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Ashley, Joan; De Geest, Els and Lee, Clare (2021). Motivation and Engagement. London: Pearson.

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

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

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

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

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

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

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

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

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

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

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

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

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

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Agbaire, Jennifer Jomafuvwe; Agema, Su'ur Su'eddie and Kamari, Juhi eds. (2021). Education and Development: International Insights on Exclusions, Inclusion and Transformational Change. Makurdi, Nigeria: Sevhage Publishers.

Alves, Lynn; Barros, Daniela and Okada, Alexandra eds. (2009). Moodle: Estratégias Pedagógicas e Estudos de Casos. Salvador, Brazil: EDUNEB.

Arthur, James and Cremin, Teresa eds. (2010). Learning to Teach in the Primary School (2nd edition). London: Routledge.

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

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

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

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

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

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

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.

Hammersley, Martyn and Woods, Peter eds. (1984). Life in school: Sociology of pupil culture. Milton Keynes: Open University Press.

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

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

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.

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.

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.

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

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.

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.

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. (2008). Knowledge Cartography: Software tools and mapping techniques. Advanced Information and Knowledge Processing, 1. London, UK: Springer.

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.

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

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

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

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

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.

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

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

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.

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

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Addae-Kyeremeh, Eric (2020). Teachers’ access to and use of evidence. In: Fox, Alison and Poultney, Val eds. Professional Learning Communities and Teacher Enquiry. Evidence-based Teaching for Enquiring Teachers (1). St Albans: Critical Publishing, pp. 80–92.

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.

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.

Álvarez, Inma; Dennis, Carol Azumah and Waterhouse, Philippa (2021). Researching from home. Doctoral research in a pandemic. In: Ubachs, G. ed. The Envisioning Report for Empowering Universities, Volume 5. Maastricht, NL: EADTU, pp. 10–12.

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.

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.

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.

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.

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

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

Banks, Frank (2009). Research on teaching and learning in technology education. In: Jones, Alister and de Vries, Marc eds. International Handbook of Research and Development in Technology Education, Volume 5. Sense Publishers, pp. 373–390.

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

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

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

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

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

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

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

Banks, Frank and 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.

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

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

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

Banks, Frank 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.

Bornat, Joanna (2008). Biographical methods. In: Alasuutari, Pertti; Bickman, Leonard and Brannen, Julia eds. The Sage Handbook of Social Research Methods. London, UK: Sage, pp. 344–356.

Bornat, Joanna (2010). Remembering in late Lifer: generating individual and social change. In: Ritchie, Donald A. ed. The Oxford Handbook of Oral History. Oxford Handbooks in History. New York: Oxford University Press, pp. 202–218.

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 and Walmsley, Jan (2004). Biography as empowering practice: lessons learned from research. In: Chamberlayne, Prue; Bornat, Joanna and Aptizsch, Ursula eds. Biographical methods and professional practice: an international perspective. Bristol, UK: Policy Press, pp. 221–236.

Bornat, Joanna and Wilson, Gail (2008). Recycling the evidence: Different approaches to the reanalysis of elite life histories. In: Edwards, Rosalind ed. Researching families and communities: Social and generational change. London, UK: Routledge, pp. 95–113.

Buckingham Shum, Simon and Okada, Alexandra (2008). Knowledge Cartography for Controversies: The Iraq Debate. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: software tools and mapping techniques. Advanced Information and Knolwedge Processing, 1. Springer, pp. 249–265.

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.

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.

Busher, Hugh; Fox, Alison and Capewell, Carmel (2021). Developing Phrónēsis: Challenges and opportunities. 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. 200–207.

Cable, Carrie; Drury, Rose and Helavaara Robertson, Leena (2009). A day in the life of a bilingual practitioner. In: Cable, Carrie; Miller, Linda and Goodliff, Gill eds. Working with Children in the Early Years, 2nd edition. London: Routledge, pp. 21–32.

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

Canning, Natalie (2011). Exploring the concept of quality play. In: Reed, Michael and Canning, Natalie eds. Implementing Quality Improvement and Change in the Early Years. London, UK: Sage Publications Ltd, pp. 75–91.

Canning, Natalie (2009). Empowering communities through inspirational leadership. In: Robins, Alison and Callan, Sue eds. Managing Early Years Settings: Supporting and Leading Teams. London: Sage, pp. 26–44.

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

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 (2011). Writing. In: Cox, Robyn ed. Primary English Teaching: An Introduction to Language, Literacy and Learning. London: Sage, pp. 37–50.

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; Buckler, Alison and Mkwananzi, Faith (2021). Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls in Zimbabwe: practitioners’ perspectives. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education. London: Routledge, pp. 27–39.

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 Harrett, Jacqueline (2011). The Power of Story. In: Moyles, Janet; Georgeson, Jan and Payler, Jane eds. Beginning Learning, Beginning Teaching: In Early Years and Primary Education (4th ed). Maidenhead: Open University Press, pp. 191–200.

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.

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.

Coleman, James A. (2009). Study abroad and SLA: defining goals and variables. In: Berndt, Annette and Kleppin, Karin eds. Sprachlehrforschung: Theorie und Empire, Festschrift fur Rudiger Grotjahn. Frankfurt am Main: Peter Lang, pp. 181–196.

Coleman, James A. (2006). Fremdsprachen aus der Ferne: die britische Open University. In: Jung, Udo O.H. ed. Praktische Handreichung für Fremdsprachenlehrer. Bayreuther Beiträge zur Glottodidaktik, 2 (2). Frankfurt am Main: Peter Lang, pp. 516–521.

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.

Coleman, James A. (2007). A new framework for study abroad research. In: Way, C.; Soriano, G.; Limon, D. and Amador, C. eds. Enhancing the Erasmus Experience: Papers on Student Mobility. Granada: Atrio, pp. 37–46.

Coleman, James A. (2009). Multilingualism in contexts: the relativity of time and space. In: Wiater, Werner and Videsott, Gerda eds. Migration und Mehrsprachigkeit. Frankfurt am Main: Peter Lang, pp. 115–133.

Coleman, James A. and Chafer, Tony (2011). The experience and long-term impact of study abroad by Europeans in an African context. In: Dervin, Fred ed. Analysing the consequences of academic mobility and migration. Newcastle: Cambridge Scholars Publishing, pp. 67–96.

Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula (2012). Collaboration and interaction: the keys to distance and computer-supported language learning. In: Levine, Glenn.S.; Phipps, Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Learning, pp. 161–180.

Coleman, James A. and Vialleton, Elodie (2011). French Studies at the Open University: pointers to the future. In: Lane, Philippe and Worton, Michael eds. French Studies in and for the 21st Century. Liverpool: Liverpool University Press, pp. 235–246.

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; 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.

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

Craft, Anna; Cremin, Teresa and Burnard, Pamela (2008). Creative learning: an emergent concept. In: Craft, Anna; Cremin, Teresa and Burnard, Pamela eds. Creative Learning 3-11 and How We Document It. Stoke on Trent: Trentham Books Ltd..

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2008). Possibility thinking with children in England aged 3-7. In: Craft, Anna; Cremin, Teresa and Burnard, Pamela eds. Creative Learning 3-11 and How We Document It. Stoke-on-Trent: Trentham Books Ltd., pp. 65–74.

Cremin, T (2010). Motivating children to write with purpose and passion. In: Goodwin, P ed. The Literate Classroom (3rd ed.). Abingdon: Routledge.

Cremin, T. (2010). Reconceptualising reading in the 21st Century. In: McCannon, T. ed. Reading in the 21st Century. Dublin: Reading Association of Ireland.

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 (2021). Teachers as Readers and Writers. In: Bower, Virginia ed. Debates in Primary Education. Routledge.

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

Cremin, Teresa (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 (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 (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.

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Journal ItemTo Top

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

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

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Conference or Workshop ItemTo Top

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

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

Addae-Kyeremeh, Eric (2015). Professional learning through networking: perceptions and practices amongst basic school headteachers in Ghana. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 10-12 Jul 2015, Reading, UK.

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

Addae-Kyeremeh, Eric (2017). Connectedness and organisational learning: The role of relationships in supporting headteacher professional development. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 7-9 Jul 2017, Stratford-upon-Avon, UK.

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.

Addae-Kyeremeh, Eric; Cullen, Jane; Mallet, Joshua and Owusu-Agyemfra, Augustus (2021). ICT-based teaching and learning in Ghana: OpenSTEM Africa. In: UKFIET Conference Building Back Better in Education and Training?, 13/09/2021-16/09/2021, Online.

Addae-Kyeremeh, Eric and Wise, Christine (2014). School-based learning and development: revisiting professional development for headteachers in India. In: Exploring Leadership Learning and Theories in Asia (ELLTA) 2014, 17-19 Nov 2014, Penang, Malaysia.

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.

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

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

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

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

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

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

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.

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

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

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.

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

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.

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.

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

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

Buckingham Shum, Simon and Okada, Alexandra (2007). Knowledge Mapping for Open Sensemaking Communities. In: Researching open content in education - OpenLearn 2007, 31 Oct 2007, Milton Keynes, UK.

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.

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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.

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

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

Caton, Lucy; Cooke, Carolyn; Puntil, Donata and Vackova, Petra (2022). Rooms of possibilities: Making spaces for posthumanist (un)doings. In: European Congress of Qualitative Inquiry, Feb 2022, Online.

Chamberlain, Liz (2010). Where are we now in our approaches to the teaching of writing? In: UKLA 46th International Conference. The Changing Face of Literacy: Yesterday, Today and Tomorrow, 9-11 Jul 2010, Winchester.

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

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.

Chamberlain, Liz; Rodriguez-Leon, Lucy and Woodward, Clare (2022). Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia. In: The 57th UKLA International Conference - Reaching out through literacy: Enabling advantage for all, 1-3 Jul 2022, Birmingham, UK.

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.

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.

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.

Cole Jones, Nia; Defis, Nerys; Glover, Alison; Jones, Mathew; Wallis, Rachel and Williams, Amanda (2022). Exploring the impact of student teachers' online collaborative peer reflection. In: Distance education: A Brave New World? Modalities, Challenges, Opportunities and Prospects, 20-21 Oct 2022, Virtual.

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.

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 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.

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.

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 (2011). Addressing 'serial disruption': designing and providing education for children caught up in conflict. In: UKFIET International Conference on Education and Development Global Challenges for Education: Economics, Environment and Emergency, 13-15 Sep 2011, Oxford.

Cullen, Jane (2004). Leadership Development in Struggling Schools. In: 17th International Congress for School Effectiveness and Improvement (ICSEI), 06-09 Jan 2004, Rotterdam, Netherlands.

Cullen, Jane (2003). Building capacity in struggling schools. In: ICSEI Conference, 05-08 Jan 2003, Sydney, Australia.

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.

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.

Cullen, Jane; Keraro, Fred and Wamutitu, Joseph (2012). Leadership support for school-based professional development for primary school teachers: the use of TESSA OERs in schools in Kenya. In: 56th Year Book on Teacher Education, International Council on Education for Teaching, pp. 170–182.

Cullen, Jane and Swaffield, Sue (2007). Autonomy and accountability: the cross-hierarchical School Improvement Group in schools 'facing exceptionally challenging circumstances'. In: ICSEI Conference: Professional Challenges for School Effectiveness and Improvement in the Era of Accountability, 03-06 Jan 2007, Portoroz, Slovenia.

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.

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

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

Diniz, Tatiana and Glover, Alison (2010). The wonderful art of comparing leeks and bananas: reviewing sustainability actions to empower transformation. In: Society for Research into Higher Education Conference, 14-16 Dec 2010, Celtic Manor, Newport, South Wales.

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.

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.

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.

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

Ferguson, Rebecca; 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).

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

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. (2012). Examining school leaders’ learning in practice: methodological choices and dilemmas. In: Oxford Ethnography in Education Conference, Sep 2012, Oxford.

Fox, A. (2010). Becoming a teacher-leader: Exploring biographical representation of teachers’ experiences of transition. In: European Society for Research on the Education of Adults 'Life history and Biographical Research' network conference, 4-7 Mar 2010, Linnaeus University, Sweden.

Fox, A. (2008). Exploring biographical approaches to understanding learning as identity: cases of emergent school leaders. In: ESREA ‘Access, Learning Careers and Identities’ Network Conference, 10-12 Dec 2008, Seville, Spain.

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

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.

Fox, A.; Deanet, R. and Wilson, E. (2009). Perceptions of the workplace by new teachers. In: Researching Workplace Learning 6th Annual Conference, 28 Jun - 3 Jul 2009, Roskilde, Copenhagen.

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, A. and Wilson, E. (2011). Finding valued relationships: beginning teachers networking to meet their professional needs. In: European Association for Research on Learning and Instruction Biennial Conference, Sep 2011, Exeter.

Fox, A. and Wilson, E. (2009). Networking for support: learning from the experiences of beginning science teachers. In: Teacher Education division of the American Educational Research Association Annual Conference, 11-14 Apr 2009, San Diego, USA.

Fox, Alison; Jewitt, Katharine; Kagoya, Anne; Burrell, Susannah; Stutchbury, Kris and Ruiz Martinez, Alejandro Tomas (2022). Assessment, Identity and Agency. In: Seminar on Assessment, Identity and Agency, 30 Mar 2022, Online at The Open University.

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.

Fox, B. and Twining, P. (2006). Comparing perspectives on the role of ICT in education. In: SITE International Conference Annual 2006 (Crawford, C. and et., al. eds.), Association for the Advancement of Computing in Education, Charlottesville (Va), USA, pp. 1551–1558.

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.

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.

Glover, Alison (2010). Planning and implementing effective sustainability within a globalised higher education sector. In: Postgraduate and Newer Researchers Society for Research into Higher Education Conference, 13-14 Dec 2010, Celtic Manor, Newport, South Wales.

Glover, Alison (2011). Interpreting perceptions of sustainability. In: PRISM Research Conference, 19-20 May 2011, University of Gloucestershire.

Glover, Alison (2009). ESDGC and the curriculum – from institutional interest to practical progress. In: HEFCW – ESDGC Action to date and in the future, Wrexham Intellectual and institutional barriers to ESDGC, 9 Jul 2009, Glyndwr University, Wrexham.

Glover, Alison (2009). The Challenge of Sustainability - the Welsh Agenda. In: Postgraduate and Newer Researchers Society for Research into Higher Education Conference, 7 Dec 2009, Celtic Manor, Newport, South Wales.

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Glover, Alison (2022). Fostering participation, collaboration and problem solving in the classroom – developing discussion and actions for sustainability. In: Teacher Education for Equity and Sustainability Network (TEESNet) 13th Annual Conference, 28 Sep 2022, Liverpool Hope University.

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

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

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