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2023To Top

Agbaire, Jennifer Jomafuvwe (2023). On ethically inclusive international research: whose values, whose standards? The Open University.

Agbaire, Jennifer Jomafuvwe and Dunne, Máiréad (2023). Nigerian Higher Education Catchment Policy: Exclusions and the Absent Presence of Ethnicity. Higher Education Policy [Early Access].

Ahmad, Mufleha (2023). Exploring scientific resilience with KS3 students. Postgraduate Research Poster Competition, The Open University.

Alcock, Sarah; Aristeidou, Maria; Rienties, Bart and Kouadri Mostéfaoui, Soraya (2023). How do professional learners engage with learning analytics dashboards? In: Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK’23), ACM, New York, New York pp. 86–88.

Alla-Mensah, Joyceline and McGrath, Simon (2023). A capability approach to understanding the role of informal apprenticeship in the human development of informal apprentices. Journal of Vocational Education & Training, 75(4) pp. 677–696.

Amrane-Cooper, Linda; Hatzipanagos, Stylianos and Tait, Alan (2023). Silver linings: rethinking assessment pedagogy under the pandemic. European Journal of Open, Distance and E-Learning, 25(1) pp. 93–103.

Austen, Samantha and Griffin, Lynda (2023). Evaluation of a guest lecturer programme on an online PG distance learning module in applied linguistics. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

Barton, Dionne (2023). An Investigation into Personal Tutoring: Staff Perceptions. EdD thesis The Open University.

Batra, Namrita (2023). ‘We will call you madamii’: a researcher’s journey from being viewed as a madame to a madamii by children in a rural village in India. Ethnography and Education [Early Access].

Batra, Namrita (2023). [Book Review] Anandini Dar, Divya Kannan (Eds) Childhood and youth in India: Engagements with modernity. Children & Society (Early access).

Bolshaw, Polly and Josephidou, Jo (2023). Understanding the Media in Young Children’s Lives: An Introduction to the Key Debates. Abingdon: Routledge.

Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; Asino, Tutaleni I.; Atenas, Javiera; Bali, Maha; Blomgren, Constance; Bond, Melissa; Bonk, Curtis J.; Brown, Mark; Burgos, Daniel; Conrad, Dianne; Costello, Eamon; Cronin, Catherine; Czerniewicz, Laura; Deepwell, Maren; Deimann, Markus; DeWaard, Helen J.; Dousay, Tonia A.; Ebner, Martin; Farrow, Robert; Gil-Jaurena, Inés; Havemann, Leo; Inamorato, Andreia; Irvine, Valerie; Karunanayaka, Shironica P.; Kerres, Michael; Lambert, Sarah; Lee, Kyungmee; Makoe, Mpine; Marín, Victoria I.; Mikroyannidis, Alexander; Mishra, Sanjaya; Naidu, Som; Nascimbeni, Fabio; Nichols, Mark; Olcott, Don; Ossiannilsson, Ebba; Otto, Daniel; Padilla Rodriguez, Brenda Cecilia; Paskevicius, Michael; Roberts, Verena; Saleem, Tooba; Schuwer, Robert; Sharma, Ramesh C.; Stewart, Bonnie; Stracke, Christian M.; Tait, Alan; Tlili, Ahmed; Ubachs, George; Weidlich, Joshua; Weller, Martin; Xiao, Junhong and Zawacki-Richter, Olaf (2023). Openness in Education as a Praxis: From Individual Testimonials to Collective Voices. Open Praxis, 15(2) pp. 76–112.

Caton, Lucy and Green, Mel (2023). Digital childhood and youth; Life with screens. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 186–199.

Chamberlain, Liz (2023). Vignette: The role of home language in supporting adolescent girls’ learning in rural Zimbabwe. In: Reilly, Colin; Chimbutane, Feliciano; Clegg, John; Rubagumya, Casmir and Erling, Elizabeth J. eds. Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education, 2. Abingdon, Oxfordshire: Routledge, pp. 92–98.

Chamberlain, Liz; Buckler, Alison; Worwood, Kelly; Chigodora, Obert; Chishava, Charlotte and Hedges, Claire (2023). Overcoming adversity for marginalised adolescent girls in Zimbabwe. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Taylor and Francis, pp. 223–233.

Chamberlain, Liz and Drane, Rob (2023). A whole school approach to the teaching of writing: Lessons learned from collaborative lesson research. In: Writing Matters, UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

Chamberlain, Liz; Flynn, Naomi; Hafeez, Imran; Twitchen, Alex and Sells, Jim (2023). Supporting literacy skills and community cohesion for transnational young people. EAL Journal(21) pp. 32–34.

Chapman, Susan; Ellis, Rosy; Beacuchamp, Gary; Sheriff, Lisa; Stacey, David; Waters-Davies, Jane; Lewis, Adam; Jones, Catherine; Griffiths, Merris; Chapman, Sammy; Wallis, Rachel; Sheen, Elizabeth; Crick, Tom; Lewis, Helen; French, Graham and Atherton, Stephen (2023). ‘My picture is not in Wales’: pupils’ perceptions of cynefin (Belonging) in primary school curriculum development in Wales. Education 3-13 [Early Access].

Chapman, Susan; Ellis, Rosy; Beauchamp, Gary; Sheriff, Lisa; Stacey, David; Waters-Davies, Jane; Jones, Cath; Griffiths, Meris; Chapman, Sammy; Wallis, Rachel; Sheen, Elizabeth; Crick, Thomas; Lewis, Helen; French, Graham and Atherton, Stephen (2023). “My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales. In: British Education Research Association Conference, 12-14 Sep 2023, Aston University, Birmingham, UK.

Charitonos, Koula; Kukulska-Hulme, Agnes; Huxley, Sarah; Hedges, Claire; Law, Patrina; Power, Tom; Akyeampong, Kwame; Mwoma, Teresa; Al-Awidi, Hamid and Whitelock, Denise (2023). Consultation for the 2023 GEM Report on Technology and Education. The Open University.

Comfort, Catherine Jean (2023). Relationships, Assets and Social Capital: A Case Study Review of Youth Mentoring. EdD thesis The Open University.

Cooper, Victoria; Payler, Jane; Bennett, Stephanie Jane and Taylor, Lottie (2023). From arrest to release, helping families feel less alone: An evaluation of a Worcestershire pilot support project for families affected by parental imprisonment. The Open University, Milton Keynes.

Cooper, Victoria and Preece, Vicky (2023). Children's bodies. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 43–57.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Aubrey-Smith, Fiona and Tanglang, Nebath (2023). Decision Making in Shifts to Online Teaching: Analysing Reflective Narratives from Staff Working in African Higher Educational Institutions. Trends in Higher Education, 2(1) pp. 123–139.

Cremin, Teresa (2023). Reading for pleasure: Recent research insights. School Libraries in View (SLIV)(47) pp. 6–12.

Cremin, Teresa; Chamberlain, Liz; Rowe, Deborah and Gardner, Paul (2023). Exploring aspects of being and becoming writers: A symposium exploring notions of being a writer, from a sociocultural perspective. In: Writing Matters. UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2023). Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge.

Davidson, Sharon (2023). OU Prison Tuition: Is it a harbinger of excellence? Postgraduate Research Poster Competition, The Open University.

Dennis, Carol Azumah (2023). A manifesto for Further Education: cultivating the ethical imagination. In: Solvason, Carla and Elliot, Geoffrey eds. Ethics in Education: Contemporary perspectives on research, pedagogy and leadership. Ethics Press.

Domínguez, Ana; Pacho, Guillermo; Bowers, Lisa; Wild, Fridolin; Alcock, Sarah; Chiazzese, Giuseppe; Farella, Mariella; Arrigo, Marco; Ross, David; Treacy, Rita; Yegorina, Darya; Mangina, Eleni and Masneri, Stefano (2023). Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences. Scientific Data, 10, article no. 823.

Ebubedike, Margaret; Akanji, Tajudeen; Kunock, Afu Isaiah and Fox, Alison (2023). Ethics for educational research in regions of protracted armed conflict and crisis: a participatory community project in the Lake Chad region. Community Development Journal, 58(1) pp. 102–120.

Fox, Alison (2023). Educational research and AIED: Identifying ethical challenges. In: Holmes, Wayne and Porayska-Pomsta, Kaśka eds. The Ethics of Artificial Intelligence in Education: Practices, Challenges, and Debates. New York, USA: Routledge, pp. 47–73.

Gann, David A. (2023). Investigating the Efficacy of Online Text Reconstruction Exercises for Facilitating the Use of Metadiscourse Markers in First-Year Japanese University Students’ Argumentative Writing. EdD thesis The Open University.

Glover, A.; Thomas, A.; Bleasdale, C.; Jones, M.; Stewart, S. and Rees-Davies, T. (2023). Using video in Initial Teacher Education: Investigating the use of video technology for reflection on lessons. Wales-PGCE, Cardiff, Wales.

Glover, Alison (2023). Education for Sustainable Development: Policy and Practice in Wales. In: Leal Filho, W.; Dinis, M.A.P.; Moggi, S.; Price, E. and Hope, A. eds. SDGs in the European Region. Implementing the UN Sustainable Development Goals – Regional Perspectives (IUNSDGRP). Switzerland: Springer, Cham.

Glover, Alison (2023). Education Reform and the Role of Widening Access to Teacher Education. In: Nata, Roberta, V. ed. Progress in Education, Volume 77. New York: Nova Science Publishers, Inc., pp. 63–88.

Glover, Alison; Jones, Megan; Thomas, Angela and Worrall, Leigh (2023). The Triad of Success Factors that can Strengthen Student Teacher Mentoring. Educator Perspectives, 3 pp. 15–20.

Glover, Alison and Stewart, Sarah (2023). Using a blended distance pedagogy in teacher education to address challenges in teacher recruitment. Teaching Education, 34(2) [Early Access].

Glover, Alison; Stewart, Sarah; Thomas, Angela and Thomas, Rachel (2023). How do we achieve the third space? The challenges and strengths of partnership working to deliver a flexible PGCE Programme in Wales. Wales Journal of Education, 25(1) pp. 6–37.

Green, Melissa and Malcolm, Claire (2023). Degrees of change: the promise of anti-racist assessment. Frontiers in Sociology, 8, article no. 972036.

Hammersley, Martyn (2023). Dangerous Liaisons in the Wasteland? A Found Document. Qualitative Inquiry (Early access).

Hammersley, Martyn (2023). Are There Assessment Criteria for Qualitative Findings? A Challenge Facing Mixed Methods Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 24(1)

Hammersley, Martyn (2023). Rewriting Social Science: The Literary Turn in Qualitative Research. Qualitative Inquiry (early access).

Hammersley, Martyn (2023). Can epistemologies and methodologies be racially unjust? The case of Allison Davis and cultural deprivation. International Journal of Research & Method in Education (Early Access).

Hammersley, Martyn (2023). Research Literacy and Teaching: The Peculiar Case of Research about Teaching about Research. Professions and Professionalism, 13(2), article no. e5260.

Hammersley, Martyn (2023). The history of qualitative research in education. In: Tierney, Robert J.; Rizvi, Fazal and Erkican, Kadriye eds. International Encyclopedia of Education (Fourth Edition). Elsevier, pp. 14–23.

Harrison, Neil; Baker, Zoe; Ellis, Katie and Stevenson, Jacqueline (2023). A praxis-based perspective on supporting care-experienced students to thrive in higher education using the capabilities approach. European Journal of Higher Education [Early Access].

Hultgren, Anna Kristina; Upadhaya, Anu; O'Hagan, Lauren Alex; Wingrove, Peter; Adamu, Amina; Greenfield, Anne-Mari; Lombardozzi, Lorena; Sah, Pramod; Tsiga, Ismaila; Umar, Aishat and Wolfenden, Freda (2023). Educación en inglés y la perpetuación de la desigualdad de las niñas: inversión parental y aspiraciones de género en Nepal
[English education and the perpetuation of girls' inequality: parental investment and gender aspirations in Nepal]. Cuadernos de pedagogía, 2023(543)

Iniesto, Francisco; Coughlan, Tim; Lister, Kate; Devine, Peter; Freear, Nicholas D.; Greenwood, Richard; Holmes, Wayne; Kenny, Ian; McLeod, Kevin and Tudor, Ruth (2023). Creating ‘a simple conversation’: Designing a conversational user interface to improve the experience of accessing support for study. ACM Transactions on Accessible Computing, 16(1), article no. 6.

Jones, Rebecca L.; Bbaale, Leilah; Charitonos, Koula; Alla-Mensah, Joyceline; Hewitt, Jenny; Matova, Quraish; Daira Marylyn, Fanta; Ireen, Munyandinda; Blessing, Miskat Mariata and Pross, Ninsiima (2023). Knowledge, resources and access to sexual and reproductive health and rights: The views and experiences of young refugees living in Kyangwali refugee settlement, Western Uganda. The Open University, Milton Keynes.

Kemp, Nicola and Josephidou, Jo (2023). Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings. Early Years, 43(1)

Kemp, Nicola and Josephidou, Joanne (2023). Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years [Early Access].

Kroese, Ingeborg (2023). Sex/gender-blind training maintains and creates inequity. Gender, Work & Organization, 30(3) pp. 917–936.

Kroese, Ingeborg (2023). Implications for Practice: How to Write a Meaningful Contribution. Advances in Developing Human Resources, 25(3) pp. 213–220.

Kucirkova, Natalia; Rodriguez Leon, Lucy and Chinula, Neema Mwenda (2023). Rethinking Agency in Literacies: Malawian children’s and teachers’ perspectives. International Journal of Early Years Education (Early access).

Kucirkova, Natalia and Rodriguez-Leon, Lucy (2023). Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies. Human Development [Early Access].

Lee, Clare and Morgan, John (2023). Remembering learning mathematics – we can run but we can’t hide. Teacher Development: An international journal of teachers' professional development (In Press).

Lumsden, Eunice and Musgrave, Jackie (2023). ‘Early childhood studies is more than a degree; it is an experience’: undergraduate students’ motivations, professional aspirations and attributes. International Journal of Early Years Education [Early Access].

Morriss, Charlotte (2023). ESOL Practitioners' Wellbeing and Emotion Labour: A Mixed Methods Approach. In: Quantitative Methods in Social Sciences: An Interdisciplinary Conference, 20 Mar 2023, University of Warwick.

Mukherjee, Sarah J.; Bugallo, Lucía; Scheuer, Nora; Cremin, Teresa; Montoro, Virginia; Ferrero, Martha; Preston, Marcia; Cheng, Doris; Golinkoff, Roberta and Popp, Jill (2023). Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica). Journal for the Study of Education and Development (Early Access).

Musgrave, Jackie (2023). Health and Wellbeing for Babies and Children: Contemporary Issues. Abingdon: Routledge.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education, 38(3) pp. 403–425.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). The impact of a changed writing environment on students' motivation to write. Frontiers in Psychology, 14, article no. 1212940.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Juan, Gonzalo Jaramillo Mejia; Fiorella, Paredes Cauna; Gelli, Aulo; Olney, Deanna; Vooris, Emily; Casu, Laura and Ruel, Marie (2023). Social Protection Pathways to Nutrition: Rapid evidence review. IDS, WFP & IFPRI, Brighton.

O'Reilly, Michelle; Adams, Sarah; Batchelor, Rachel and Levine, Diane (2023). Exploring the practice of 10-11-year-olds as co-researchers: using a hybrid approach in educational research to promote children as interviewers. International Journal of Social Research Methodology (Early Access).

Okada, A. (2023). CONNECT open schooling networks for Climate Change and Sustainable Education supported by the CARE-KNOW-DO framework. Milton Keynes, UK: The Open University.

Okada, Alexandra ed. (2023). Inclusive Open Schooling with engaging and future-oriented science: Evidence-based Practices, Principle & Tools. Milton Keynes, UK: The Open University.

Okada, Alexandra and Gray, Peter Barry (2023). A Climate Change and Sustainability Education Movement: Networks, Open Schooling, and the ‘CARE-KNOW-DO’ Framework. Sustainability, 15(3), article no. 2356.

Okada, Alexandra; Okada, Alberto; Muller, Riulma; Moura, Rossana; Castro, Thais; Ferreira, Luciana; Oliveira, Eila; Vaz, Giseli; Benaian, Regina; Castro, Silvana; Almeida, Jaqueline and Rodrigues, Tayanne (2023). Open Schooling in the Amazon for Community Empowerment: A Case Study in the TUPÉ Sustainable Development Reserve. Milton Keynes, UK: The Open University.

Okada, Alexandra; Okada, Alberto; Muller, Riulma; Moura, Rossana; Castro, Thais; Ferreira, Luciana; Oliveira, Eila; Vaz, Giseli; Benaian, Regina; Castro, Silvana; Almeida, Jaqueline and Rodrigues, Tayanne (2023). Escolarização Aberta na Amazônia para Empoderamento Comunitário: Um Estudo de Caso na Reserva de Desenvolvimento Sustentável TUPÉ. Milton Keynes, UK: The Open University.

Okada, Alexandra; Souza, Karine Pinheiro de; Struchiner, Miriam; Rabello, Cíntia and Rosa, Luziana Quadros da (2023). Open schooling to empower Brazilian teachers: Emancipatory fun in education for a sustainable innovation ecosystem. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Routledge, pp. 234–248.

Okada, Alexandra; Steimber de Pereira Okada, Alberto Erich and Oliveira Campolina, Luciana de (2023). Open Schooling for Digital Education with Science and Technology - Reflections on European and Brazilian Public Policy Plans [Escolarização aberta para a educação digital com ciência e tecnologia - reflexões sobre os planos europeu e brasileiro de políticas públicas]. EccoS – Revista Científica, 65, article no. e24689.

Okada, Alexandra; Struchiner, Miriam; Almeida, Maria Elizabeth; Castro, Thais and Pianovski Vieira, Alboni Marisa Dudeque (2023). Emancipatory Open Practices for Sustainability with Science and Emerging Technologies [Práticas Emancipatórias Abertas para Sustentabilidade com Ciência e Tecnologias Emergentes]. Revista Diálogo Educacional, 23(77) pp. 627–635.

Parry, John and Shrestha, Prithvi (2023). Students’ perspectives on the impact of embedding academic literacy activities in distance-learning study material. Journal of Academic Language and Learning, 17(1) pp. 102–117.

Peace, Sheila (2023). The Environments of Ageing: Space, Place and Materiality. Ageing in a Global Context. Policy Press.

Pearson, Emma; Rao, Nirmala; Siraj, Iram; Aboud, Frances; Horton, Caroline and Hendry, Helen (2023). Workforce preparation for delivery of nurturing care in low‐ and middle‐income countries: Expert consensus on critical multisectoral training needs. Child: Care, Health and Development [Early Access].

Rabello, Cintia Regina Lacerda and Okada, Alexandra (2023). Open schooling and the development of multiliteracies in environmental protection projects [Escolarização aberta no desenvolvimento de multiletramentos em projetos de proteção ambiental]. Revista Diálogo Educacional, 23(77) pp. 638–661.

Rix, Jonathan (2023). Insults according to notions of intelligence: Perspectives from education and newsmedia. British Journal of Learning Disabilities, 51(3)

Rix, Jonathan (2023). Labels of Convenience / Labels of Opportunity. In: Done, Elizabeth J. and Knowler, Helen eds. International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion. Springer, pp. 125–142.

Rodriguez Leon, Lucy (2023). Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies. Journal of Early Childhood Research (Early access).

Roelen, Keetie (2023). Social protection. In: Clarke, Matthew and Zhao, Xinyu (Andy) eds. Elgar Encyclopedia of Development. Edward Elgar.

Sams, Lorna; Langdown, Ben L.; Simons, Joan and Vseteckova, Jitka (2023). The Effect Of Percussive Therapy On Musculoskeletal Performance And Experiences Of Pain: A Systematic Literature Review. International Journal of Sports Physical Therapy, 18(2) pp. 309–327.

Sheehy, Kieron; Mclanachan, Abigail; Okada, Alexandra; Tatlow-Golden, Mimi and Harrison, Stephen (2023). Is Distance Education Fun? The Implications of Undergraduates’ Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning. Athens Journal of Education, 10(2) pp. 213–232.

Sheehy, Kieron; Rix, Jonathan; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2023). Using vignettes as a research method to investigate placement and provision for children with special educational needs in different countries. Athens Journal of Education, 10(4) pp. 559–574.

Smith, Elizabeth (2023). A Holistic Approach to Assessment for Students with Severe Learning Difficulties. EdD thesis The Open University.

Stevenson, Jacqueline; Power, Tom; Rahman, Hafiz; Tahsin Haider, Arosa; Kawser, Masud; Hoque Fahad, Sameul; Farhana, Susan; Parvin, Tauhida and Khanam, Tahmina (2023). Evidence Café 2: Report. The Open University.

Stewart, Sarah (2023). The Doctoral Research Journey - A Critical Reflection. In: Collaborative Research Network Seminar Series (Professional Learning and Leadership), 14 Jul 2023, Online.

Stewart, Sarah and Bleasdale, Catharine (2023). Attracting under represented groups to train to teach in Wales. In: 7th Biennial International Conference on Access, Participation and Success: ‘Through the looking glass: How Higher Education is using the lens of access, participation, and success to create equity for all students’, 26-27 Apr 2023, The Open University [Online].

Stutchbury, Kris; Ebubedike, Margaret; Chamberlain, Liz and Amos, Sandra (2023). Professional development in the digital age: supporting improvements in teacher education through MOOCs. Open Learning: The Journal of Open, Distance and e-learning (Early access).

Stutchbury, Kristina and Biard, Olivier (2023). Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa. International Journal of Educational Development, 98(102746)

Teszenyi, Eleonora (2023). Features of Multi-Age Practice and Adult-Child Interactions: An Exploratory Study from Hungary. PhD thesis The Open University.

Thomas, Hefin; Duggan, Brett; McAlister-Wilson, Sam; Roberts, Lois; Sinnema, Claire; Cole Jones, Nia and Glover, Alison (2023). Research with schools on the early implementation of Curriculum for Wales: Wave 1 report. Welsh Government, Cardiff, Wales.

Thomas, Hefin; Duggan, Brett; McAlister-Wilson, Sam; Roberts, Lois; Sinnema, Claire; Cole Jones, Nia and Glover, Alison (2023). Research on the early implementation of Curriculum for Wales: Wave 2 report. Social Research Number: 88/2023; Welsh Government, Cardiff, Wales.

Tlili, Ahmed; Garzón, Juan; Salha, Soheil; Huang, Ronghuai; Xu, Ling; Burgos, Daniel; Denden, Mouna; Farrell, Orna; Farrow, Robert; Bozkurt, Aras; Amiel, Tel; McGreal, Rory; López-Serrano, Aída and Wiley, David (2023). Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education, 20, article no. 54.

Vackova, Petra; Puntil, Donata; Dowdeswell, Emily; Cooke, Carolyn and Caton, Lucy (2023). Collaborative Writing as Bio‐Digital Quilting: A Relational, Feminist Practice Towards “Academia Otherwise”. Social Inclusion, 11(3)

Wainwright, Jodi Emma (2023). When Older Adults Use Moodle To Learn Languages... EdD thesis The Open University.

Wallis, Rachel (2023). Design research: A ‘tomorrow’ approach that needs consideration ‘today’? BERA Research Bites blog post.

Wason, Hilary (2023). Learning to teach critical thinking in Higher Education. EdD thesis The Open University.

Wolfenden, Freda; Walley, Paul; Agbaire, Jennifer and Hartley, Jean (2023). Strengthening school leadership towards improved school resiliency: final technical report. Foundation for Information Technology Education and Development, Quezon City, Philippines.

2022To Top

Agbaire, Jennifer (2022). De/Centring Gender in Higher Education Access Policy: Lived Experiences of Admission Practices in Nigeria. In: Cohen Miller, Anna; Hinton-Smith, Tamsin; Mazanderani, Haeri Fawzia and Nupur, Samuel eds. Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream. London: Routledge, pp. 7–28.

Aggleton, Jen (2022). Pictures and picturing: mental imagery whilst reading illustrated novels. Cambridge Journal of Education, 53(1) pp. 79–95.

Aggleton, Jen; Carter, Carol and Grieve, Mary Rose (2022). Reading librarians and school libraries. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 150–161.

Akyeampong, Albert; Addae-Kyeremeh, Eric; Cullen, Jane and Hendry, Helen (2022). Partners in Play Baseline Evaluation Report. Open University, UK.

Akyeampong, Albert; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo and Stern, Jonathan (2022). The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects, 52 pp. 115–136.

Akyeampong, Kwame (2022). Teaching at the Bottom of the Pyramid: Teacher Education in Poor and Marginalised Communities. In: Wagner, Daniel A.; Castillo, Nathan M. and Suzanne, Grant Lewis eds. Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Learning at the Bottom of the Pyramid (2). Cambridge: Open Book Publishers, pp. 77–111.

Álvarez, Inma; Cobo Palacios, Isabel; Fuertes Gutierrez, Mara and Puntil, Donata (2022). Language teachers and researchers as worldmakers. In: Boyle, Catherine and Kelly, Debra eds. Language Acts and Worldmaking. London: John Murray Learning, pp. 1–40.

Banks, Frank (2022). Developing the Professional Knowledge of Teachers of Technology and STEM in Secondary Schools. PhD thesis The Open University.

Barros, Daniela Melaré Vieira; Ikeshoji, Elisangela Aparecida Bulla; Santos, Vanessa Matos dos; Mello, Diene Eire; Santo, Eniel do Espírito and Okada, Alexandra (2022). ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: personalização, envolvimento, autonomia e novas estratégias de aprendizagem. TICs & EaD em Foco, 8(2) pp. 24–44.

Batra, Namrita (2022). Home and School Literacy Practices of Children in a Rural Village in India: An Ethnography. PhD thesis The Open University.

Buckler, Alison (2022). Embracing ‘yes, and…’ as a researcher. WELS Research Conversations, UK.

Buckler, Alison (2022). Researching in the Open: what this means to the Ibali team. The Ibali Knowledge Hub / The Open University.

Buckler, Alison; Agbaire, Jennifer; Wheeler, Joanna; Mkwananzi, Faith and Yusra, Price (2022). Storytelling research in international education and development studies: a resistance to, or reproduction of coloniality? UKFIET, UKFIET Blog.

Buckler, Alison; Chamberlain, Liz; Mkwananzi, Faith; Chigodora, Obert and Dean, Caroline (2022). Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach? Cambridge Journal of Education, 52(2) pp. 195–215.

Busher, Hugh and Fox, Alison (2022). Editorial for Special Issue on Regulation and Ethical Practice for Educational Research. Education Sciences, 12(11), article no. 815.

Canning, Natalie (2022). Implementing an Empowerment Framework: The Significance for Children’s Play Environments and Reflective Practice. Education Sciences, 12(8), article no. e556.

Canning, Natalie and Gomez, Chris (2022). When two worlds come together: Young children’s language, literacy and numeracy development through creative, inclusive, theatre methods. The Open University, Milton Keynes.

Canning, Natalie and Rekers, Angela (2022). Play, Learning and Development. In: Waters-Davies, Jane ed. Introduction to Play. London: Sage, pp. 55–67.

Canning, Natalie; Teszenyi, Eleonora and Pálfi, Sandor (2022). Are you listening to me? Understanding children's rights through Hungarian pedagogic practice. Journal of Childhood, Education & Society, 3(3) pp. 218–232.

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Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

Cullen, Jane; Addae-Kyeremeh, Eric; Murphy, Kerry and Biard, Olivier (2021). Remodelling STEM education using onscreen tools to teach practical science in Ghana. In: Ghana National Education Week (NEW) 2021 - Reimagining Education for National Transformation, 28/09/21-01/10/21, Online.

Daniels, Patricia (2021). A Case Study Exploring Freelance English Language Teachers’ Engagement With And Informal Learning Through Open Educational Practices In Switzerland. EdD thesis The Open University.

Defis, Nerys (2021). Distance learning & initial teacher education: Making connections in a virtual world. British Educational Research Association (BERA).

Defis, Nerys (2021). Wales, Wellbeing and Digital Competence. In: UNESCO Inclusive Policy Lab Education and Digital Skills: A Conversation Event., 8 Dec 2021, [Online].

Defis, Nerys; Jennings, Carys and Jones, Mathew R. (2021). 'Distance needn't mean distant': Promoting a distance learning model of teacher education in a changing educational landscape. In: Teacher Education Advancement Network Conference 2021, 06-07 May 2021, Online, Teacher Education Advancement Network (TEAN).

Dennis, Carol Azumah (2021). Looking forward to the long ago. Management in Education, 35(1) pp. 62–63.

Dennis, Carol Azumah (2021). [Book Review] International Perspectives on Leadership in Higher Education. Management in Education, 35(4) p. 200.

Dennis, Carol Azumah and Clifton, Gill (2021). Adult postgraduate students’ learning in online spaces—Images of identity and belonging. Zeitschrift für Weiterbildungsforschung, 44(2) pp. 133–150.

Dorrian, Jane (2021). An exploration of factors affecting the baseline assessment scores of children attending morning or afternoon sessions in nursery settings in Wales. Early Years, 43(1) pp. 91–103.

Ebubedike, Margaret and Chamberlain, Liz (2021). Rapid Research Response: collective sensemaking around experiences and challenges of harnessing education research opportunities during a global pandemic. Research Conversations, Open University Education Blog.

Erling, Elizabeth; Gowland, S; Hedges, Claire; Eyres, Ian; Solly, Michael and Rahman, Md. Shajedur (2021). Economic gain and English language: Evidence and Equity. In: 13th Education and Development Forum (UKFIET) Conference, Sep 15-17., Oxford, United Kingdom.

Fox, Alison (2021). Social Media, Learning and Work. In: Malloch, Margaret; Cairns, Len; Evans, Karen and O'Connor, Bridget N. eds. The SAGE Handbook of Learning and Work. London: Sage Publications Ltd, pp. 552–571.

Fox, Alison; Busher, Hugh and Capewell, Carmel (2021). Introduction. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment. London: Routledge, pp. 1–8.

Fox, Alison; Busher, Hugh and Capewell, Carmel (2021). Critical ethical reflexivity: Reflections for practice and knowledge. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment. London: Routledge, pp. 187–199.

Fox, Alison; Sida-Nicholls, Kate and Loe, Rob (2021). Socio-mapping and the relational resilience of and for training teachers. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment. Abingdon: Routledge, pp. 133–154.

Gallastegi, Lore; Woodward, Clare and Stutchbury, Kris (2021). Zambian Education School-based Training (ZEST) Project: Midline Evaluation, May 2021. The Open University.

Garcia Carrizosa, Helena (2021). [Book Review] Inclusive Curating in Contemporary Art: A practical guide by Jade French, ARC Humanities Press, 2020. British Journal of Learning Disabilities, 49(3) pp. 383–384.

Glatter, Ron (2021). The ‘independent state school’ and its aftermath: implications for the processes and structures surrounding school leadership. School Leadership & Management, 41(1-2) pp. 93–116.

Glover, Alison (2021). Editorial: Embedding sustainability education in practice. British Educational Research Association.

Glover, Alison (2021). Using images to develop group discussion and actions for sustainable development. Educationalfutures, 12(1) pp. 168–182.

Glover, Alison; Thomas, Angela and Thomas, Rachel (2021). The opportunities and challenges of partnership working in Teacher Education, The Open University Partnership in Wales PGCE Programme. In: TEAN Conference, 6-7 May 2021.

Hammersley, Martyn (2021). The ‘radical critique of interviews’: a response to recent comments. International Journal of Social Research Methodology, 24(3) pp. 393–395.

Hammersley, Martyn (2021). [Book review] Bazeley, P. (2021) Qualitative Data Analysis: Practical Strategies (2nd ed.). Sage. Journal of Mixed Methods Research, 15(4) pp. 590–591.

Hammersley, Martyn (2021). Planning versus the market: The dispute between Hayek and Mannheim and its contemporary relevance. The British Journal of Sociology, 72(5) pp. 1464–1478.

Hammersley, Martyn (2021). Karl Mannheim on Fascism: Sociological Lessons About Populism and Democracy Today? Sociological Research Online, 28(2) pp. 320–335.

Hammersley, Martyn (2021). Some antinomies of interactionism. In: vom Lehn, Dirk; Ruiz-Junco, Natalia and Gibson, Will eds. The Routledge International Handbook of Interactionism. Routledge, pp. 416–424.

Hammersley, Martyn and Kim, Chae-Young (2021). Child-led research, children’s rights and childhood studies – A reply to Thomas. Childhood, 28(2) pp. 200–202.

Hedges, Claire; Power, Tom and Tengenesha, Martha (2021). Improving Gender Attitudes, Transition and Education Outcomes (IGATE-T) Case Studies: Changing Learning. The Open University, Great Britain.

Horne, Judith Rye (2021). The Discursive Construction of Distance-Learning Student Identities in a Module-Related Facebook forum. EdD thesis The Open University.

Horsley, Karen (2021). Slowing Down: Documentary Photography in Early Childhood. International Journal of Early Years Education, 29(4) pp. 438–454.

Horsley, Karen (2021). Exploring young migrant children's ‘funds of knowledge’ through documentary photography (with a focus on revision and wisdom). In: 29th EECERA (European Early Childhood Education Research Association) 2021 Online festival., 1-17 Sep 2021, University of Zagreb, Croatia..

Hughes, Sioned; Makara Fuller, Kara; Morrison-Love, David and Wallis, Rachel (2021). Teachers as curriculum-makers: professional learning implications for enacting a new curriculum in Wales, perspectives from the Humanities and Mathematics and Numeracy Areas of Learning and Experience. In: European Conference on Educational Research, 6-10 Sep 2021, European Conference on Educational Research, Geneva [Online].

Ingram, J.; Burn, K.; Fiddaman, J.; Penfold, C. and Tope, C. (2021). The Influence of and Interactions Between Different Contexts in the Learning and Development of Mathematics Teacher Educators. In: Goos, M. and Beswick, K. eds. The Learning and Development of Mathematics Teacher Educators. Cham: Springer, pp. 263–280.

Iniesto, Francisco; Coughlan, Tim and Lister, Kate (2021). Implementing an accessible Conversational User Interface applying feedback from University students and disability support advisors. In: 18th International Web for All Conference, 19-20 Apr 2021, Ljubljana, Slovenia.

Jennings, Carys (2021). The Happy Child. Early Years Reviews.

Johnston-Wilder, Susan; Lee, Clare and Mackrell, Kate (2021). Addressing Mathematics Anxiety through developing resilience: building on Self Determination Theory. Creative Education, 12(9) pp. 2098–2115.

Jones, Darren Thomas (2021). Exploring Picture Books and Primary School Children’s Spirituality. EdD thesis The Open University.

Jones, Ruth (2021). The Impact of Self-Belief and Student Behaviours on the Achievement of Target Grades in Sixth-Form: A Case Study. EdD thesis The Open University.

Josephidou, Jo; Kemp, Nicola and Durrant, Ian (2021). Outdoor provision for babies and toddlers: exploring the practice/policy/research nexus in English ECEC settings. European Early Childhood Education Research Journal, 29(6) pp. 925–941.

Kambouri, Maria; Wilson, Teresa; Pieridou, Myria; Flannery Quinn, Suzanne and Liu, Jie (2021). Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years. Early Childhood Education Journal, 50(4) pp. 639–661.

Kucirkova, Natalia and Cremin, Teresa (2021). Reciprocal reading for pleasure in online and offline reading communities. In: UKLA International Conference, 2-4 Jul 2021, Online.

Kucirkova, Natalia and Cremin, Teresa (2021). Peering out the children’s literature window into children’s engagement with multimedia texts. In: International Society for the Empirical Study of Literature International Conference, 23-26 Jun 2021, Online.

Laamanen, Merja; Ladonlahti, Tarja; Uotinen, Sanna; Okada, Alexandra; Bañeres, David and Koçdar, Serpil (2021). Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities. International Journal of Educational Technology in Higher Education, 18(4)

Ladenika, Temitope (2021). Engaging the Pedagogic Potential of WP Learner Autonomy in HE: A Case Study on the Design and Exploration of an Autonomous Learning Construct, and its Application to Practice. EdD thesis The Open University.

Lee, Clare; Addison-Pettit, Paula and Tyler, Dave (2021). PGCE Practice Tutors – preconceptions, perceptions and actuality. PRAXIS, Milton Keynes.

Lister, Kate; Coughlan, Tim; Kenny, Ian; Tudor, Ruth and Iniesto, Francisco (2021). Taylor, The Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students. Education Sciences, 11(10), article no. 587.

Lister, Kate and McFarlane, Ruth (2021). Designing for wellbeing: An inclusive learning design approach with student mental health vignettes. Open Praxis, 13(2) pp. 184–200.

Lister, Kate; Pearson, Victoria K.; Collins, Trevor D. and Davies, Gareth (2021). Evaluating inclusion in distance learning: a survey of university staff attitudes, practices and training needs. Innovation: The European Journal of Social Science Research, 34(3) pp. 321–339.

Mackay, Lorna; Langdown, Ben; Simons, Joan and Vseteckova, Jitka (2021). The effect of percussive therapy on musculoskeletal performance and perceptions of pain: A systematic narrative literature review. NIHR.

Moore, Lucy (2021). Inside out: understanding professional practice and policy making in UK high-performance sport. A process sociological approach. International Journal of Sport Policy and Politics, 13(1) pp. 179–185.

Mukherjee, S. J. (2021). ‘That girl, she hear what we talk’: provisional and ongoing consent in research with 4-5 year old children. The Open University.

Mukherjee, Sarah Jane (2021). Learning language, learning through language and learning about language: the case for role-play in the ‘Summer of Play’. The Open University.

Mukherjee, Sarah Jane and Charlesworth, Richard (2021). Towards hope, acceptance and overcoming adversity through Reading for Pleasure. In: The Applied Linguistics and Literacies Research Group (ALLRG) Seminar: ‘Beyond Reading for Pleasure’., 22 Jul 2021, online.

Mukherjee, Sarah Jane and Cremin, Teresa (2021). Readers, Texts and Talk: A Symposium for UKLA - Overcoming adversity through hope: Discussing picture fiction. In: UKLA 56th International Conference - We need to talk about Literacy: Why spoken language matters in literacy learning and teaching., Fri 2 - Sun 4 Jul 2021, Online.

Murphy, Suzanne; Joffe, Victoria; Donald, Louisa; Radley, Jessica; Sunthararajah, Sailaa; Welch, Charlie; Bell, Kerry; Messer, David; Crafter, Sarah; Fairhurst, Caroline; Corbacho, Belen; Rodgers, Sara and Torgerson, David (2021). Evaluating 'Enhancing Pragmatic Language skills for Young children with Social communication impairments' (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, 7, article no. 5.

Musgrave, Jackie and Payler, Jane (2021). Proposing a model for promoting Children's Health in Early Childhood Education and Care Settings. Children & Society, 35(5) pp. 766–783.

Nilsson, Karin; Danielsson, Henrik; Elwér, Åsa; Messer, David; Henry, Lucy and Samuelsson, Stefan (2021). Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy. Journal of Cognition, 4(1), article no. 58.

Okada, Alexandra and da Matta, Cláudia Eliana (2021). A formação docente para educação profissional por meio de um curso de extensão com tecnologias emergentes e escolarização aberta. Dialogo Educacional, 21(71) pp. 1766–1793.

Okada, Alexandra and Matta, Claudia Eliane (2021). Teacher training for professional education through a course of extension on emerging Technologies with open schooling. Revista Diálogo Educacional, 21(71) pp. 1794–1819.

Parry, John (2021). Always the practitioner: reflections on a journey into the academy. In: Morris, Sean Michael; Rai, Lucy and Littleton, Karen eds. Voices Of Practice: Narrative Scholarship from the Margins. Washington, DC: Hybrid Pedagogy Inc., pp. 73–80.

Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu and Mubaira, Simbarashe (2021). Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe. The EdTech Hub, London.

Ramsamy-Iranah, S. D.; Maguire, M.; Peace, S. and Pooneeth, V. (2021). Older Adults’ Perspectives on Transitions in the Kitchen. Journal of Aging and Environment, 35(2) pp. 207–224.

Rix, Jonathan; Garcia Carrizosa, Helena; Hayhoe, Simon; Seale, Jane and Sheehy, Kieron (2021). Emergent analysis and dissemination within participatory research. International Journal of Research & Method in Education, 44(3) pp. 287–302.

Rix, Jonathan and Ingham, Nigel (2021). The impact of education selection according to notions of intelligence: A systematic literature review. International Journal of Educational Research Open, 2-2, article no. 100037.

Robinson, Ian Wright (2021). Student and Staff Perceptions and Experiences of Employability at an English School Sixth-Form. MPhil thesis The Open University.

Rodriguez Leon, Lucy (2021). Sensing and configuring the world with text: bringing neo-Vygotskian thinking into dialogue with more-than-human literacies in early childhood. Discourse: Studies in the cultural politics of education, 44(2) pp. 253–268.

Rodriguez-Leon, Lucy and Payler, Jane (2021). Surfacing complexity in shared book reading: the role of affordance, repetition and modal appropriation in children’s participation. Learning, Culture and Social Interaction, 28, article no. 100496.

Roelen, Keetie and Saha, Amrita (2021). Pathways to stronger futures? The role of social protection in reducing psychological risk factors for child development in Haiti. World Development, 142, article no. 105423.

Seale, Jane; Garcia Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2021). A participatory approach to the evaluation of participatory museum research projects. International Journal of Research and Method in Education, 44(1) pp. 20–40.

Sheehy, Kieron; Kasule, George Wilson and Chamberlain, Liz (2021). Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice. International Journal of Disability, Development and Education., 68(4) pp. 600–615.

Stafford, Mary (2021). Doctoral Researchers Abroad: Negotiating Language And Identity In A Multilingual Context. EdD thesis The Open University.

Stutchbury, Kris (2021). Critical realist research: Ethical issues and dilemmas as illustrated through a doctoral study in an African University. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking Critically and Ethically about Research for Education: Engaging with Voice and Empowerment in International Contexts. Abingdon: Routledge, pp. 154–170.

Stutchbury, Kris; Gallastegi, Lore and Woodward, Clare (2021). Zambian Education School-based Training (ZEST) Project: Cohort 3 Evaluation, May 2021. The Open University.

Tan, Laura Terzhao (2021). When East Meets West: Exploring the Acculturation Experiences of East Asian Online Learners. EdD thesis The Open University.

Therova, Dana (2021). A Corpus-Based Study of Academic Vocabulary in Foundation-Level Students' Assessed Academic Writing at a UK University. PhD thesis The Open University.

Tope, Clare (2021). ‘Noticing’ examples presented in primary mathematics textbooks. Teacher Education Advancement Network Journal, 13(1) pp. 43–53.

Traianou, Anna and Hammersley, Martyn (2021). Is there a right not to be researched? Is there a right to do research? Some questions about informed consent and the principle of autonomy. International Journal of Social Research Methodology, 24(4) pp. 443–452.

Varga Nagy, Anikó; Pálfi, Sándor and Teszenyi, Eleonora (2021). From institutional dominance to parental involvement: Models of working with families in Hungarian Kindergartens. In: Garvis, Susanne; Phillipson, Sivanes; Hajdu-Luukkainen, Heidi and Sadownik, Alicja Renata eds. Parental Engagement and Early Childhood Education Around the World. Evolving Families. Abingdon: Routledge, pp. 136–150.

Wallis, Rachel (2021). Evaluating the learning of number concepts through measures: ​A design-based research project​. In: British Society for Research into Learning Mathematics, Spring Conference 2021, 6 Mar 2021, Online.

Waterkeyn, Tamsin (2021). Sociocultural Impacts of English and Globalisation on Women in Higher Education in Saudi Arabia. EdD thesis The Open University.

Wolfenden, Freda (2021). Innovation in teacher policy and practice for education recovery. TTF, Paris.

2020To Top

Acevedo, Margaret Claire (2020). Bringing Language to Consciousness: Teacher Professional Learning in Genre-based Reading Pedagogy. PhD thesis The Open University.

Addae-Kyeremeh, Eric (2020). The Role of Networking in Supporting Headteachers' Professional Development and Practice in Ghana. EdD thesis The Open University.

Akyeampong, Kwame (2020). Transforming Teacher Preparation for Development of Education in Ghana: Challenges, Progress and Prospects. In: Lefty, Lauren and Frazer, James W. eds. Teaching the World's Teachers. Baltimore, MD: John Hopkins University, pp. 179–198.

Baker, Sally; Jack, Victoria; Moser-Mercer, Barbara; Charitonos, Koula and Fox, Alison (2020). Ethics-in-practice in fragile contexts: The value of the CERD ethical appraisal framework. BERA.

Banks, Frank and Barlex, David (2020). Teaching STEM in the Secondary School: helping teachers meet the challenge, 2nd edition. Abingdon: Routledge.

Bentinck, Valerie Ann (2020). The Transition To Blended Learning: Students’ Perceptions Of Online Interaction. EdD thesis The Open University.

Body, Alison; Lau, Emily and Josephidou, Joanne (2020). Engaging children in meaningful charity: Opening-up the spaces within which children learn to give. Children and Society, 34(3) pp. 189–203.

Bourchak, Mokhtar (2020). Retention of At-Risk Students: a Case Study from a Tertiary Education Institution in the Middle East. EdD thesis The Open University.

Bridgman, Sarah (2020). Developing an Agile-based toolkit at The Open University to support the production of online learning content. EdD thesis The Open University.

Brooks, Nicola Jane (2020). Data Changes Everything - An Investigation Into The Acceptance Of Learning Analytics To Support Student Success. EdD thesis The Open University.

Buckler, Alison (2020). Being and becoming in teacher education: student-teachers’ freedom to learn in a College of Education in Ghana. Compare: A Journal of Comparative and International Education, 50(6) pp. 844–864.

Buckler, Alison; Chamberlain, Liz; Stutchbury, Kris and Hedges, Claire (2020). Minimising the ‘distance’ in distance learning during a global health crisis: Framing an international education response to Covid-19. UKFIET The Education and Development Forum.

Buckler, Alison and Mkwananzi, Faith (2020). [Book Review] Unfolding narratives of Ubuntu in Southern Africa (edited by Julian Müller, John Eliastam and Sheila Trahar). Compare: A Journal of Comparative and International Education, 50(1) pp. 150–152.

Busher, Hugh and Fox, Alison (2020). The amoral academy? A critical discussion of research ethics in the neo-liberal university. Educational Philosophy and Theory, 53(5) pp. 469–478.

Canning, Natalie (2020). The significance of children’s play and empowerment: An observational tool. Occassional Paper 14, TACTYC.

Canning, Natalie (2020). Children's Empowerment in Play. TACTYC. Oxon: Routledge.

Carter, Emma; Rose, Pauline; Sabates, Ricardo and Akyeampong, Kwame (2020). Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana. International Journal of Educational Research, 100 p. 101541.

Carter, Emma; Sabates, Ricardo; Rose, Pauline and Akyeampong, Kwame (2020). Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana. International Journal of Educational Development, 76 p. 102195.

Chamberlain, Liz (2020). Findings from research: Capturing children and young people's views on rights. Journal of Innovate Teaching School Partnership, Milton Keynes.

Chamberlain, Liz (2020). Remedying the impact of school closures: be kind, thank a teacher. OpenLearn, Milton Keynes.

Chamberlain, Liz (2020). Opportunities missed: Then the rains came down and washed the writing away. British Educational Research Association.

Chamberlain, Liz; Lacina, Jan; Bintz, William P.; Jimerson, JoBeth; Payne, Kim and Zingale, Remy (2020). Literacy in lockdown: learning and teaching in COVID-19 school closures. The Reading Teacher, 74(3) pp. 243–253.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2020). Development and evaluation of the Our Journey platform through the ‘Linked Journeys’ project. Jisc.

Cremin, Teresa (2020). Reading for Pleasure: challenges and opportunities. In: Davison, Jon and Daly, Caroline eds. Debates in English Teaching. Debates in Subject Teaching. London: Routledge.

Cremin, Teresa and Durning, Aimee (2020). Inspiring a love of reading: Professional learning to develop a culture of reading for pleasure. In: Green, Michael and Rolls, Luke eds. Reimagining Professional Development in Schools. Routledge.

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Wilson, Anthony; Oliver, Lucy and Nash, Tricia (2020). Teachers as writers: Learning together with others. Literacy, 54(2) pp. 49–59.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya (2020). Digital Badges for Teacher Professional Development in India: Interim Project Report. The Open University & Tata Institute of Social Sciences.

de Leeuw, Renske R.; Little, Cathy and Rix, Jonathan (2020). Something needs to be said – Some thoughts on the possibilities and limitations of ‘voice’. International Journal of Educational Research, 104, article no. 101694.

Dennis, Carol Azumah (2020). [Book Review] Identity and resistance in further education by Bennett, P., & Smith, R., Routledge, London 2018. Journal of Vocational Education & Training, 72(4) pp. 595–596.

Dennis, Carol Azumah; Springbett, Octavia and Walker, Lizzie (2020). Further education college leaders: securing the sector’s future. Futures, 115, article no. 102478.

Dulay, K. M.; Masento, N. A.; Harvey, K.; Messer, D. J. and Houston‐Price, C. (2020). Me and my veggies: The use of interactive, personalised picture books in healthy eating interventions. Nutrition Bulletin, 45(1) pp. 51–58.

Dunne, Máiréad; Crossouard, Barbara; Agbaire, Jennifer and Bakari, Salihu (2020). Beyond the Modern: Muslim Youth Imaginaries of Nation in Northern Nigeria. Sociology, 54(6) pp. 1122–1140.

Ebubedike, Margaret (2020). How government can support learning during school closures in Nigeria: No more missed opportunities. UKFIET The Education and Development Forum.

Erle, Sibylle and Hendry, Helen (2020). Monsters: interdisciplinary explorations in monstrosity. Palgrave Communications, 6, article no. 53.

Ferguson, Rebecca; Childs, Mark; Okada, Alexandra; Sheehy, Kieron; Tatlow-Golden, Mimi and Childs, Anna (2020). Creating a Framework of fun and Learning: Using Balloons to Build Consensus. In: 14th European Conference on Games Based Learning - ECGBL 2020, 23-25 Sep 2020, Brighton (held virtually due to COVID).

Fox, Alison; Charitonos, Koula; Baker, Sally; Moser-Mercer, Barbara and Jack, Victoria (2020). Ethics-in-practice in fragile contexts: research in education for displaced persons, refugees and asylum seekers. British Educational Research Journal, 46(4) pp. 829–847.

Fox, Alison and Poultney, Val (2020). Teacher professional learning through lesson study: teachers' reflections. International Journal of Lesson and Learning Studies, 9(4) pp. 397–412.

Garcia, Rebecca; Ali, Nasreen; Guppy, Andrew; Griffiths, Malcolm and Randhawa, Gurch (2020). Ethnic differences in risk factors for adverse birth outcomes between Pakistani, Bangladeshi and White British mothers. Journal of Advanced Nursing, 76(1) pp. 174–182.

Garcia Carrizosa, Helena; Sheehy, Kieron; Rix, Jonathan; Seale, Jane and Hayhoe, Simon (2020). Designing technologies for museums: accessibility and participation issues. Journal of Enabling Technologies, 14(1) pp. 31–39.

Gaved, Mark; Hanson, Rachel and Stutchbury, Kris (2020). Mobile offline networked learning for teacher Continuing Professional Development in Zambia. In: Proceedings of mLearn2020: the 19th World Conference on Mobile, Blended and Seamless Learning.

Gibbons, Wayne (2020). The Role, Implementation and Impact of Digital Open Badges on a Civil Engineering Degree. EdD thesis The Open University.

Golding, Tyrrell (2020). Volunteering And Lifelong Learning: An Exploration Of Adult Motivation To Volunteer In Work With Young People In England. EdD thesis The Open University.

Hammersley, Martyn (2020). On Schutz’s conception of science as one of multiple realities. Journal of Classical Sociology, 20(4) pp. 281–297.

Hammersley, Martyn (2020). The Influence of Felix Kaufmann’s Methodology on Harold Garfinkel’s Ethnomethodology. Philosophy of the Social Sciences, 50(1) pp. 23–44.

Hammersley, Martyn (2020). A Paean to Populist Epistemology. Qualitative Inquiry, 26(6) p. 677.

Hammersley, Martyn (2020). From methodology to methodography? Methodological Innovations, 13(3)

Hammersley, Martyn (2020). Reflections on the Methodological Approach of Systematic Reviews. In: Zawacki-Richter, Olaf; Kerres, Michael; Bedenlier, Svenja; Bond, Melissa and Buntins, Katja eds. Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Wiesbaden, Germany: Springer VS, pp. 23–39.

Hayward, Louise; Makara, Kara; MacBride George; Morrison-Love, David; Spencer, Ernie; Barnes, Jan; Davies, Heddwen; Hughes, Sioned; Ryder, Nanna; Sharpling, Elaine; Stacey, David and Wallis, Rachel (2020). So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales. University of Glasgow and University of Wales Trinity Saint David.

Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie (2020). Evaluation of Hackney Learning Trust's Reading Programmes. The Open University, Milton Keynes.

Hendry, Helen (2020). Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy, 54(1) pp. 58–69.

Horsley, Karen (2020). Seeing the bigger picture: exploring the knowledge and stories of young children from migrant backgrounds through documentary photography. The Open University.

Howson, Oliver; Adeliyi, Adeola; Willis, Alistair; Hirst, Tony; Charlton, Patricia; Gooch, Daniel; Rosewell, Jonathan; Richards, Mike; Wermelinger, Michel; Piwek, Paul; Savage, Simon; Lowndes, Charly; Thomas, Elaine and Smith, Andrew (2020). Best Practices in using Technological Infrastructures. The Institute of Coding.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate and Holmes, Wayne (2020). Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project. In: ASSETS '20: The 22nd International ACM SIGACCESS Conference on Computers and Accessibility, pp. 1–4.

Jones, Charlotte; Naylor, Ruth; Rafaeli, Tal; Mlambo, Yeukai; Nielsen, Ann; Wolfenden, Freda and Godwin, Katie (2020). 'Redesigning the Education Workforce' Background Paper for Transforming the Education Workforce: Learning Teams for a Learning Generation. Transforming the Education Workforce Report; The Education Commission, New York.

Josephidou, Jo and Bolshaw, Polly (2020). Understanding gender and early childhood: an introduction to the key debates. Routledge.

Josephidou, Joanne (2020). A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play. Early Years: An international research journal, 40(1) pp. 95–108.

Kambouri-Danos, Maria and Pieridou, Myria (2020). Qualitative doctoral research in educational settings: Reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9(1) pp. 21–31.

Kemp, Nicola; Durrant, Ian and Josephidou, Jo (2020). Making connections with their world: outdoor provision for under-twos in early childhood settings in Kent. Froebel Trust.

Kemp, Nicola and Josephidou, Jo (2020). Where are the babies? Engaging the under twos with the outdoors. The Froebel Trust.

Kucirkova, Natalia and Cremin, Teresa (2020). Children Reading for Pleasure in the Digital Age: Mapping Reader Engagement. SAGE.

Lekobane, Khaufelo Raymond and Roelen, Keetie (2020). Leaving No One Behind: Multidimensional Child Poverty in Botswana. Child Indicators Research, 13(6) pp. 2003–2030.

Lister, Kate (2020). Student wellbeing: walking the walk. University Business, Online.

Lister, Kate; Coughlan, Tim; Iniesto, Francisco; Freear, Nick and Devine, Peter (2020). Accessible Conversational User Interfaces: Considerations for design. In: W4A '20: Proceedings of the 17th International Web for All Conference, article no. 5.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5) pp. 620–635.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education. Widening Participation and Lifelong Learning, 22(1) pp. 95–111.

MacKenzie, Alison; Bower, Christine and Owaineh, Mohammed (2020). Barriers to Effective, Equitable and Quality Education: A Rights-based, Participatory Research Assessment of Inclusion of Children with Disabilities in Palestine. The International Journal of Children’s Rights, 28(4) pp. 805–832.

MacKenzie, Alison; Bower, Christine and Owaineh, Mohammed (2020). Gratitude versus children's rights: An exploration mothers’ attitudes towards disability and inclusive education in Palestine. International Journal of Educational Research Open, 1, article no. 100001.

Malibha-Pinchbeck, Memory (2020). The Listening Practices Of Secondary School Students Whilst They Are Studying. PhD thesis The Open University.

Messer, D. J.; Moran, A. and Henry, L. A. (2020). Executive Functioning in Children. In: Hupp, S and Jewell, J. D. eds. The Encyclopedia of Child and Adolescent Development., Volume 3. New York: Wiley.

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2020). Inquiry-Based Learning on the Cloud. In: Information Resources Management Association ed. Cognitive Analytics: Concepts, Methodologies, Tools, and Applications. IGI Global, pp. 529–549.

Mlambo, Yeukai; Neilsen, Ann; Silova, Iveta; Wolfenden, Freda; Rafaeli, Tal and Jones, Charlotte (2020). Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce. The Education Commission, New York.

Morrison, Sipho A. (2020). Flow and its Relationship with the Mathematical Classroom. PhD thesis The Open University.

Musgrave, Jackie and Levy, Rachael (2020). Including Children with Chronic Health Conditions in Early Childhood Education and Care Settings. Journal of Early Childhood Research, 18(2) pp. 159–173.

Okada, Alexandra; Quadros da Rosa, Luziana and Vieira de Souza, Marcio (2020). Open schooling with inquiry maps in network education: Supporting Responsible Research and Innovation (RRI) and fun in learning. Exitus, 10(1), article no. e020053.

Okada, Alexandra and Sheehy, Kieron (2020). The value of fun in online learning: a study supported by responsible research and innovation and open data. Revista e-Curriculum, 18(2) pp. 319–343.

Okada, Alexandra and Sheehy, Kieron (2020). Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19. Frontiers in Education, 5(1), article no. 584351.

Payler, Jane and Bennett, Stephanie (2020). Workforce composition, qualifications and professional development in Montessori early childhood education and care settings in England. Montessori St. Nicholas Charity and The Open University, Milton Keynes, UK.

Payler, Jane; Cooper, Victoria and Bennett, Stephanie (2020). Children and young people living through a serious family illness: structural, interpersonal and personal perspectives. Children & Society, 34(1) pp. 62–77.

Peace, Sheila and Darton, Robin (2020). Reflections on Cross-Cultural Comparison of the Impact of Housing Modification/Adaptation* for Supporting Older People at Home: A Discussion. Journal of Aging and Environment, 34(2) pp. 210–231.

Rahman, Md Shajedur (2020). Unexplored Areas of Teacher Collaboration: Evidence from a Bangladeshi Rural Primary school. PhD thesis The Open University.

Rix, Jonathan (2020). Our need for certainty in an uncertain world: the difference between special education and inclusion? British Journal of Special Education, 47(3) pp. 283–307.

Rix, Jonathan; Garcia Carrizosa, Helena; Seale, Jane; Sheehy, Kieron and Hayhoe, Simon (2020). The while of participation: A systematic review of participatory research involving people with sensory impairments and/or intellectual impairments. Disability and Society, 35(7) pp. 1031–1057.

Rix, Jonathan; Parry, John and Malibha-Pinchbeck, Memory (2020). "Building a better picture" – Practitioners’ views of using a listening approach with young disabled children. Journal of Early Childhood Research, 18(1) pp. 3–17.

Rodriguez León, Lucy Jane (2020). Literacy Experiences: An Exploration Of Young Children's Orientations, Identities, And Affective Relations With Text. PhD thesis The Open University.

Rosa, Luziana Quadros da; Souza, Marcio Vieira de and Okada, Alexandra (2020). Open schooling with RRI for a significant participation of indigenous communities in network education. The Brazilian Journal of Education Policy and Administration, 36(3) pp. 1046–1067.

Seaward, Phillippa Jane (2020). A Case Study Of Learning, Support And Disruption For Distance Learners In Student-Led Facebook Study Groups. EdD thesis The Open University.

Smith, Elizabeth; Critten, Valerie and Vardill, Robert (2020). Assessing progress in children with severe/profound intellectual disabilities: what are the issues? Disability & Society, 35(10) pp. 1688–1692.

Stutchbury, Kris; Chamberlain, Liz and Rodriguez-Leon, Lucy (2020). Supporting the teaching of early reading: An evaluation of the TESSA: Teaching Early Reading with African Storybook Badged Online Course (BOC). The Open University, Milton Keynes.

Stutchbury, Kris and Gallastegi, Lore (2020). Zambian Education School-based Training (ZEST) Project: Cohort 2 Evaluation, April 2020. The Open University.

Teszenyi, Eleonora; Devecchi, Christina and Richardson, Tanya (2020). Enhancing learning for Early Years Foundation Degree students: empowerment through heutagogy and reflecting on the notion of knowledgeable others. Polish Journal of Educational Studies, 72(1) pp. 25–44.

Whitelock, Denise; Edwards, Chris and Okada, Alexandra (2020). Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted through the e-Assessment Process? Journal of Learning for Development - JL4D, 7(1) pp. 46–60.

Wolfenden, Freda; Adinolfi, Lina and Cross, Simon (2020). Exploring open digital badges in teacher education: a case study from India. Journal of Learning for Development - JL4D, 7(1) pp. 108–115.

2019To Top

Busher, Hugh and Fox, Alison eds. (2019). Implementing Ethics in Educational Ethnography: Regulation and Practice. London: Routledge.

Eyres, Ian; McCormick, Robert and Power, Tom eds. (2019). Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury Academic.

Lee, Clare and Ward-Penny, Robert eds. (2019). A practical guide to teaching mathematics in the secondary school. 2nd edition. Routledge Teaching Guides. London: Routledge.

Addae-Kyeremeh, Eric; Cullen, Jane and Abreh, Might Kojo (2019). Designing and developing educational resources for teacher education via Open and Distance Learning (ODL), A case study from Ghana. In: SEDO conference Theme: Promoting Innovative Educational Practices for Sustainable Development, 29-30 Jan 2019, Cape Coast, Ghana.

Aggleton, Jen (2019). Defining digital comics: a British Library perspective. Journal of Graphic Novels and Comics, 10(4) pp. 393–409.

Baker-Oxley, Deavon Rose (2019). Progression of African-Caribbean Students in Further Education: Positive Approaches for Academic Success. EdD thesis The Open University.

Body, A; Lau, E and Josephidou, Joanne (2019). Our Charitable Children. University of Kent; Canterbury Christ Church University, UK.

Bowden, Sandra Louise (2019). Working On The Margins Of An Educational Organisation: The Experiences Of Online Tutors And Their Professional Identity. An Interpretative Phenomenological Analysis (IPA) Study. EdD thesis The Open University.

Buckler, Alison; Mkwananzi, Faith; Chamberlain, Liz and Dean, Caroline (2019). Inclusive ways of knowing? Problematising the relationship between research and the design of inclusive education. In: 2019 UKFIET Conference, 17-19 Sep 2019, Oxford, UKFIET.

Buckler, Alison; Stutchbury, Kris; Kasule, George; Kaiije, Doris and Cullen, Jane (2019). “… by Seeking Help I Became Equipped, Skilled and Enlightened”: Ugandan Tutors’ Stories, Identities and Spaces for Professional Development in Teacher Colleges. In: Pan Commonwealth Forum 9, 2019. Conference Proceedings, Commonwealth of Learning, Vancouver, Canada, article no. 237.

Burton, Sonia; Eyres, Ian and McCormick, Robert (2019). The Educational Context of Bangladesh: An Overview. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, pp. 9–22.

Busher, Hugh and Fox, Alison (2019). Chapter 1 – Introduction: Overview of the book. In: Busher, Hugh and Fox, Alison eds. Implementing Ethics in Educational Ethnography: Regulation and Practice. London: Routledge, pp. 1–16.

Bussey, Sonia (2019). Teaching Undergraduate Medical Students: Exploring The Clinical Teacher Experience. EdD thesis The Open University.

Canning, Natalie (2019). ‘Just 5 more minutes!’ Power dynamics in outdoor play. International Journal of Play, 8(1) pp. 11–24.

Canning, Natalie (2019). ‘Can you shout a little louder?’ Listening and hearing children’s voices through play. In: Patterson, Catherine and Kocher, Laurie eds. Pedagogies for Children's Perspectives. Thinking about Pedagogy in Early Childhood Education. Oxon: Routledge, pp. 33–46.

Canning, Natalie; Horsley, Karen and Payler, Jane (2019). Researching Children’s Curiosity and Imagination Through the Our Story Tablet App. BERA Research Intelligence(140) pp. 22–23.

Chamberlain, Liz (2019). Places, spaces and local customs: honouring the private worlds of out-of-school text creation. Literacy, 53(1) pp. 39–45.

Chamberlain, Liz (2019). Inspiring Writing in Primary School. Exeter: Learning Matters.

Chamberlain, Liz; Afroze, Jiniya; Cooper, Victoria and Collins, Trevor (2019). Representing children's rights from discussion through to illustration and interpretation. The Open University Children’s Research Centre and Amnesty UK International, Milton Keynes.

Chamberlain, Liz and Cooper, Victoria (2019). Representing children’s rights from discussion through to illustration and interpretation. Research Intelligence(139) pp. 13–14.

Chamberlain, Liz and Safford, Kimberly (2019). Learning Assistants in Sierra Leone: model, innovation, and impact. In: 9th Pan-Commonwealth Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9), 09-13 Sep 2019, Edinburgh.

Charitonos, Koula; Littlejohn, Allison; Kaatrakoski, Heli; Fox, Alison; Chaudhari, Vasudha; Seal, Timothy and Tegama, Natalie (2019). Technology-supported Capacity Building on AMR Surveillance: Findings from the Pilot Phase. The Open University.

Cooper, Victoria; Payler, Jane and Bennett, Stephanie (2019). Beyond talk: Learning from children and young people experiencing a family health crisis. In: Robb, Martin; Montgomery, Heather and Thompson, Rachel eds. Critical Practice with Children and Young People (2nd edition). Bristol: Policy press, pp. 143–160.

Coughlan, Tim; Lister, Kate and Freear, Nick (2019). Our Journey: Designing and utilising a tool to support students to represent their study journeys. In: Proceedings of the 13th Annual International Technology, Education and Development Conference (INTED) 2019 pp. 3140–3147.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 51–73.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 75–91.

Cremin, Teresa (2019). Reading communities: why, what and how? NATE, Primary Matters Magazine.

Cremin, Teresa (2019). Helping teachers develop their knowledge of children’s literature and other texts. Books for keeps.

Cremin, Teresa (2019). Teachers’ knowledge of children’s literature: the cornerstone of reading for pleasure. Scottish Book Trust.

Cremin, Teresa (2019). Reading communities: why, what and how? NATE, Sheffield.

Cremin, Teresa (2019). Poetry, Pleasure and Play. The Children's poetry summit.

Cremin, Teresa (2019). Our foot's in the door: Editorial to Special Issue on Creativity, Arts and Cultural Education. Impact(7) pp. 1–3.

Cremin, Teresa (2019). The Personal in the Professional. In: Ogier, Susan ed. A Broad and Balanced Curriculum in Primary Schools: Educating the whole child. Exploring the Primary Curriculum. Sage, pp. 219–229.

Cremin, Teresa and Myhill, Debra (2019). Creative writers as arts educators. In: Noblit, George ed. Oxford Research Encyclopedia of Education. New York: Oxford University Press.

Cremin, Teresa and Twiner, Alison (2019). Less is More – focusing on feedback. Teachers as Writers.

Critten, Valerie; Messer, David and Sheehy, Kieron (2019). Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes. Research in Developmental Disabilities, 85 pp. 131–142.

Cross, Simon; Adinolfi, Lina and Wolfenden, Freda (2019). TESS-India: An approach to supporting teacher development and improving classroom practice. The Open University, Milton Keynes, UK.

Dawadi, Saraswati (2019). Impact of the Secondary Education Examination (English) on Students and Parents in Nepal. PhD thesis The Open University.

De Geest, Els and Lee, Clare (2019). Promoting a Positive Learning Environment. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon: Routledge, pp. 90–103.

Delprato, Marcos and Akyeampong, Kwame (2019). The effect of working on students’ learning in Latin America: Evidence from the learning survey TERCE. International Journal of Educational Development, 70, article no. 102086.

Dennis, Carol Azumah; Springbett, Octavia and Walker, Lizzie (2019). Further Education, Leadership and Ethical action: thinking with Hannah Arendt. Educational Management Administration & Leadership, 47(2) pp. 189–205.

Edwards, Chris; Whitelock, Denise; Brouns, Francis; Rodríguez, M. Elena; Okada, Alexandra; Baneres, David and Holmes, Wayne (2019). An embedded approach to plagiarism detection using the TeSLA e-authentication system. In: TEA 2018 Technology Enhanced Assessment Conference, 10-11 Dec 2018, Amsterdam, the Netherlands.

Edwards, Chris; Whitelock, Denise and Okada, Alexandra (2019). Did you really do this? E-authentication raising confidence in e-assessment. In: 9th Pan-Commonwealth Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9), 9-12 Sep 2019, Edinburgh, Scotland.

Eyres, Ian and Akhter, Rehnuma (2019). Raising Standards of English: Questions of Proficiency. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, pp. 129–144.

Fox, Alison; Addison-Pettit, Paula; Lee, Clare and Stutchbury, Kris (2019). Using a Masters course to explore the challenges and opportunities of incorporating Sustainability into a range of educational contexts. In: Climate Change and the Role of Education (Filho, Walter Leal and Hemstock, Sarah eds.), Climate Change Management Series, Springer, London, pp. 219–236.

Fox, Alison and Mitchell, Rafael (2019). Ethical learning from an educational ethnography: the application of an ethical framework in doctoral supervision. In: Busher, Hugh and Fox, Alison eds. Implementing Ethics in Educational Ethnography: Regulation and Practice. London: Routledge, pp. 110–126.

Gallastegi, Lore and Stutchbury, Kris (2019). Zambian Education School-based Training (ZEST) Project: Cohort 1 Evaluation, June 2019. The Open University.

Gallastegi, Lore; Stutchbury, Kris and Woodward, Clare (2019). Taking ownership: Including all teachers in SBCPD. In: Pan-Commonwealth Forum 9 (PCF9), 9-12 Sep 2019, Edinburgh.

Garcia Carrizosa, Helena; Diaz, Jara; Krall, Rotraut and Sisinni Ganly, Felicitas (2019). Cultural Differences in ARCHES: A European Participatory Research Project—Working with Mixed Access Preferences in Different Cultural Heritage Sites. The International Journal of the Inclusive Museum, 12(3) pp. 33–50.

Gardner, Marjorie Helen (2019). Impact of a Post Registration Degree Programme for Occupational Therapists in Sri Lanka. EdD thesis The Open University.

Hammersley, Martyn (2019). Understanding a Dispute About Ethnomethodology: Watson and Sharrock's Response to Atkinson's "Critical Review". Forum: Qualitative Social Research, 20(1), article no. 1.

Hammersley, Martyn (2019). The Concept of Culture: A History and Reappraisal. Cham, Switzerland: Palgrave Macmillan.

Johnston-Wilder, Sue and Lee, Clare (2019). How can we address mathematics anxiety more effectively as a community? In: 15th International Conference of The Mathematics Education for the Future Project Theory and Practice (Rogerson, Alan ed.).

Lee, Clare (2019). Practical Assessment for Learning. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon: Routledge, pp. 15–22.

Lee, Clare and Morrison, Sipho (2019). Action Research - systematic reflective action to improve practice. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon: Routledge, pp. 116–124.

Lister, Kate (2019). How to make learning support mental wellbeing. TEDxOpenUniversity.

Lister, Katharine; McPherson, Elaine; Coughlan, Tim; Gallen, Anne-Marie and Pearson, Victoria (2019). Towards Inclusive Language: Exploring student-led approaches to talking about disability-related study needs. In: Proceedings of the 12th annual International Conference of Education, Research and Innovation (ICERI 2019), IATED pp. 1444–1453.

McPherson, E.; Lister, K.; Pearson, V. K.; Colwell, C.; Gallen, A. M. and Collins, T. (2019). Embedding and Sustaining Inclusive Practices in STEM. In: 13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain, pp. 2717–2722.

Monbec, Laetitia (2019). Transfer from English for Academic Purposes to Disciplinary Modules. EdD thesis The Open University.

Musgrave, Jackie (2019). Reflexivity in Research. In: Brown, Zeta and Perkins, Helen eds. Beyond the Conventional: Using innovative methods in early years research., Volume 1. Abingdon: Routledge.

Musgrave, Jackie (2019). The Use of Observations in Early Childhood Research. In: Brown, Zeta and Perkins, Helen eds. Beyond the Conventional: Using innovative methods in early years research., Volume 1. Abingdon: Routledge, pp. 188–201.

Myhill, Debra and Cremin, Teresa (2019). Creative collaboration: teachers and writers working together. Impact(7) pp. 61–65.

Okada, A.; Rocha, K.; Fuchter, S.; Zucchi, S. and Wortley, D. (2019). Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition. In: Technology Enhanced Assessment Conference (TEA 2018): Revised Selected Papers (Draaijer, Silvester; Joosten-ten Brinke, Desirée and Ras, Eric eds.), Communications in Computer and Information Science, pp. 91–101.

Okada, Alexandra and De Liddo, Anna (2019). LiteMap - Mapeamento do conhecimento. Open University.

Okada, Alexandra; Kowalski, Raquel Pasternak Glitz; Kirner, Claudio and Torres, Patrícia Lupion (2019). Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation. Interactive Learning Environments, 27(3) pp. 324–335.

Okada, Alexandra; Noguera, Ingrid; Aleksieva, Lyubka; Rozeva, Anna; Kocdar, Serpil; Brouns, Francis; Whitelock, Denise and Guerrero-Roldán, Ana-Elena (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology, 50(6) pp. 3264–3282.

Okada, Alexandra and Whitelock, Denise (2019). Academic Integrity through e-authentication and authorship verification for e-assessment: impact study. In: 7th International Assessment in Higher Education Conference, 2 Jul 2019, Manchester UK.

Okada, Alexandra and Whitelock, Denise (2019). An Evaluation Methodology Applied to Trust-Based Adapted Systems for e-Assessment: Connecting Responsible Research and Innovation with a Human-Centred Design Approach. In: Besora, David; Guerrero Roldán, Ana Elena and Rodríguez González, M. Elena eds. Engineering Data-Driven Adaptive Trust-based e-Assessment System: Challenges and Infrastructure Solutions. Lecture Notes on Data Engineering and Communications Technologies, 34. Springer, pp. 239–265.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2019). e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2) pp. 861–875.

Pálfi, S.; Rákó, E.; Varga Nagy, A. and Teszenyi, Eleonora (2019). Children’s Rights In Hungary in Early Childhood Education and Care. In: Murray, J.; Swadener, B. B. and Smith, K. eds. The Routledge International Handbook of Young Children's Rights. Routledge International Handbooks of Education. Abingdon: Routledge.

Pearson, Victoria; Lister, Katharine and Coughlan, Tim (2019). Accessibility Coordinators: A model for embedded, sustainable change towards inclusive higher education. In: Proceedings of the 12th annual International Conference of Education, Research and Innovation (ICERI 2019), IATED pp. 3127–3136.

Pearson, Victoria; Lister, Katharine; McPherson, Elaine; Gallen, Anne-Marie; Davies, Gareth; Colwell, Chetz; Bradshaw, Kate; Braithwaite, N St.J and Collins, Trevor (2019). Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning. Journal of Interactive Media in Education, 1, article no. 4.

Power, Tom (2019). Approaches to Teacher Professional Development in Low-to-Middle-Income Countries. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale. Lessons from Bangladesh. London: Bloomsbury Academic, pp. 47–65.

Power, Tom (2019). The EIA approach to Teacher Development. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale. Lessons from Bangladesh. London: Bloomsbury Academic, pp. 67–78.

Power, Tom; Eyres, Ian and McCormick, Robert (2019). Effecting Change Within and Across a National Education System. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale. Lessons from Bangladesh. London: Bloomsbury Academic, pp. 1–6.

Power, Tom; Griffiths, Malcolm and Seal, Timothy (2019). Educational Technology Landscape Review, Myanmar. DFID Myanmar-UK Partnership for Education.

Ramos, André L. M.; Korb, Thiago and Okada, Alexandra (2019). Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App. In: Intelligent Computing: Proceedings of the 2019 Computing Conference, Vol. 1, Advances in Intelligent Systems and Computing (AISC), Springer, pp. 1259–1268.

Shaw, Erin (2019). A Study of Factors and Perceptions that Mediate Student Participation in Supplementary Discussion Forums. EdD thesis The Open University.

Sheehy, Kieron; Garcia Carrizosa, Helena; Rix, Jonathan; Seale, Jane and Hayhoe, Simon (2019). Inclusive museums and augmented reality. Affordances, participation, ethics and fun. The International Journal of the Inclusive Museum, 12(4) pp. 67–85.

Shrestha, Prithvi and Parry, John (2019). The effect of embedded academic literacy activities on student writing in a distance learning module. In: BALEAP Conference: Innovation, Exploration and Transformation, 12-14 Apr 2019, University of Leeds, BALEAP.

Stewart, Sarah (2019). Supporting Opportunity in Schools: Promoting Educational Equity – A Report on the Second and Final Year of Project Outcomes. In: British Education Studies Conference 15th Annual International Conference 2019, 27-28 Jun 2019, Swansea.

Stutchbury, Kris; Chamberlain, Liz and Amos, Sandra (2019). Supporting Professional Development Through MOOCs: the TESSA Experience. In: Pan-Commonwealth Forum 9 (PCF9), 2019. Conference Proceedings, Commonwealth of Learning, Vancouver, Canada.

Stutchbury, Kris; Gallastegi, Lore and Woodward, Clare (2019). Supporting Open Practices with Teachers in Zambia. Journal of Learning for Development - JL4D, 6(3) pp. 208–227.

Stutchbury, Kristina (2019). Teacher Educators as Agents of Change? A Critical Realist Study of a Group of Teacher Educators in a Kenyan University. EdD thesis The Open University.

Teszenyi, Eleonora and Pálfi, Sándor (2019). Vegyes vagy azonos életkorú óvodai csoport? Pedagógiai kérdések és a szülői döntés dilemmái [Mix- or same-age kindergarten groups? Pedagogical questions and the dilemmas of parental decision making]. Gyermeknevelés [Journal of Early years Education], 7(2–3) pp. 136–155.

Twining, Peter (2019). If school is the problem, what is the solution? The Open University.

van der Stouwe, Marc; Eyres, Ian and McCormick, Robert (2019). Final Reflections: Lessons Learnt. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, pp. 221–238.

Wambugu, Patricia; Stutchbury, Kris and Dickie, Joan (2019). Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya. Journal of Learning for Development - JL4D, 6(1) pp. 76–82.

Ward-Penny, Robert and Lee, Clare (2019). Planning mathematics lessons. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon, Oxon: Routledge, pp. 3–14.

Wolfenden, Freda and Adinolfi, Lina (2019). An exploration of agency in the localisation of open educational resources for teacher development. Learning, Media and Technology, 44(3) pp. 327–344.

2018To Top

Safford, Kimberly and Chamberlain, Liz eds. (2018). Learning and Teaching Around the World: Comparative and International Studies in Primary Education. Oxford: Routledge and the Open University.

Sykes, Gillian and Teszenyi, Eleonora eds. (2018). Young children and their communities. Understanding collective social responsibility. Abingdon: Routledge.

Addae-Kyeremeh, Eric and Fox, Alison (2018). What makes useful evidence for educational leadership practice? An interview. Management in Education, 32(1) pp. 53–55.

Agbaire, Jennifer (2018). University access and 'comparative disadvantage' in Nigeria: a reflection on the criticality of equity for sustainable development. International Journal of Higher Education and Sustainability, 2(1) pp. 64–79.

Aggleton, Jen (2018). Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development. New Review of Children's Literature and Librarianship, 24(1) pp. 1–17.

Akyeampong, Kwame; Vegas, Emiliana; Wolfenden, Freda; Saldanha, Kaitlynn; Dia Al-Attia, Haifa; Wigdortz, Brett; Oduro, Evelyn and Weinstein, Jose (2018). Qualities of effective teachers who teach disadvantaged students: insights from the Varkey Teacher Ambassador Community. The Varkey Foundation, UK.

Alshawabka, Khaled Elwalid (2018). Staff Perceptions of Lesson Observation and Feedback in a UK Secondary School: CPD, Identity, and Organisational Culture. EdD thesis The Open University.

Ashbridge, Jan and Josephidou, Jo (2018). The role of the teacher and other adults. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. SAGE.

Ashbridge, Jan and Josephidou, Jo (2018). Classroom organisation and the learning environment. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. SAGE.

Baldwin, Lisa and Chamberlain, Liz (2018). Congratulations, you’re the English subject leader! In: Baldwin, Lisa ed. Leading English in the Primary School: A Subject Leader's Guide. Routledge, pp. 5–21.

Bolshaw, Polly and Josephidou, Jo (2018). Introducing research in early childhood. SAGE.

Buckler, Alison S. (2018). New teachers and corporal punishment in Ghana. In: Safford, Kimberly and Chamberlain, Liz eds. Learning and Teaching Around the World: Comparative Studies in Primary Education. London: Routledge.

Butler, Deirdre; Leahy, Margaret; Twining, Peter; Akoh, Ben; Chtouki, Yousra; Farshadnia, Sara; Moore, Kanda; Nikolov, Roumen; Pascual, Carlos; Sherman, Barbara and Valtonen, Teemu (2018). Education Systems in the Digital Age: The Need for Alignment. Technology, Knowledge and Learning, 23(3) pp. 473–494.

Chamberlain, Liz (2018). Pedagogical choices in primary English. In: Baldwin, Lisa ed. Leading English in the Primary School: A Subject Leader's Guide. Routledge, pp. 82–94.

Chamberlain, Liz and McDonald, Roger (2018). Investigating the aims, values and purposes of primary education: The case of the Cambridge Primary Review. In: Cremin, Teresa and Burnett, Cathy eds. Learning to Teach in the Primary School. London: Routledge, pp. 231–245.

Cooper, Victoria and Payler, Jane (2018). Providing Hope: Supporting Children and Young People living with a loved one who is seriously ill. Children and Young People Today, UK.

Coughlan, Tim and Lister, Katharine (2018). The accessibility of administrative processes: Assessing the impacts on students in higher education. In: Proceedings of the 15th International Cross-Disciplinary Conference on Web Accessibility (Web4All 2018), ACM Press, New York.

Cremin, T. and Barnes, J. (2018). Creativity and Creative teaching and Learning. In: Cremin, T. and Burnett, C. eds. Learning to Teach in the Primary School (4th edition). Routledge.

Cremin, Teresa (2018). Building reading communities and ‘books in common’. NAAE.

Cremin, Teresa (2018). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). Living the Craft of Writing. Teachers As Writers, Arvon Foundation, Arvon website.

Cremin, Teresa (2018). Top Tips for reading aloud. The Open University.

Cremin, Teresa (2018). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). How well do you know your teachers as readers? School Library Association.

Cremin, Teresa (2018). How to become a reading role model. Maze media www.teachwire.net.

Cremin, Teresa (2018). Reading communities and books in common. NAAE.

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2018). Storytelling and story-acting: co-construction in action. Journal of Early Childhood Research, 16(1) pp. 3–17.

Cremin, Teresa and Moss, Gemma (2018). [Editorial] Reading for pleasure: supporting reader engagement. Literacy, 52(2) pp. 59–61.

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Nash, Tricia; Wilson, Anthony and Oliver, Lucy (2018). Teachers as Writers research report. Arvon.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. In: 8th Annual mEducation Alliance Symposium, 6-8 Nov 2018, Washington DC, USA.

Crossley, Michael; Gu, Qing; Barrett, Angeline M.; Brown, Lalage; Buckler, Alison; Christensen, Carly; Janmaat, Jan Germen; McCowan, Tristan; Preston, Rosemary; Singal, Nidhi and Trahar, Sheila (2018). Celebration, reflection and challenge: The BAICE 20th anniversary. Compare: A journal of comparative education, 48(5) pp. 801–820.

Dennis, Carol Azumah (2018). Decolonising Education: A Pedagogic Intervention. In: Bhambra, Gurminder K.; Nişancioğlu, Kerem and Gebrial, Dalia eds. Decolonising the University. Pluto Press, pp. 190–207.

Ebubedike, Margaret (2018). Girl Child and Women Education: Exploring the Narratives of Six Educated Nigerian Women. Educational Research Quarterly, 42(2) pp. 66–97.

Edwards, C.; Whitelock, D.; Okada, A. and Holmes, W. (2018). Trust in online authentication tools for online assessment in both formal and informal contexts. In: ICERI2018 Proceedings (Gómez Chova, L.; López Martínez, A. and Candel Torres, I. eds.), 12-14 Nov 2018, Seville, Spain, IATED Academy, pp. 3754–3762.

Edwards, Chris; Holmes, Wayne; Whitelock, Denise and Okada, Ale (2018). Student Trust in e-Authentication. In: L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale, ACM, New York, article no. 42.

Elliott, Samantha; Hendry, Helen; Ayres, Chloe; Blackman, Kim; Browning, Francesca; Colebrook, Daisy; Cook, Colin; Coy, Nathan; Hughes, Jessica; Lilley, Natasha; Newboult, Devon; Uche, Oluchi; Rickell, Amber; Rura, Gagan-Preet; Wilson, Heidi and White, Philip (2018). ‘On the outside I’m smiling but inside I’m crying’: communication successes and challenges for undergraduate academic writing. Journal of Further and Higher Education, 43(9) pp. 1163–1180.

Erling, E. J.; Adinolfi, L.; Hultgren, A. K.; Buckler, A. and Mukorera, M. (2018). Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. In: Milligan, L. O. and Tikly, L. eds. English as a medium of instruction in postcolonial contexts: issues of quality, equity and social justice. Oxford: Routledge.

Gallastegi, Lore and Stutchbury, Kris (2018). Zambian Education School-based Training (ZEST) Project: Baseline Study, March 2018. The Open University.

Gopinath, Manik; Peace, Sheila and Holland, Caroline (2018). Conserving habitus: Home, couplehood and dementia. Home Cultures, 15(3) pp. 223–263.

Hammersley, Martyn (2018). Was Blumer a cognitivist? Assessing an ethnomethodological critique. Journal for the Theory of Social Behaviour, 48(3) pp. 273–287.

Hammersley, Martyn (2018). The Radicalism of Ethnomethodology: An assessment of sources and principles. Manchester: Manchester University Press.

Hayward, Louise; Jones, Dylan E.; Waters, Jane; Makara, Kara; Morrison-Love, David; Spencer, Ernest; Barnes, Janine; Davies, Heddwen; Hughes, Sioned; Jones, Christine; Nelson, Sam; Ryder, Nanna; Stacey, David; Wallis, Rachel; Baxter, Jayne; MacBride, George; Bendall, Rachel; Brooks, Siân; Cooze, Angella; Davies, Linda; Denny, Helen; Donaldson, Peter; Lewis, Ishmael; Lloyd, Peter; Maitra, Srabani; Morgan, Catherine; James, Sue Pellew; Samuel-Thomas, Shan; Sharpling, Elaine; Southern, Alex; Stewart, Sarah; Valdera-Gil, Francisco and Wardle, Georgina (2018). Learning about Progression – Informing thinking about a Curriculum for Wales. The University of Glasgow, The University of Wales Trinity Saint David; CAMAU.

Holliman, Richard; Davies, Gareth; Ford, Diane; Russell, Mark; Steed, Anthony; Brown, Helen; Pearson, Victoria; Collins, Trevor; Stutchbury, Kris; Squires, Andrew; Scanlon, Eileen; Whitelegg, Liz; Ansine, Janice; Braithwaite, N St.J; Swithenby, Stephen; Dommett, Ellie; Sumner, Janet; Lee, Clare; Kendall, Joe; Green, Penny; Sharp, Damien; Bullivant, Mike; Devine, Peter and Hawthorne, Val (2018). Engaging Opportunities: Connecting young people with contemporary research and researchers. The Open University and the Denbigh Teaching School Alliance, Milton Keynes.

Kelly, Bethany Katherine (2018). Investigating Applicants' Perceptions of the Recruitment and Selection Process of Headteachers in English Secondary Schools: Looking at Headship Through a Leadership Identity Lens. EdD thesis The Open University.

Kucirkova, Natalia and Cremin, Teresa (2018). Personalised reading for pleasure with digital libraries: Towards a pedagogy of practice and design. Cambridge Journal of Education, 48(5) pp. 571–589.

Lee, Clare (2018). [Book Review] Thinking Collaboratively: Learning in a Community of Inquiry by D. Randy Garrison. Journal of Interactive Media in Education, 2018(1), article no. 14.

Lee, Clare and Johnston-Wilder, Sue (2018). Getting into and staying in the Growth Zone. NRICH.

Lee, Clare; Johnston-Wilder, Sue; Pardoe, Steve; Baker, Janet; Heshmati, Holly and Nyama, Joyce (2018). Mathematical Resilience Workshop. In: British Congress for Mathematics Education 9, 3-6 Apr 2018, Warwick.

Lee, Clare and Richings, Lorraine (2018). Area 1: An Overview of Evidence for the National Approach to Professional Learning in Education. Welsh Government, Cardiff.

Lister, Katharine and Coughlan, Tim (2018). Student perceptions of the language of disability, deficit and empowerment. In: Proceedings of the fifth Widening Participation Conference, Open University, Milton Keynes.

Morgana, Valentina (2018). The IPAD and the Development of Speaking and Writing in the Secondary EFL Classroom. EdD thesis The Open University.

Murray, J; Teszenyi, Eleonora; Nagy Varga, A; Pálfi, Sándor; Tajiyeva, M and Iskakova, A (2018). Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses. Early Child Development and Care, 188(5) pp. 594–612.

Musgrave, Jackie (2018). The role of practitioners in supporting children's health and wellbeing. Parenta(41) pp. 12–13.

Musgrave, Jackie (2018). Supporting Children's Health and Wellbeing Masterclass Interview. In: Brodie, Kathy ed. Interviews from the SAGE Early Years Masterclass 2018. London: Sage, pp. 52–62.

Okada, Alexandra and De Liddo, Anna (2018). LiteMap Outreach and Usage by Brazilian Universities. Open University KMI.

Okada, Alexandra and Sherborne, Tony (2018). Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil. Journal of Interactive Media In Education, 1(18) pp. 1–15.

Okada, Alexandra and Whitelock, Denise (2018). Responsible Research and Innovation with data science: a novel approach to evaluate trust of the European TeSLA system. In: 6th International Conference on Human-Agent Interaction, 15-18 Dec 2018, Southampton.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2018). Student acceptance of online assessment with e-authentication in the UK. In: 20th International Conference Technology Enhanced Assessment (TEA 2017): Revised Selected Papers, Communications in Computer and Information Science, pp. 109–122.

Panganayi, Mupenyu Felix (2018). Developing Metacognitive Skills in Secondary School Students. EdD thesis The Open University.

Perkins, Helen; Edwards, Tracey and O'Sullivan, June (2018). Men in Childcare: Does it matter to children, what do they say? (Stage 2). London Early Years Foundation and University of Wolverhampton.

Power, T. J. M. P. and Hedges, C. L. (2018). English in Action School-Based Teachers Development - Body of Evidence. English in Aid (EIA); Open University.

Prowle, Alison and Musgrave, Jackie (2018). Utilising strengths in families and communities to support children’s learning and wellbeing. In: Cheeseman, Sandra and Walker, Rosie eds. Pedagogies for Leading Practice. Thinking About Pedagogy in Early Childhood Education. London: Routledge.

Reichinger, Andreas; Garcia Carrizosa, Helena; Wood, Joanna; Schröder, Svenja; Löw, Christian; Luidolt, Laura Rosalia; Schimkowitsch, Maria; Fuhrmann, Anton; Maierhofer, Stefan and Purgathofer, Werner (2018). Pictures in Your Mind: Using Interactive Gesture-Controlled Reliefs to Explore Art. ACM Transactions on Accessible Computing, 11(1), article no. 2.

Rocha, Ana Karine Loula Torres; Rocha, Ana Beatriz L. T. and Okada, Alexandra (2018). Rubric to Assess Evidence-Based Dialogue of Socio-Scientific Issues with LiteMap. In: Technology Enhanced Assessment 20th International Conference, TEA 2017: Revised Selected Papers (Ras, Eric and Guerrero Roldán, Ana Elena eds.), Communications in Computer and Information Science, Springer, Cham, pp. 137–149.

Rossiter, Jack; Woodhead, Martin; Rolleston, Caine and Moore, Rhiannon (2018). Delivering on Every Child’s Right to Basic Skills, Summative Report. Young Lives, Oxford.

Safford, Kimberly (2018). Primary education: how and why to compare? In: Safford, Kimberly and Chamberlain, Liz eds. Learning and Teaching Around the World: Comparative and International Studies in Primary Education. London: Routledge, pp. 9–19.

Seale, Jane; Garcia-Carrizosa, Helena; Rix, Jonty; Sheehy, Kieron and Hayhoe, Simon (2018). A proposal for a unified framework for the design of technologies for people with learning difficulties. Technology and Disability, 30(1-2) pp. 25–40.

Serarols, Jordi; Gonzalez, Jordi; Welton, Nicola; Stewart, Sarah; Pauwells, Ellen; Runfola, Caterina; Mara, Elena Lucia and Mara, Daniel (2018). Equity in Education: A New Definition from a European Perspective. ACTA Universitatis Lucian Blaga, 2018(1) pp. 224–232.

Showunmi, Victoria and Fox, Alison (2018). Exploring research methods for educational leadership. Management in Education, 32(1) pp. 3–5.

Solly, Michael and Woodward, Clare (2018). Using Mediated Authentic Video as a potential innovative solution for training at scale: a view from Bangladesh. In: Kuchah, Kuchah and Shamin, Fauzia eds. Intenational Perspectives on Teaching English in Difficult Circumstances: Contexts, Challenges and Possibilities. International Perspectives on English Language Teaching. UK: Palgrave Macmillan, pp. 221–242.

Stewart, Sarah (2018). International Perspectives on Equity. In: British Education Studies Association 14th Annual International Conference, 27-29 Jun 2018, University of Bolton.

Stewart, Sarah (2018). Pennod 9 - Chwarae a Chreadigrwydd. In: Ryder, Nanna ed. Cefnogi Pob Plentyn. Carmarthen: Ganolfan Peniarth, pp. 79–88.

Stewart, Sarah and Ryder, Nanna (2018). Pennod 8 - Tu Hwnt i’r Dosbarth. In: Ryder, Nanna ed. Cefnogi Pob Plentyn. Carmarthen: Ganolfan Peniarth, pp. 68–78.

Stylianidou, Fani; Glauert, Esme; Rossis, Dimitris; Compton, Ashley; Cremin, Teresa; Craft, Anna and Havu-Nututinen, Sari (2018). Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project. European Journal of STEM Education, 3(3), article no. 15.

Tait, Alan (2018). Open Universities: the next phase. Asian Association of Open Universities Journal, 13(1) pp. 13–23.

Ullmann, Thomas; Lay, Stephanie; Coughlan, Tim; Lister, Katharine; Cross, Simon; Rienties, Bart and Whitelock, Denise (2018). Understanding SEaM student comments from a Big(ger)Data perspective: what are students saying? In: CARLG 2018 Conference 18-19 June 2018 Conference Proceedings p. 39.

Wolfenden, Freda; Buckler, Alison; Santos, Cristina and Mittelmeier, Jenna (2018). Education Workforce Initiative: Initial Research. International Commission on Financing Education Opportunity (The Education Commission).

2017To Top

(2017). Some Guidance on Conducting and Reporting Qualitative Studies. Computers & Education, 106 A1-A9.

Johnston-Wilder, Sue; Lee, Clare and Pimm, David eds. (2017). Learning to Teach Mathematics in the Secondary School: A companion to school experience (4th Edition). Learning to Teach Subjects in the Secondary School. Routledge.

Moyles, Janet; Georgeson, Jan and Payler, Jane eds. (2017). Beginning Teaching, Beginning Learning: In Early Years And Primary Education (5th edition). Maidenhead: Open University Press.

Sarkar, Bikash Chandra; Hedges, Claire; Griffiths, Malcolm; Mathew, Rama and Biswas, Sudeb Kumar eds. (2017). Teachers' Voices. Capturing the Dynamics of Change. Dhaka, Bangladesh: English in Action, Bangladesh.

Aggleton, Jen (2017). “What is the Use of a Book Without Pictures?” An Exploration of the Impact of Illustrations on Reading Experience in A Monster Calls. Children's Literature in Education, 48(3) pp. 230–244.

Aggleton, Jen (2017). Collecting and Preserving Digital Comics. The British Library, London.

Bennett, Kay; Brown, Zeta and Edwards, Tracey (2017). Child and young person development: Biological, environmental and interpersonal influences. In: Brown, Zeta and Ward, Stephen eds. Contemporary Issues in Childhood: A Bio-ecological Approach. Routledge, pp. 17–31.

Bennett, Stephanie; Cooper, Victoria and Payler, Jane (2017). The need for support: Young people living through a family health crisis. Hope support services, UK.

Brown, Zeta; Edwards, Tracey and Perkins, Helen (2017). The placement journey: Do year one placement modules support Childhood Studies students’ professional development? Journal of Adult and Continuing Education, 23(2) pp. 162–177.

Buckler, Alison Sarah (2017). [Book Review] Authentic learning for the digital generation: raising the potential of technology in the classroom. Journal of Interactive Media in Education (JIME), 1(6) pp. 1–8.

Canning, Natalie; Payler, Jane; Horsley, Karen and Gomez, Chris (2017). An innovative methodology for capturing young children’s curiosity, imagination and voices using a free app: Our Story. International Journal of Early Years Education, 25(3) pp. 292–307.

Chamberlain, Liz (2017). Inspiring Writing in Primary Schools. Sydney, Australia: Primary English Teaching Association Australia.

Chamberlain, Liz and Harrett, Jacqueline (2017). The Power of Story. In: Moyles, Janet; Georgeson, Jan and Payler, Jane eds. Beginning Teaching, Beginning Learning in Early Years and Primary Education (5th edition). London: Open University Press, pp. 180–190.

Clifton, Grace (2017). Did Harry Potter's extra-curricular activities land him a job at the Ministry of Magic? Open Learn.

Clifton, Grace (2017). Towards an institutional understanding of employability for the part-time, distance learner. In: The Higher Education Academy Annual Conference 2017, 4-6 Jul 2017, Manchester.

Clifton, Grace (2017). An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience. International Review of Research in Open and Distributed Learning, 18(5) pp. 277–286.

Clifton, Grace (2017). Introduction to Personal Development Planning. Employability Hub, The Open University.

Clifton, Grace and Kellett, Mary (2017). Measuring gains and employability for part-time students. WonkHE, London.

Coughlan, Tim; Ullmann, Thomas Daniel and Lister, Kate (2017). Understanding Accessibility as a Process through the Analysis of Feedback from Disabled Students. In: W4A '17 Proceedings of the 14th Web for All Conference on The Future of Accessible Work, ACM, New York, USA, article no. 14.

Cremin, Teresa (2017). Just enough writing time? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2017). What do you know about your writers? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2017). Motivating children to write with purpose and passion. In: Goodwin, Prue ed. The Literate Classroom (4th ed.). Routledge, pp. 131–140.

Cremin, Teresa and Oliver, Lucy (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295.

Cremin, Teresa and Swann, Joan (2017). School Librarians as Leaders of Extracurricular Reading Groups. In: Pihl, Joron; van der Kooij, Kristin Skinstad and Carlsten, Tone Cecilie eds. Teacher and Librarian Partnerships in Literacy Education in the 21st Century. New Research – New Voices (6). Rotterdam: Sense Publishers, pp. 119–137.

Crisp, Martin; Safford, Kimberly and Wolfenden, Freda (2017). It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone. The Open University and Plan International.

Delprato, Marcos; Akyeampong, Kwame and Dunne, Máiréad (2017). Intergenerational Education Effects of Early Marriage in Sub-Saharan Africa. World Development, 91 pp. 173–192.

Dennis, Carol Azumah (2017). A letter from Niccolò: Machiavellian indulgences and strategic myths. In: Daley, Maire; Orr, Kevin and Petrie, Joel eds. The Principal: Power and professionalism in FE. Trentham Books.

Fox, Alison and Bird, Terese (2017). The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Education and Information Technologies, 22(2) pp. 647–675.

Fox, Alison and Bird, Terese (2017). #any use? What do we know about how teachers and doctors learn through social media use? Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 12(2) pp. 64–87.

Fox, Alison and Mitchell, Rafael (2017). Application and development of an ethical framework in ethnographic research at a government primary school in Ethiopia. In: ECER Annual Conference 2017, 22-25 Aug 2017, Copenhagen, Denmark, ECER annual conference 2017.

Hammersley, Martyn (2017). Childhood Studies: A sustainable paradigm? Childhood, 24(1) pp. 113–127.

Hammersley, Martyn (2017). On the Role of Values in Social Research: Weber Vindicated? Sociological Research Online, 22(1) pp. 130–141.

Hendry, Helen (2017). [Book Review] Understanding schematic learning at two, by Julie Brierley and Cathy Nutbrown. pp 208. London: Bloomsbury. 2017. British Journal of Educational Studies, 66(2) pp. 272–274.

Horsley, Karen (2017). Using digital resources to document young children’s everyday moments. In: Goodliff, Gill; Canning, Natalie; Parry, John and Miller, Linda eds. Young children’s play and creativity: Multiple Voices. Routledge and The Open University.

Johnston-Wilder, Sue and Lee, Clare (2017). Addressing the affective domain to increase effective-ness of mathematical thinking and problem solving. In: IMA and CETL-MSOR 2017: Mathematics Education beyond 16: Pathways and Transitions, 10-12 Jul 2017, University of Birmingham.

Kucirkova, Natalia and Cremin, Teresa (2017). How can digital library systems help teachers support-children's reading for pleasure. IOE London Blog, UCL, London.

Kucirkova, Natalia; Littleton, Karen and Cremin, Teresa (2017). Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1) pp. 67–84.

Lanvers, Ursula and Coleman, James A. (2017). The UK language learning crisis in the public media: a critical analysis. Language Learning Journal, 45(1) pp. 3–25.

Lee, Clare and Johnston-Wilder, Sue (2017). The Construct of Mathematical Resilience. In: Xolocotzin Eligio, Ulises ed. Understanding Emotions in Mathematical Thinking and Learning. Elsevier, pp. 269–291.

Lee, Clare and Ward-Penny, Robert (2017). Teachers’ Accounts of Developing Mathematical Resilience in the Classroom. In: The Second International Conference on Mathematical Resilience, 3-4 Mar 2017, The Open University.

Lee, Clare and Ward-Penny, Robert (2017). Perspectives and Practices in the Mathematics Classroom. In: Johnston-Wilder, Sue; Lee, Clare and Pimm, David eds. Learning to Teach Mathematics in the Secondary School (Fourth Edition). Routledge, pp. 192–207.

Lees, Amanda; Payler, Jane; Ballinger, Claire; Lawrence, Penny; Faust, Saul N. and Meads, Geoffrey (2017). Positioning Children’s Voice in Clinical Trials Research: A New Model for Planning, Collaboration, and Reflection. Qualitative Health Research, 27(14) pp. 2162–2176.

Leornardi, Sarah; Archer, Rachael; Tazzyman, Sarah; Burkin, Guy; Choudhoury, Arifa; Cork, Lorna and Fox, Alison (2017). Leadership Curriculum Evaluation: Final Report DFE- RR639. Department for Education, London.

Maher, Damian and Twining, Peter (2017). Bring your own device – a snapshot of two Australian primary schools. Educational Research, 59(1) pp. 73–88.

Moon, Bob and Villet, Charmaine (2017). Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa? Journal of Learning for Development - JL4D, 4(1) pp. 23–35.

Moore, Rhiannon; Buckler, Alison; Addae-Kyeremeh, Eric; Singh, Renu; Rossiter, Jack and High, Chris (2017). Understanding teachers’ working experiences: capturing data on teachers as professionals, learners and change-makers in low resource contexts. In: Young Lives and RITES (OU) symposium, 5-7 Sep 2017, Oxford, UK.

Musgrave, Jackie (2017). Supporting Children's Health and Wellbeing. London: Sage.

Musgrave, Jackie (2017). Introduction in Studying for Your Early Years Degree: skills and knowledge for becoming an effective practitioner. In: Musgrave, Jackie; Savin-Baden, Maggi and Stobbs, Nicola eds. Studying for Your Early Years Degree: skills and knowledge for becoming an effective practitioner. St Albans: Critical Publishing, pp. 1–9.

Musgrave, Jackie; Savin-Baden, Maggi and Stobbs, Nicola eds. (2017). Studying for Your Early Years Degree: Skills and knowledge for becoming an effective early years practitioner. Early Years. St Albans: Critical Publishing.

Okada, Alexandra and Rocha, Ana Karine (2017). Responsible Research and Innovation for Contemporary Education. In: The Online, Open and Flexible Higher Education Conference, 25-27 Oct 2017, Open University Milton Keynes (UK).

Okada, Alexandra; Rocha, Ana Karine; Whitelock, Denise; Furchter, Simone and Zucchi, Sangar (2017). Peer​ ​Learning​ ​And​ ​Assessment-in-Context​ ​With​ ​3D​ ​Immersive​ ​Glasses. In: 7th European Immersive Education Summit (EiED 2017), 16-19 Nov 2017, Lucca and Pisa, Italy.

Okada, Alexandra; Whitelock, Denise and Holmes, Wayne (2017). Students’ views on trust-based e-assessment system for online and blended environments. In: The Online, Open and Flexible Higher Education Conference, 25-27 Oct 2017, Open University, Milton Keynes.

Payler, Jane; Davis, Geraldine; Jarvis, Pam; Georgeson, Jan; Wood, Elizabeth and Lloyd, Eva (2017). BERA-TACTYC Early Childhood Education and Care Review 2004-2015. In: BERA Annual Conference 2016, 13-15 Sep 2016, University of Leeds.

Payler, Jane and Georgeson, Jan (2017). Social class and culture: bridging divides through learner agency. In: Moyles, Janet; Payler, Jane and Georgeson, Jan eds. Beginning Teaching, Beginning Learning (5th edition). Maidenhead: Open University Press, pp. 203–214.

Payler, Jane; Wood, Elizabeth; Georgeson, Jan; Davis, Geraldine; Jarvis, Pamela; Rose, Janet; Gilbert, Louise; Hood, Philip; Mitchell, Helena and Chesworth, Liz (2017). BERA-TACTYC Early Childhood Research Review 2003-2017. BERA, London.

Pearson, E.; Hendry, H.; Rao, N.; Aboud, F.; Horton, C.; Siraj, I.; Raikes, A. and Miyahara, J. (2017). Reaching expert consensus on training different cadres in delivering early childhood development: technical report. United Kingdom Department for International Development.

Pearson, E.; Hendry, H.; Rao, N.; Aboud, F.; Horton, C.; Siraj, I.; Raikes, A. and Miyahara, J. (2017). Training early childhood development cadres in low-resource contexts. UK Government Department for International Development.

Pérez-Sanagustín, Mar; Nussbaum, Miguel; Hilliger, Isabel; Alario-Hoyos, Carlos; Heller, Rachelle S.; Twining, Peter and Tsai, Chin-Chung (2017). Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015. Computers and Education, 104 A1-A15.

Power, Tom; Babu, Rasel and Chowdhury, Tanjeeba (2017). An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. Research Monograph Series (73). Dhaka, Bangladesh: BRAC Research and Evaluation Division.

Power, Tom; Mathew, Rama and Griffiths, Malcolm (2017). How are English language teachers supported to develop professional knowledge and practice, within their schools? Qualitative Study. EIA Research Reports; English in Action (EIA), Dhaka, Bangladesh.

Power, Tom; McCormick, Robert and Asbeek-Brusse, Elsbeth (2017). A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh. EIA Research Reports; English in Action (EIA), Dhaka, Bangladesh.

Ribeiro, Silvar Ferreira; Pinto, Sonia Maria da Conceicao and Okada, Alexandra Lilavati Pereira (2017). Continuing teacher training using dilemmas with elements of ubiquity. Interfaces Cientificas, 6(1) pp. 107–124.

Rix, Jonathan and Parry, John (2017). Using In-the-Picture to Engage With the Child’s Perspective. SAGE Research Methods Cases.

Seale, Jane; Garcia-Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2017). What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project? Jane Seale.

Stewart, S. and Welton, N. (2017). Methodological framework and guide. Erasmus+.

Stutchbury, Kris and Woodward, Clare (2017). Teachers Taught, Lessons Learnt: Experiences of Using Video to Support Teacher Learning on Three Continents. In: Pan Commonwealth Forum 8 (PCF8), 28-30 Nov 2016, Kuala Lumpur, Malaysia.

Stutchbury, Kris and Woodward, Clare (2017). Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education. Journal of Learning for Development - JL4D, 4(2)

Torres, Patricia Lupion; Santos, Katia Ethiénne Esteves dos; Kowalski, Raquel Pasternak Glitz and Okada, Alexandra (2017). Experience of Environmental Education using Responsible Research and Innovation of the Pontifical Catholic University of Paraná in the European Project Engage. Revista Diálogo Educacional, 17(55) pp. 1530–1554.

Twining, P.; Browne, N.; Murphy, P.; Hempel-Jorgensen, A.; Harrison, S. and Parmar, N. (2017). NP3 – New Purposes, New Practices, New Pedagogy: Meta-analysis report. Society for Educational Studies, London.

Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly (2017). Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review. The Open University, Milton Keynes.

Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison and Cullen, Jane (2017). Teacher educators and OER in East Africa: Interrogating pedagogic change. In: Hodgkinson-Williams, Cheryl and Arinto, Patricia B. eds. Adoption and impact of OER in the Global South. Cape Town, South Africa: ROER4D, pp. 251–286.

Wolfenden, Freda; Cross, Simon and Henry, Fiona (2017). MOOC adaptation and translation to improve equity in participation. Journal of Learning for Development - JL4D, 4(2)

Wolfenden, Freda; Henry, Fiona and Cross, Simon (2017). Extending the MOOC footprint: supporting capacity building in India. In: Pan-Commonwealth Forum 8, 2016 Conference proceedings, Commonwealth of Learning and Open University of Malaysia, Vancouver, Canada.

2016To Top

Cremin, Teresa ed. (2016). Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge.

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. (2016). Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York: Routledge.

Cremin, Teresa and Locke, Terry eds. (2016). Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge.

Baker, Sally and Cremin, Teresa (2016). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. Routledge, pp. 98–114.

Bearne, Eve; Chamberlain, Liz; Cremin, Teresa and Mottram, Marilyn (2016). Teaching Writing Effectively: Reviewing Practice (2nd edition). Ideas in practice. Leicester: UKLA.

Beavers, Sian; Brasher, Andrew; Buckler, Alison and Iniesto, Francisco (2016). Book Reviews. Journal of Interactive Media in Education, 1 p. 16.

Bird, T. and Fox, A. (2016). Exploring Digital Literacy to Connect Less-Advantaged Pupils with Opportunity. In: ALT-C Annual Conference 2016, 6-8 Sep 2016, University of Warwick, UK.

Britton, Helen (2016). Investigating Partnership Working in Voluntary and Community Organisations: Delivering Learning and Skills. EdD thesis The Open University.

Canning, Natalie; Payler, Jane and Horsley, Karen (2016). Children’s imagination and curiosity: Facilitating and documenting through technology. In: 26th EECERA (European Early Childhood Education Research Association) Conference, 2016, 31 Aug - 03 Sep 2016, Dublin City University, Dublin, Ireland.

Chamberlain, Liz (2016). Choosing The Write Book. Primary First pp. 5–10.

Chamberlain, Liz (2016). Inspiring Writing in Primary Schools. Exeter: Sage Publications.

Chamberlain, Liz (2016). [Book Review] Elborn, S. (2015) Handbook of Teaching Early Reading: more than phonics Leicester: UKLA. ISBN: 13:978–1–897638–98–9. Literacy, 50(2) p. 110.

Chamberlain, Liz (2016). Passageways of practice: punching through domain boundaries. In: UKLA 52nd International Conference: Literacy, Equality and Diversity: Bringing voices together, 8-10 Jul 2016, Bristol, UK.

Chamberlain, Liz (2016). Chatterbooks: creating a culture of reading for pleasure. English 4 - 11

Chamberlain, Liz (2016). A review of Link Ethiopia's sponsorship programme: learning from small stories. Link Ethiopia.

Chamberlain, Liz (2016). Passageways of practice: punching through domain boundaries. In: LRA Conference: Mobilising Literacy Research for Social Transformation, 30 Nov - 3 Dec 2016, Nashville, Tennessee.

Clifton, Grace (2016). Does one size fit all? Using scholarship to enhance the student learning experience. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 11(1) pp. 57–65.

Cremin, Teresa (2016). Open Dialogue peer review: A response to Claxton and Lucas. The Psychology of Education Review, 40(1) pp. 17–21.

Cremin, Teresa (2016). Teaching creatively and teaching for creativity. In: Breeze, Ruth and Sancho Guinda, Carmen eds. Essential Competencies for English Medium University Teaching,. Educational Linguistics. Dordrecht: Springer, pp. 99–110.

Cremin, Teresa (2016). Introduction – Creativity and creative pedagogies: Exploring challenges, possibilities and potential. In: Cremin, Teresa ed. Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge, xvii-xxvii.

Cremin, Teresa (2016). Apprentice story writers: Exploring young children’s print awareness and agency in early story authoring. In: Cremin, Teresa; Flewitt, Rosie; Martell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge, pp. 67–84.

Cremin, Teresa and Flewitt, Rosie (2016). Laying the foundations: Narrative and early learning. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan (2016). Introduction. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Cremin, Teresa; Lillis, Theresa; Myhill, Debra and Eyres, Ian (2016). Professional writers’ identities: the perceived influence of formal education and early learning. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, pp. 19–36.

Cremin, Teresa and Locke, Terry (2016). Introduction to "Writer Identity and the Teaching and Learning of Writing". In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, xvii-xxxi.

Cremin, Teresa and Locke, Terry (2016). Afterword to "Writer Identity and the Teaching and Learning of Writing". In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge.

Cremin, Teresa and Swann, Joan (2016). Literature in Common: Reading for Pleasure in School Reading Groups. In: Rothbauer, Paulette M; Skjerdingstad, Kjell Ivar; McKechnie, Lynne (E.F.) and Oterholm, Knut eds. Plotting the Reading Experience: Theory/Practice/ Politics. Wilfrid Laurier University Press, pp. 279–300.

Cremin, Teresa; Swann, Joan; Colvert, Angela and Oliver, Lucy (2016). Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3. Hackney Learning Trust, London.

Darmody, Julie (2016). Theory and practice: An examination of the factors influencing the development of confidence in mathematical pedagogical content knowledge (PCK) within primary trainee teachers. EdD thesis The Open University.

Davis, Geraldine and Payler, Jane (2016). Professional learning and development: trends, developments and impact in the UK since 2003. In: 26th EECERA (European Early Childhood Education Research Association) Conference, 2016, 31 Aug - 03 Sep 2016, Dublin City University, Dublin, Ireland.

Dennis, Carol Azumah (2016). Further education colleges and leadership: Checking the ethical pulse. London Review of Education, 14(1) 116 - 130.

Dennis, Carol Azumah; Ballans, Jane; Bowie, Marie; Humphries, Sally and Stones, Sandra (2016). Post Compulsory Teacher Educators: the 'even more' quality. In: Crawley, Jim ed. Post Compulsory Teacher Educators: Connecting Professionals. Critical guides for teacher educators. St Albans: Critical Publishing.

Edwards, Tracey and Jones, Graham (2016). Post-16 education and issues of inclusion. In: Brown, Zeta ed. Inclusive Education: Perspectives on pedagogy, policy and practice. Routledge, pp. 27–33.

Edwards, Tracey and Williams-Brown, Zeta (2016). Review of A Critical Companion to Early Childhood, by Michael Reed and Rosie Walker. Educationalfutures, 7(2)

Evans, Jessica; Jordan, Sally and Wolfenden, Freda (2016). Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 91–107.

Eyres, Ian (2016). Conceptualising writing and identity. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. Abingdon: Routledge, pp. 3–18.

Flewitt, Rosie; Cremin, Teresa and Mardell, Ben (2016). Paley’s approach to storytelling and story acting: Research and practice. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Fox, A. and Bird, T. (2016). #Anyuse? What do we need about how teachers and doctors benefit from engaging with social media? In: BERA Annual Conference, 13-15 Sep 2016.

Fox, Alison (2016). Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context? Universal Journal of Educational Research, 4(5) pp. 1129–1141.

Georgeson, Jan; Røn Larsen, Maja and Payler, Jane (2016). Using Early Years Practitioners’ Knowledge from ‘Being Alongside’ to Support the Development of Children with Special Educational Needs. In: Sorzio, Paulo ed. Becoming an Expert Practitioner in the Educational Services. Competences, Transitions and Trajectories. Lecce, Italy: Pensa MultiMedia, pp. 57–68.

Hammersley, Martyn (2016). Can Academic Freedom be Justified? Reflections on the Arguments of Robert Post and Stanley Fish. Higher Education Quarterly, 70(2) pp. 108–126.

Hammersley, Martyn (2016). An Ideological Dispute: Accusations of Marxist Bias in the Sociology of Education During the 1970s. Contemporary British History, 30(2) pp. 242–259.

Hammersley, Martyn (2016). Glossing inadequacies: problems with definitions of key concepts in some methodology texts. International Journal of Social Research Methodology, 19(6) pp. 731–737.

Henry, Fiona and Seal, Tim (2016). Access for all: Using mobile and open education to secure success in underserved settings. In: UNESCO Mobile Learning Week 2016, 7-11 Mar 2016, UNESCO HQ, Paris, France.

Hopkins, Elizabeth; Hendry, Helen; Garrod, Frank; McClare, Siobhan; Pettit, Daniel; Smith, Luke; Burrell, Hannah and Temple, Jennifer (2016). Teachers' views of the impact of school evaluation and external inspection processes. Improving Schools, 19(1) pp. 52–61.

Horsley, Karen (2016). The ‘Listening Project’: Seeing and hearing young children’s stories,voices and imaginations through documentary photography in one day nursery. Possibilities and dilemmas. In: 26th EECERA (European Early Childhood Education Research Association) Conference, 2016, 31 Aug - 3 Sep 2016, Dublin City University, Dublin, Ireland.

Jones, Philip Charles (2016). Children as Researchers: A Case Study of an Initiative in One Primary School. EdD thesis The Open University.

Kooken, Janice; Welsh, Megan E.; McCoach, D. Betsy; Johnston-Wilder, Sue and Lee, Clare (2016). Development and Validation of the Mathematical Resilience Scale. Measurement and Evaluation in Counseling and Development, 49(3) pp. 217–242.

Kurcikova, Natalia; Audain, Jon and Chamberlain, Liz (2016). Jumpstart! Apps: Creative learning, ideas and activities for ages 7-11. Jumpstart!. London: Routledge.

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2016). Inquiry-Based Learning on the Cloud. In: Chao, Lee ed. Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes. Hershey PA, USA: Information Science Reference, pp. 291–310.

Milne, Ian and Cremin, Teresa (2016). Creative Exploration. In: Davies, Dan and McGregor, Deb eds. Teaching Science Creatively Second Edition. Learning to teach in the primary school series. London: Routledge, pp. 77–90.

Moon, Bob ed. (2016). Do Universities Have a Role in the Education and Training of Teachers? An International analysis of policy and practice. Cambridge: Cambridge University Press.

Moon, Bob and Villett, Charmaine (2016). Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa. Commonwealth of Learning, Vancouver.

Morgan, Deborah Catherine (2016). Developing Primary Teachers' Mathematics Subject Knowledge: A Practitioner Research Study that Explores the Developed Nature of Primary Teachers' Subject Knowledge in Mathematics; the Factors Which Influenced its Development and its Interrelationship with and Influence on Changes in Professional Practice, Within the Context a Mathematics Specialist Teacher Programme (MaST). EdD thesis The Open University.

Okada, Alexandra (2016). Innovative Teaching for Responsible Citizenship: Policy Report. The Open University.

Okada, Alexandra (2016). Engaging Science: Innovative Teaching for Responsible Citizenship. ENGAGE. Milton Keynes: The Open University UK.

Owen, Nathaniel; Fox, Alison and Bird, Terese (2016). The development of a small-scale survey instrument of UK teachers to study professional use (and non-use) of and attitudes to social media. International Journal of Research & Method in Education, 39(2) pp. 170–193.

Payler, Jane (2016). Positioning children in research: continuum of children’s engagement with research. In: European Early Childhood Education Research Association Conference 2016, 31 Aug - 03 Sep 2016, Dublin City University, Dublin, Ireland.

Payler, Jane; Georgeson, Jan and Wong, Sandie (2016). Young children shaping interprofessional practice in early years settings: towards a conceptual framework for understanding experiences and participation. Learning, Culture and Social Interaction, 8 pp. 12–24.

Power, Tom; Cullen, Jane; Woodward, Clare; Mathew, Rama; Payler, Jane and McCormick, Robert (2016). English Speaking and Listening Assessment Project - Baseline. Bangladesh. The British Council, Dhaka.

Raghuram, Parvati; Bornat, Joanna and Henry, Leroi (2016). "Without racism there would be no geriatrics": South Asian overseas-trained doctors and the development of Geriatric Medicine in the United Kingdom', 1950-2000. In: Monnais, Laurence and Wright, David eds. Doctors beyond Borders: the transnational migration of physicians in the twentieth century. Toronto: University of Toronto Press, pp. 185–207.

Safford, Kimberly (2016). Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling, Punctuation and Grammar (SPaG). Changing English, 23(1) pp. 3–21.

Safford, Kimberly; Messer, David; McLachlan, Jill; Walker, Kim; Ghosh, Kerenza; Laird, Stephanie; Disney, Ann and Wright, Deborah (2016). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England. UKLA and The Open University.

Safford, Kimberly and Stinton, Julia (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1) pp. 135–150.

Sofocleous, Andros Kyriakou (2016). Exploring the Contribution of Informal Learning to the Professional Development of School Leaders in Cyprus. EdD thesis The Open University.

Soler, Janet (2016). The politics of the teaching of reading. PROSPECTS, 46(3-4) pp. 423–433.

Stutchbury, Kris (2016). Moving forward with TESSA: what is the potential for MOOCs? In: 3rd International Conference of the African Virtual University, 6-8 Jul 2016, Nairobi, Kenya.

Teszenyi, Eleonora (2016). Children at Four. In: Cox, Anna and Sykes, Gillian eds. The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Learning Matters/Sage.

Twining, Peter; Rix, Jonathan and Sheehy, Kieron (2016). Developing Point of Learning : an innovative approach to enhancing professional learning. Imagine Education, London.

2015To Top

Chappell, Kerry; Cremin, Teresa and Jeffrey, Robert eds. (2015). Creativity, Education and Society: Writings of Anna Craft. London: Trentham Books.

Cremin, Teresa ed. (2015). Teaching English Creatively (2nd edition). Learning to Teach in the Primary School Series. Abingdon: Routledge.

Albino, Gabriel (2015). The Effect Of An Explicit Genre-based Approach To Teaching Workplace Writing. EdD thesis The Open University.

Austin, Nicholas James (2015). Video Conferencing and Multimodal Expression of Voice: Children's Communication in a Second Language Using Skype. EdD thesis The Open University.

Banks, Frank and Chikasanda, Vanwyk K. M. (2015). Technology education and developing countries. In: Williams, P. John; Jones, Alister and Buntting, Cathy eds. The Future of Technology Education. Contemporary Issues in Tecnology Education. Singapore: Springer, pp. 217–238.

Bartlett, Robin Frederick (2015). What Is The Experience Of Deaf Students In Secondary Mainstream Classrooms? EdD thesis The Open University.

Bird, T. and Fox, A. (2015). TwitterFlipping the Classroom: Social Media for Independent Learning through Teacher-Student and Teacher-Teacher Collaborations. In: ALT-C Annual Conference 2015, 8-10 Sep 2015, University of Manchester.

Buckler, Alison (2015). Quality Teaching and the Capability Approach: Evaluating the Work and Governance of Women Teachers in Rural Sub-Saharan Africa. Routledge Research in Education, 140. Abingdon and New York: Routledge.

Buckler, Alison (2015). Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities. International Journal of Educational Development, 40 pp. 126–133.

Charalambous, Arsinoe (2015). Cypriot primary head teachers' responses to a top-down change : the case of multicultural education within the new national curriculum. EdD thesis The Open University.

Clifton, Grace (2015). Does one size fit all? Using scholarship to enhance the student learning experience. In: Enhancing Student Learning Through Innovative Scholarship Conference, 16-17 Jul 2015, Durham.

Cremin, Teresa (2015). Editorial: Perspectives on creative pedagogy: exploring challenges, possibilities and potential. Education 3-13, 43(4) pp. 353–359.

Cremin, Teresa (2015). Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom. In: Turnbull, Jan; Barton, Georgina and Brock, Cynthia eds. Teaching Writing in Today's Classroom: Looking Back to Looking Forward. Sydney: Australian Literacy Educators' Association (ALEA), pp. 51–68.

Cremin, Teresa (2015). Creative teaching and creative teachers. In: Wilson, Anthony ed. Creativity in Primary Education (3rd ed). Achieving QTS. London: SAGE, pp. 33–44.

Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley and Styliandou, Fani (2015). Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404–419.

Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo and Hernandez-Fernandez, Jimena (2015). On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia. International Journal of Educational Development, 44 pp. 42–55.

Dennis, Carol Azumah (2015). Locating post-16 professionalism: public spaces as dissenting spaces. Research in Post-Compulsory Education, 20(1) pp. 64–77.

Dennis, Carol Azumah (2015). Blogging as public pedagogy: Creating alternative educational futures. International Journal of Lifelong Education, 34(3) pp. 284–299.

Fox, A.; Poultney, V.; Brown, A.; Rawes, N. and Silverthorne, J. (2015). "I see inquiry as a normal part of my professional practice": A critical examination of practitioners' experiences from one Midlands Teaching School Alliance. In: BERA Annual Conference 2015, 15-17 Sep 2015, University of Belfast.

Fox, Alison R. C. and Wilson, Elaine G. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47 pp. 93–107.

Georgeson, Jan and Payler, Jane (2015). Work or play: how children learn to read the signals. In: Moyles, Janet ed. The Excellence of Play (4th edition). Maidenhead UK: Open University Press, pp. 159–172.

Gilchrist, Rosemary Martine (2015). Work in progress?: 14-16 year old boys' experience of vocational education. EdD thesis The Open University.

Hammersley, Martyn (2015). Research Ethics and the Concept of Children’s Rights. Children and Society, 29(6) pp. 569–582.

Hammersley, Martyn (2015). On ethical principles for social research. International Journal of Social Research Methodology, 18(4) pp. 433–449.

Hammersley, Martyn (2015). Methodology: The Essence of Sociology? In: Holborn, Martin ed. Contemporary Sociology. Cambridge: Polity, pp. 628–654.

Inglis, Michael (2015). Making sense of physics: student teachers' experiences of a physics subject knowledge enhancement course. EdD thesis The Open University.

Johnson, Gay Brianna (2015). Mathematics anxiety in student nurses. EdD thesis The Open University.

Kitto, Eleanor (2015). An Investigation Into Grouping Practices and Educational Trajectories Within a Year One Classroom. EdD thesis The Open University.

Kontopoulou, Konstantina and Fox, Alison (2015). Designing a consequentially based study into the online support of pre-service teachers in the UK. Educational Research and Evaluation, 21(2) pp. 122–138.

Li, Nai; McCormick, Robert; Power, Tom; Burton, Sonia; Siddique, Ashraf and Rahman, Shajedur (2015). Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Third Cohort (2014). English in Action (EIA), Dhaka.

Li, Nai; McCormick, Robert; Power, Tom; Siddique, Ashraf; Burton, Sonia and Rahman, Shajedur (2015). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in English in Action: Third Cohort (2014). English in Action (EIA), Dhaka.

Li, Nai; McCormick, Robert; Power, Tom; Siddique, Md. Ashraf; Burton, Sonia and Rahman, Md. Shajedur (2015). English Proficiency Assessments of Primary and Secondary Students Participating in English in Action: Third Cohort (2014) Large-Scale Quantitative Study. English in Action.

Malik, Altaf ur Rehman (2015). Academic literacies and attitudes of EFL students in a CMC environment. EdD thesis The Open University.

McCullouch, Judith Mary (2015). Conceptions of Excellence in Primary Mathematics Teaching. EdD thesis The Open University.

Millward, Christine Vanessa (2015). Student complaint behaviour in a higher education institution. EdD thesis The Open University.

Musgrave, Jackie and Stobbs, Nicola (2015). Early Years Placements: A Critical Guide to Outstanding Work-based Learning. Early Years. Northwich: Critical Publishing.

Okada, Alexandra; Scott, Peter and Mendonca, Murilo (2015). Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil. Open Praxis International Journal, 7(3) pp. 227–242.

Okada, Alexandra; Serra, Antonio Roberto Coelho; Ribeiro, Silvar and Pinto, Sonia (2015). Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT). Open Praxis, 7(1) pp. 83–102.

Okada, Alexandra; Wolff, Annika and Mikroyannidis, Alexander (2015). Fostering young smart citizens through personal learning environments for urban inquiries. In: Smart Learning Ecosystems in Smart Regions and Cities, 15 Sep 2015, Toledo, Spain.

Parry, John (2015). Exploring the social connections in preschool settings between children labelled with special educational needs and their peers. International Journal of Early Years Education, 23(4) pp. 352–364.

Poultney, V.; Fox, A.; Brown, A.; Rawes, N. and Silverthorne, J. (2015). The self-improving school: how leadership supports teacher inquiry. In: BERA Annual Conference 2015, 15-17 Sep 2015, University of Belfast.

Power, Tom; Mathew, Rama and Siddique, Ashraf (2015). Changes in teaching and learning: what counts, who to, and how is it counted? In: UKFIET 2015 Conference Papers, 13th International Conference on Education & Development., UKFIET: The Education & Development Forum.

Rix, Jonathan (2015). Must Inclusion be Special? Rethinking Educational Support Within a Community of Provision. Current Debates in Educational Psychology. London: Routledge.

Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2015). Moving from a continuum to a community: reconceptualising the provision of support. Review of Educational Research, 85(3) pp. 319–352.

Russell, Sonia Veronica (2015). Primary to secondary: the impact on language learning in years 7 and 8. EdD thesis The Open University.

Sarkar, Sumita (2015). Learner-Centredness and Teacher-Educators in India: A Case Study of a Teacher-Educator at a District Institute of Education and Training. MRes thesis The Open University.

Sharpe, Gemma (2015). Implementing Peer-Assessment in the Classroom: A Case Study. EdD thesis The Open University.

Solly, Michael; Rahman, Shajedur and Eyres, Ian (2015). English language and social and economic opportunity: Case studies of underprivileged school-leavers. Cambridge Education, Cambridge.

Teszenyi, Eleonora and Hevey, D (2015). Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary. Early Child Development and Care, 185(11-12) pp. 1961–1977.

Twining, Peter; Davis, Niki; Charania, Amina; Chowfin, Aleta; Henry, Fiona; Nordin, Hasniza and Woodward, Clare (2015). Developing New Indicators To Describe Digital Technology Infrastructure In Primary And Secondary Education. Background Paper for ICT in Education Statistics; UNESCO Institute for Statistics, Montreal.

Waters, Jane and Payler, Jane (2015). Editorial: The professional development of early years educators – achieving systematic, sustainable and transformative change. Professional Development in Education, 41(2) pp. 161–168.

Wolfenden, Freda (2015). TESS-India OER: Collaborative practices to improve teacher education. Indian Journal of Teacher Education, 01(03) pp. 33–48.

Yáñez, Cristina; Okada, Alexandra and Palau, Ramon (2015). New learning scenarios for the 21st century related to Education, Culture and Technology. RUSC. Universities and Knowledge Society Journal, 12(2) pp. 87–102.

2014To Top

Bornat, Joanna and Jones, Rebecca eds. (2014). Imagining Futures: Methodological Issues for Research into Ageing. The Representation of Older People in Ageing Research, 13. London: Centre for Policy on Ageing.

Cremin, Teresa and Arthur, James eds. (2014). Learning to Teach in the Primary School (3rd edition). London: Routledge.

Moyles, Janet; Payler, Jane and Georgeson, Jan eds. (2014). Early years foundations: Critical issues (second edition). Maidenhead, UK: Open University Press.

Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. (2014). Knowledge Cartography: Software Tools and Mapping Techniques (2nd ed). Advanced Information and Knowledge Processing. London: Springer.

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

Banks, Frank and Barlex, David Michael (2014). Beyond the subject silos in STEM – the case for ‘looking sideways' in the secondary school curriculum. In: STEM Education and our Planet Making connections across contexts 3rd International Conference, 12-15 Jul 2014, Vancouver, British Columbia, Canada.

Bornat, Joanna and Jones, Rebecca L. (2014). Introduction: The Future as a Topic in Ageing Research. In: Bornat, Joanna and Jones, Rebeccca L. eds. Imagining Futures: Methodological Issues for Research into Ageing. The Representation of Older People in Ageing Research Series (13). Centre for Policy on Ageing, pp. 1–11.

Bornat, Joanna; Raghuram, Parvati and Henry, Leroi (2014). Oral history voicing differences: South Asian doctors and migration narratives. Economic and Political Weekly, 49(30) pp. 60–66.

Buckler, Alison (2014). Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis. Journal of Human Development and Capabilities, 17(2) pp. 161–177.

Buckler, Alison; Perryman, Leigh-Anne; Seal, Timothy and Musafir, Shankar (2014). The role of OER localisation in building a knowledge partnership for development: The TESSA and TESS-India teacher education projects. In: OCWC Global Conference 2014, 23-25 Apr 2014, Ljubljana, Slovenia.

Buckler, Alison; Perryman, Leigh-Anne; Seal, Timothy and Musafir, Shankar (2014). The role of OER localisation in building a knowledge partnership for development: insights from the TESSA and TESS-India teacher education projects. Open Praxis, 6(3) pp. 221–233.

Burton, Sonia and Moore, Rhiannon (2014). Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS-India. In: 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses, 21-23 Aug 2014, Jaipur, India.

Calonego, Renata; Coelho, Antonio Roberto Serra and Okada, Alexandra (2014). Social, open and personalised environments for communication and knowledge management between business and educational organisations. In: Proceedings of the 14th International Conference on Knowledge Technologies and Data-driven Business - i-KNOW '14, ACM International Conference Proceeding Series.

Chamberlain, Liz (2014). Creativity and literacy. In: Wilson, Anthony ed. Creativity in Primary Education (3rd ed). Achieving QTS. London: Sage, pp. 85–96.

Chamberlain, Liz; Flynn, Naomi and Daniel, Alastair (2014). Exploring teachers' subject knowledge for teaching English. In: UKLA International Conference. 50 Years of Literacy: Continuity and Change, 4-6 Jul 2014, Brighton.

Clark, Ted; Chambers, Diane and Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in Victorian schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 87–97.

Coleman, Lynn (2014). Literary Practices and the Curriculum Context: Exploring the Production of Assignments in a South African Vocational Higher Education Institution. PhD thesis The Open University.

Copcutt, Peter Kenneth (2014). Headteachers' Perspectives on Managing Student Voice Activity: Power; Purpose; Participation; Potential. EdD thesis The Open University.

Corrêa, André Luis; Rabello, Cíntia Regina Lacerda and Okada, Alexandra (2014). Reliability of web-based information in inquiry projects. In: Open Learning and Teaching in Educational Communities, Springer International Publishing, pp. 385–390.

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.

Creer, Adele (2014). An exploration of the everyday and college-assessed literacy practices of further education students. EdD thesis The Open University.

Cremin, Teresa and Baker, Sally (2014). Teachers as Writers: Implications for Identity. PETAA, Sydney: Australia.

Cremin, Teresa and Baker, Sally (2014). Exploring the discursively constructed identities of a teacher-writer teaching writing. English Teaching Practice and Critique, 13(3) pp. 30–55.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M.; Powell, Sacha and Drury, Rose (2014). Researching Literacy Lives: Building Communities between Home and School. Abingdon: Routledge.

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

Dar, Aqsa (2014). The educational careers of high-aspiring working-class British Pakistani women. PhD thesis The Open University.

Dennis, Carol Azumah (2014). Positioning further education and community colleges: Text, teachers and students as global discourse. Studies in the Education of Adults, 46(1) pp. 91–107.

Erling, Elizabeth and Power, Tom (2014). Synthesis Report: Evidence of the Relationship between English and Economic Gain in Bangladesh. English in Action, Dhaka, Bangladesh.

Eyres, Ian (2014). Putting Yourself on the Line: Writers Teaching Writing in Primary Schools. PhD thesis The Open University.

Eyres, Ian; Power, Tom; McCormick, Robert and Burton, Sonia (2014). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Flavin, Michael (2014). Enabling disruptive technologies for higher education. EdD thesis The Open University.

Fluck, Andrew and Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in Tasmanian schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 166–174.

Fox, A. (2014). Valuing teachers’ diverse attitudes to and use of social media. In: ED-MEDIA 2014, 22-27 Jun 2014, Tampere, Finland.

Furnborough, Concha and Coleman, James A. (2014). Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners. EURODL (European Journal of Open, Distance and E-Learning), 17(2) pp. 40–59.

Gallastegi, Lore and Cullen, Jane (2014). Working with local teachers to support girls’ and women’s education in Malawi. In: Gender and Education Association Biennial Interim Conference 2014: Gender and Education in the Asia Pacific: Possibilities and Provocations, 09-11 Dec 2014, Melbourne, Australia.

Hammersley, Martyn (2014). The Limits of Social Science: Causal Explanation and Value Relevance. London: Sage.

Hammersley, Martyn (2014). The crisis in economics: what can it tell us about social science? Contemporary Social Science: Journal of the Academy of Social Sciences, 9(3) pp. 338–344.

Hammersley, Martyn (2014). The perils of 'impact' for academic social science. Contemporary Social Science: Journal of the Academy of Social Sciences, 9(3) pp. 345–355.

Hammersley, Martyn (2014). Questions of Quality in Educational Research. In: Reid, Alan D.; Hart, E. Paul and Peters, Michael A. eds. A Companion to Research in Education. Springer, pp. 387–390.

Hassan, Mohammad Kamrul (2014). Teachers' and students' perceived difficulties in implementing communicative language teaching in Bangladesh: A critical study. PhD thesis The Open University.

Heffernan, Kevin (2014). E-Learning: Designing to Improve Learner Experiences. EdD thesis The Open University.

Horsley, Karen and Penn, Helen (2014). Remembering childhood: Do our memories and experiences influence our understanding of early childhood and our practice with young children? Management in Education, 28(4) pp. 175–179.

Jamieson-Proctor, Romina; Redmond, Petrea; Zagami, Jason; Albion, Peter and Twining, Peter (2014). Redefining education for the digital age: a snapshot of the state of play in three Queensland schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 294–301.

Johnston-Wilder, S.; Lee, C.; Garton, E. and Brindley, J. (2014). Developing coaches for mathematical resilience: level 2. In: ICERI2014 Proceedings, IATED Academy, pp. 4457–4465.

Kan, Qian and McCormick, Robert (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1) pp. 44–69.

Kucirkova, Natalia; Willans, Deb and Cremin, Teresa (2014). Spot the Dog; with iPads: spot the difference! English 4-11, 51 pp. 11–14.

Laffoy, Olive Ann (2014). Promotion procedures and professional identities : an investigation into six Irish post primary schools. EdD thesis The Open University.

Lee, Clare and Johnston-Wilder, Sue (2014). Mathematical resilience: what is it and why is it important? In: Chinn, Steve ed. The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties. Abingdon: Routledge, pp. 337–345.

Lima, Maria Cristina Barbosa (2014). Accounts From an Online Reading Group for English Language Teachers Worldwide: A Case Study on Dialogue and Online Interaction. PhD thesis The Open University.

Maguire, Martin; Peace, Sheila; Nicolle, Colette; Marshall, Russell; Sims, Ruth; Percival, John and Lawton, Clare (2014). Kitchen Living in Later Life: Exploring Ergonomic Problems, Coping Strategies and Design Solutions. International Journal of Design, 8(1) pp. 73–91.

McAloon, Marie (2014). Developing evidence based practice in nursing. EdD thesis The Open University.

McCann, Fionnuala (2014). How do pupils experience behaviour management and what is its impact on identity? EdD thesis The Open University.

Mirza, Chahrazed (2014). Impact on the knowledge construction process of multimedia online interactions in audio-graphic conferencing systems: the case of adult distance learners of French. PhD thesis The Open University.

Mukherjee, Sarah Jane (2014). [Book Review] Faulkner, D. & Coates, E. (eds) Exploring children's creative narratives. Journal of Early Childhood Literacy, 14(4) pp. 562–566.

Mulligan, Anne T. (2014). Can changes in my practice have a positive impact on how my pupils solve problems in mathematics? EdD thesis The Open University.

Murray, Christopher Neil (2014). Work-Based Learning, Technology-Enhanced Learning And Reflection: The Case Of Open University Students. EdD thesis The Open University.

Musgrave, Jackie (2014). Supporting children with chronic medical conditions in the Early Years Foundation Stage: a case for discrimination? In: TACTYC 2014 Conference and AGM, 1 Nov 2014, Birmingham, UK, TACTYC.

Newhouse, Paul; Lane, Jenny; Cooper, Martin and Twining, Peter (2014). Redefining education: sustaining 1 to 1 computing strategies in Western Australian schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 345–351.

Okada, Alexandra (2014). Competências Chave para Coaprendizagem na Era Digital: fundamentos, métodos e aplicações. Santo Tirso – Portugal: WHITEBOOKS.

Okada, Alexandra (2014). Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: Software Tools and Mapping Techniques. Advanced Information and Knowledge Processing. London: Springer London, pp. 135–172.

Okada, Alexandra (2014). Mapas do conhecimento com recursos educacionais abertos aplicados à coaprendizagem baseada em coinvestigação. In: Torres, Patrícia ed. Complexidade : Redes e Conexões na Produção do Conhecimento. Curitiba:: SENAR - PR, pp. 213–237.

Okada, Alexandra and Ferreira, Giselle (2014). Co-authorship and colearning through Open Educational Resources at UKOU. In: ALT-C 2014 Learning technology Conference, 1 Sep 2014, Warwick, UK.

Okada, Alexandra; Pinto, Sonia and Ribeiro, Silvar (2014). Scientific literacy through co-inquiry based on non-formal and informal learning. In: Proceedings of PCST 2014.

Okada, Alexandra; Rabello, Cíntia and Ferreira, Giselle (2014). Developing 21st century skills through colearning with OER and social networks. In: Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things, European Distance and E-Learning Network, pp. 121–130.

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, 34(3) pp. 301–314.

Payler, Jane and Georgeson, Jan (2014). Qualifications and quality in the Early Years Foundation Stage. In: Moyles, Jan; Payler, Jane and Georgeson, Jan eds. Early years foundations: Critical issues (second edition). Maidenhead UK: Open University Press, pp. 52–64.

Payler, Jane and Wood, Elizabeth (2014). Early Years collaboration between TACTYC and BERA EC SIG. Research Intelligence(123) p. 6.

Perez-Gore, Isabelle; McCormick, Robert; Burton, Sonia and Siddique, Md. Ashraf (2014). Perceptions of English Language Learning and Teaching among Primary and Secondary Teachers and Students Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). From global to local: learning from TESS-India’s approach to OER localisation across seven Indian states. In: OER14 Building communities of open practice, 28-29 Apr 2014, Newcastle.

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). Learning from TESS-India’s approach to OER localisation across multiple Indian states. Journal of Interactive Media in Education, 2(7)

Power, Tom (2014). Educational technology: evidence of impacts on teaching and learning. Findings and recommendations from the DFID Topic Guide on Educational Technology, 2014. In: Education Technology and Women: Seminar Proceedings, English in Action, Dhaka, pp. 12–13.

Power, Tom (2014). Teacher education, mobile learning, and the challenges of scale. In: Teacher Educator Conference 2014 (TEC 14), 21-23 Feb 2014, Hyderabad.

Power, Tom and Erling, Elizabeth (2014). Supporting development through improving English language teaching and learning in Bangladesh. In: Supporting development through improving English language teaching and learning in Bangladesh.

Power, Tom; Gater, Rosalind; Grant, Catherine and Winters, Niall (2014). Educational Technology Topic Guide. HEART Topic Guides. London: The Health & Education Advice & Resource Team (HEART).

Power, Tom and McCormick, Robert (2014). Evaluating classroom practice: a critical analysis of approaches to evaluation in large scale teacher education or education technology programmes, in international development contexts. In: ICERI2014 Proceedings, IATED, pp. 1269–1275.

Rix, Jonathan and Matthews, Alice (2014). Viewing the child as a participant within context. Disability & Society, 29(9) pp. 1428–1442.

Rix, Jonathan and Parry, John (2014). Ongoing exclusion within universal education: why education for all is not inclusive. In: Kiuppis, Florian and Hausstätter, Rune Sarromaa eds. Inclusive Education Twenty Years After Salamanca. Disability Studies in Education (19). New York: Peter Lang.

Rix, Jonathan and Parry, John (2014). Without foundation: the EYFS framework and its creation of needs. In: Moyles, Janet; Payler, Jane and Georgeson, Jan eds. Early Years Foundations: Meeting the Challenge (2nd ed). Maidenhead: Open University Press, pp. 203–214.

Rix, Jonathan and Sheehy, Kieron (2014). Nothing special – the everyday pedagogy of teaching. In: Florian, Lani ed. Sage Handbook of Special Education, Volume 2. London: Sage, pp. 459–474.

Robertson, Leena H.; Drury, Rose and Cable, Carrie (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5) pp. 610–623.

Robinson, Deborah Christine (2014). Developing initial teacher education for special education needs, disability and inclusive practice. EdD thesis The Open University.

Safford, Kimberly (2014). A reading for pleasure pedagogy. In: Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M..; Powell, Sacha and Safford, Kimberley eds. Building Communities of Engaged Readers: Reading for Pleasure. London: Routledge, pp. 89–107.

Serra, Antonio Roberto Coelho and Okada, Alexandra (2014). Mobilidade aberta: coaprendizagem e coinvestigação em ambientes acadêmicos. In: IKASNABAR 2014: 7th International Conference on Open Education and Educational Technology, 24-26 Jun 2014, Bilbao, Spain, pp. 242–259.

Smith, Angela (2014). The Experience of International Students With English L2 in a Scottish Further Education College. EdD thesis The Open University.

Souza, Karine Pinheiro de; Okada, Alexandra and Silva, Bento (2014). Competences for co-entrepreneurship: contribution to the understanding of the concept for Entrepreneurial education. In: International Congress on Education, Innovation and Learning Technologies (2014), 23-25 Jul 2014, Barcelona, Spain.

Stobbs, Nicola and Musgrave, Jackie (2014). Does our preparation of early years students for work-based learning (WBL) align with practitioners’ expectations? In: TACTYC 2014 Conference Successful Pedagogy: Advocating for strong evidence to support early learning, 1 Nov 2014, Birmingham, UK.

Stutchbury, Kris (2014). In pursuit of quality: the challenges and opportunities for teacher education. In: AFTRA, 2014, Jul 2014, Accra, Ghana.

Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in English schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 428–437.

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

Walsh, Christopher; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2014). The potential of mobile phones to transform teacher professional development. In: 28th Annual Conference Asian Association of Open Universities: Advancing open and distance learning: research and practices, The Open University of Hong Kong, pp. 641–651.

Wolfenden, Freda (2014). Supporting induction to the teaching profession for women in Malawi. In: Proceedings of the 4th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA), DETA Conference procedings, Unit for Distance Education, University of Pretoria, pp. 171–196.

Wolfenden, Freda and Buckler, Alison (2014). Teacher learning in Sudan: building dialogue around teachers' practices through reflective photography. In: Miles, Susie and Howes, Andy eds. Photography in Educational Research: Critical Reflections from Diverse Contexts. Abingdon: Routledge, pp. 79–95.

Wolfenden, Freda and Murphy, Patricia (2014). Promoting gender inclusion in a distance learning course to increase female recruitment to teaching. In: Seventh Pan-Commonwealth Forum on Open Learning (PCF7), 2-6 Dec 2013, Abuja, Nigeria.

Woodward, Clare; Burton, Sonia; Power, Tom; McCormick, Robert and Siddique, Md. Ashraf (2014). Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Woodward, Clare; Griffiths, Malcolm and Solly, Michael (2014). English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh. In: Hayes, David ed. Innovations In The Continuing Professional Development Of English Language Teachers. London: British Council, pp. 227–248.

2013To Top

Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. (2013). Understanding Research with Children and Young People. London: Sage.

Georgeson, Jan and Payler, Jane eds. (2013). International Perspectives on Early Childhood Education and Care. Maidenhead UK: Open University Press.

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

Agbaire, J and Musa, C.N. (2013). A global assessment of the implementation levels of the Education For All (EFA) initiative and the millennium development goals (MDGs) on education in sub-Saharan Africa: A focus on Nigeria. Sokoto Educational Review, 14(2) pp. 83–96.

Anamuah-Mensah, Jophus and Cullen, Jane (2013). The Teacher Education in sub-Saharan Africa Programme (TESSA): Evolving, Extending, Embedding, Reflecting. In: DETA: Distance Education and Teacher Education International Conference, 30 Jul - 1 Aug 2013, Nairobi, Kenya.

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 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.

Clifton, Grace (2013). The educational challenges facing children in military families. AQA, Manchester.

Coleman, James A. (2013). Dymplexity: new theories, new contexts and new labels for mobile students. Journal of Multicultural Discourses, 8(1) pp. 20–28.

Coleman, James A. (2013). Researching whole people and whole lives. In: Kinginger, Celeste ed. Social and Cultural Aspects of Language Learning in Study Abroad. Language Learning & Language Teaching (37). Amsterdam & Philadelphia: John Benjamins, pp. 17–44.

Cremin, Teresa (2013). Exploring Teachers’ Positions and Practices. In: Dymoke, Sue; Lambirth, Andrew and Wilson, Anthony eds. Making Poetry Matter: International Research on Poetry Pedagogy. London: Bloomsbury, pp. 9–19.

Cremin, Teresa (2013). Teachers researching literacy lives. In: Goodwyn, Andrew; Reid, Louann and Durrant, Cal eds. International Perspectives on Teaching English in a Globalised World. London: Routledge, pp. 40–52.

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.

Cremin, Teresa and Macdonald, Roger (2013). Developing creativity through drama. In: Jones, Russell and Wyse, Dominic eds. Creativity in the Primary Curriculum. Routledge, pp. 83–97.

Cremin, Teresa and Maybin, Janet (2013). Children and teachers' creativity in and through language. In: Hall, Kathy; Cremin, Teresa; Comber, Barbara and Moll, Luis eds. The Wiley Blackwell International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley Blackwell, pp. 275–290.

Cremin, Teresa and McDonald, Roger (2013). Drama. In: Jones, Russell and Wyse, Dominic eds. Creativity in the Primary Curriculum Second Edition. London: Routledge, pp. 83–97.

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.

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 Nov 2013, Edinburgh, British Society for Research into Learning Mathematics, pp. 7–12.

Cullen, Jane and Chitsulo, Joyce (2013). ‘I really appreciate you saying that’: the challenges of developing a partnership. In: UKFIET International Conference on Education and Development – Education & Development Post 2015: Reflecting, Reviewing, Re-visioning, 10-12 Sep 2013, Oxford, UK.

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, Tracey (2013). [Book Review] Handbook of Self-Regulation of Learning and Performance (Educational Psychology Handbook Series). International Journal of Lifelong Education, 32(6) pp. 837–839.

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2013). The strength of cohesive ties: discursive construction of an online learning community. In: Childs, Mark and Peachey, Anna eds. Understanding Learning in Virtual Worlds. Human-Computer Interaction Series. London: Springer, pp. 83–100.

Fox, A. (2013). What is the experience of emerging as a school leader in the English context? In: ISATT Biennial Conference on Teachers and Teaching, 1-5 Jul 2013, Ghent, Belgium.

Georgeson, Jan; Payler, Jane and Campbell-Barr, Verity (2013). The importance of international perspectives. In: Georgeson, Jan and Payler, Jane eds. International Perspectives on Early Childhood Education and Care. Maidenhead UK: Open University Press, pp. 3–8.

Hammersley, Martyn (2013). What is Qualitative Research? What Is? Research Methods. London: Continuum/Bloomsbury.

Hammersley, Martyn (2013). The Myth of Research-Based Policy and Practice. Social Research Methods. London: Sage.

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.

Johnston-Wilder, S.; Lee, C.; Garton, L.; Goodlad, S. and Brindley, J. (2013). Developing coaches for mathematical resilience. In: 2013 ICERI 2013 : 6th International Conference on Education, Research and Innovation, 18-20 Nov 2013, Seville, Spain.

Katz, Jeanne; Holland, Caroline and Peace, Sheila (2013). Hearing the voices of people with high support needs. Journal of Aging Studies, 27(1) pp. 52–60.

Khalil, Betul (2013). Investigating English Teachers' Views on the Concept of Learner Autonomy in 9th and 10th Grades in Anatolian High Schools in Turkey. MRes thesis The Open University.

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

McKeogh, Susan Ann (2013). An Exploration of How Childminders Engage in Reflection With Others and Become Reflective Practitioners. EdD thesis The Open University.

McNicholas, Ann-Marie (2013). A critical examination of the construct of the inclusive college with specific reference to learners labelled as dyslexic. EdD thesis The Open University.

Mikroyannidis, Alexander; Okada, Alexandra and Scott, Peter (2013). Personal Learning Environments for Inquiry-Based Learning. In: PLE conference 2013: Learning and Diversity in the Cities of the Future, July 2013, Proceedings, pp. 227–237.

Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen; Specht, Marcus; Stefanov, Krassen; Boytchev, Pavel; Protopsaltis, Aristidis; Held, Paul; Hetzner, Sonia; Kikis-Papadakis, Kathy and Chaimala, Foteini (2013). weSPOT: A personal and social approach to inquiry-based learning. Journal of Universal Computer Science, 19(14) pp. 2093–2111.

Moon, Bob (2013). Teacher Education and the Challenge of Development: A global analysis. London: Routledge.

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.

Musa, Noah and Agbaire, Jennifer Jomafuvwe (2013). Methodological issues in comparative education studies: an exploration of the approaches of Kandel and Holmes. Journal of Educational Review, 6(3) pp. 349–356.

Musgrave, Jackie (2013). Research Brief: working in partnership with parents to create inclusive environments for children, aged 0-3 years, with chronic health conditions: parents’ perspectives. In: TACTYC Conference & AGM 2013 - The Early Years Continuum: Exploring And Valuing High Quality Practice And Research In Early Years, 01-02 Nov 2013, Birmingham.

Okada, Alexandra (2013). Social media for enriching collaborative open learning and collective knowledge. In: Social Media 2013 - 18th International Education Technology Conference, 1-3 Aug 2013, Hong Kong, China.

Okada, Alexandra (2013). Scientific Literacy in the digital age: tools, environments and resources for co-inquiry. European Scientific Journal, 4 pp. 263–274.

Okada, Alexandra and Barros, Daniela Melaré Vieira (2013). Os estilos de coaprendizagem para as novas características da educação (3.0). In: VIII International Conference on ICT in Education - Challenges 2013, 15-16 Jul 2013, Braga, Portugal.

Okada, Alexandra; da Conceição Pinto, Sônia; Ribeiro, Silvar and Roberto Coelho Serra, Antonio (2013). Desarrollo de competencias esenciales en la Cibercultura con co-aprendizaje basado en co-investigación. In: Sexto Congreso Internacional de Aprendizaje y Cibersociedad, 14-15 Nov 2013, Madrid, Spain.

Okada, Alexandra; Meister, Izabel and Barros, Daniela Melaré Vieira (2013). Refletindo sobre avaliação na era da co-aprendizagem e co-investigação. In: Livro de resumos da CATES 2013 - 1ª Conferência internacional Avaliação e Tecnologias no Ensino Superior.

Okada, Alexandra; Meister, Izabel; Mikroyannidis, Alexander and Little, Suzanne (2013). "Colearning" - Collaborative Open Learning through OER and Social Media. In: Okada, Alexandra ed. Open Educational Resources and Social Networks. São Luís - MA: EdUEMA, pp. 46–56.

Owen, N.; Fox, A. and Bird, T. (2013). Teachers’ use (or not use) of social media for their professional learning: a small-scale survey of English teachers. In: BERA Annual Conference 2013, 3-5 Sep 2013, University of Sussex, Brighton.

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.

Payler, Jane and Georgeson, Jan (2013). Multiagency working in the early years: confidence, competence and context. Early Years: An International Research Journal, 33(4) pp. 380–397.

Payler, Jane; Georgeson, Jan and Wickett, Karen (2013). Early childhood education and care in the UK: piecemeal development through philanthropy, propagation, pluralism and pragmatism. In: Georgeson, Jan and Payler, Jane eds. International Perspectives on Early Childhood Education and Care. Maidenhead UK: Open University Press, pp. 257–274.

Payler, Jane K. and Locke, Rachel (2013). Disrupting communities of practice? How ‘reluctant’ practitioners view early years workforce reform in England. European Early Childhood Education Research Journal, 21(1) pp. 125–137.

Payler, Jane Katherine and Georgeson, Janet (2013). Personal action potency: early years practitioners participating in interprofessional practice in early years settings. International Journal of Early Years Education, 21(1) pp. 39–55.

Pinto, Sônia Maria da Conceição; Ribeiro, Silvar Ferreira and Okada, Alexandra (2013). Formação em rede para inclusão digital de educadores de telecentro. In: Colóquio Luso-Brasileiro de Educação a Distância e Elearning, Universidade Aberta. LEAD,.

Power, Tom (2013). How to maintain the integrity and effectiveness of m-Education Innovation through sustainable delivery, during and after funded support? In: 3rd Annual mEducation Alliance International Symposium: Commit Fair for Project Scaling, 15-16 Oct 2013, Washington, DC, USA.

Power, Tom (2013). The 'new' new technology: exploiting the potential of mobile communications and open educational resources. In: Moon, Bob ed. Teacher Education and the Challenge of Development:a global analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 212–226.

Power, Tom; Long, Lesley Anne and Eyres, Ian (2013). From education to health: lessons from cross-disciplinary teaching, research and development activity, in South Asia and Sub-Saharan Africa. In: 12th UKFIET International Conference on Education and Development: Education and Development Post 2015: Reflecting, Reviewing, Re-visioning, 10-12 Sep 2013, Oxford, UK.

Rabello, Cintia; Okada, Alexandra and Haguenauer, Cristina (2013). Tecnologias, novos letramentos e formação de professores: um estudo em comunidades de coaprendizagem. In: III Colóquio Luso-Brasileiro de Educação a Distância e Elearning, 6-7 Dec 2013, Lisbon, Portugal.

Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2013). Exploring provision for children identified with special educational needs: an international review of policy and practice. European Journal of Special Needs Education, 28(4) pp. 375–391.

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.

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.

Sapkota, Santosh (2013). Teacher education through distance mode : the Nepalese experience. PhD thesis The Open University.

Shaheen, Robina; Walsh, Christopher; Power, Tom and Burton, Sonia (2013). Assessing the impact of large-scale teacher professional development (TPD) in Bangladesh: English in Action (EIA). In: American Educational Research Association, 27 Apr - 01 May 2013, San Francisco, California.

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)

Silberfeld, Carolyn Helena and Horsley, Karen (2013). The Early Years Foundation Stage curriculum in England: a missed opportunity? In: Ang, Lynn ed. The Early Years Curriculum: The UK context and beyond. Abingdon: Routledge, pp. 12–32.

Stutchbury, Kris (2013). Ethics in educational research. In: Wilson, Elaine ed. School-Based Research: A Guide For Education Students (2nd ed). London: SAGE Publications Ltd, pp. 90–102.

Stutchbury, Kris; Acquah, Sakina; Ngman-Wara, Ernest; Goodwell, Kaulu; Shayo, Simon; Busulwa, Henry and Wambugu, Patricia (2013). Implementing TESSA teaching lower secondary science: learning from the experience and the implications for partnership working. In: Distance Education for Teachers in Africa, 30 Jul - 1 Aug 2013, Nairobi, Kenya.

Stutchbury, Kris and Cullen, Jane (2013). We’re improving the quality of teaching”: conceptualising ‘quality’ and ‘change’ using lessons from a current TESSA project. In: UKFIET International Conference on Education and Development – Education & Development Post 2015: Reflecting, Reviewing, Re-visioning., 10-12 Sep 2013, Oxford.

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.

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]. Distance Education in China, 12(23) pp. 20–33.

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.

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

2012To Top

Cooper, Barry; Glaesser, Judith; Gomm, Roger and Hammersley, Martyn eds. (2012). Challenging the Qualitative-Quantitative Divide: Explorations in Case-focused Causal Analysis. London: Continuum.

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

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.

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.

Ashour, Subhi (2012). Exploring Teachers' Beliefs About Teacher Research. MRes thesis The Open University.

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.

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 Apr 2012, Cambridge, UK.

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.

Bornat, Joanna; Raghuram, Parvati and Henry, Leroi (2012). Revisiting the archives - opportunities and challenges: a case study from the history of geriatric medicine. Sociological Research Online, 17(2) p. 11.

Bowers, Susan (2012). The Application of Systemic Functional Linguistics to Teaching L2 Academic Writing. EdD thesis The Open University.

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.

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2011To Top

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

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.

Katz, Jeanne; Peace, Sheila and Spurr, Sue eds. (2011). Adult Lives: A Life Course Perspective. Bristol: Policy Press.

Moyles, Janet; Georgeson, Jan and Payler, Jane eds. (2011). Beginning Teaching, Beginning Learning: In Early Years and Primary Education (4th edition). Maidenhead UK: Open University Press.

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

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.

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.

Bearne, Eve; Chamberlain, Liz;