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Number of items at this level: 1107.

Authored Book

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.

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

Banks, Frank and Barlex, David (2014). Teaching STEM in the Secondary School: helping teachers meet the challenge. Abingdon: Routledge.

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

Bearne, Eve; Chamberlain, Liz; Cremin, Teresa and Mottram, Marilyn (2011). Teaching Writing Effectively: Reviewing Practice. Leicester: UKLA.

Black, Paul; Harrison, Chris; Lee, Clara; Marshall, Bethan and William, Dylan (2003). Assessment for Learning- putting it into practice. Maidenhead, U.K.: Open university Press.

Black, Paul; Harrison, Christine; Lee, Clare; Marshall, Bethan and William, Dylan (2002). Working Inside the Black Box- Assessment for Learning in the Classroom. London, U.K.: GL assessment.

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

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

Chappell, Kerry; Rolfe, Linda; Craft, Anna and Jobbins , Veronica (2011). Close Encounters: Dance Partners for Creativity. Stoke on Trent: Trentham.

Chappell, Kerry; Rolfe, Linda; Craft, Anna and Jobbins , Veronica (2011). Close Encounters: Dance Partners for Creativity. Stoke on Trent: Trentham Books.

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

Craft, A (2005). Creativity in Schools: Tensions and Dilemmas. Abingdon: Routledge.

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

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

Craft, Anna (2010). Creativity and Education Futures: Learning in a Digital Age. Stoke-on-Trent, UK: Trentham Books.

Craft, Anna (2008). Voyages of Discovery: Looking at Models of Engagement. London: Creative Partnerships London North.

Craft, Anna (2000). Creativity Across the Primary Curriculum: Framing and Developing Practice. London: Routledge.

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

Craft, Anna (2000). Continuing Professional Development: A Pracical Guide for Teachers and Schools (2nd edition). London, U.K. and New York, NY, U.S.: Routledge Falmer in association with The Open University.

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

Cremin, Teresa (2009). Teaching English Creatively. Learning to Teach in the Primary School Series. London: Routledge.

Cremin, Teresa; Barnes, Jonathan and Scoffham, Stephen (2009). Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal. Kent, UK: Future Creative.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona and Powell, Sacha (2008). Building Communities of Readers. Leicester, UK: PNS/United Kingdom Literacy Association.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly (2014). Building Communities of Engaged Readers: Reading for Pleasure. London: Routledge.

Cremin, Teresa and Myhill, Debra (2011). Writing Voices: Creating Communities of Writers. London: Routledge .

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

Fletcher-Campbell, Felicity; Soler, Janet and Reid, Gavin (2009). Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes. London: Sage.

Fletcher-Campbell, Felicity; Whitby, Karen; White, Kerensa and Chamberlain, Tamsin (2007). Review of International Literature on Admissions. Reading: CfBT.

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

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

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.

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

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

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, 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.

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

Lee, Clare (2006). Language for Learning Mathematics - Assessment for Learning in Practice. Buckingham: Open University Press.

Lee, Clare S. (1998). Discussion in a Mathematics Classroom: Developing a Teacher's Awareness of the Issues and Characteristics. CMER occational papers (1). Oxford, U.K.: Centre for Mathematics Education Research, University of Oxford.

McCormick, Robert; Fox, Alison; Carmichael, Patrick and Procter, Richard (2010). Researching and Understanding Educational Networks. New Perspectives on Learning and Instruction. Abingdon: Routledge.

Moon, Bob (2001). A Guide to the National Curriculum (4th Edition). Oxford: Oxford University Press.

Moon, Bob and Leach, Jenny (2008). The Power of Pedagogy. London: Sage.

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

O'Sullivan, Olivia and Safford, Kimberly (2008). Creative Projects: Getting Parents Involved. London: Centre for Literacy in Primary Education.

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

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.

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.

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.

Shaheen, Robina (2011). The place of creativity in Pakistani Primary Education System: An investigation into the factors enhancing and inhibiting primary school children's creativity. Lambert Academic Publishing.

Shohel, M. Mahruf C. (2010). Transition from Nonformal to Formal Education in Bangladesh: An Exploration of the Challenges Student Face. Saarbrücken, Germany: LAMBERT Academic Publishing.

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

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. file

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.

Edited Book

Allen, Shirley; Whalley, Mary E. and Goodliff, G. D. eds. (2010). Supporting Pedagogy and Practice in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

Amos, Sandra and Boohan, Richard eds. (1999). Aspects of Teaching Seconday Science. OU PGCE Course reader, 1. London: Routledge Falmer.

Amos, Sandra and Boohan, Richard eds. (2001). teaching science in secondary schools. OU PGCE COURSE READER, 1. London: Routledge Falmer.

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

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

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

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.

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

Cable, Carrie; Miller, Linda and Goodliff, Gill eds. (2010). Working with children in the early years (2nd edition). London: Routledge.

Canning, Natalie ed. (2011). Play and Practice in the Early Years Foundation Stage. London: Sage.

Collins, Janet and Hancock, Roger eds. (2004). Teaching Assistants in Primary Schools. London: David Fulton.

Colloby, Jennifer ed. (2008). The Validation Process for EYPS. Exeter: Learning Matters.

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

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

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.

Erling, Elizabeth J. and Seargeant, Philip eds. (2013). English and Development: Policy, Pedagogy and Globalization. Critical Language and Litearcy Studies. Bristol: Multilingual Matters.

Flude, Mike and Sieminski, Sandy eds. (1999). Education, Training and the Future of Work 11: Developments in Vocational Education and Training. London, U.K. and New York, NY, U.S.: The Opern University/Routledge.

Goodliff, G. and Palaiologuo, I. eds. (2008). Childhood Observation. Exeter: Learning Matters.

Goodliff, G. and Stacey, M eds. (2009). Teamwork and Collaboration. Exeter: Learning Matters.

Hall, K.; Cremin, T.; Comber, B. and Moll, L. eds. (2013). International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley.

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

Heaney, Caroline; Oakley, Ben and Rea, Simon eds. (2009). Exploring Sport and Fitness: Work-based Practice. Abingdon: Routledge/The Open University.

Hutchinson, Steven; Moon, Bob and Shelton-Mayes, Ann eds. (2002). Teaching, Learning and the Curriculum in Secondary Schools. London, U.K. and New York, NY, U.S.: RoutledgeFalmer.

Ingleby, E.; Goodliff, G. and Oliver, G. eds. (2008). Applied Social Science for Early Years. Exeter: Learning Matters.

Johnson, J. and Goodliff, G. eds. (2010). Relationships. Exeter: Learning Matters.

Johnston-Wilder, Sue; Johnston-Wilder, Peter; Pimm, David and Lee, Clare eds. (2011). Learning to Teach Mathematics in the Secondary School: a Companion to School Experience (3rd ed.). Learning to Teach Subjects in the Secondary School Series. Abingdon: Routledge.

Johnston-Wilder, Sue and Lee, Clare eds. (2010). Leading Practice and Managing Change in the Mathematics Department. St Albans, UK: Tarquin Press.

Kühn , Bärbel and Pérez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio. Learner Autonomy and Self-assessment. Oxford: Routledge.

Lee, Clare; Johnston-Wilder, Sue and Ward-Penny, Robert eds. (2012). A Practical Guide to Teaching Mathematics in the Secondary School. Routledge Teaching Guides. Abingdon: Routledge.

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

Miller, Linda; Cable, Carrie and Goodliff, Gill eds. (2010). Supporting children’s learning in the early years (2nd edition). London: Routledge.

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

Miller, Linda; Cable, Carrie and Drury, Rose eds. (2012). Extending Professional Practice in the Early Years. Sage.

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

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.

Oakley, Ben and Rhys, Martin eds. (2008). The Sport and Fitness Sector: an Introduction. Abingdon: Open University/Routledge..

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.

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.

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.

Owen-Jackson, Gwyneth ed. (2013). Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge.

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

Paige-Smith, A. and Craft, A. eds. (2010). O desenvolvimento da prática reflexiva na educação infantile [Developing Reflective Practice in the Early Years]. Porto Alegre, Brazil: Artmed Editora.

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

Paige-Smith, Alice and Craft, Anna eds. (2011). Developing Reflective Practice in the Early Years (2nd ed.). Berkshire: McGraw Hill, Open University Press .

Pérez Cavana, M.; Puleo, A. H. and Segura, C. eds. (2004). Mujeres y Ecologica: Historia, Pensamiento, Sociedad (Women and Ecology: History, Theory, Society). Madrid: Al-Mudayna.

Philpott, Chris and Spruce, Gary eds. (2012). Debates in Music Teaching. Debates in Subject Teaching . Abingdon: Routledge.

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

Reed, Michael and Canning, Natalie eds. (2010). Reflective Practice in the Early Years. London: Sage.

Reed, Michael and Canning, Natalie eds. (2011). Implementing Quality Improvement and Change in the Early Years. London: Sage Publications Ltd..

Rix, Jonathan; Nind, Melanie; Sheehy, Kieron; Simmons, Katy; Parry, John and Kumrai, Rajni eds. (2010). Equality Participation and Inclusion 2: Diverse Contexts (2nd ed.). Abingdon: Routledge.

Rix, Jonathan; Nind, Melanie; Sheehy, Kieron; Simmons, Katy and Walsh, Christopher eds. (2010). Equality, Participation and Inclusion 1: Diverse Perspectives (2nd ed.). Abingdon: Routledge.

Safford, Kimberly; Stacey, Mary and Hancock, Roger eds. (2010). Small-Scale Research in Primary Schools: A Reader for Learning and Professional Development. London: Routledge.

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

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

Soler, Janet; Fletcher-Campbell, Felicity and Reid, Gavin eds. (2009). Understanding Difficulties in Literacy Development: Issues and Concepts. London: Sage.

Soler, Janet; Hall, Kathy; Goswami, Usha; Harrison, Colin and Ellis, Sue eds. (2010). Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. Routledge Psychology in Education. London: Routledge.

Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. (2012). Transforming Practice: Critical Issues in Equity, Diversity and Education. Stoke-on-Trent: Trentham Books.

Ward, U. and Goodliff, G. eds. (2009). Working with Parents. Exeter: Learning Matters.

Wenger-Trayner, Etienne; Fenton-O'Creevy, Mark; Kubiak, Christopher; Hutchinson, Steven and Wenger-Trayner, Beverly eds. (2014). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. Abingdon: Routledge.

Whalley, M. E and Goodliff, G. eds. (2008). Leading Practice in Early Years Settings. Exeter: Learning Maters.

Wise, Christine; Bradshaw, Pete and Cartwright, Marion eds. (2012). Leading Professional Practice in Education. Milton Keynes: The Open University.

Beach, Nick; Evans, Julie and Spruce, Gary eds. (2011). Making Music in the Primary School. London: Routledge Falmer.

Philpott, Christopher and Spruce, Gary eds. (2007). Learning to Teach Music in the Secondary School. London, UK: Routledge.

Spruce, Gary ed. (2001). Teaching Music in Secondary Schools: A Reader. London, U.K. and New York, NY, U.S.: Routledge Falmer.

Spruce, Gary ed. (2001). Aspects of Teaching Secondary Music: Perspectives on Practice. London, U.K. and New York, NY, U.S.: Routledge Falmer.

Book Chapter

Albright, James; Purohit, Kiran and Walsh, Christopher (2006). Multimodal reading and design in a cross-disciplinary curriculum theorising. In: Bokhorst-Heng, Wendy D.; Osborne, Margery D. and Lee, Kerry eds. Redesigning pedagogy: Reflections on theory and praxis. Bold visions in educational research, 10. Netherlands: Sense Publishers, pp. 3–18. file

Albright, James; Walsh, Christopher S. and Purohit, Kiran D. (2007). Towards a theory of practice: critical transdisciplinarymultiliteracies. In: McInerney, Dennis M.; Van Etten, Shawn and Dowson, Martin eds. Standards in Education. Research on sociocultural influences on motivation and learning. Charlotte, NC, U.S.A.: IAP - Information Age Publishing, pp. 93–116. file

Albright, James J.; Walsh, Christopher S. and Purohit, Kiran D. (2009). Towards a Theory of Practice: Critical Transdisciplinary Multiliteracies. In: McInerney, Dennis M.; Van Etten, Shawn and Dowson, Martin eds. Standards In Education. Information Age Publishers, pp. 93–116. restricted access item, not available for direct downloadfile

Amos, Sandra (1999). Teachers questions in the science classroom. In: Amos, Sandra and Boohan, Richard eds. Aspects of Teaching Secondary Science. OU PGCE COURSE READER (1). London: Routledge Falmer, pp. 5–14.

Amos, Sandra and Boohan, Richard (2001). The changing nature of science education. In: Amos, Sandra and Boohan, Richard eds. Teaching Science inSecondary Schools. OU PGCE Course Reader (1). London: routledgeFalmer, pp. 3–22.

Anamuah-Mensah, Jophus ; Banks, Frank; Moon, Robert and Wolfenden, Freda (2012). New modes of teacher pre-service training and professional support. In: Moon, Robert ed. Teacher Education and the Challenge of Development: A Global Analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 201–211.

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.

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

Anderson, John and McCormick, Robert (2006). A common framework for e-learning quality. In: McCluskey, Alan ed. Policy and Innovation in Education. Quality Criteria. Brussels: European Schoolnet, pp. 4–9.

Anderson, John and McCormick, Robert (2006). Ten pedagogic principles for E-learning. In: McCluskey, Alan ed. Policy and Innovation in Education. Quality Criteria. Brussels: European Schoolnet, pp. 10–15.

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 (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.

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.

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 (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 (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.

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.

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 (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 (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.

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 (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.

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 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.

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.

Banks, Frank (2011). Technological literacy in a developing world context: the case of Bangladesh. In: de Vries, Marc J. ed. Positioning Technology Education in the Curriculum. International Technology Education Studies (8). Rotterdam: Sense Publishers, pp. 219–226. file

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. file

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, Volume 5. Sense Publishers, pp. 373–390. file

Banks, Frank (2013). Innovation education through science, technology, engineering, and math (STEM) subjects - the UK experience. In: Shavinina, Larisa V. ed. The Routledge International Handbook of Innovation Education. Abingdon: Routledge, pp. 557–569.

Banks, Frank (2011). What do 'good' teachers know? Investigating teacher professional knowledge. In: Subramaniam, K. ed. Research Trends in Science, Technology and Mathematics Education. The episteme Reviews (3). New Delhi, India: Macmillan India, pp. 275–299. file

Banks, Frank and Dheram, Premakumari (2012). India: committing to change. In: Moon, Robert ed. Teacher Education and the Challenge of Development: a Gobal Analysis. Education, Poverty and International Development. Abingdon: Routledge , pp. 76–90.

Banks, Frank and Plant, Malcolm (2013). Transferring knowledge versus learning knowledge through technology education: what's the difference? In: Middleton, Howard and Baartman, L. K. J. eds. Transfer, Transitions and Transformations of Learning. International Technology Education Series (11). Rotterdam: Sense Publishers, pp. 23–39.

Banks, Frank and Williams, John (2013). International perspectives on technology education. In: Owen-Jackson, Gwyneth ed. Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge, pp. 31–48.

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 (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 (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 (2011). Leadership and leadership development in education. In: Storey, John ed. Leadership in Organisations: Current issues and Key Trends (2nd ed.). London: Routledge, pp. 249–271.

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.

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.

Bradshaw, Pete (2010). Assessment 14-19. In: Wallace, Susan ed. The Lifelong Learning Sector: Reflective Reader. Exeter, UK: Learning Matters.

Bradshaw, Pete (2000). Systems installation and presentation. In: Banks, Maggie; Crookes, Bob; Jarvis, Alan; Duff, Alsion and Lawson, Jenny eds. Vocational A-level information and communication technology. London, UK: Longman.

Bradshaw, Pete (2001). Databases. In: Lawson, Jenny ed. Intermediate GNVQ information and communication technology options. London: Longman, pp. 193–236.

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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. Human-Computer Interaction Series. Springer.

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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.

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Walker, Natalie and Heaney, Caroline (2013). Psychological responses to injury: a review and critique of exisitng models. In: Arvinen-Barrow, Monna and Walker, Natalie eds. The Psychology of Sport Injury and Rehabilitation. Abingdon: Routledge, pp. 23–39.

Walker, Natalie and Heaney, Caroline (2013). Relaxation techniques in sport injury rehabilitation. In: Arvinen-Barrow, Monna and Walker, Natalie eds. The Psychology of Sport Injury and Rehabilitation. Abingdon: Routledge, pp. 86–102.

Walsh, Christopher (2012). Including serious games in the classroom. In: Beavis, Catherine; O'Mara, Joanne and McNeice, Lisa eds. Digital Games: Literacy in Action. Kent Town, S Australia: Wakefield Press, pp. 94–106. file

Walsh, Christopher (2012). Docile citizens? Using counternarratives to disrupt normative and dominant discourses. In: Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. Transforming Practice: Critical Issues in Equity, Diversity and Education. Stoke-on-Trent: Trentham Books, pp. 125–135.

Walsh, Christopher S. (2009). 21st century digital literacies for teachers. In: Durrant, Cal and Starr, Karen eds. English for a New Millennium: Leading Change. Kent Town, South Australia: Wakefield Press, pp. 175–232. file

Walsh, Christopher S. and Kamler, Barbara (2013). Teacher research on literacy: turning around to students and technology. In: Hall, Kathy; Cremin, Teresa; Comber, Barbara and Moll, Luis C. eds. International Handbook of Research in Children’s Literacy, Learning and Culture. Chichester: Wiley-Blackwell, pp. 499–513. file

Walsh, Christopher S.; Shrestha, Prithvi and Hedges, Claire (2011). Leveraging low-Cost mobile technologies in Bangladesh: a case study of innovative practices for teacher professional development and communicative English language teaching. In: Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang , Fu Lee and Li, Kam Cheong eds. Enhancing Learning Through Technology. Education Unplugged: Mobile Technologies and Web 2.0. Communications in Computer and Information Science, 177. London, U.K. and New York, NY, U.S.: Springer, pp. 152–166. restricted access item, not available for direct download

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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.

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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.

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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.

Whitelegg, Elizabeth; Murphy, Patricia and Hart, Christina (2007). Girls in physics: dilemmas and tensions. In: Pintó, Roser and Couso, Digna eds. Contributions from Science Education Research. Dordrecht: Springer, pp. 27–32.

Wolfenden, Freda (2008). Harnessing OER's, mobiles and other technologies for teacher education in Africa: the TESSA and DEEP projects. In: Needham, Gill and Ally, Mohamed eds. M-libraries: Libraries on the Move to Provide Virtual Access. London: Facet Publishing, pp. 71–82.

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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.

Woodward, Clare and Solly, Michael (2012). Implementing the pilot stage of English in Action: negotiating the route to sustainable improvement in ELT classroom practice. In: Tribble, Christopher and Odell, Adrian eds. Managing Change in English Language Teaching: Lessons from Experience. London: British Council, pp. 165–170.

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Journal Article

Shaheen, Robina; Gorard, Stephen and See, Beng Huat (2009). Educating for citizenship: some lessons from England. Teaching and Learning, 5(1) pp. 35–45.

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. file

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

Albright, James and Walsh, Christopher (2003). Jamming visual culture. Literacy Learning: The Middle Years, 11.2 pp. 15–21. file

Albright , James; Purohit, Kiran and Walsh, Christopher (2002). Louise Rosenblatt seeks QtAznBoi@aol.com for LTR: Using chat rooms in interdisciplinary middle school classrooms. Journal of Adolescent & Adult Literacy, 45(8) pp. 692–705. file

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; 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.

Apperley, Thomas and Walsh, Christopher (2012). What digital games and literacy have in common: a heuristic for understanding pupils’ gaming literacy. Literacy, 46(3) pp. 115–122. file

Apperley, Thomas and Walsh, Christopher S. (2010). Digital culture & education: classroom perspectives. Digital Culture & Education, 2(2) pp. 124–127. file

Apperley, Thomas and Walsh, Christopher S. (2012). Playing public health: building the HIVe. Digital Culture & Education, 4(1) pp. 167–175. file

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 (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 (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.

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 (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; 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.

Bateman, Peter; Lane, Andrew and Moon, Robert (2012). Out of Africa: a typology for analysing open educational resources initiatives. Journal of Interactive Media in Education, 2 pp. 1–14. file

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. file

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. file

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

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.

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.

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

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.

Boulton, Helen and Bradshaw, Pete (2008). Use of weblogs and other tools to support student teachers' use of reflective journals. Computer Education, Spring(2008)

Bradshaw, Pete; Powell, Stephen and Terrell, Ian (2005). Developing engagement in Ultralab’s online communities of enquiry. Innovations in Education and Teaching International , 42(3) pp. 205–215.

Bradshaw, Pete; Twining, Peter and Walsh, Christopher (2012). The vital program: transforming ICT professional development. American Journal of Distance Education, 26(2) pp. 74–85.

Bradshaw, Pete and Younie, Sarah (2011). Trainee teachers’ engagement in a cross-curricular news project: impact on professional identity. Advancing Education, Autumn(2011) Article 4. file

Bradshaw, Peter; Younie, Sarah and Jones, Sarah (2013). Open education resources and higher education academic practice. Campus Wide Information Systems, 30(3) pp. 186–193. file

Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4) pp. 561–565. file

Brook, David and Hancock, Roger (2000). What are Parent-School Organisations for? Some views from an inner-London LEA. Educational Review, 52(3) pp. 259–267.

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. file

Butcher, John; Sinka, Indra and Troman, Geoff (2007). Exploring diversity: teacher education policy and bilingualism. Research Papers in Education, 22(4) pp. 483–501. file

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

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.

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

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

Canning, Natalie (2010). The influence of the outdoor environment: den-making in three different contexts. European Early Childhood Education Research Journal, 18(4) pp. 555–566.

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.

Chaiyajit, Nada and Walsh, Christopher S. (2012). Sexperts! Disrupting injustice with digital community-led HIV prevention and legal rights education in Thailand. Digital Culture & Education, 4(1) pp. 145–165. file

Chappell, Kerry and Craft, Anna (2009). Creative Science Teaching Labs: new dimensions in CPD. Thinking Skills and Creativity, 4(1) pp. 44–59.

Chappell, Kerry; Craft, Anna; Rolfe, Linda and Jobbins, Veronica (2009). Dance partners for creativity: choreographing space for co-participative research into creativity and partnership in dance education. Research in Dance Education, 10(3) pp. 177–197.

Chappell, Kerry (2008). Towards humanising creativity? UNESCO Observatory: Journal of Multi-Disciplinary Research in the Arts, 1(3) file

Chappell, Kerry and Craft, Anna (2011). Creative learning conversations: producing living dialogic spaces. Educational Research, 53(3) pp. 363–385.

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. file

Chappell, Kerry; Craft, Anna; Rolfe, Linda and Jobbins, Veronica (2009). Dance partners for creativity: choreographing space for co-participative research into creativity and partnership in dance education. Research in Dance Education , 10 (3) pp. 177–197. file

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.

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.

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

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

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.

Craft, Anna (2008). Studying collaborative creativity: Implications for education. Thinking Skills and Creativity, 3(3) pp. 241–245.

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

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

Craft, Anna (2008). Trusteeship, wisdom and the creative future of education? UNESCO Observatory: Journal of Multi-Disciplinary Research in the Arts, 1(3) pp. 1–20. file

Craft, Anna (2012). Childhood in a digital age: creative challenges for educational futures. London Review of Education, 10(2) pp. 173–190. file

Craft, Anna (2013). Childhood, possibility thinking and wise, humanising educational futures. International Journal of Educational Research, 61 pp. 126–134. file

Craft, Anna (2013). Childhood, possibility thinking and wise, humanising educational futures. International Journal of Educational Research, 61 pp. 126–134. file

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

Craft, Anna; Cremin, Teresa; Burnard, Pamela; Dragovic, Tatjana and Chappell, Kerry (2012). Possibility thinking: culminative studies of an evidence-based concept driving creativity? Education 3-13, 41(5) pp. 538–556. file

Craft, Anna; Cremin, Teresa; Hay, Penny and Clack, Jim (2014). Creative primary schools: developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1) pp. 16–34. file

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. file

Craft, Anna; McConnon, Linda and Paige-Smith, Alice (2012). Child-initiated play and professional creativity: enabling four-year-olds' possibility thinking. Thinking Skills and Creativity, 7(1) pp. 48–61. file

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

Cremin, Teresa and Baker, Sally (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9 (3) pp. 8–25. file

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

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. file

Cremin, Teresa; Chappell, Kerry and Craft, Anna (2013). Reciprocity between narrative, questioning and imagination in the early and primary years: examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9 pp. 135–151. file

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. file

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. file

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Drury, Rose (2012). Building communities: teachers researching literacy lives. Improving Schools, 15(2) pp. 101–115. file

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. file

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

Das, Sharmistha; Shaheen, Robina; Shrestha, Prithvi; Rahman, Arifa and Khan, Rubina (2014). Policy versus ground reality: secondary English language assessment system in Bangladesh. Curriculum Journal (Online first).

Devereux, Jane and Amos, Sandra (2005). The University of Fort Hare’s learner-centred Distance Education Programme. Open Learning, 20(3) pp. 277–284.

Donohue, James P. and Erling, Elizabeth J. (2012). Investigating the relationship between the use of English for academic purposes and academic attainment. Journal of English for Academic Purposes, 11(3) pp. 210–219. file

Drake, Deborah H.; Simmons, Katy and Smith, Kate (2013). Building communities collaboratively: the Milton Keynes Community Mobiliser Service. Community Development Journal (In press).

Drury, Rose (2013). How silent is the ‘Silent Period’ for young bilinguals in early years settings in England? European Early Childhood Education Research Journal, 21(3) pp. 380–391.

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.

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.

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

Erling, Elizabeth J. (2007). Local identities, global connections: affinities to English among students at the Freie Universität Berlin. World Englishes, 26(2) pp. 111–130.

Erling, Elizabeth J. and Richardson, John T. E. (2010). Measuring the academic skills of university students: evaluation of a diagnostic procedure. Assessing Writing, 15(3) pp. 177–193.

Erling, Elizabeth J. and Walton, Alan (2007). English at work in Berlin: A report on a survey of seven multinational companies in Germany. English Today, 23(1) pp. 32–40.

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.

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, 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.

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.

Fenton-O'Creevy, Mark and Hutchinson, Steven (2010). Building the foundations of professional expertise: creating a dialectic between work and formal learning. Learning and Teaching in Higher Education (LATHE), 4(1) pp. 69–90. file

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.

Fox, Alison; McCormick, Robert; Procter, Richard and Carmichael, Patrick (2007). The design and use of a mapping tool as a baseline means of indentifying an organisation's active networks. International Journal of Research and Method in Education, 30(2) pp. 127–147.

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.

Gallastegi, Lore and Tierney, Daniel (2009). Scottish pupils' perceptions of their Spanish learning experience in the last year of primary and the first year in secondary. Vida Hispánica(39) pp. 3–10. file

Gallastegi, Lore and Tierney, Daniel (2005). Does learning a language at primary school make a difference? A study of 10-13 year-old Scottish pupils' linguistic competence in Spanish. Vida Hispánica, 32 pp. 3–11. file

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.

Gillen, Julia and Hancock, Roger (2006). 'A day in the life': Exploring eating events involving two year old girls and their famillies in diverse communities. Australian Journal of Early Childhood, 31(4) pp. 23–29.

Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Distributed cognition in a virtual world. Language and Education, 26(2) pp. 151–167.

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. file

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.

Goodliff, Gill (2013). Spirituality expressed in creative learning: young children's imagining play as space for mediating their spirituality. Early Child Development and Care, 183(8) pp. 1054–1071.

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

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

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

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

Grainger, Teresa; Barnes, Jonathon 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. file

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. file

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

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

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

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 (2002). Parents and Schools: Partners or Protagonists? International Journal of Early Years Education, 10(2) pp. 77–78.

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 Gillen, Julia (2006). I pasti, gli aretfatti e la trasmissione dei valori (Eating artefacts and the communciation of values). Rassegna di Psicologia, 23(3) pp. 41–59.

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

Hancock, Roger and Gillen, Julia (2007). Safe places in domestic spaces: Two-year-olds at play in their homes. Children's Geographies, 5(4) pp. 337–351. file

Hancock, Roger; Hall, Thelma; Cable, Carrie and Eyres, Ian (2010). 'They call me wonder woman': the job jurisdictions and workplace learning of higher level teaching assistants. Cambridge Journal of Education, 40(2) pp. 97–112. file

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

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.

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.

Heaney, Caroline (2006). Physiotherapists' perceptions of sport psychology intervention in professional soccer. International Journal of Sport and Exercise Psychology, 4(1) pp. 67–80.

Heaney, Caroline (2006). Recommendations for successfully integrating sport psychology into athletic therapy. Athletic Therapy Today, 11(2) pp. 60–62.

Heaney, Caroline; Green, Alison; Rostron, Claire and Walker, Natalie (2012). A qualitative and quantitative investigation of the psychology content of UK physiotherapy education. Journal of Physical Therapy Education, 26(3) file

Heaney, Caroline and Walker, Natalie (2012). The challenges and opportunities of teaching sport and exercise psychology at a distance. Sport and Exercise Psychology Review, 8(2) pp. 65–71. file

Helavaara Robertson, Leena; Drury, Rose and Cable, Carrie (2013). Silencing bilingualism. International Journal of Bilingual Education and Bilingualism (In Press).

Hempel-Jorgensen, Amelia (2014). Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies? Pedagogy, Culture and Society (In press).

Hempel-Jorgensen, Amelia (2009). The construction of the 'ideal pupil' and pupils' perceptions of 'misbehaviour' and discipline: contrasting experiences from a low-socio-economic and a high-socio-economic primary school. British Journal of Sociology of Education, 30(4) pp. 435–448. file

Howes, Andrew J.; Grimes, Peter and Shohel, M. Mahruf C. (2011). Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools. Compare: A Journal of Comparative and International Education, 41(5) pp. 615–628. file

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

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.

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.

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

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

Hutchinson, Steven Andrew (2011). Boundaries and bricolage: examining the roles of universities and schools in student teacher learning. European Journal of Teacher Education, 34(2) pp. 177–191.

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.

James, Mary and McCormick, Robert (2009). Teachers learning how to learn. Teaching and Teacher Education, 25(7) pp. 973–982.

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

Jenkins, Alyson; Carroll, Fiona; Woodward, Clare; Kop, Rita and Jenkins, Emrys (2012). Exploring how social media can enhance the teaching of action research. Action Research, 10(2) pp. 170–188.

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

Kan, Qian and McCormick, Robert (2012). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1) pp. 44–69.

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.

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

Kirkwood, Adrian Terence and Rae, Jan (2011). A framework for evaluating qualitative changes in learners’ experience and engagement: Developing communicative English teaching and learning in Bangladesh. Evaluation and Research in Education, 24(3) pp. 203–216. file

Lamont, Alexandra; Daubney, Alison and Spruce, Gary (2012). Singing in primary schools: case studies of good practice in whole class vocal tuition. British Journal of Music Education, 29(2) pp. 251–268.

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.

Lee, C. S. (2003). All change: approaching teaching from a new perspective. Curriculum Briefing, 2(1) pp. 12–16.

Lee, Clare (2000). Modelling in the mathematics classroom. Mathematics Teaching, 171 pp. 28–31.

Lee, Clare and Johnston-Wilder, Sue (2010). Mathematical resilience. Mathematics Teaching, MT218, pp. 38–41.

Lee, Clare and Johnston-Wilder, Sue (2013). Learning mathematics - letting the pupils have their say. Educational Studies in Mathematics, 83(2) pp. 163–180. file

Lee, Clare and Wiliam, Dylan (2005). Studying changes in the practice of two teachers developing assessment for learning. Teacher Development: An international journal of teachers' professional development, 9(2) pp. 265–283.

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.

Little, Brenda and Arthur, Lore (2010). Less time to study, less well prepared for work, yet satisfied with higher education: A UK perspective on links between higher education and the labour market. Journal of Education and Work, 23(3) pp. 275–296. file

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.

Lupton, Ruth and Hempel-Jorgensen, Amelia (2012). The importance of teaching: pedagogical constraints and possibilities in working-class schools. Journal of Education Policy, 27(5) pp. 601–620.

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, 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.

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.

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

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

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

Megalakiki, Olga; Craft, Anna and Cremin, Teresa (2012). The nature of creativity: cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3) pp. 1035–1056. file

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

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

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.

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

Murphy, Patricia and Wolfenden, Freda (2013). Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme. International Journal of Educational Development , 33(3) pp. 263–271.

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; Benjamin, Shereen; Sheehy, Kieron; Collins, Janet and Hall, Kathy (2004). Methodological challenges in researching inclusive school cultures. Educational Review, 56(3) pp. 259–270.

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.

Nind, Melanie; Flewitt, Rosie and Payler, Jane (2010). The social experience of early childhood for children with learning disabilities: inclusion, competence and agency. British Journal of Sociology of Education, 31(6) pp. 653–670.

Nind, Melanie; Flewitt, Rosie and Payler, Jane (2010). Social constructions of young children in 'special', 'inclusive' and home environments. Children and Society, 25(5) pp. 359–370.

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

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.

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. file

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. file

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.

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.

Paige-Smith, Alice and Rix, Jonathan (2011). Researching early intervention and young children’s perspectives – developing and using a ‘listening to children approach'. British Journal of Special Education, 38(1) pp. 28–36.

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.

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.

Parry, John (2014). Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting. Early Years: An International Research Journal (Early Access). file

Parry, John; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy (2013). The journey travelled: a view of two settings a decade apart. British Journal of Educational Studies, 61(4) pp. 385–399. file

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

Peréz Cavana, Maria Luisa (2012). Autonomy and self-assessment of individual learning styles using the European Language Portfolio (ELP). Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 1(1) pp. 211–228. file

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.

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.

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

Power, Tom (2012). Towards a new architecture for teacher professional development in South Sudan. Transforming Government: People, Process and Policy, 6(4) pp. 368–379. file

Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare and Burton, Sonia (2012). English in Action: school based teacher development in Bangladesh. Curriculum Journal, 23(4) pp. 503–529.

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. file

Rae, Jan (2004). Do actions speak louder than words?: characterizing the components of the theatrical rehearsal process. Arts and Humanities in Higher Education, 3(1) pp. 95–113.

Ramani, Meghana; Ponnuswamy, S.; Muthamizhchelvana, Chellamuthu; Cullen, Jane; Krishnamurthy, Satheesh and Marsili, Enrico (2013). Morphology-directed synthesis of ZnO nanostructures and their antibacterial activity. Colloids and Surfaces B: Biointerfaces, 105 pp. 24–30. file

Reeve, Fiona and Gallacher, Jim (2005). Employer – university ‘partnerships’: a key problem for work-based learning programmes? Journal of Education and Work, 18(2) pp. 219–233.

Reeve, Fiona; Gallacher, Jim and Ingram, Robert (2007). A comparative study of work-based learning within higher nationals in Scotland and foundation degrees in England: contrast, complexity, continuity. Journal of Education and Work, 20(4) pp. 305–318.

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

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.

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. file

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. file

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. file

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. file

Rix, Jonathan (2009). Educating a syndrome? Seeking a balance between identifying a learning profile and delivering inclusive education. Perspectives on Language Learning and Education, 16(3) pp. 97–103. file

Rix, Jonathan (2011). Repositioning of special schools within a specialist, personalised educational marketplace - the need for a representative principle. International Journal of Inclusive Education, 15(2) pp. 263–279. file

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. file

Rix, Jonathan and Lowe, Ticky (2010). Including people with learning difficulties in cultural and heritage sites. International Journal of Heritage Studies, 16(3) pp. 207–224. file

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

Rix, Jonathan and Paige-Smith, Alice (2011). Exploring barriers to reflection and learning – developing a perspective lens. Journal of Research in Special Educational Needs, 11(1) pp. 30–41.

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

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

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

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

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; Cooper, Deborah; Wolfenden, Freda and Chitsulo, Joyce (2013). ‘Give courage to the ladies’: expansive apprenticeship for women in rural Malawi. Journal of Vocational Education & Training, 65(2) pp. 193–207. file

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. file

Safford, Kimberly and Drury, Rose (2013). The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education, 27(1) pp. 70–81.

Safford, Kimberly and Kelly, Alison (2010). Linguistic capital of trainee teachers: knowledge worth having? Language and Education, 24(5) pp. 401–414. file

Shaheen, Robina (2010). Creativity and education. Creative Education, 1(3) pp. 166–169.

Shams, Shahriar; Shohel, M. Mahruf C. and Ahsan, Amimul (2014). Housing problems for middle and low income people in Bangladesh: challenges of Dhaka megacity. Environment and Urbanization ASIA, 5(1) pp. 175–184. restricted access item, not available for direct download

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.

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.

Sheehy, Kieron; Kumrai, Rajni and Woodhead, Martin (2011). Young people’s experiences of Personal Advisors and the Connexions service. Equality, Diversity and Inclusion: An International Journal, 30(3) pp. 168–182.

Sheehy, Kieron; Rix, Jonathan; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2013). Conceptualising inclusive pedagogies: evidence from international research and the challenge of autistic spectrum disorder. Erdelyi Pszichologiai Szemle (Transylvanian Journal of Psychology), XIV(1 ) file

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. file

Shohel, M. Mahruf C. (2012). Nostalgia, transition and the school: an innovative approach of using photographic images as a visual method in educational research. International Journal of Research and Method in Education, 35(3) 269)-292. file

Shohel, M. Mahruf C. (2013). Access to education for the children of sex workers in Bangladesh: opportunities and challenges. Child Studies in Diverse Contexts, 3(1) pp. 13–31. file

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. Procedia Social and Behavioral Sciences, 2(2) pp. 5843–5494. file

Shohel, M. Mahruf C. and Banks, Frank (2012). School-based teachers’ professional development through technology enhanced learning in Bangladesh. Teacher Development: An international journal of teachers' professional development, 16(1) pp. 25–42. file

Shohel, M. Mahruf 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. file

Shohel, M. Mahruf C. and Howes, Andrew J. (2011). Models of education for sustainable development and nonformal primary education in Bangladesh. Journal of Education for Sustainable Development, 5(1) pp. 129–139. file

Shohel, M. Mahruf C. and Kirkwood, Adrian (2012). Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences. Learning, Media and Technology, 37(4) 414 -428. file

Shohel, M. Mahruf C. and Power, Tom (2010). Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 201–215. file

Simmons, Katy (2010). Reasons to be cheerful: the story of one community school and the New Labour government. FORUM, 52(1) pp. 107–117. file

Simmons, Katy; Hood, David and Fenton, Mark (2011). Miss, is this really ours? Every Child Journal, 2(4) pp. 12–17. file

Singh, Gurmit and Walsh, Christopher (2012). Transforming e-democracy for equity and social justice: We Decide. Transforming Government: People, Process and Policy, 6(4) pp. 328–332. file

Singh, Gurmit and Walsh, Christopher (2012). Prevention is a solution: building the HIVe. Digital Culture & Education, 4(1) pp. 5–16. file

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 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.

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.

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

Soler, Janet and Openshaw, Roger (2007). 'To be or not to be?': the politics of teaching phonics in England and New Zealand. Journal of Early Childhood Literacy, 7(3) pp. 333–352. file

Solly, Michael (2013). Review of "Dreams and Realities: Developing Countries and the English Language" edited by H. Coleman. ELT journal, 67(1) pp. 150–154.

Solly, Mike (2011). Book reviews of The English Language Teacher in Global Civil Society by B. Birch and Language, Negotiation and Peace: The use of English in Conflict Resolution by P. Friedrich. ELT Journal, 65(2) pp. 199–202.

Spruce, Gary (2013). "The national music plan" and the taming of English music education. Arts Education Policy Review, 114(3) pp. 112–118.

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

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

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

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

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.

Stutchbury, Kris (2011). Assessing Pupils’ Progress: issues and opportunities in secondary science and the implications for teacher educators. Science Teacher Education, 61 pp. 40–53. file

Thakrar, Jayshree; Wolfenden, Freda and Zinn, Denise (2009). Harnessing open educational resources to the challenges of teacher education in Sub-Saharan Africa. International Review of Research in Open and Distance Learning, 10(4)

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. file

Tierney, Daniel and Gallastegi, Lore (2011). The attitudes of pupils towards modern languages in primary school (MLPS) in Scotland. Education 3-13, 39(5) 483 -498.

Tierney, Daniel and Gallastegi, Lore (2007). The attitudes of Scottish pupils towards the study of Spanish in primary schools and the first year of secondary. Vida Hispanica, 36 pp. 13–24. file

Tierney, Daniel and Gallastegi, Lore (2005). Where are we going with primary foreign languages? Language Learning Journal, 31(1) pp. 47–54.

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

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

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 (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, P.; Raffaghelli, J.; Albion, P. and Knezek, D. (2013). Moving education into the digital age: the contribution of teachers’ professional development. Journal of Computer Assisted Learning, 29(5) pp. 426–437. file

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 file

Twining, Peter and Henry, Fiona (2014). Enhancing ‘ICT teaching’ in English schools: Vital lessons. World Journal of Education, 4(2) pp. 12–36.

Twining, Peter and Henry, Fiona (2013). 加强英国学校的“信息通信技术教学”:Vital项目启示
Enhancing ‘ICT teaching’ in English schools: Vital lessons.
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Walsh, Christopher (2007). Creativity as capital in the literacy classroom: Youth as multimodal designers. Literacy, 41(2) pp. 79–85. file

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

Walsh, Christopher (2010). Systems-based literacy practices: digital games research, gameplay and design. Australian Journal of Language and Literacy, 33(1) pp. 24–40. file

Walsh, Christopher (2008). Teaching literacy in the new media age through the arts. Literacy Learning: The Middle Years, 16(1) pp. 8–17. file

Walsh, Christopher and Apperley, Thomas (2011). Editorial: The future of Digital Culture & Education (DCE). Digital Culture & Education, 3(2) pp. 167–170. file

Walsh, Christopher; Lasky, Bruce; Morrish, Wendy and Chaiyajit, Nada (2012). Strengthening access to justice through clinical legal education (CLE). Transforming Government: People, Process and Policy, 6(4) pp. 380–391. file

Walsh, Christopher; Shrestha, Prithvi and Hedges, Claire (2013). Mobile phones for professional development and English teaching in Bangladesh. International Journal of Innovation and Learning, 13(2) pp. 183–200.

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

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

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

Walsh, Christopher S. (2011). Using animation to confront stigma, discrimination and low perceptions of personal risk to HIV/AIDS in Chiang Mai, Thailand. HIV Australia , 9(1) pp. 36–38. file

Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarka, Bikash Chandra and Griffiths, Malcolm (2013). The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development (CDP) program in Bangladesh. Professional Development in Education, 39(2) pp. 186–200. restricted access item, not available for direct download

Ward-Penny, Robert; Johnston-Wilder, Sue and Lee, Clare (2011). Exit interviews: undergraduates who leave mathematics behind. For the Learning of Mathematics, 31(2) pp. 21–26. file

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 (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.

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; 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.

Wiliam, Dylan; Lee, Clare; Harrison, Christine and Black, Paul (2004). Teacher's developing assessment for learning: impact on student achievement. Assessment in Education, 11(1) pp. 49–65.

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)

Wolfenden, F. (2008). The TESSA OER Experience: Building sustainable models of production and user implementation. Journal of Interactive Media in Education(3) file

Wolfenden, Freda and Buckler, Alison (2013). Capturing changes in Sudanese teachers' teaching using reflective photography. Teaching and Teacher Education, 34 pp. 189–197. file

Wolfenden, Freda ; Buckler, Alison and Keraro, Fred (2012). OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa). Journal of Interactive Media in Education p. 16. file

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

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.

Conference Item

Addae-Kyeremeh, Eric (2012). Messengers or agents? The capacity of headteachers to influence educational policy change in Ghana. In: Annual International Conference of British Educational Leadership Management and Administration Society, 20-22 July 2012, Manchester.

Addae-Kyeremeh, Eric (2012). Learning-centred leadership: practices and effects. In: International Council on Education for Teaching conference, 10-12 July 2012, Cape Coast. Ghana..

Addae-Kyeremeh, Eric (2014). Professional development spaces: an exploratory study of headteachers perspectives in Ghana. In: 3rd AFTRA Teaching and Learning in Africa Conference, 11-13 June 2014, Accra, Ghana.

Albright, James; Purohit, Kiran D. and Walsh, Christopher S. (2005). Chinatown: globalization, hybridity and literacy education. In: Redesigning Pedagogy: Research, Policy, Practice Conference, 30 May-01 June 2005, Nanyang, Singapore. file

Albright, James and Walsh, Christopher (2010). Multiliteracies as transdisciplinarity curriculum practice. In: British Educational Research Association BERA Annual Conference 2010,British Educational Research Association BERA Annual Conference 2010,, 1-4 Sept 2010. file

Alvarez, I.; Beaven, T. and Pérez Cavana, M. (2009). Enhancing the ELP for the 21st Century. In: CercleS, 'The role of the CEF and the ELP', 2009, Padua University.

Arreckx, F.; Bates, S.; Canning, N. and Oates, J. (2009). Developing through play: A multi-media professional development package. In: British Psychological Society (BPS) Developmental Psychology Section Conference, 9-11 September 2009, Nottingham Trent University.

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, F.; Moon, B. and Wolfenden, F. (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.

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 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.

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. file

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. file

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. file

Banks, Frank (2010). Using a structured approach to authoring OER content: An evaluation of two cases. In: OER10, 22-14 March 2010, Cambridge. file

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. file

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. file

Bateman, Peter; Lane, Andrew and Moon, Robert (2012). An emerging typology for analysing OER initiatives. In: Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education, a joint meeting of OER12 and OpenCourseWare Consortium Global 2012, 16-18 April 2012, Cambridge, UK . file

Beavis, Catherine; Bradford, Clare; O'Mara, Joanne and Walsh, Christopher (2008). Research methodologies in creative practice: literacy in the digital age of the twenty first century - learning from computer games. In: Australian Association for Research in Education International Research Conference, 30 Nov - 4 Dec 2008, Brisbane Australia. file

Bennett, 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; 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; 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.

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.

Bird, E. and Eyres, I. (2000). Alternative routes and ethnicity: ethnic minority students in part-time distance learning. In: BERA Annual Conference, 7-9 September 2000, University of Cardiff.

Bird, Elizabeth and Eyres, Ian (2000). Ethnic minority students in part-time, distance-learning initial teacher training. In: BERA Annual Conference, 7-10th September 2000, Cardiff University. file

Boulton, Helen; Bradshaw, Pete and Hramiak, Alison (2007). Use of online tools for supporting students on placement. In: ITTE Annual conference, 11-13 July, 2007, Leicester, UK.

Bradshaw, Pete; Twining, Peter and Walsh, Christopher (2010). Vital: changing the paradigm of CPD. In: The 11th ITTE Research Seminar, 11-12 Mar 2010, Churchill College, Cambridge, UK.

Bradshaw, Pete (2011). E-portfolios and Google applications. In: 10th European Conference on e-Learning ECEL-2011 pre-conference workshop, 9 November 2011, Brighton, UK.

Bradshaw, Pete (2010). Vital: innovation in CPD: supporting teachers to inspire learners. In: Inside Government Forum Innovation in Education: Transforming Learning in the 21st Century , 17 November 2010, London.

Bradshaw, Pete (2010). Vital – CPD for teachers… CPD for ITE trainees? In: ITTE Summer Conference, 6-8 Jul 2010, Liverpool, UK.

Bradshaw, Pete (2008). Validity of ICT assessment at 16: student perceptions. In: IT in Teacher Education Research Seminar, 28-29 Nov 2008, Cambridge, UK. file

Bradshaw, Pete (2007). Validity of ICT assessment at 16. In: ITTE Annual conference, 11-13 July, 2007, University of Leicester. file

Bradshaw, Pete and Boulton, Helen (2007). Use of electronic tools with students on work placement. In: Enhancing Research-informed Teaching, Annual learning and Teaching Conference, April 2007, Nottingham Trent University. file

Bradshaw, Pete; Gee, Alison and Chapman, Carole (2001). NPQH interim developments. In: BERA Annual Conference, 13-15 September, 2001, Leeds, U.K..

Bradshaw, Pete; Gee, Alison and Powell, Stephen (2002). Virtual communities and professional learning across a distributed remote membership. In: Virtual Communities Conference, pre-conference worskhop, 12 December 2002, University of Navarra, Barcelona. file

Bradshaw, Pete and Powell, Stephen (2003). Large-scale online communities of practice for professional learning of school leaders. In: Virtual Communities Conference, 16-17 June 2003, Westminster, London.

Bradshaw, Pete; Powell, Stephen and Terrell, Ian (2002). Online communities - vehicles for professional learning? In: BERA Conference, 11-14 Sep 2002, Exeter. file

Bradshaw, Pete; Twining, Peter; Hayes, Mary and Jeffrey, Robert (2010). The changing landscape of CPD for teachers. In: ALT-C 2008: “Into something rich and strange” – making sense of the sea-change, 6-9 September 2010, University of Nottingham, UK.

Bradshaw, Pete and Vanhegan, Stevie (2009). Designing an elearning space to teach about elearning - how hard can it be? In: NTU Learning and Teaching Conference, Nottingham Trent University, Nottingham, April 2009 , 2 April 2009, Nottingham Trent University, UK. file

Bradshaw, Pete; Walsh, Christopher and Twining, Peter (2011). The Vital programme: transforming ICT professional development. In: International conference of ICT Education, 6-9 July 2011, Rhodes, Greece. file

Bradshaw, Pete and Woollard, John (2012). Computing at school: an emergent community of practice for a re-emergent subject. In: International Conference on ICT in Education, 5-7 July 2012, Rhodes, Greece. file

Bradshaw, Pete and Younie, Sarah (2012). Assistant teachers’ engagement in a cross-curricular television news project: impact on professional identity. In: ProPEL: , 9-11 May 2012, Stirling, UK. file

Bradshaw, Pete; Younie, Sarah and Jones, Sarah (2012). The use of open education resources in higher education programmes of academic practice. In: International Conference on ICT in Education, 5-7 July 2012, Rhodes, Greece. file

Bradshaw, Peter and Younie, Sarah (2011). Assistant teachers' engagement in an external cross curricular project: impact on professional identity. In: BERA (British Educational Rresearch Association) 2011, 6- 8 September 2011, London.

Burton, Sonia and Perez-Gore, Isabelle (2014). English in Action (EIA) programme, Bangladesh: teaching and learning English – teachers’ and students’ perceptions. In: 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses, 21-23 August 2014, Jaipur, India. file

Burton, Sonia and Perez-Gore, Isabelle (2014). Teaching and learning: Bangladeshi teachers and students perceptions. In: Nepal English Language Teaching Association 19th International Conference, 28 February-1 March 2014, Kathmandu, Nepal. file

Cable, C.; Collins, J. and Eyres, I. (2004). Including teaching assistants. In: BERA Annal Conference, 16-18 Sept 2004, University of Leeds.

Cable, C.; Eyres, I. and Hancock, R. (2006). Teaching assistants and support for literacy and language development. In: BERA Annual Conference, 06-09 Sep 2006, University of Warwick. file

Cable, C.; Eyres, I.; Hancock, R. and Turner, J. (2004). Children's perceptions of teaching assistants: role, responsibilities and contribution to school life and learning. In: BERA Annual Conference, 13-15th Sep 2004, University of Leeds.

Cable, C. and Goodliff, G. (2006). Developing reflective practitioners through supported work-based distance learning: an analysis of student perceptions of the impact on their practice. In: EECERA, 30 Aug - 02 Sep 2006, Reykjavik, Iceland.

Cable, C.; Goodliff, G. and Attar, D. (2007). Work-based learning and transitions in professional identity: women in the early years workforce. In: Women in Lifelong Learning Network, 18 May 2007, Birkbeck College, University of London.

Cable, Carrie and Goodliff, Gill (2007). Work-based learning and transitions in professional identity. In: Open CETL Conference, 15-16 Oct 2007, Milton Keynes.

Canning, Natalie (2008). Playing with heutagogy: exploring strategies to empower mature learniers in higher education. In: Learning and Teaching, 2 April 2008, University College, Plymouth St Marks & St John.

Canning, Natalie (2007). Children's empowerment in play. In: 17th EECERA Annual Conference: Exploring Vygotsky's ideas: Crossing Borders, 29 August - 1 September 2007, Prague.

Canning, Natalie (2007). Empowering children in play. In: The Integrated Children's Agenda, 22 May 2007, University of Worcester.

Canning, Natalie (2003). Social play and the implications for children's identity. In: "Playwork Developments" Bob Hughes Conference, March 2007, Blencathra, Cumbria.

Canning, Natalie and Reed, Michael (2009). A picture of early years practice relating to diversity in policy and curriculum practice in the four nations of the United Kingdom. In: 19th EECERA Annual Conference: Diversities in early childhood education, 26-29 August 2009, Strasbourg, France.

Clack, James (2009). A nodes model for creativity in mathematics education. In: BERA Annual Conference, 2-5 September 2009, Manchester, UK. file

Clack, Jim (2008). Teaching the ethereal: studying teaching creativity in the mathematics curriculum. In: 5th International Conference on Creativity in Mathematics Education and the Education of Gifted Students, 24-28 February, 2008, Haifa, Israel. file

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, Trentham.

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.

Crisp, Martin (2013). “It’s not a sausage factory!” Primary teaching assistants’ experiences on a short intensive block of study on mathematics. In: British Society for Research into Learning Mathematics (BSRLM) Day Conference, 16 November 2013, Edinburgh, British Society for Research into Learning Mathematics, pp. 7–12.

Curran, Sheila and Golding, Tyrrell (2012). Moving from the periphery to the centre: promoting conversation and developing communities of practice in online environments’. In: Renewing the tradition: sustaining and sustainable communities through informal education, 9-11 July 2012, Brathay Hall, Cumbria. file

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.

Devereux, Jane; Bird, Elizabeth and Eyres, Ian (2001). Ethnic minority students in intial teacher training: issues in support. In: BERA Annual Conference, 13-15 September, 2001, Leeds, U.K..

Edmond, Nadia; Little, Brenda and Reeve, Fiona (2010). The meaning of HE in developing professional identities: some reflections on workbased foundation degrees and skill utilisation. In: SRHE Annual Research Conferenc 2010, 14-16 Dec 2010, Newport. file

Edmond, Nadia; Little, Brenda and Reeve, Fiona (2011). Work-based higher education and skill utilisation. In: Critical Perspectives on Professional Learning , 13 June 2011, University of Leeds.

Edmond, Nadia and Reeve, Fiona (2011). Work-based higher education and skill utilisation, examining the interaction between the academy and the workplace. In: 7th International Conference on Researching Work and Learning (RWL 7), 4 - 7 December 2011, Shanghai, China. file

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. file

Erling, Elizabeth; Leedham, Maria and Adinolfi, Lina (2010). Combining methods to analyse the relationship between language and attainment among Open University students. In: Ethnographies of Academic Writing in a Global Context: the Politics of Style, 16 July 2010, The Open University, Milton Keynes, UK.

Erling, Elizabeth J. and Seargeant, Philip (2009). Discourses of international development: an analysis of the role of English in language education policies in South Asia. In: 8th International Language and Development Conference, 23-25 June 2009, Dhaka, Bangladesh.

Erling, Elizabeth. J.; Hamid, M. Obaidul and Seargeant, Philip (2010). Grassroots attitudes to the positioning of English as a language for international development. In: Sociolinguistics Symposium 18: Negotiating Transnational Space and Multilingual Encounters, 1-4 Sep 2010, Southampton, UK.

Eyres, I. (2008). Interchangeable teachers? A study of three English primary teachers teaching writing. In: BERA Annual Conference, 3-6 Sep 2008, Herit Watt University.

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2011). The strength of cohesive ties: discursive construction of an online learning community. In: Researching Learning in Immersive Virtual Environments (ReLIVE 2011), 21-22 September 2011, The Open University, Milton Keynes, UK. file

Gallastegi, Lore (2011). Second opportunities for women in rural Malawi. In: Gender Equality and Female Empowerment in Malawi, 01 Nov 2011, Edinburgh, Scotland.

Gallastegi, Lore; Givah, Hendrina Mildred and Pritchard, Sally (2013). Experienced teachers supporting women to access teacher education in Malawi. In: ICET 56th World Assembly: The Changing Global Perspective on the Role of Teacher and Teacher Education, 10-12 July 2012, Cape Coast. Ghana. file

Gillen, J.; Hancock, W. R.; Accorti Gamannossi, B.; Pinto, G.; Tapanya, S.; Didkowsky, N.; Jackson, L. and Cameron, C. A . (2004). Social spaces of two-year-old girls: 'A Day in the Life'. In: Poster presented at the Canadian Psychological Association Annual Convention, 10-12 June 2004, St Johns.

Gillen, Julia and Hancock, Roger (2007). Children at play in safe domestic spaces. In: Developmental Social Cognitive Neuroscience: 37th Annual Meeting of the Jean Piaget Society, 31 May-2 June 2007, Amsterdam, The Netherlands.

Gillen, Julia; Hancock, Roger; Cameron, C. A. and Pinto, Giuliana (2007). How versatile is video data?: Connecting methodology to theory in an international study of two year old girls. In: Developmental Social Cognitive Neuroscience: 37th Annual Meeting of the Jean Piaget Society, 31 May-2 June 2007, Amsterdam, The Netherlands.

Goodliff, G (2007). Achieving Early Years Professional Status: EYPs evaluate the process and its impact on professional identity. In: EECERA, 29 Aug - 01 Sep 2007, Prague, Czech Republic.

Goodliff, G. (2008). The role of computer mediated communication (CMC) in the professional development of early years practitioners. In: EECERA, 2008, Stavanger, Norway.

Goodliff, G. (2006). Spirituality and young children's learning: evaluating the perspectives of early years practitioners. In: EECERA, European Early Childhood Education Research Association, 02 Sep 2006, Reykjavik, Iceland.

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.

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. file

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, Unknown.

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.

Hancock, Roger (2003). Evaluating gallery based workshops for parents and children under three. In: BERA Annual Conference, 11-13 October 2003, Herriot-Watt University, Edinburgh.

Heaney, Caroline (2008). Athlete preferences in the title and gender of sport psychology professionals: A preliminary investigation. In: 2008 Division of Sport & Exercise Psychology Inaugural Conference , 11-12th December 2008, London.

Heaney, Caroline (2013). The impact of sport psychology education on the practice of physiotherapists. In: International Sports Science and Sports Medicine Conference 2013, 21-23 August 2013, Newcastle upon Tyne. file

Howes, A. J.; Grimes, P. and Shohel, M. M. C. (2009). Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools. In: 10th UKFIET International Conference on Education and Development, 15-17 Septemeber 2009. file

Howes, Andrew; Grimes, Peter; Lopez, Ana Luisa; Esteban, Prudencia Gutiérrez; Shohel, M. Mahruf C.; Neff, Daniel and Ramsden, Adrian (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. file

Hutchinson, Steven; Malone, Caroline and Shakespeare, Pamela (2008). Foundation degrees and work-related pedagogy: a UK initiative. In: World Association of Co-operative Education Symposium, 03-05 Dec 2008, Madrid, Spain.

Hutchinson, Steven (2007). Professional discourse, quality assurance and a practice integrated pre-service teacher education course: The Open University PGCE. In: World Association of Co-operative Education Quality Assurance Conference, 13-15 Nov 2007, Charleston, CA. file

Hutchinson, Steven and Shakespeare, Pamela (2007). Curriculum, practice and competencies in professional qualification: exploring the quality assurance implications. In: World Association of Co-operative Education Quality Assurance Conference, 13-15 Nov 2007, Charleston, CA.

Hutchinson, Steven and Wolfenden, Freda (2006). A new paradigm for teacher education: supported, open teaching and learning at the Open University. In: European Educational Research Association Annual Conference, 13-16 Sep 2006, Geneva. file

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.

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Wise, Christine; Addae-Kyeremeh, Eric; Anand, Kavita and Wheeler, Spokey (2014). Leadership development at scale to support policy: experiences from the TESS India project- a UKAID project. In: International Conference of British Educational Leadership Management and Administration Society, 7-11 July 2014, Stratford-Upon-Avon (forthcoming).

Wolfenden, F.; Gallastegi, Lore and Chitsulo, J. (2011). Supporting induction to the teaching profession for women in Malawi. In: DETA (Distance Education and Teacher Training in Africa) 2011, 3-5 August 2011, Eduardo Mondlane University, Maputo, Mozambique. file

Wolfenden, Freda (2008). Building new modes of teacher education: research analyses for the Teacher in Education in Sub Saharan Africa programme. In: BERA Annual Conference 2008, 3-6 Sep 2008, Heriot-Watt University, Edinburgh, UK. file

Wolfenden, Freda (2008). TESSA: an open educational resource site for teacher education in Africa. In: eLearning Africa: 3rd International Conference on ICT for Development, Education and Training, 28-30 May 2008, Accra, Ghana. file

Wolfenden, Freda; Buckler, Alison and Keraro, Fred (2010). OER adaptation and reuse across cultural contexts in sub Saharan Africa: lessons from the TESSA consortium. In: OER10, 22-24 March 2010, Cambridge, UK. file

Wolfenden, Freda; Umar , Abdurrahman ; Aguti , Jessica and Abdel Gafar, Amani (2010). Using OERs to improve teacher quality: emerging findings from TESSA. In: Sixth Pan Commonwealth Forum on Open Learning, 24-28 Nov 2010, Kochi, India . file

Younie, Sarah; Bradshaw, Pete and Cameron, Karen (2011). A presentation of a case study examination of the BBC News School Report project in Initial Teacher Education across three sites. In: ITTE Annual conference, 5-7 July, 2011, University of Keele.

Thesis

Baxter, Jacqueline (2011). An investigation into the role of professional learning on the online teaching identities of higher education lecturers. EdD thesis The Open University . file

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

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

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

Carr, Jenni (2006). Discourses of Widening Participation and Social Inclusion. PhD thesis The Open University. file

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. file

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. file

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

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. file

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. file

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. file

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

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

Hutchinson, Steven (2008). Boundaries, bricolage and student-teacher learning. PhD thesis The Open University. file

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 children defined as having “special educational needs”. EdD thesis The Open University. file

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

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. file

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

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. file

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. file

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. file

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. file

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

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. file

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

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

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. file

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

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. file

Pegg, Ann (2009). Boundaries, spaces and dialogue: learning to lead in an English primary school. PhD thesis The Open University. file

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

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. file

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. file

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. file

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

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

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. file

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

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. file

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

Thomas, Ian Andrew (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. file

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. file

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. file

Other

Arthur, Lore and Little, Brenda (2010). The REFLEX study: exploring graduates' views on the relationship between higher education and employment. Centre for Higher Education Research and Information, The Open University, London, UK. file

Beavis, Catherine; Bradford, Clare; O'Mara, Joanne; Walsh, Christopher; Apperley, Thomas and Gutierrez, Amanda (2010). Australian Journal of Language and Literacy, Volume 33, No. 1 (editorial). Australian Literacy Educators' Association, Adelaide, South Australia. file

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

Bennett, Nigel; Wise, Christine; Woods, Philip A and Harvey, Janet A (2003). Distributed Leadership: A Review of Literature. National College for School Leadership. file

Bradshaw, Pete (2008). ICT in teaching. IT in Teacher Education Association.

Bradshaw, Pete (2007). ICT and numeracy across the curriculum. PFP Publishing.

Bradshaw, Pete (2006). Online communities. PFP Publishing. file

Bradshaw, Pete; Cameron, Karen and Younie, Sarah (2011). A case study examination of the BBC News School Report project in Initial Teacher Education across three sites for the Training and Development Agency for Schools (TDA) 2011. ITTE. file

Bradshaw, Pete; Chapman, Carole and Gee, Alison (2002). A report on the ULTRLAB's development of online components in NCSL programmes. Ultralab. file

Bradshaw, Pete and Gillespie, Helena (2009). Evaluation of the BBC News School Report Project's Impact in Teacher Education: An Evaluation for TDA 2009. ITTE, London. file

Bradshaw, Pete and Woollard, John (2007). Framework for the 14-19 curriculum. IT in Teacher Education Association.

Bradshaw, Pete; Younie, Sarah and Cameron, Karen (2010). An Evaluation of the BBC News School Report Project in Initial Teacher Education for the Training and Development Agency (TDA) 2010. ITTE. file

Brennan, John; Arthur, Lore; Little, Brenda; Cochrane, Allan; Williams, Ruth; Locke, William; Singh, Mala; David, Miriam; Kim, Terri and King, Roger (2010). Higher Education and Society: A research report. CHERI, London. file

Cable, C.; Driscoll, P.; Mitchell, R.; Sing, S.; Cremin, T.; Earl, J.; Eyres, I.; Holmes, B.; Martin, C. and Heins, B. (2010). Languages and Learning at Key Stage 2: A Longitudinal Study Final Report. Department for Children, Schools and Families, UK. file

Craft, A; Miell, D; Vass, E; Whitelock, D; Littleton, K; Joubert, M and Murphy, P (2004). Ignite! Fellowship Programme for Young People: A Research Study. National Endownment for Science Technology and the Arts (NESTA), London, UK.

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

Cremin, Teresa; Swann, Joan; Flewitt, Rosie; Faulkner, Dorothy and Kucirkova, Natalia (2013). Evaluation Report of MakeBelieve Arts Helicopter Technique of Storytelling and Storyacting. MakeBelieveArts/The Open University. file

Crisp, Martin (2005). Improving pupil achievement in primary school mathematics through the introduction of a national numeracy strategy - can one size fit all? University of Greenwich, London, UK.

Erling, Elizabeth (2009). An investigation into the relationship between the use of academic language and attainment – with a focus on students from ethnic minorities. Open University. file

Erling, Elizabeth (2014). Role of English in skills development in South Asia. British Council India.

Erling, Elizabeth; Burton, Sonia and McCormick, Robert (2012). The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action (Study 2a2). English in Action (EIA), Dhaka, Bangladesh.

Erling, Elizabeth; Seargeant, Philip; Solly, Michael; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2012). Attitudes to English as a language for international development in rural Bangladesh. British Council, London. file

Erling, Elizabeth J.; Burton, Sonia and McCormick, Robert (2011). The classroom practices of primary and secondary school teachers participating in English in Action (Study 2a). English in Action, Dhaka, Bangladesh.

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

Gallacher, Jim; Ingram, Robert and Reeve, Fiona (2009). Work-based and work-related learning in Higher National Certificates and Diplomas in Scotland and Foundation Degrees in England: a comparative study: final report. Glasgow Caledonian University and The Open University. file

Goodliff, G. and Trodd, L. eds (2008). Acheiving EYP Status. Learning Matters.

Hancock, R. (2003). But hasn’t the teaching profession already been remodelled? General Teaching Council.

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. file

Hancock, Roger; Swann, Will; Marr, Alan; Turner, Janet and Cable, Carrie (2002). Classroom assistants in primary schools: Employment and deployment. Economic and Social Research Council (ESRC), Swindon. file

Johnson, Richard; Ockelford, Jeremy and Power, Tom (2013). Learning from BSF: Lessons from the Basic Services Fund, South Sudan, 2006 to 2012. Department for International Development. file

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. file

McCormick, Robert; Das, Sharmistha; Khatoon, Masuda; Paul, Ashok Kumar and Burton, Sonia (2012). Student Lives Study: a selection of cases. Report 1: 2011. English in Action, Dhaka, Bangladesh.

McCormick, Robert; Eyres, Ian and Burton, Sonia (2012). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in EIA (Study 3a). English in Action (EIA), Dhaka, Bangladesh.

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

Moon, Bob and O'Malley, Brendan (2008). Every child needs a teacher: The primary teacher supply and training crisis in Sub-Saharan Africa. UK National Commission for UNESCO, London.

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. file

Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth and Raynor, Janet (2009). Open and distance learning for basic education in South Asia: its potential for hard to reach children and children in conflict and disaster areas. UNICEF, Nepal: Kathmandu. file

Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth and Raynor, Janet (2009). Open and Distance Learning for Basic Education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas: Bangladesh and Sri Lanka Country Studies. UNICEF, Nepal: Kathmandu. file

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. file

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. file

Power, Tom and Simpson, John (2011). Scoping Mission for an English Language Training (ELT) Programme in South Sudan. Final Report. Department for International Development, Cambridge, UK. file

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. file

Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2013). Continuum of Education Provision for Children with Special Educational Needs: Review of International Policies and Practices. National Council for Special Education. filefile

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.

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.

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

Safford, Kimberly and Collins, Fiona (2007). EAL and English: subjects and language across the curriculum. National Association for Language Development in the Curriculum, UK. file

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. file

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. file

Sheehy, Kieron and Kumrai, Rajni (2007). The Upstream Research Project: Evaluation Report of the experiences of young people using the Connexions Service in Milton Keynes. Connexions:MK. file

Shohel, M. Mahruf C. (2012). Childhood Poverty and Education in Bangladesh: Policy implications for disadvantaged children. UNICEF Office of Research, Florence. file

Simmons, Katy (2008). Independent Qualitative Evaluation of Milton Keynes Children's Fund services: Milton Keynes Community Mobilisers: the sustainability of the service. Milton Keynes CHILDREN'S FUND, Milton Keynes. file

Simmons, Katy and Woodhead, Martin (2009). A Summary Report on the Community Mobilisers Evaluation. Milton Keynes Council for Voluntary Services, Milton Keynes.

Storey, Anne; Banks, Frank; Cooper, Deborah; Cunningham, Peter; Ebbutt, Dave; Fox, Alison; Morgan, Bethan; Pedder, David and Wolfenden, Freda (2008). Schools and continuing professional development(CPD) in England - State of the Nation research project (T34718): Qualitative Research Summary. Cambridge University/The Open University.

Twining, Peter (2010). Virtual Worlds and Education (Special Issue of Educational Research). Taylor & Francis, Abingdon, UK. file

Twining, Peter; Albion, Peter and Knezek, Don (2011). EDUsummIT 2011 Report from TWG3: Teacher Professional Development. UNESCO, Paris. file

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. Becta, Coventry, UK. file

Underwood, Jean; Ault, Alison; Banyard, Phil; Bird, Karen; Dillon, Gayle; Hayes, Mary; Selwood, Ian; Somekh, Bridget and Twining, Peter (2005). The impact of broadband in schools: Summary report. Becta, Coventry. file

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.. file

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