coventry, UK.

Sheehy, Kieron and Nind, Melanie (2005). Emotional well-being for all: mental health and people with profound and multiple learning disabilities. British Journal of Learning Disabilities, 33(1), pp. 34–38.

Soler, Janet and Paige-Smith, Alice (2005). The Early Literacy Support programmes (ELS) and the blend and clash of national educational policy ideologies. Early Years: An International Journal of Research and Development, 25(1), pp. 43–54.

Troman, Geoff and Jeffrey, Bob (2005). Providing a framework for a 'shared repertoire' in a cross-national research project. In: Troman, Geoff; Jeffrey, Bob and Walford, Geoffrey eds. Methodological Issues and Practice in Methodology. Studies in Educational Ethnography (11). Oxford, UK: Jai Press, pp. 207–226.

Twining, P.; Cook, D.; Dillon, P.; Evans, G.; Heppell, A.; Jones, A.; Kukulska-Hulme, A.; McAndrew, P.; Ralston, J.; Scanlon, E.; Selwood, A.; Sheehy, K. and Underwood, J. (2005). Tablet PCs in schools. In: CALRG-TRLG Seminar, 15 June 2005, Milton Keynes, UK.

Twining, P.; Evans, D.; Cook, D.; Ralston, J.; Selwood, I.; Jones, A.; Underwood, J.; Dillon, G.; Scanlon, E.; Heppell, S.; Kukulska-Hulme, A.; McAndrew, P. and Sheehy, K. (2005). Tablet PCs in schools: Case study report: A report for Becta by the Open University. Coventry, UK: Becta.

Twining, P.; Underwood, J.; Twiner, A.; Morris, D.; Ford, K.; Cook, D. and Broadie, R. (2005). eSIR: eStrategy Implementation Review. In: Becta D&R Researcher Consultation Day, 8 November 2005, Warwick, UK.

Twining, Peter; Evans, Diane; Cook, Deirdre; Ralston, John; Selwood, Ian; Jones, Ann; Underwood, Jean; Scanlon, Eileen; Kukulska-Hulme, Agnes; Dillon, Gayle; McAndrew, Patrick and Sheehy, Kieron (2005). Should there be a future for Tablet PCs in schools? Journal of Interactive Media in Education

2004

Harris, Alma and Bennett, Nigel eds. (2004). School effectiveness and school improvement: alternative perspectives. London: Continuum.

Jeffrey, Bob and Walford, Geoffrey eds. (2004). Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions. Studies in Educational Ethnography, 9. Oxford, UK: Jai Press.

Nind, M; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. (2004). Curriculum and pedagogy in Inclusive Education: values into practice. UK: RoutledgeFalmer.

Sheehy, Kieron; Nind, Melanie; Rix, Jonathan and Simmons, Katy eds. (2004). Ethics and research in Inclusive Education: values into practice. UK: RoutledgeFalmer.

Troman, Geoff; Jeffrey, Bob and Walford, Geoffrey eds. (2004). Identity, agency and social institutions in educational ethnography. Studies in Educational Ethnography, 10. Oxford, UK: Jai Press.

Anderson, Lesley (2004). Decentralization, autonomy and school improvement. In: Coleman, Marianne and Earley, Peter eds. Leadership and management in education: cultures, change, and context. Oxford, UK: Oxford University Press.

Arthur, Lore (2004). Work-life balance. Debatte, 12(2), pp. 137–153.

Arthur, Lore and Tait, Alan (2004). Too little time to learn?: Issues and challenges for those in work. Studies in the Education of Adults, 36(2), pp. 222–234.

Banks, Frank; Barlex, David; Jarvinen, Esa-Matti; O'Sullivan, Gary; Owen-Jackson, Gwyneth and Rutland, Marion (2004). DEPTH – Developing professional thinking for technology teachers: An international study. International Journal of Technology and Design Education, 14(2), 141 -157.

Beach, Dennis; Gobbo, Francesca; Jeffrey, Bob; Smyth, Geri and Troman, Geoff (2004). Ethnography of education in a European educational research perspective. European Education Research Journal, 3(3), pp. 534–538.

Bearne, Eve and Grainger, Teresa (2004). Research in Progress - Raising boys' achievements in writing: joint PNS/UKLA pilot research project. Literacy, 38(3), pp. 156–158.

Bennett, Nigel (2004). Power, structure and culture: an organizational view of school effectiveness and school improvement. In: Harris, Alma and Bennett, Nigel eds. School effectiveness and school improvement: alternative perspectives. London, UK: Continuum, pp. 98–122.

Bennett, Nigel; Harvey, Janet A. and Anderson, Lesley (2004). Control, Autonomy and Partnership in Local Education: Views from Six Chief Education Officers. Educational Management Administration and Leadership, 32(2), pp. 217–235.

Cable, Carrie (2004). 'I'm going to bring my sense of identity to this': the role and contribution of bilingual teaching assistants. Westminster Studies in Education, 27(2), pp. 207–222.

Collins, Janet and Hancock, Roger (2004). Primary teaching assistants: learners and learning. David Fulton Publishers Ltd.

Cook, Deirdre (2004). ICT and curriculum provision in early years. In: Monteith, Moira ed. ICT for curriculum enhancement. Bristol, UK: Intellect Books.

Craft, Anna (2004). Creative Thinking in the Early Years of Education. In: Fryer, Marilyn ed. Creativity and Cultural Diversity. The Creativity Centre Educational Trust, pp. 137–151.

Craft, Anna and Jeffrey, Bob (2004). Learner inclusiveness for creative learning. Education 3-13, 32(2), pp. 39–43.

Craft, Anna and Jeffrey, Bob (2004). Creative Practice and Practice which Fosters Creativity. In: Miller, Linda and Devereux, Jane eds. Supporting Children's Learning in the Early Years. London, UK: Routledge, pp. 105–112.

Devereux, Jane; Paige-Smith, Alice; Miller, Linda and Cable, C. E. (2004). The effect of the Open University certificate of early years on practice: Issues for the profession. In: European Early Childhood Education Research Association (EECERA), 1-4 Sept 2004, Malta.

Drury, Rose (2004). Samia and Sadaqat play school: early bilingual literacy at home. In: Gregory, Eve; Long, Susi and Volk, Dinah eds. Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. London: RoutledgeFalmer, pp. 40–51.

Eyres, Ian; Cable, Carrie; Hancock, Roger and Turner, Janet (2004). Whoops, I forgot David’ – children’s perceptions of the adults who work in their classrooms. Early Years: An International Journal of Research and Development, 24(2), pp. 149–162.

Eyres, Ian and Hancock, R. (2004). The changing face of the teaching profession. BBC.

Eyres, Ian and Hancock, Roger (2004). Implementing a required curriculum reform: teachers at the core, teaching assistants on the periphery? Westminster Studies in Education, 27(2), pp. 223–235.

Gabel-Dunk, Genie and Craft, Anna (2004). The Road to Ithaca: a mentee’s and mentor’s journey. Teacher Development, 8(2), pp. 277–296.

Grainger, T. and Kendall-Seatter, S. (2004). Drama and spiritual development. In: Dowling, C. and Scarlett, G. eds. Encyclopaedia of Spiritual and Religious Development in Childhood and adolescence. Thousand Oaks: Sage, pp. 272–280.

Grainger, Teresa (2004). The RoutledgeFalmer Reader in Language and Literacy. London, UK: Routledge.

Grainger, Teresa (2004). Drama and writing: enlivening their prose. In: Goodwin, Prue ed. Literacy through Creativity. London, UK: David Fulton, pp. 91–104.

Grainger, Teresa; Barnes, Jonathan and Scoffham, Stephen (2004). A creative cocktail: creative teaching in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy, 30(3), pp. 243–253.

Grainger, Teresa; Goouch, Kathy and Lambirth, Andrew (2004). Creative Activities for Plot, Character and Setting, 5-7. Milton Keynes: Scholastic.

Grainger, Teresa and Pickard, Angela (2004). Drama, Reading and Writing and talking our way forwards. Cambridge, UK: UKLA Publications.

Haggarty, Linda (2004). An alternative vision for the thoughtful teacher: Thematic Review. British Educational Research Journal, 30(4), pp. 591–600.

Hancock, R.; Ross, M.; Virden, B.; Keizer, J.; Cox, A.; Jarra, A.; Powell, S. and Bagnell, K. (2004). Small steps in a big space: workshops for parents and children from birth to three at Tate Modern. Tate Modern.

Harrison, Roger (2004). Telling stories about learners and learning. In: Satterthwaite, J.; Atkinson, E. and Martin, W. eds. The Disciplining of Education: New languages of power and resistance. Discourse, Power and Resistance (2). Stoke on Trent, UK: Trentham, pp. 169–180.

Jeffrey, Bob and Craft, Anna (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), pp. 77–87.

Jeffrey, Bob and Troman, Geoff (2004). Time for ethnography. British Educational Research Journal, 30(4), pp. 535–548.

Leach, Jennifer and Burn, A. (2004). ICT and moving image literacy in English. In: Andrews, Richard ed. The Impact of ICT on literacy education. Routledge Falmer.

Leach, Jennifer; McCormick, Robert; Moon, Robert and Harrison, David (2004). Developing teacher knowledge and pedagogy in a large scale, electronic conference environment for professional development. In: Vrasidas, Charalambos and Glass, Gene V. eds. Online professional development for teachers. Current perspectives on applied information technologies. USA: Information Age Publishing.

Leach, Jenny; Patel, Rakhee; Peters, Alexis; Power, Thomas; Ahmed, Atef and Makalima, Shumi (2004). Deep impact: a study of the use of hand-held computers for teacher professional development in primary schools in the Global South. European Journal of Teacher Education, 27(1), pp. 5–28.

McCormick, Robert (2004). ICT and pupil assessment. Curriculum Journal, 15(2), pp. 115–137.

McCormick, Robert (2004). Collaboration: the challenge of ICT. International Journal of Technology and Design Education, 14(2), pp. 159–176.

McCormick, Robert (2004). Issues of learning and knowledge in technology education. International Journal of Technology and Design Education, 14(1), pp. 21–44.

McCormick, Robert and Clifford, Carmel (2004). School and teacher issues in using learning objects. In: British Educational Research Association Annual Conference, 16-18 September 2004, Manchester, UK.

McCormick, Robert and Li, Nai (2004). The characteristics and views of teachers using learning objects in the CELEBRATE project. In: British Educational Research Association Annual Conference, 16-18 September 2004, Manchester, UK.

Miller, Linda and Paige Smith, Alice (2004). Practitioners' beliefs and children’s experiences of literacy in four early years settings. Early Years: An International Journal of Research and Development, 24(2), pp. 121–133.

Miller, Linda and Paige-Smith, Alice (2004). Literacy in the foundation stage: literacy and play in two early years settings. Education 3-13, 32(2), pp. 18–24.

Moon, Robert; Banks, Frank and Zenios, Maria (2004). Stimulating professional development through CMC - A case study of networked learning and initial teacher education. In: Goodyear, P.; Banks, S.; Hodgson, V. and McConnell, D. eds. Advances in Research on Networked Learning. Computer-Supported Collaborative Learning, 4. Netherlands: Springer, pp. 123–151.

Murphy, Patricia and Ivinson, Gabrielle (2004). Gender differences in educational achievement: a socio-cultural analysis. In: Olssen, Mark ed. Culture and learning: Access and opportunity in the classroom. International Perspectives on Curriculum. Greenwich Connecticut, USA: Information Age Publishing Inc, pp. 365–386.

Nind, M.; Wearmouth, J.; Collins, J.; Hall, K.; Rix, J. and Sheehy, K. (2004). A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches. EPPI-Centre, Social Science Research Unit, Institute of Education, UK.

Nind, Melanie; Simmons, Katy; Sheehy, Kieron and Rix, Jonathan (2004). Introduction. In: Nind, Melanie; Sheehy, Kieron and Simmons, Katy eds. Inclusive Education: Learners and Learning Contexts. UK: Routledge.

Paige-Smith, Alice (2004). Parent partnership and inclusion in the early years. In: Miller, Linda and Devereux, Jane eds. Supporting children's learning in the early years. UK: Routledge, pp. 45–53.

Paige-Smith, Alice and Soler, Janet (2004). Reading Recovery as an example of early intervention in early years literacy in England. Education 3-13, 32(2), pp. 25–31.

Rix, J.; Tan, A. and Moden, S. (2004). A balance of power: observing a teaching assistant. In: Hancock, William and Collins, Janet eds. Primary Teaching Assistants: learners and learning. Routledge in association with the Open University.

Rix, Jonathan (2004). Building on Similarity - A Whole Class Use for Simplified Language Materials. Westminster Studies in Education, 27(1), pp. 57–68.

Rix, Jonathan (2004). Access and comprehension - Teachers use of simplified language materials. In: BERA Conference, 15-18 September 2004, UMIST, University of Manchester.

Rix, Jonathan (2004). Checking the list: Can a medical model of Down syndrome help us explore the intellectual accessibility of heritage sites? In: 10th International Conference of the Centre for Educational Development Appraisal and Research (CEDAR), 15-16 March 2004, University of Warwick.

Rix, Jonathan (2004). Creating and using inclusive materials: collaboration and reflection. In: Nind, Melanie; Rix, Jonathan; Simmons, Katy and Sheehy, Kieron eds. Curriculum and pedagogy in inclusive education. UK: Routledge.

Ross, Michaela; Hancock, Roger and Bagnall, Kate (2004). Pedagogy in a public space: children and adults learning together at Tate Modern. Forum Special Edition: Space and Schools, 46(1), pp. 24–26.

Safford, Kimberly; O'Sullivan, Olivia and Barrs, Myra (2004). Boys on the Margin: Promoting boys’ literacy learning at Key Stage 2. UK: Centre for Literacy in Primary Education.

Sheehy, Kieron (2004). Approaches to autism. In: Wearmouth, J.; Glynn, T.; Richmond, R. C. and Berryman, M. eds. Understanding Pupil Behaviour in School: A Diversity of Approaches. London: David Fulton Publishers, pp. 339–357.

Sheehy, Kieron; Hall, Kathy; Benhamin, B.; Collins, Janet and Nind, Melanie (2004). Schooling Year 6: Inclusion or SATuration? In: Hayes, Dennis ed. The RoutledgeFalmer guide to key debates in Education. RoutledgeFalmer.

Sheehy, Kieron; Rix, Jonathan; Nind, Melanie and Simmons, Katy (2004). Perspectives on inclusive education: learning from each other. Support for Learning, 19(3), pp. 137–141.

Storey, Anne (2004). The problem of distributed leadership in schools. School Leadership and Management, 24(3), pp. 249–265.

Twining, Peter (2004). Curriculum development and the Computer Practice Framework: ICT for Curriculum Enhancement. In: Monteith, Moira ed. ICT for curriculum enhancement. Bristol, UK: Intellect.

Wearmouth, Janice (2004). Issues in addressing children's difficulties in literacy development through family-school partnerships. Curriculum Journal, 15(1), pp. 5–17.

Wearmouth, Janice (2004). Learning from James: Lessons about policy and practice for schools' special provision in the area of literacy difficulties. British Journal of Special Education, 31(2), pp. 60–67.

Wearmouth, Janice (2004). ‘Talking Stones’: an interview technique for disaffected students. Pastoral Care in Education, 22(2), pp. 7–13.

Wearmouth, Janice (2004). Engaging with the views of disaffected students through 'Talking Stones'. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds. Understanding pupil behaviour in school: a diversity of approaches. David Fulton Publishing Ltd, pp. 37–48.

Wearmouth, Janice and Connors, Bushra (2004). Understanding student behaviour in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds. Understanding pupil behaviour in school: A Diversity of approaches. David Fulton Publishing Ltd, pp. 1–15.

Wearmouth, Janice and Glynn, Ted (2004). Issues in inclusion and the management of student behaviour in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin and Berryman, Mere eds. Inclusion and behaviour management in schools: issues and challenges. London: David Fulton.

Wearmouth, Janice; Paige-Smith, Alice and Soler, Janet (2004). Computer conferencing with access to a 'guest expert' in the professional development of special educational needs coordinators. British Journal of Educational Technology, 35(1), pp. 81–93.

Wearmouth, Janice; Richmond, Robin and Connors, Bushra (2004). Multi-level responses to behavioural issues in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin and Berryman, Mere eds. Addressing pupils' behaviour: responses at district, school and individual levels. London: David Fulton.

Woods, Philip A. (2004). Democratic leadership: drawing distinctions with distributed leadership. International Journal of Leadership in Education, 7(1), pp. 3–26.

Woods, Philip A.; Bennett, Nigel; Harvey, Janet A. and Wise, Christine (2004). Variabilities and dualities in Distributed Leadership: findings from a systematic literature review. Educational Management Administration and Leadership, 32(4), pp. 439–457.

2003

Anderson, Lesley and Bennett, Nigel eds. (2003). Developing educational leadership: using evidence for policy and practice. London: Sage.

Bennett, Nigel and Anderson, Lesley eds. (2003). Rethinking educational leadership: challenging the conventions. Published in association with the British Educational Leadership and Management Society. London, UK: Sage Publications Ltd.

Preedy, Margaret; Glatter, Ron and Wise, Christine eds. (2003). Strategic Leadership and Educational Improvement. Published in association with The Open University. London, UK: Sage.

Banks, Frank (2003). TeachandLearn.net: Using new technology to support D&T teachers. In: Proceedings of the PATT-13 Conference, 21 - 24 June 2003, Glasgow, UK.

Bearne, Eve; Dombey, Henrietta and Grainger, Teresa (2003). Classroom Interactions in Literacy. Buckingham, UK: Open University Press.

Bennet, Nigel and Anderson, Lesley (2003). Control, autonomy and partnerships in local education. In: International Conference on Leadership, Voice and Accountability: Global and Local Perspectives, 8-10 September 2003, Bristol, UK.

Bennett, Nigel (2003). Assessing the impact on practice of professional development activities. In: Bennett, Nigel and Anderson, Lesley eds. Rethinking educational leadership: challenging the conventions. London UK: Sage, pp. 159–170.

Bennett, Nigel (2003). Structure, culture and power in organizations. In: Bennett, Nigel; Crawford, Megan and Cartwright, Marion eds. Effective educational leadership. Leading and Managing for Effective Education. London UK: Paul Chapman Publishing, pp. 44–61.

Bennett, Nigel and Anderson, Lesley (2003). Introduction: Rethinking educational leadership – challenging the conventions. In: Bennett, Nigel and Anderson, Lesley eds. Rethinking Educational Leadership: Challenging the Conventions. London: Sage, pp. 1–8.

Bennett, Nigel and Marr, Alan (2003). Judging the impact of leadership-development activities on school practice. Educational Forum, 67(4), pp. 344–353.

Bennett, Nigel; Newton, Wendy; Wise, Christine; Woods, Philip A and Economou, Anastasia (2003). The role and purpose of middle leaders in schools. National College for School Leadership.

Bennett, Nigel; Wise, Christine; Woods, Philip A and Harvey, Janet A (2003). Distributed leadership: a review of literature. National College for School Leadership.

Bennett, Nigel; Crawford, Megan and Cartwright, Marion eds. (2003). Effective educational leadership. Trowbridge, UK: The Open University in association with Paul Chapman Publishing.

Bush, Tony and Anderson, Lesley (2003). Organisational culture. In: Coleman, Marianne; Bush, Tony and Thurlow, Michael eds. Leadership and strategic management in South African schools. Managing Schools in South Africa series. London: London Commonwealth Secretariat.

Clark, Alison (2003). Listening to children. In: Miller, Linda and Devereux, Jane eds. Supporting Children's Learning in the Early Years. London, UK: David Fulton Publishing, pp. 67–72.

Cook, Deirdre and Ralston, John (2003). Sharpening the focus: methodological issues in analysing on-line conferences. Technology, Pedagogy and Education, 12(3), pp. 361–376.

Craft, A. (2003). Creative thinking in the early years of Education. Early Years: An International Journal of Research and Development, 23(2), pp. 143–154.

Craft, Anna (2003). The limits to creativity in education: dilemmas for the educator. British Journal of Educational Studies, 51(2), pp. 113–127.

Craft, Anna (2003). Early years education in England and little c creativity: the third wave? Korean Journal of thinking and problem solving, 13(1), pp. 49–58.

Craft, Anna (2003). Creative Thinking in the Early Years of Education. Early Years: An International Journal of Research and Development, 23(2), pp. 147–157.

Culham, Andrew and Nind, Melanie (2003). Deconstructing normalisation: clearing the way for inclusion. Journal of Intellectual and Developmental Disability, 28(1), 65 -78.

Edwards, Richard; Clarke, Julia; Harrison, Roger and Reeve, Fiona (2003). (Re)prezentacja badan nad calozciowym uczeniem sie. Terazniejszosc-Czlowiek-Edukacja, 21

Glatter, R (2003). School choice and diversity in England: a brief overview of research and key issues in House of Commons Education and Skills Committee. In: Choice and Diversity of Schooling Provision: Issues and Evidence, 01 Apr 2004, London.

Glatter, Ron (2003). Governance and educational innovation. In: Davies, Brent and West-Burnham, John E. eds. Handbook of educational leadership and management. London, UK: Pearson Longman, pp. 228–237.

Glatter, Ron (2003). Leadership and leadership development in education. In: Storey, John ed. Leadership in organizations: current issues and key trends. Routledge, pp. 203–224.

Glatter, Ron and Kydd, Lesley (2003). Best practice in educational leadership and management: can we identify it and learn form it? Educational Leadership and Management, 31(3), 231 -243.

Grainger, Teresa (2003). Editorial: a retrospective. Literacy, 37(3), pp. 95–97.

Grainger, Teresa (2003). Creative teachers and the language arts: Possibilities and potential. Education 3-13, 31(1), pp. 43–48.

Grainger, Teresa (2003). Let drama build bridges between the subjects. Primary English Magazine, 9(1), pp. 8–12.

Grainger, Teresa (2003). Bridging between drama and non-fiction writing. Primary English Magazine, 9(2), pp. 19–23.

Grainger, Teresa (2003). Exploring the Unknown: drama, ambiguity and meaning making. In: Bearne, Eve; Dombey, Henrietta and Grainger, Teresa eds. Classroom Interactions in Literacy. Buckingham, UK: Open University Press, pp. 105–114.

Grainger, Teresa; Goouch, Kathy and Lambirth, Andrew (2003). Playing the game called writing": Children's views and voices. English in Education, 37(2), pp. 4–15.

Grainger, Teresa and Kendall-Seatter, Sue (2003). Drama and Spirituality: reflective connections. International Journal of Children's Spirituality, 8(1), pp. 25–32.

Haggarty, Linda and Postlethwaite, Keith (2003). Action Research: a strategy for teacher change and school development? Oxford Review of Education, 29(4), pp. 423–448.

Hancock, R. (2003). But hasn’t the teaching profession already been remodelled? Not Set.

Harrison, Roger; Clarke, J; Edwards, R and Reeve, Fiona (2003). Power and resistance in further education: the discursive work of negotiating identities. In: Kydd, Lesley; Anderson, Lesley and Newton, Wendy eds. Leading people and teams in education. London: Sage Publications.

Harrison, Roger; Clarke, Julia; Reeve, Fiona and Edwards, Richard (2003). Doing Identity Work: fuzzy boundaries and flexibility in further education. Research in Post-Compulsory Education, 8(1), pp. 93–106.

James, Mary; Black, Paul and McCormick, Robert (2003). Deepening capacity through innovative research design: researching learning how to learn in classrooms, schools and networks. In: Annual Meeting of the American Educational Research Association, 21-25 April 2003, Chicago, USA.

James, Mary; Black, Paul and McCormick, Robert (2003). Deepening capacity through innovative research design: researching learning how to learn in classrooms, schools and networks. In: Annual Meeting of the American Educational Research Association, 21-25 April 2003, Chicago, USA.

Jeffrey, Bob (2003). Countering student 'instrumentalism' through creative mediation. British Educational Research Journal, 29(4), pp. 489–503.

Jeffrey, Bob (2003). Come 'descrivere' i luoghi di ricerca etnografica. In: Gobbo, Francesca ed. Etnografia dell'Educazione in Europa: Soggetti, Contesti, Questioni Metodologiche. Testi e Studi (174). Milan: Unicopli, pp. 139–157.

Jeffrey, Bob and Woods, Peter (2003). The Creative school: a framework for success, quality and effectiveness. London, UK: Routledge.

Jones, Helen; Owen, Heather and Grant, Janet (2003). Survey of genetics teaching leads in medical schools, addressing genetics. White Paper pp. 1–54.

Kellett, Mary and Nind, Melanie (2003). Implementing intensive interaction in schools: guidance for practitioners, managers and coordinators. London: David Fulton.

Leach, Jennifer (2003). Deep impact: teachers and technology. Insights Education, 1

Lunn, Stephen (2003). Learning autonomously to be a primary teacher of science. In: Solomon, Joan ed. The passion to learn : an inquiry into autodidactism. London, UK: Routledge Falmer, pp. 85–96.

McCormick, R.; James, M. and Pedder, D. (2003). Learning and professional development. In: 10th Biennial Conference of EARLI, 26-30 Sept 2003, University of Padova, Italy.

McCormick, R.; James, M.; Pedder, D.; Wiliam, D. and Black, P. (2003). The design of the ESRC TLRP 'Learning How to Learn' project. In: British Educational Research Association Annual Conference, 11-13 September 2003, Edinburgh.

McCormick, Robert (2003). Keeping the pedagogy out of learning objects. In: 10th Biennial Conference of EARLI, 26-30 Sept 2003, University of Padova, Italy.

McCormick, Robert; Leach, Jenny; Harison, David; Hills, Laura; Moon, Bob and Beevor, Rebecca (2003). Professional development and ICT: the teachers’ experience. In: British Educational Research Association Annual Conference, 11-13 September 2003, Edinburgh.

McCormick, Robert; Leach, Jenny; Moon, Bob and Harrison, David (2003). Developing teacher knowledge and pedagogy: A review of the implementation of a four-year, large scale electronic conference environment for professional development. In: American Educational Research Association Annual Conference, 21-25 April 2003, Chicago, USA.

Miller, Linda; Soler, Janet and Woodhead, Martin (2003). Shaping early childhood education. In: Woodhead, Martin and Maybin, Janet eds. Childhoods in Context. Chichester: Wiley/Open University.

Moon, Bob (2003). Teacher Education in England: Current models and new developments. In: Moon, Bob; Vlasceanu, Lazar and Barrows, Leland Conley eds. Institutional Approaches to Teacher Education within Higher Education in Europe: Current Models and New Developments. Studies on Education. Bucharest: UNESCO/CEPES, pp. 67–84.

Nicoll, Kathy and Harrison, Roger (2003). Constructing the good teacher in Higher Education: the discursive work of standards. Studies in Continuing Education, 25(1), pp. 23–35.

Nind, Melanie; Sheehy, Kieron; Rix, Jonathan and Simmons, Katy (2003). Inclusive education: diverse perspectives. Learning from each other. London: David Fulton Publishers Ltd.

Paige-Smith, Alice and Miller, Linda (2003). Literacy in four early years settings. In: Miller, Linda and Devereux, Jane eds. Supporting children's learning in the early years. London: David Fulton, pp. 124–136.

Paige-Smith, Alice and Wolfendale, S (2003). Supporting all children: moving towards inclusion in the early years. In: Miller, Linda and Devereux, Jane eds. Supporting children's learning in the early years. London: David Fulton, pp. 33–44.

Pope, Sue; Haggarty, Linda and Jones, Keith (2003). Induction for secondary mathematics ITE tutors working group report. British Society for Research into Learning Mathematics, 23(3), pp. 115–120.

Preedy, Maggie; Glatter, R and Wise, C (2003). Strategic leadership challenges. In: Preedy, Maggie; Glatter, R and Wise, C eds. Strategic leadership and educational improvement. Leading and managing for effective education. London: Paul Chapman/Sage, pp. 1–16.

Purohit, Kiran D. and Walsh, Christopher (2003). Interrupting discourses around gender through collective memory work and collaborative curriculum research in middle school. Sex Education, 3(2), pp. 171–183.

Rix, Jonathan (2003). A simple start - A potential use of simplified english materials in the inclusive classroom. In: BERA Annual Conference, 11-13 October 2003, Herriot-Watt University, Edinburgh.

Rix, Jonathan (2003). A parent’s wish-list. In: Nind, Melanie; Sheehy, Kieron; Rix, Jonathan and Simmons, Katy eds. Inclusive education: diverse perspectives. Learning from each other. London, UK: David Fulton Publishers Ltd, pp. 74–86.

Rix, Jonathan; Sheehy, Kieron; Simmons, Katy and Nind, Melanie (2003). Introduction: from where you are. In: Nind, Melanie; Sheehy, Kieron; Rix, Jonathan and Simmons, Katy eds. Inclusive education: diverse perspectives. Learning from each other. London: David Fulton Publishers Ltd, pp. 1–8.

Safford, Kimberly (2003). Teachers and pupils in the big picture: Seeing real children in routinised assessment. National Association for Language Development in the Curriculum, UK.

Soler, Janet and Miller, Linda (2003). The Struggle for early childhood curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education, 11(1), pp. 57–68.

Spruce, Gary (2003). The Music department. In: Spruce, Gary ed. Aspects of teaching secondary music: perspectives on practice. London: Routledge/Falmer, pp. 32–46.

Troman, Geoff (2003). Coping collectively: the formation of a teacher self-help group. British Journal of Sociology of Education, 24(2),

Wearmouth, Janice (2003). The Use of a narrative approach to illuminate an individual learning need: implications for teachers’ professional development. Journal of In-Service Education, 29(2), pp. 255–276.

Wearmouth, Janice (2003). Addressing individual difficulties in reading: issues relating to Reading Recovery and Pause, Prompt, Praise. Literacy, 38(1), pp. 3–9.

Wise, Christine (2003). Leaders of subject communities. In: Bennett, Nigel and Anderson, Lesley eds. Rethinking Educational Leadership: Challenging the Conventions. British Educational Leadership and Management Society series. London, UK: Sage Publications, pp. 131–142.

Wise, Christine and Bennett, Nigel (2003). The future role of middle leaders in secondary schools: a survey of middle leaders in secondary schools in England. National College for School Leadership, Nottingham, U.K..

Woods, Phillip A. (2003). Building on Weber to understand governance: exploring the links between identity, democracy and 'inner distance'. Sociology, 37(1), pp. 143–163.

2002

Miller, Linda; Drury, Rose and Campbell, Robin eds. (2002). Exploring Early Years Education and Care. London: David Fulton.

Owen-Jackson, Gwyneth ed. (2002). Teaching design and technology in secondary schools: a reader. Teaching in secondary schools. London, UK: RoutledgeFalmer.

Owen-Jackson, Gwyneth ed. (2002). Aspects of teaching secondary design and technology: perspectives on practice. Perspectives on practice. London, UK: RoutledgeFalmer.

Anderson, Lesley (2002). Resource acquisition and allocation. In: Bush, Tony and Bell, Les A. eds. The Principles and practice of educational management. Educational management: research and practice. London: Paul Chapman Publishing, pp. 207–222.

Anderson, Lesley (2002). A leadership approach to managing people and teams in education. In: Kydd, Lesley; Newton, Wendy and Anderson, Lesley eds. Leading people and teams in education. London, UK: Sage Publications.

Andrews, R.; Burn, A.; Leach, J.; Locke, T.; Low, G. and Torgerson, C. (2002). A systematic review of the impact of networked ICT on 5-16 year olds' literacy in English. London, UK: EPPI-Centre, Social Science Research Unit, Institute of Education..

Arthur, Lore (2002). Precarious relationships: perceptions of culture and citizenship among teachers of German. Compare: A journal of comparative education, 32(1), pp. 83–93.

Arthur, Lore (2002). Work-Life balance: towards an agenda for policy learning between Britain and Germany. London, UK: Anglo-German Foundation.

Arthur, Lore (2002). Networking and intercultural communication: triumphs and tribulations. In: Field, John ed. Promoting European Dimensions in Lifelong Learning. Leicester, UK: National Institute of Adult Continuing Education, pp. 43–53.

Arthur, Lore (2002). Intercultural communication and identities; foreign language teachers’ perceptions of culture and citizenship. In: Schweisfurth, Michele; Davies, Lynn and Harber, Clive eds. Learning democracy and citizenship: international experiences. Oxford, UK: Symposium Books, pp. 67–80.

Bennett, Nigel; Anderson, Lesley and Wise, Christine (2002). Investigating partnership in education. In: Annual Conference of the Canadian Association for the Study of Educational Administration, 25-28 May 2002, Toronto, Canada.

Bennett, Nigel; Anderson, Lesley and Wise, Christine (2002). School-LEA partnerships: Recipe for success or chimera? In: Annual Meeting of the American Educational Research Association: Validity and Value in Education Research, 1-5 April 2002, New Orleans, LA.

Bennett, Nigel and Marr, Alan (2002). Going round in circles? Methodological issues in assessing the impact of professional development in practice. In: Annual Meeting of the American Educational Research Association: Validity and Value in Education Research, 1-5 April 2002, New Orleans, LA.

Bennett, Nigel and Marr, Alan (2002). School leadership under pressure – Innovation without change? A report from the IMPPEL Project. In: Annual Meeting of the American Educational Research Association: Validity and Value in Education Research, 1-5 April 2002, New Orleans, LA.

Burgess, Hilary (2002). Transition between Primary and Secondary Schools. In: Moon, R.E.; Shelton Mayes, A. and Hutchinson, S. eds. Teaching, Learning and the Curriculum in Secondary Schools. London: RoutledgeFalmer, pp. 253–262.

Clarke, J.; Harrison, R.; Reeve, F. and Edwards, R. (2002). Assembling spaces: the question of ‘place’ in further education. Discourse, 23(3), pp. 285–297.

Clarke, Julia; Harrison, Roger; Reeve, Fiona and Edwards, Richard (2002). Why don’t you give the money back? Questions of accounting and accountability in three accounts of educational research. International Journal of Qualitative Studies in Education, 15(5), pp. 555–568.

Craft, Anna (2002). Creativity and Early Years Education: A lifewide foundation. Continuum Studies in Lifelong Learning. London, UK: Continuum.

Craft, Anna R.; Martin, David. S. and Tillema, Harm (2002). International collaboration: challenges for researchers. Educational Forum, 66(4),

Cross, Nigel (2002). The nature and nurture of design ability. In: Owen-Jackson, Gwyneth ed. Design and Technology in Secondary Schools. Routledge.

Devereux, Jane (2002). Observing children. In: Not Set ed. ? ?.

Devereux, Jane (2002). Developing thinking skills through scientific and mathematical experiences in the Early Years. In: Miller, Linda; Drury, Rose and Campbell, Robin eds. Exploring Early Years Education and Care. London, UK: David Fulton.

Edwards, Richard; Clarke, Julia; Harrison, Roger and Reeve, Fiona (2002). Is there madness in the method? Representations of Research in Lifelong Learning. Adult Education Quarterly, 52(2), pp. 128–139.

Fisher, Frank Graham (2002). Special educational needs and teachers' professional development: a study of the implications for higher education in the light of national policy initiatives. EdD thesis, The Open University.

Gladding, T.L. (2002). Health risks of materials recycling facilities. In: Hester, R.E. and Harrison, R.M. eds. Environmental and health impact of solid waste management activities. Issues in environmental science and technology (18). Cambridge, UK: Royal Society of Chemistry, pp. 53–72.

Glatter, Ron (2002). Governance, autonomy and accountability in education. In: Preedy, Maggie; Wise, Christine and Glatter, Ron eds. Strategic leadership and educational improvement. Leading and managing for effective education. London, UK: Sage, pp. 44–59.

Grainger, Teresa (2002). Storytelling: the missing link in storywriting. In: Ellis, Sue and Mills, Colin eds. Connecting, Creating: New Ideas in Teaching Writing. Royston: United Kingdom Reading Association, pp. 21–34.

Grant, Janet; Jones, Helen and Lambert, Trevor (2002). An analysis of trends in applications to medical school. Open University, Centre for Education in Medicine.

Haggarty, Linda and Pepin, Birgit (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what? British Educational Research Journal, 28(4), pp. 567–590.

Haggarty, Linda and Postlethwaite, Keith (2002). Strategies for Improving Communication between Teachers and School students about Learning: a university/school collaborative research project. Educational Action Research, 10(3), 449 -478.

Hancock, Roger and Cox, Alison (2002). 'I would have worried about her being a nuisance': workshops for children under three and their parents at Tate Britain. Early Years: An International Journal of Research and Development, 22(2), pp. 105–118.

Hancock, Roger and Mansfield, M. (2002). The literacy hour: a case for listening to children. Curriculum Journal, 13(2), pp. 183–200.

Harrison, Roger (2002). Learning for professional development. In: Kydd, Lesley; Anderson, Lesley and Newton, Wendy eds. Leading people and teams in Education. Leading and Managing for Effective Education. London, UK: Sage Publications Limited in association with The Open University, pp. 29–42.

Jeffrey, Bob (2002). Performativity and primary teacher relations. Journal of Educational Policy, 17(5), pp. 531–546.

Jeffrey, Bob (2002). Performativity and primary teacher relations. Journal of Educational Policy, 17(5), pp. 531–546.

Jordan, Anne T. (2002). The emergence of Irish access policy and practice in the 1990s. EdD thesis, The Open University.

Kwelemtini, A.; Leach, J. and Power, T. (2002). ICT and the building of professional knowledge: Experience in different African contexts. In: 2nd Pan-Commonwealth Forum on Open Learning : Open Learning: Transforming Education for Development, 29 July - 2 August 2002, International Convention Centre, Durban, South Africa.

Leach, Jenny (2002). The curriculum knowledge of teachers: a review of the potential of large-scale electronic conference environments for professional development. Curriculum Journal, 13(1), pp. 87–120.

Leach, Jenny; Moon, Bob and Power, Tom (2002). Building teachers' professional knowledge through ICT: experience and analysis across the digital divide. In: European Conference on Educational Research, September 11-14 2002, School of Psychology and Educational Sciences, University of Lisbon, Lisbon, Portugal.

Levacic, Rosalind and Woods, Philip A. (2002). Raising school performance in the league tables (Part 1): disentangling the effects of social disadvantage. British Educational Research Journal, 28(2), 207 -226.

Lunn, Stephen (2002). 'What we think we can safely say ...': primary teachers’ views of the nature of science. British educational research journal, 28(5), pp. 649–672.

Macdonald, Janet and Twining, Peter (2002). Assessing activity-based learning for a networked course. British Journal of Educational Technology, 33(5), pp. 603–618.

Martin, David S.; Craft, Anna R. and Tillema, H. (2002). Developing Critical and Creative Thinking Strategies in Primary School Pupils: An Inter-Cultural Study of Teachers’ Learning. Journal of In-Service Education, 28(1), pp. 115–134.

Mason, John (2002). Minding your Qs and Rs: effective questioning and responding in the mathematics classroom. In: Haggarty, Linda ed. Aspects of Teaching Secondary Mathematics: perspectives on practice. London, UK: RoutledgeFalmer, pp. 248–258.

McCormick, R (2002). The coming of technology education in England and Wales. In: Not Set ed. ? FalmerRoutledge.

McCormick, R and Hennessy, S (2002). The general problem-solving process in technology education: myth or reality? In: Not Set ed. ? FalmerRoutledge.

McCormick, Robert (2002). Collaboration: the challenge of ICT. In: Middleton, Howard; Pavlova, Margarita and Roebuck, Dick eds. Learning in Technology Education: Challenges for the 21st Century. Brisbane, Australia: Centre for Technology Education Research, Griffith University, pp. 18–34.

Miller, Linda; Devereux, Jane; Paige-Smith, Alice and Soler, Janet (2002). Approaches to curricula in the early years. In: Devereux, Jane and Miller, Linda eds. Working with children in the early years. London, UK: David Fulton Publishers, pp. 113–127.

Miller, Linda; Drury, Rose and Campbell, Robin (2002). Exploring issues in early years education and care. In: Miller, Linda; Drury, Rose and Robin, Campbell eds. Exploring Early Years Education and Care. London: David Fulton, pp. 2–7.

Nind, M (2002). Early childhood education and special needs education: Some neglected common ground? Westminster Studies in Education, 25(1), pp. 77–90.

Nind, Melanie and Cochrane, Steve (2002). Inclusive curricula? Pupils on the margins of special schools. International Journal of Inclusive Education, 6(2), pp. 185–198.

Oates, John (2002). Researching young children. In: Miller, Linda; Drury, Rose and Campbell, R. eds. Exploring issues in early years education and care. London, UK: David Fulton.

Openshaw, Roger; Soler, Janet; Wearmouth, Janice and Paige-Smith, Alice (2002). The socio-political context of the development of Reading Recovery in New Zealand and England. Curriculum Journal, 13(1), pp. 25–41.

Paige-Smith, Alice (2002). Supporting pupils with difficulties in literacy, the policy and practice of the early literacy strategy. In: International Reading Association: World Congress on Reading, International Literacy Links, 2002, University of Edinburgh.

Paige-Smith, Alice (2002). Parental involvement and inclusion in the early years. In: Miller, Linda; Drury, Rose and Campbell, Robin eds. Exploring Issues in Early Years Education and Care. UK: David Fulton.

Paige-Smith, Alice; Wearmouth, Janice and Soler, Janet (2002). Electronic communication and online access to specialist expertise and information for teachers' professional development. In: ITTE Research Seminar, 2002, The Moller Centre, The University of Cambridge.

Parke, Tim and Drury, Rose (2002). Who's listening? Who's teaching? Good circumstances for the language development of young bilinguals in early years settings. In: Miller, Linda; Drury, Rose and Campbell, Robin eds. Exploring Early Years Education and Care. UK: David Fulton, pp. 78–89.

Parke, Tim; Drury, Rose; Kenner, Charmian and Helavaara Robertson, Leena (2002). Revealing invisible worlds: Connecting the mainstream with bilingual children's home and community learning. Journal of Early Childhood Literacy, 2(2), pp. 195–220.

Pontefract, Caroline (2002). "The majority they don't like answering": classroom discourse in Kenyan primary schools. EdD thesis, The Open University.

Postlethwaite, Keith and Haggarty, Linda (2002). Towards the improvement of learning in secondary schools: students’ views, their links to theories of motivation and to issues of under- and over-achievement. Research Papers in Education, 17(2), pp. 185–209.

Preedy, Maggie (2002). Managing the curriculum for student learning. In: Bush, Tony and Bell, Les eds. The principles and practice of educational management. Educational Management Research Series. London, UK: Paul Chapman, pp. 153–169.

Radley, Kathleen Elizabeth (2002). The teaching of drama in secondary schools: how Cambridgeshire teachers feel the subject should be taught in relationship to the National Curriculum. EdD thesis, The Open University.

Reid, Gavin; Soler, Janet and Wearmouth, Janice (2002). Meeting difficulties in literacy development: research, policy and practice. Routledge.

Scullion, James (2002). Are deep approaches to learning possible in vocational degree courses in construction?: a phenomenological inquiry. EdD thesis, The Open University.

Spruce, G (2002). Ways of Thinking about Music. In: Not Set ed. ? Routledge/Falmer.

Spruce, Gary (2002). Planning for music teaching and learning. In: Spruce, Gary ed. Aspects of teaching secondary music : perspectives on practice. OU Flexible PGCE Series. London, UK: Routledge/Falmer, pp. 15–32.

Spruce, Gary and Atkinson, P (2002). Music education and GCSE Music. In: Spruce, Gary ed. Aspects of teaching secondary music : perspectives on practice. OU Flexible PGCE Series. London, UK: Routledge/Falmer, pp. 216–227.

Storey, Anne (2002). Performance Management in Schools: Could the Balanced Scorecard Help? School Leadership and Management, 22(3), 321 -338.

Thomas, Ian Andres (2002). An evaluation of provision in a school designated as catering for pupils categorised as having 'emotional and behavioural difficulties' in the light of the perspectives and expectations of its various stakeholders. EdD thesis, The Open University.

Troman, Geoff (2002). Method in the messiness: Experiencing the ethnographic PhD process. In: Walford, Geoffrey ed. Doing a doctorate in educational ethnography. Studies in educational ethnography (7). JAI Press, pp. 99–118.

Twining, Peter (2002). Conceptualising Computer Use in Education: introducing the Computer Practice Framework (CPF). British Educational Research Journal, 28(1), pp. 95–110.

Wakeman, Christopher Edward (2002). The nature of assessment, its validity and its relationship with learning on BTEC (NC) courses in engineering principles. EdD thesis, The Open University.

Wearmouth, Janice (2002). Role of the Learning Support Co-ordinator: addressing the challenges. In: Reid, Gavin and Wearmouth, Janice eds. Dyslexia and Literacy: theory and practice. Chichester: Wiley.

Wearmouth, Janice (2002). Dilemmas in the choice of responses to pupils’ difficulties in literacy development at multiple levels. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Addressing difficulties in literacy development : responses at family, school, pupil, and teacher levels. London, UK: RoutledgeFalmer, pp. 3–19.

Wearmouth, Janice and Reid, Gavin (2002). Issues for assessment and planning of teaching and learning. In: Reid, Gavin and Wearmouth, Janice eds. Dyslexia and literacy : theory and practice. Chichester: Wiley.

Wearmouth, Janice and Soler, Janet (2002). How inclusive is the literacy hour? In: Wearmouth, James; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development: exploring politics, culture, ethnicity and ethics. London, UK: RoutledgeFalmer, pp. 152–165.

Wearmouth, Janice and Soler, Janet (2002). Reading recovery and pause, prompt, praise: professional visions and current practices. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development : exploring politics, culture, ethnicity and ethics. London: RoutledgeFalmer, pp. 133–151.

Woodhead, Martin (2002). Work, play and learning in the lives of young children. In: Drury, Rose; Miller, Linda and Campbell, Robin eds. Exploring Early Years Education and Care. London: David Fulton.

Woods, Peter and Jeffrey, Robert (2002). The reconstruction of primary teachers' identitities. British Journal of Sociology of Education, 23(1), pp. 89–106.

Woods, Peter and Troman, Geoff (2002). Society, stress and the teacher’s self. Revista de Educacăo, XI(2),

Woods, Philip A. (2002). Space for Idealism?: Politics and Education in the UK. Educational Policy, 16(1), pp. 118–138.

Woods, Philip A. and Levacic, Rosalind (2002). Raising school performance in the league tables (Part 2): barriers to responsiveness in three disadvantaged schools. British Educational Research Journal, 28(2), pp. 227–247.

Woods, Philip A. and Woods, Glenys J. (2002). Policy on School Diversity: Taking an Existential Turn in the Pursuit of Valued Learning? British Journal of Educational Studies, 50(2), p. 254.

2001

Banks, Frank and Shelton Mayes, Ann eds. (2001). Early Professional Development for Teachers. London, UK: David Fulton Publishers.

Craft, Anna; Jeffrey, Bob and Leibling, Mike eds. (2001). Creativity in Education. London, UK: Continuum.

Paechter, C.; Edwards, R.; Harrison, R. and Twining, P. eds. (2001). Learning, Space and Identity. Paul Chapman.

Anderson, Lesley (2001). A ‘Third Way’ towards self-governing schools?: New Labour and opting out. British Journal of Educational Studies, 49(1), pp. 56–70.

Anderson, Lesley; Briggs, Ann R.J. and Burton, Neil (2001). Managing finance, resources and stakeholders in education. Education Management Research & Practice. London, UK: Sage Publications.

Anderson, Lesley; Bush, Tony and Wise, C. (2001). Renewing Partnerships in Education: Heads' reflections on Foundation Schools and LEAs. Local Governance, 27(1), pp. 33–42.

Anderson, Lesley; Bush, Tony and Wise, Christine (2001). Is funding fair?: Perceptions and experiences from foundation schools. Educational Management Administration and Leadership, 29(4), 397 -409.

Arthur, Lore (2001). Bits of baggage and wanderers' tales: Towards the construction of a new theoretical framework for comparative adult education. Studies in the Education of Adults, 33(2), pp. 100–108.

Arthur, Lore (2001). Tutors as lifelong learners. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning. London: CILT in association with the Open University, pp. 7–15.

Arthur, Lore (2001). Language and cultural awareness. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning. London: CILT in association with the Open University, pp. 16–25.

Arthur, Lore (2001). Understanding language learners. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning. London: CILT in association with the Open University, pp. 36–45.

Arthur, Lore (2001). The teaching portfolio: approaches, values and professional developments. In: Klapper, John ed. Teaching languages in Higher Education: Issues in training and continuing professional development. London, UK: CILT, pp. 200–214.

Bagley, Carl; Woods, Philip A. and Glatter, Ron (2001). Rejecting schools: towards a fuller understanding of the process of parental choice. School Leadership and Management, 21(3), 309 -325.

Bagley, Carl; Woods, Philip A. and Woods, Glenys (2001). Implementation of school choice policy: Interpretation and response by parents of students with special educational needs. British Educational Research Journal, 27(3), pp. 287–311.

Banks, Frank (2001). CPD for ICT in D&T: using LSP! In: New Media in Technology Education: Proceedings of PATT-11 Conference, 8-13 March 2001, Haalem, the Netherlands.

Banks, Frank (2001). Research in design and technology education. In: Owen-Jackson, Gwyneth ed. Teaching design and technology in secondary schools: a reader. London: Routledge/Falmer, pp. 299–317.

Bold, Christine Elizabeth (2001). Making sense of mathematical language in a primary classroom. EdD thesis, The Open University.

Bolger, William Patrick (2001). The inter-relationship of procedural and conceptual knowledge in two- and three- dimensional spatial problem solving of technical drawing students. EdD thesis, The Open University.

Bolton, Sylvia (2001). When dyspraxia meets dyslexia at 11+. EdD thesis, The Open University.

Brooks, Donald Andrew John (2001). Training the military engineer: a study of assessment and its validity. EdD thesis, The Open University.

Burgess, H. (2001). Working with others to develop professional practice. In: Banks, F. and Shelton Mayes, A. eds. Early Professional Development for Teachers. London: David Fulton, pp. 84–97.

Burgess, H. (2001). Sustaining improvement through practitioner action research. In: Banks, F. and Shelton Mayes, A. eds. Early Professional Development for Teachers. London: David Fulton, pp. 332–344.

Clarke, Julia and Harrison, Roger (2001). Using CAQDAS* formulating 'facts' about flexibility in Further Education. In: Paper for Learning and Skills Research Network 5th Annual Conference, 01 Dec 2001, Milton Keynes, UK.

Craft, Anna (2001). Neuro-linguistic Programming and learning theory. Curriculum Journal, 12(1), pp. 125–136.

Craft, Anna (2001). 'Little c Creativity'. In: Craft, Anna; Jeffrey, Robert and Leibling, Mike eds. Creativity in education. London and New York: Continuum, pp. 45–61.

Darch, Barry (2001). The role of scaffolding in providing the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. EdD thesis, The Open University.

De Bruler, Curran A. (2001). Assessment, knowledge and the curriculum: the effects of a competence-based approach to the training of teachers in further and adult education. EdD thesis, The Open University.

Edwards, Richard; Clarke, Julia; Harrison, Roger and Reeve, Fiona (2001). Flexibility at work: a study of further education. Journal of Vocational Education and Training, 53(3), pp. 373–390.

Evans, Robert (2001). "Learning discourse" : learning biographies, embedded speech and discoursal identity in students' talk. EdD thesis, The Open University.

Fairlamb, Linda (2001). An investigation into the use of empathy in the teaching of English literature at Key Stage Three. EdD thesis, The Open University.

Harrison, Roger (2001). Leerling-gestuurd leren: ‘managing to learn’ or ‘learning to manage’? Sociale Interventie, 3

Harrison, Roger; Edwards, Richard and Brown, Jonathan (2001). Crash test dummies or knowledgeable practitioners?: Evaluating the impact of professional development. British Journal of Guidance and Counselling, 29(2), pp. 199–211.

Hartley, Richard Dunsby (2001). The business of teaching the teaching of business : using social constructivist techniques to teach business-orientated advanced GNVQs. EdD thesis, The Open University.

Horner, Chris (2001). Talkin' proper: the challenges facing students from non-traditional pathways on Initial Teacher Training courses. EdD thesis, The Open University.

Hutchinson, Steven and Shelton Mayes, Ann (2001). Testing and assessment. In: Moon, Robert ed. A Guide to the National Curriculum. Oxford, UK: Oxford University Press.

Jeffrey, Robert (2001). Primary pupils’ perspectives and creative learning. Encyclopaideia, 9(GEN./GIU.), pp. 133–152.

Jeffrey, Robert and Craft, Anna (2001). The Universalization of creativity. In: Craft, Anna; Jeffrey, Robert and Leibling, Mike eds. Creativity in Education. London: Continuum.

Jeffrey, Robert and Woods, P. (2001). Challenging prescription in ideology and practice: the case of Sunny first school. In: Collins, Janet; Insley, Kim and Soler, Janet eds. Developing pedagogy: researching practice. Developing practice in primary education. London, UK: Paul Chapman.

Kennedy, Stephanie Phillipa (2001). Freedom for speech : outdoor play and its potential for young children's conceptual, linguistic and communicative development. EdD thesis, The Open University.

Latchem, Brian (2001). The effectiveness of a drug education programme in Silverwood Primary School: an action research project. EdD thesis, The Open University.

Leach, Jennifer (2001). One hundred possibilities: creativity, community and new technologies. In: Craft, Anna; Jeffrey, Robert and Leibling, Mike eds. Creativity in education. London, UK: Continuum.

Levacic, Rosalind and Glatter, Ron (2001). Really good ideas? Developing evidence-informed policy and practice in educational leadership and management. Educational Management Administration and Leadership, 29(1), pp. 5–25.

Liddell, Bette (2001). 'Separate realities': an investigation into the social behaviour of a group of adults with severe learning difficulties and a discussion of the factors which appear to motivate this behaviour. EdD thesis, The Open University.

Lowndes, Anthony Peter (2001). Exploring intertextuality: a study of a teacher's implementation of the Key Stage 1 reading SATs. EdD thesis, The Open University.

Major, Angela Elizabeth (2001). Children as reflective practitioners: an action research project about talk as appraising in school music lessons. EdD thesis, The Open University.

Manford, Penelope Ann (2001). Literacy at transition : an exploration of the continuities and discontinuities in literacy practices across secondary transfer and their implications for literacy development. EdD thesis, The Open University.

Martin, D.S.; Craft, A. and Sheng, Z.N. (2001). The impact of cognitive strategy instruction on deaf learners: an international comparative study. American Annals of the Deaf, 146(4), pp. 366–378.

Mason, John (2001). Aspects of generalisation and algebra: exploiting children’s power. In: Haggarty, Linda ed. Aspects of teaching secondary mathematics : perspectives on practice. London, UK: RoutledgeFalmer, pp. 105–120.

McCormick, Robert (2001). Learning and the use of ICT in the classroom. Educational and Child Psychology, 18(3),

McCormick, Robert (2001). Capability lost and found? In: Owen-Jackson, Gwyneth ed. Teaching design and technology in secondary schools. Oxford, UK: Routledge Falmer, pp. 92–108.

McCormick, Robert and Scrimshaw, Peter (2001). Information and communications technology, knowledge and pedagogy. Education, Communication and Information, 1(1), pp. 37–57.

Mercer, Neil and Dawes, Lyn (2001). Dialogues for teaching and learning. In: Banks, Frank and Shelton Mayes, A eds. Early professional development for teachers. London: David Fulton in association with the Open University, pp. 142–158.

Mersh, Irene E. (2001). Supporting children's acquisition of language and literacy: an investigation into the work of classroom assistants in mainstream primary schools. EdD thesis, The Open University.

Miller, Linda (2001). Shaping early childhood through the literacy curriculum. Early Years: An International Journal of Research and Development, 21(2), pp. 107–116.

Moore, Patricia Anne (2001). Making a difference : ways of teaching and learning in general national qualifications. EdD thesis, The Open University.

Murphy, Linda (2001). Continuing professional development. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning: theoretical and practical approaches. London, UK: CILT Publications, pp. 189–204.

Norgate, Roger (2001). Headteacher perspectives on the reasons pupils are permanently excluded from special schools for pupils with severe learning difficulties. EdD thesis, The Open University.

O'Connor, Patrick Paul (2001). The policy, process and impact of whole school inspection at primary level in the Republic of Ireland from the perspective of some inspectors and teachers. EdD thesis, The Open University.

Parke, Tim and Drury, Rose (2001). Language development at home and school: gains and losses in young bilinguals. Early Years: An International Journal of Research and Development, 21(2), pp. 117–127.

Pepin, B. and Haggarty, Linda (2001). Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures. Zentralblatt fuer Didatik der Mathematik, 33(5), pp. 158–175.

Preedy, Maggie (2001). Curriculum evaluation: measuring what we value. In: Middlewood, David and Burton, Neil eds. Managing the curriculum. Educational management research series. Sage Publications Ltd.

Ramjhun, Ahmad Faoud (2001). Rhetoric and reality of inclusion: an examination of policy and practice in Southampton Local Education Authority. EdD thesis, The Open University.

Smart, Diane C. (2001). Primary school assembly perspectives and practices: implications for pupils' spiritual development. EdD thesis, The Open University.

Smythe, Geraldine (2001). "I feel this challenge - but I don't have the background": teachers' responses to their bilingual pupils in 6 Scottish primary schools: an ethnographic study. EdD thesis, The Open University.

Soler, Janet and Wearmouth, Janice (2001). How inclusive is the Literacy Hour? British Journal of Special Education, 28(3), pp. 113–119.

Storey, Anne and Hutchinson, Steven (2001). The Meaning of teacher professionalism in a quality control era. In: Shelton Mayes, Ann and Banks, Frank eds. Early professional development for teachers. London, UK: David Fulton Publishers Ltd, pp. 41–53.

Troman, G. (2001). Tales from the Interface: disseminating ethnography for policy making. In: Walford, Geoffrey ed. Ethnography and education policy. Studies in educational ethnography (4). JAI Press.

Twining, Peter (2001). Planning to use ICT in schools? Education 3-13, 29(1), pp. 9–17.

Twining, Peter (2001). Pedagogic re-engineering: issues surrounding the use of new media to support a move from 'didactic' to 'constructivist' models of transaction on an Open University course. In: Selinger, M. and Wynn, J. eds. Educational Technology and the impact on teaching and learning. Research Machines PLC, pp. 53–59.

Twining, Peter (2001). ICT and the nature of learning : implications for the design of a distance education course. In: Twining, Peter; Paechter, Carrie; Edwards, Richard and Harrison, Roger eds. Learning, space and identity. Learning matters: challenges of the information age. London, UK: Paul Chapman.

Watkinson, Maureen (2001). A national literacy strategy for all: how can we ensure that the literacy classroom meets the needs of every child? EdD thesis, The Open University.

Wearmouth, Janice (2001). Inclusion: changing the variables. In: Peer, Lindsay; Reed, Gavin and Reid, Gavin eds. Dyslexia: successful inclusion in the secondary school. London: David Fulton, pp. 44–53.

Wearmouth, Janice (2001). Investigating inclusion: an evaluation of a teachers’ professional development course. In: Wearmouth, Janice ed. Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton Publishers, pp. 72–94.

Wearmouth, Janice (2001). Pygmalion lives on. In: Wearmouth, Janice ed. Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton Publishers, pp. 283–290.

Wise, Christine; Anderson, Lesley and Bush, Tony (2001). Foundation schools and admissions: the local dimension. School Leadership and Management, 21(4), pp. 383–395.

Wise, Christine; Anderson, Lesley and Bush, Tony (2001). LEAs and Foundation Schools: Headteachers’ perceptions. Management in Education, 15(1),

Woods, Peter; Jeffrey, Robert and Troman, Geoff (2001). The impact of New Labour’s educational policy on primary schools. In: Fielding, Michael ed. Taking education really seriously: Four years’ hard Labour. London, UK: Routledge Falmer, pp. 84–95.

Woods, Philip A. (2001). Values-intuitive rational action: The Dynamic relationship of instrumental rationality and values insights as a form of social action. British Journal of Sociology, 52(4),

2000

Soler, Janet M.; Craft, Anna and Burgess, Hilary eds. (2000). Teacher development: exploring our own practice. Developing Practice in Primary Education. London, UK: Sage.

Hoad, J. Bridget (2000). Towards an understanding of procrastinating behaviours in a Key Stage 1 classroom. EdD thesis, The Open University.

James, Anthony William (2000). The nature of the relationships between the child, their parents and teachers within a primary school, working together to meet the needs of chiildren defined as having "special educational needs". EdD thesis, The Open University.

Nelmes, Peter (2000). The role of the emotions in the discourse of teaching and learning. EdD thesis, The Open University.

O'Boyle, Ailish (2000). St. Colman's: a case study in teachers' perspectives: history teachers in context. EdD thesis, The Open University.

Robinson, P. J. (2000). The teaching and learning of vocabulary: with special reference to bilingual pupils. EdD thesis, The Open University.

Woods, Peter; Boyle, Mari; Jeffrey, Bob and Troman, Geoff (2000). A research team in ethnography. International Journal of Qualitative Studies in Education, 13(1), pp. 85–98.

1999

Reynolds, Kate (1999). Maybe it's because I'm a Londoner?: a policy journey through the abolition of the Inner London Education Authority and the introduction of local management of schools in inner London. PhD thesis, The Open University.

Twining, Peter (1999). Learning Matters - Adjusting the media mix for academic advantage. ALT-J: Research in Learning Technology, 7(1), pp. 4–11.

Twining, Peter and McCormick, Robert (1999). Learning Schools Programme: Developing Teachers’ Information Communication Technology Competence In The Support Of Learning. In: Price, J; Willis, J; Willis, D; Jost, M and Boger-Mehall, S eds. Technology and Teacher Education Annual 1999. Association for the Advancement of Computing in Education, pp. 1703–1708.

1998

Jeffrey, Bob and Woods, Peter (1998). Testing Teachers: The effect of school inspections on primary teachers. London: Routledge.

Marsh, Alan John (1998). Formula funding and special educational needs. PhD thesis, The Open University.

Simpson, Donald (1998). The responses of local education authorities to changes in their functions: a study of in-service education and training. PhD thesis, The Open University.

Twining, Peter (1998). Supporting computer use in primary classrooms through the enhancement of resources. In: Underwood, J. and Monteith, M. eds. Supporting the Wider Teaching Community. Coventry, UK: NCET, pp. 40–45.

1997

Craft, Anna; Dugal, Jana; Dyer, Gordon; Jeffrey, Bob and Lyons, Tom eds. (1997). Can you teach creativity? Nottingham: Education Now.

Twining, Peter (1997). What's Changed? Criteria for measuring change in classroom practice in relation to computer use. In: Not Set ed. Proceedings of the International Conference on Computers in Education. ICCE.

Twining, Peter (1997). IT into Education: A change effort worth pursuing? In: Willis, J.; Price, J.; McNeil, S.; Robin, B. and Willis, D. eds. Technology and Teacher Education Annual 1997. Association for the Advancement of Computing in Education, pp. 1091–1094.

Twining, Peter and McNeil, A. (1997). HyperNote: A multimedia course design environment and metacognitive tool. In: Not Set ed. Proceedings of the International Conference on Computers in Education. ICCE, pp. 987–988.

Woods, Peter and Jeffrey, Bob (1997). Creative teaching in the primary national curriculum. In: Helsby, Gill and McCulloch, Gary eds. Teachers and the National Curriculum. London: Continuum International Publishing Group Ltd, pp. 66–77.

Woods, Peter; Jeffrey, Bob; Troman, Geoff and Boyle, Mari (1997). Restructuring schools, reconstructing teachers: Responding to change in the primary school. Buckingham: Open University Press.

1996

Jeffrey, Bob and Woods, Peter (1996). Feeling deprofessionalised: The social construction of emotions during an OFSTED inspection. Cambridge Journal of Education, 26(3), pp. 325–343.

Jeffrey, Bob and Woods, Peter (1996). Creating atmosphere and tone in primary classrooms. In: Chawla-Duggan, Rita and Pole, Christopher J eds. Reshaping Education in the 1990's: Perspectives on Primary Schooling. London: Falmer Press, pp. 155–168.

Woods, Peter and Jeffrey, Bob (1996). Teachable Moments: The art of creative teaching in primary schools. Buckingham: Open University Press.

Woods, Peter and Jeffrey, Bob (1996). Living and researching a school inspection. In: Woods, Peter ed. Researching the Art of Teaching: Ethnography for Educational Use. London: Routledge, pp. 96–117.

1995

Twining, Peter (1995). Towards an understanding of the links between conceptual understanding of computer systems and IT competence. Journal of Information Technology for Teacher Education, 4(3), pp. 377–391.

Twining, Peter (1995). Making Barriers Explicit: Some Problems with the Computer Innovation Literature. In: Willis, J.; Price, J.; McNeil, S.; Robin, B. and Willis, D. eds. Technology and Teacher Education Annual 1995. Association for the Advancement of Computing in Education, pp. 879–885.

1984

Statham, June A. (1984). Non traditional sex role socialisation: parents' perceptions of non-sexist childrearing. PhD thesis, The Open University.