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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.

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.

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.

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

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

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

Cremin, Teresa 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.

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

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

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

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

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

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

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

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

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.

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

Katz, Jeanne; Holland, Caroline; Peace, Sheila and Taylor, Emily (2011). A Better Life - What Older People With High Support Needs Value. York: Joseph Rowntree Foundation.

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

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

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

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

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

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.

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

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

Okada, Alexandra (2011). Aprendizagem Significativa com Mapas para Crianças (Meaningful learning for children with maps). Cuiabá: KCM Editora & Gráfica.

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

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).

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

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.

Edited BookTo Top

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.

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.

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

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

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.

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

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

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.

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

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.

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

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

Moon, Robert; Butcher, John and Bird, Elizabeth eds. (2000). Leading Professional Development in Education. London: RoutledgeFalmer.

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.

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

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

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

Okada, Alexandra ed. (2008). Cognitive Cartography: Knowledge maps for research, education and teaching. CoLearn, 1 (1). Brasil: KCM.

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.

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

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

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

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

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

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

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.

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

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

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

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

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

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

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.

Okada, Alexandra; Connolly, Teresa and Scott, Peter J. eds. (2012). Collaborative Learning 2.0: Open Educational Resources. IGI Global.

Book SectionTo Top

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.

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 (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 (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.

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 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.

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.

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 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 (2020). Teachers as readers and writers. In: Bowers, Virginia ed. Debates in Primary Education. Routledge, (In Press).

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.

Cremin, Teresa (2010). Motivating children to read through literature. In: Fletcher, J.; Parkhill, F. and Gillon, G. eds. Motivating Literacy Learners in Today's World. Wellington: New Zealand Council for Educational Research (NZCER), pp. 11–22.

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

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

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

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

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

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

Canning, Natalie; 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.

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.

Canning, Natalie and Robinson, Beryl (2021). Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England. European Journal of Special Needs Education (Early access).

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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; Lacina, Jan; Bintz, William P.; Jimerson, Jo Beth; Payne, Kim and Zingale, Remy (2020). Literacy in Lockdown: Learning and Teaching During COVID‐19 School Closures. The Reading Teacher, 74(3) pp. 243–253.

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

Clark, Andrew; Holland, Caroline; Katz, Jeanne and Peace, Sheila (2009). Learning to see: lessons from a participatory observation research project in public spaces. International Journal of Social Research Methodology, 12(4) pp. 345–30.

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 (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.

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Traianou, Anna and Hammersley, Martyn (2020). 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 (Early access).

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

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

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

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

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

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

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

Twining, Peter; Heller, Rachelle S.; Nussbaum, Miguel and Tsai, Chin-Chung (2017). Some Guidance on Conducting and Reporting Qualitative Studies. Computers & Education, 106 A1-A9.

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

Twining, Peter and Henry, Fiona (2013). 加强英国学校的“信息通信技术教学”：Vital项目启示 [Enhancing ‘ICT teaching’ in English schools: Vital lessons]. 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.

Walsh, Christopher S.; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2015). The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh. AAOU Journal, 10(1) pp. 37–52.

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.

Wang, Liang and Coleman, James A. (2009). A survey of Internet-mediated intercultural foreign language education in China. ReCALL, 21(1) pp. 113–129.

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

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.

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

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

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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 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, Cape Coast, Ghana.

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

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

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 (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.

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

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

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.

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

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; 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; 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.

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

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

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

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.

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

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

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.

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

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.

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.

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 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.

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.

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

Crisp, Martin (2005). Improving pupil achievement in primary school mathematics through the introduction of a national numeracy strategy - can one size fit all? In: ETEN conference 2004, 2004, Viana do Castelo, Portugal, University of Greenwich.

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.

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.

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 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.

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..

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.

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. 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, 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; 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 (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.

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.

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.

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.

Grainger, Teresa; Craft, Anna and Burnard, Pamela (2007). Examining possibility thinking in action in early years settings. In: Opening Doors to Imaginative Education: Connecting Theory to Practice (Broom, C ed.), Unknown.

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

Hammersley, M (2004). Causality as conundrum. In: ESRC Research Methods Programme, Research Methods Festival, 2004, St Catherines College, Oxford.

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.

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.

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

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.

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: 22nd International ACM SIGACCESS Conference on Computers and Accessibility, 26-28 Oct 2020, Athens, Greece (Online).

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.

Jeffrey, Bob; Bradshaw, Pete; Twining, Peter and Walsh, Chris (2010). Ethnography, education and on-line research. In: European Conference of Educational Research, 25-28 Aug 2010, Univesity of Helsinki, Finland.

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.

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.

Johnston-Wilder, Sue and Lee, Clare (2008). Does articulation matter when learning mathematics? In: Proceedings for the British Society for Research into Learning Mathematics, 15 Nov 2008, London.

Johnston-Wilder, Sue and Lee, Clare (2010). Developing mathematical resilience. In: BERA Annual Conference 2010, 1-4 Sep 2010, University of Warwick.

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.

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.).

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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.

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

Aldridge, Fiona (2010). Learning Journeys: Exploring the wider benefits of participation in adult and community learning. EdD thesis The Open University.

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.

Ashfield, Jean E. (2010). Learning to Teach Primary Mathematics: A Case Study. EdD thesis The Open University.

Ashour, Subhi (2012). Exploring Teachers' Beliefs About Teacher Research. MRes thesis The Open University.

Aubrey-Smith, Fiona (2021). An Exploration Of The Relationship Between Teachers' Pedagogical Stance And The Use Of ICT In Their Classroom Practice. 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.

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

Barnes, Derek Charles (1986). The effects of teacher's written comments on pupil performance and attitudes. MPhil thesis The Open University.

Barron, Ian (2008). An exploration of the factors that affect the ethnic identities of a group of three and four year old children. EdD thesis The Open University.

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

Benett, Yves (1978). The contributions of selected personality and situational variables to variations in teachers' attitudes to curriculum innovation. PhD thesis The Open University.

Bennett, Mary Kathleen (2002). Investigating Teacher-Pupil Oral Communication in Mathematics at Key Stage Two. EdD thesis The Open University.

Benson, Ann Christine (2009). Comparability and Examination Performance: Technical and Social Approaches to Its Study. PhD thesis The Open University.

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

Bentley, Gerald Ian (1980). The affective development of biology students in further education. The construction and evaluation of a test related to O- and A-level courses in biology, with particular reference to the affective domain. Use of the test to obtain diagnostic and predictive information. MPhil thesis The Open University.

Binmore, Keith (1981). The Development of Further Education in Newport 1841-1958. MPhil thesis The Open University.

Blackburn, Jennifer C (1985). The voluntary reading habits of 10 - 12 year olds: a survey analysed with reference to scores on Cattell's children's personality questionnaire. MPhil thesis The Open University.

Bold, Christine Elizabeth (2002). Making Sense Of Mathematical Language In A Primary Classroom. EdD thesis The Open University.

Bolton, Sylvia (2002). When Dyspraxia Meets Dyslexia At 11+. EdD thesis The Open University.

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.

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.

Bowers, Susan (2012). The Application of Systemic Functional Linguistics to Teaching L2 Academic Writing. 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.

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

Brooks, Donald Andrew John (2002). Training The Military Engineer: A Study Of Assessment And Its Validity. 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.

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

Butterworth, Alan (1978). Personality and Ideational Correlates of Student Teachers' Classroom Behaviours. The Open University.

Campbell, Robin (1982). Hearing children read: an exploration and pedagogical analysis of a teacher-child interaction in infant schools. MPhil thesis The Open University.

Carrington-Howell, Digby (2004). So you think you are a good school! An evaluation of one school's strategies for raising the achievement of those pupils identified as underachieving: Is target setting the answer or should we also be listening to and responding to the views of the pupils'? EdD thesis The Open University.

Charalambous, Angeliki (2019). Identification and Assessment of Social Emotional and Behavioural Difficulties (SEBD) Among Children With and Without Special Educational Needs (SEN) based on Parent and Teacher Perceptions: A Comparison Study. EdD thesis The Open University.

Child, Alan James (1985). THE DESIGN, DEVELOPMENT AND EVALUATION OF THE TULKETH READING ATTITUDE INVENTORY. The Open University.

Clark, Philip (1984). Conceptions of deprivation: an empirical study. MPhil thesis The Open University.

Clarke, John Walter (1980). Student Opinion and Occupational Circumstances relating to Aspects of Vocational Education and Training in Medical Laboratory Sciences. MPhil thesis The Open University.

Cobb, Rachel Jane (2021). An Exploration of Multiple Perspectives Around Feedback Practices on Assessed Writing in Higher Education. EdD thesis The Open University.

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.

Connolly, Bríd (2009). Praxis, Critical Pedagogy and Critical Adult and Community Education. 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.

Corbett, Jennifer (1987). Integration in further education: a case study. PhD thesis The Open University.

Cowley, Daphne (1985). Towards the assessment of junior children's writing in the creative mode. The Open University.

Creissen, Terry (2008). The Impact of the Leadership Programme for Serving Heads. EdD thesis The Open University.

Dale, Sheila M. (2003). Adult learners, educational change and public libraries in the Netherlands, 1969-1991. PhD thesis The Open University.

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.

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

Darch, Barry (2001). The Role Of Scaffolding In Providing The Kinds Of Metacognition That May Help More Able Key Stage 3 Pupils Develop Their Writing Abilities. EdD thesis The Open University.

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.

Davidson, Hugh Mackay (1979). THE USE OF PRE-QUESTIONS IN THE TEACHING OF COMPREHENSION. The Open University.

Davies, Janet (2007). Changing your trainers? Is reaction evaluation used by Primary National Strategy consultants to support development of their training skills? EdD thesis The Open University.

Davies, K (1990). The management of delegated systems of school finance with special reference to the operation of the Cheshire Cost Centre scheme. MPhil thesis The Open University.

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

De Bruler, Curran A. (2002). Assessment, Knowledge And The Curriculum: The Effects Of A Competence-Based Approach To The Training Of Teachers In Further And Adult Education. EdD thesis The Open University.

Dedos, Skarlatos G. (2011). Constructions of teaching in an elite university: A case study. EdD thesis The Open University.

Dragovic, Tatjana (2010). Teachers' Professional Identity: a study into how teachers in one Slovenian primary school talk about their professional identity and work following participation in NLP-based CPD in comparison with other teachers. EdD thesis The Open University.

Draper, Joan (1992). The Creation of Lymescroft School: An Ethnographic Study of Some Aspects of a School Merger. PhD thesis The Open University.

Egan, Laurenz Anthony Joseph (2010). Adult student motives for accessing the Vocational Training Opportunities Scheme. EdD thesis The Open University.

Emmans, Keith Allen (1985). An analysis of the use of French and German in employment and leisure by holders of 'A' level passes in these two languages. MPhil thesis The Open University.

Esland, Karen Victoria (2007). Business schools and the construction of management knowledge: an analysis of the MBA. PhD thesis The Open University.

Evans, Robert (2002). “Learning Discourse”: Learning Biographies, Embedded Speech And Discoursal Identity In Students' Talk : The Learning Discourses Of German Business Studies Undergraduates. EdD thesis The Open University.

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

Faller, Paula (2009). Knowing their Place: Identity and Aspiration in the Adult Learner Curriculum. EdD thesis The Open University.

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

Ford, Michael George (1985). The relation between the obsessional character and aspects of cognitive performance. MPhil thesis The Open University.

Fox, Alison Ross Craven (2012). An Exploration of Individual Emergent Leaders' Identity Development Through the Use of Learning Biographies. PhD thesis The Open University.

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

Gentle, Paul Nicholas (2008). Action Learning as a Tool for Strategic Leadership in Higher Education: An Empirical Study. EdD thesis The Open University.

Gélat, Mona (2001). Peer Interaction, Cognition And Argumentative Writing (Key Stage 2 Children). EdD thesis The Open University.

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

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

Gray, M. Elizabeth (1981). A study of the thematic content preference of young children in Northern Ireland learning to read. MPhil thesis The Open University.

Greer, Paul (1990). MEETING INFORMATION NEEDS IN HIGHER EDUCATION CAREERS ADVISORY SERVICES. The Open University.

Griffin, Jennifer Anne (1989). "'Girls getting it together': a study of race, class and gender through the writings of young women". PhD thesis The Open University.

Hamlin, John Alexander (2004). Gender Issues in Design and Technology in the Primary School. EdD thesis The Open University.

Harris, Judith Anne (2004). The hidden curriculum of the recognition of prior learning: a case study. PhD thesis The Open University.

Harrison, Michael Ernest (1994). An Investigation into the Implementation of National Curriculum Design and Technology in a State Secondary School. PhD thesis The Open University.

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.

Hoad, J. Bridget (2000). Towards An Understanding Of Procrastinating Behaviours In A Key Stage 1 Classroom. EdD thesis The Open University.

Honey, Martin Douglas (1996). An Evaluation Of The Survival Of Mature Students On Degree Courses In Hospitality Management In The UK. MPhil thesis The Open University.

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

Innes, Sara Lynn (1995). Facilitation Of Phonological Awareness In Three And Four Year Old Children. MPhil thesis The Open University.

Israel, John Black (2004). Authenticity And The Assessment Of Modern Foreign Language Learning: The Problems Of Designing Authentic Tasks And Devising And Applying Criteria For Moderated Assessment And Evaluation In The Examinations Of The International Baccalaureate for Modern Foreign Languages. EdD thesis The Open University.

James, Anthony William (2000). The Nature Of The Relationships Between The Child, Their Parents And Teachers Within A Primary School, Working Together To Meet The Needs Of Children Defined As Having “Special Educational Needs”. EdD thesis The Open University.

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

Jones, Alan William (1983). THE PERCEPTIONS OF PUPILS, TEACHERS AND PARENTS ACROSS THE INFANT-JUNIOR TRANSFER. The Open University.

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

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

Jwan, Julius Ouma (2009). Democratic School Leadership: Perceptions and Practices in Secondary Schools in Kenya. PhD thesis The Open University.

Kell, Catherine Leicester (2006). Moment by moment: contexts and crossings in the study of literacy in social practice. PhD thesis The Open University.

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.

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.

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

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.

Laurent, Uthel (2008). Exploring the Schooling Experience of Disengaged Girls Aged 15-16 Years. MRes thesis The Open University.

Laurent, Uthel Joseph (2012). Understanding Student Disengagement within a Caribbean Context. PhD thesis The Open University.

Lennon, Francis P (1989). The class novel in first and second year mixed ability classes. MPhil thesis The Open University.

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.

Lindsay-Clift, Laura A. (1986). An investigation of factors influencing adolescent health behaviour. MPhil thesis The Open University.

Logan, Lindsay (2000). Problem solving in primary mathematics : a national survey and an in-depth analysis. PhD thesis The Open University.

Lund, Roy Ridout (1996). The Development and Delivery of Appropriate Curricula for Children with Emotional and Behavioural Difficulties. MPhil thesis The Open University.

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

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

Matthews, Peter (1989). The Education, Training and Supply of Teachers in England and Wales, 1963-73: an analysis of policy formation. MPhil thesis The Open University.

McCarthy, Nora (2004). The Reader and the Book: Ideology and the Construction of Identity in Narrative Fiction. EdD thesis The Open University.

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

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.

Melton, Reginald F (1978). A study of factors which determine whether on not behavioural objectives affect student learning. PhD thesis The Open University.

Mercer, Justine Elizabeth (2004). The Impact Of Faculty Appraisal At Tertiary Level: Two Exploratory Case Studies. EdD thesis The Open University.

Miklaucich, Maria (2010). An Ethnographic Case Study exploring the use of Reflective Learning by Trainee Nurse Mentors. EdD thesis The Open University.

Miller, Carol Jane (1997). Distance education for professional development : a case study. PhD thesis The Open University.

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