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

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

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

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

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

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

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

Buckingham, David and Bragg, Sara (2004). Young People, Sex and the Media: the facts of life? Basingstoke, UK: Palgrave Macmillan.

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.

Bucknall, Sue (2012). Children as Researchers in Primary Schools: Choice, Voice and Participation. Routledge.

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

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

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.

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

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

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

Conradie, Liesl and Golding, Tyrrell (2013). The Short Guide to working with Children and Young People. Short Guide Series. Bristol: Policy Press.

Cooper, Victoria L.; Montgomery, Heather and Sheehy, Kieron (2018). Parenting the First Twelve Years: What the Evidence Tells Us. Pelican.

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

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

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

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

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

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

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

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

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; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2022). Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge.

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.

Erling, Elizabeth J.; Adinolfi, Lina and Hultgren, Anna Kristina (2017). Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts. Reading: Education Development Trust/British Council.

Fielding, Michael and Bragg, Sara (2003). Students as Researchers: Making a difference. Consulting Pupils about Teaching and Learning. Cambridge, UK: Pearson Publishing.

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.

Fox, Alison; Hendry, Helen and Cooper, Deborah (2022). Harnessing Professional Development for Educators: A Global Toolkit. Open University Press.

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

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

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

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

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

Gunter, Anthony (2017). Race, Gangs and Youth Violence: Policy, Prevention and Policing. Bristol, UK: Policy Press.

Gunter, Anthony (2010). Growing Up Bad?: Black Youth, 'road' Culture and Badness in an East London Neighbourhood. London, UK: Tufnell Press.

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.

Hammersley, Martyn (2006). Media bias in reporting social research? The case of reviewing ethnic inequalities in education. London, UK: Routledge.

Hammersley, Martyn (2011). Methodology: Who Needs It? London, UK: Sage.

Helleve, Arnfinn; Sandberg, Helena; Berg, Christina; Prell, Hillevi; Ólafsdóttir, Steingerður; Gísladóttir, Elva; Andersen, Morten C.; Jewell, Jo; Breda, João; Marniemi, Annikka; Gabrijelcic, Mojca and Tatlow-Golden, Mimi (2018). Monitoring food marketing to children: A joint Nordic monitoring protocol for marketing of foods and beverages high in fat, salt and sugar (HFSS) towards children and young people. TemaNord, ISSN 0908-6692 ; 2018:504. Copenhagen, Denmark: Nordisk Ministerråd.

Hustinx, Wouter; Rosius, Hanne; Peoples, Martin; McCartney, Kieran; Ivanusa Kline, Darja; Gorissen, Pierre; Can, Tuncer; Şimşek, Irfan; Venturella, Chiara and Koenraad, Ton (2019). Tablio: Realising Classroom Differentiation and Inclusion with Tablets. Hasselt, Belgium: PXL University of Applied Sciences and Arts.

Ibbotson, Paul (2020). What it Takes to Talk: Exploring Developmental Cognitive Linguistics. Cognitive Linguistics Research [CLR], 64. Berlin: De Gruyter Mouton.

Ibbotson, Paul (2022). Language Acquisition: The Basics. London: Routledge.

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.

KE206 Module Team (2017). Children and young people's wellbeing [KE2016 Books 1 & 2]. Milton Keynes: Open University.

Kehily, Mary (2002). Sexuality, Gender and Schooling: Shifting Agendas in Social Learning. London: Routledge.

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

Kim, Chae-Young; Sheehy, Kieron and Kerawalla, Lucinda (2017). Developing Children as Researchers: A Practical Guide to Help Children Conduct Social Research. Abingdon: Routledge.

Kucirkova, Natalia (2014). iPads and Tablets in the Classroom: Personalising Children’s Stories. Minibook, 41. Leicester: UKLA.

Kucirkova, Natalia (2018). How and Why to Read and Create Children's Digital books: A Guide for Primary Practitioners. UCL Press.

Kucirkova, Natalia (2021). The Future of the Self: Understanding Personalization in Childhood and Beyond. Emerald Books.

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

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.

Long, Martyn; Wood, Clare; Littleton, Karen; Passenger, Terri and Sheehy, Kieron (2010). The Psychology of Education: The Evidence Base for Teaching and Learning (2nd ed.). London: Routledge.

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

Montgomery, Heather (2001). Modern Babylon?: Prostituting children in Thailand. Fertility, Reproduction and Sexuality, 2. Oxford, UK: Berghahn Books.

Montgomery, Heather (2008). An introduction to childhood: Anthropological perspectives on children's lives. Oxford, UK: Wiley-Blackwell.

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

Nayak, Anoop and Kehily, Mary Jane (2008). Gender, Youth and Culture: Young Masculinities and Femininities. Basingstoke: Palgave.

Nayak, Anoop and Kehily, Mary Jane (2013). Gender Youth and Culture: Young Masculinities and Femininities (2nd ed). Basingstoke: Palgrave.

Norgate, Sarah (2006). Beyond nine to five: your life in time. Mind & Brain Series. Orion.

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

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

Owton, Helen (2014). Studying as a Parent: A Handbook for Success. Palgrave Student to Student. Basingstoke: Palgrave MacMillan.

Owton, Helen (2017). Doing Poetic inquiry. Palgrave Pivot. Palgrave.

Owton, Helen (2016). Sexual Abuse in Sport: A Qualitative Case Study. London: Palgrave Macmillan.

Peace, Sheila (2022). The environments of ageing: Space, place and materiality. Policy Press.

Pells, Kirrily and Woodhead, Martin (2014). Changing Children's Lives: Risks and Opportunities. Oxford: Young Lives, Department for International Development, University of Oxford.

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).

Rea, Simon (2019). Careers in Sports Science. United Kingdom: Adored Publishing.

Rea, Simon (2015). Sports Science: A Complete Introduction. Teach Yourself. London: John Murray Learning.

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.

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

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

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

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

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

Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill (2014). Augmented education: bringing real and virtual learning together. Digital Education and Learning. Basingstoke: Palgrave Macmillan.

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

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

Thomson, Rachel; Kehily, Mary Jane; Hadfield, Lucy and Sharpe, Sue (2011). Making Modern Mothers. Bristol: Policy Press.

Woodhead, Martin (1996). In search of the rainbow: pathways to quality in large scale programmes for young disadvantaged children. Early Childhood Development: Practice and Reflections (7). The Hague: Bernard van Leer Foundation.

Woodhead, Martin; Feathersone, Imogen; Bolton, Laura and Robertson, Penny (2014). Early Childhood Development: Delivering Inter‐sectoral Policies, Programmes and Services in Low‐resource Settings. Topic guide, November (2014). Oxford: Health & Education Advice & Resource Team (HEART).

Woodhead, Martin and Montgomery, Heather (2002). Understanding childhood: an interdisciplinary approach. Wiley.

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

Edited BookTo Top

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.

Allen, Shirley F. [Author]; Whalley, Mary E. [Author]; Goodliff, Gill D. [Series editor] and Trodd, Lynn [Series editor] eds. (2010). Supporting Pedagogy and Practice in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

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

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

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

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

Arthur, James and 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.

Bacigalupo, Vivien; Bornat, Joanna; Bytheway, Bill; Johnson, Julia and Spurr, Susan eds. (2002). Understanding care, welfare and community: A reader. London: Routledge.

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

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

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

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.

Brockliss, Laurence and Montgomery, Heather eds. (2010). Childhood and Violence in the Western Tradition. Society for the Study of Childhood in the Past Monograph series, 1. Oxford, UK: Oxbow Books.

Brooker, Liz and Woodhead, Martin eds. (2008). Developing Positive Identities: Diversity and Young Children. Early Childhood in Focus (3). Milton Keynes: Open University.

Brooker, Liz and Woodhead, Martin eds. (2013). The Right to Play. Early Childhood in Focus, 9. Milton Keynes: The Open University with the support of Bernard van Leer Foundation.

Brooker, Liz and Woodhead, Martin eds. (2010). Culture and Learning. Early Childhood in Focus, 6. Milton Keynes: The Open University.

Buckingham, David; Bragg, Sara and Kehily, Mary eds. (2014). Youth Cultures in the Age of Global Media. Studies in Childhood and Youth. Basingstoke: Palgrave Macmillan.

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

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

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

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

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

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

Cooke, Carolyn; Evans, Keith; Philpott, Chris and Spruce, Gary eds. (2016). Learning to Teach Music in the Secondary School: A Companion to School Experience (3rd Edition). Learning to Teach Subjects in the Secondary School Series. Oxon: Routledge.

Cooper, Victoria and Holford, Naomi eds. (2021). Exploring Childhood and Youth. Abingdon: Routledge.

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

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

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.

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

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

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

Fox, Alison; Busher, Hugh and Capewell, Carmel eds. (2021). Thinking Critically and Ethically about Research for Education: Engaging with Voice and Empowerment in International Contexts. Abingdon: Routledge.

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. (1992). Gender and ethnicity in schools: Ethnographic accounts. London: Routledge.

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

Hammersley, Martyn and Woods, Peter eds. (1976). The process of schooling: A sociological reader. Routledge/Kegan Paul Ltd.

Hargreaves, Eleanore; Kambouri, Maria; Bradshaw, Pete and Attard, Michelle eds. (2016). Bringing Theory and Practice Closer in Teacher Learning: Partnerships Between Faculties of Education and Schools in Conducting Practicum, CPD and Action Research. Cairo: American University of Cairo.

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

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

Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. (2021). Athletic Development: A Psychological Perspective. Abingdon: Routledge.

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

Holliman, Andrew and Sheehy, Kieron eds. (2022). Overcoming Adversity in Education. Abingdon: Routledge.

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

Johnson, Jessica [Author]; Trodd, Lyn [Series editor] and Goodliff, Gill [Series editor] eds. (2010). Positive and Trusting Relationships with Children in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

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

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

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.

Katz, Jeanne; Peace, Sheila and Spurr, Sue eds. (2011). Adult Lives: A Life Course Perspective. Bristol: Policy Press.

Kehily, M.J. ed. (2007). Understanding youth: Perspectives, identities and practices. Youth: Perspectives and Practice. London: Sage/The Open University.

Kehily, Mary Jane ed. (2008). Wprowadzenie do badań nad dzieciństwem. Krakow, Poland: Wydawnictwo.

Kehily, Mary Jane ed. (2008). An Introduction to Childhood Studies. Maidenhead, UK: Open University Press.

Kehily, Mary Jane ed. (2004). An Introduction to Childhood Studies. Maidenhead, UK: Open University Press.

Kehily, Mary Jane and Swann, Joan eds. (2003). Children's Cultural Worlds. Childhood, 3. Chichester, UK: John Wiley in association with the Open University.

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.

McCaig, Colin; Rainford, Jon and Squire, Ruth eds. (2022). The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited.

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

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

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

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

Montgomery, Heather; Burr, Rachel and Woodhead, Martin eds. (2003). Changing childhoods: global and local. John Wiley.

Montgomery, Heather and Kellett, Mary eds. (2009). Children and young people’s worlds: Developing frameworks for integrated practice. Bristol, UK: Policy Press.

Montgomery, Heather and Robb, Martin eds. (2018). Children and young people’s worlds (2nd edition). Policy Press.

Montgomery, Heather and Watson, Nicola eds. (2009). Children's literature: Classic texts and contemporary trends. Houndmills, Basingstoke: Palgrave Macmillan.

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

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; 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; 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). Curriculum and pedagogy in inclusive education: Values into practice. London, UK: Routledge.

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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.

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Albright, James J.; Walsh, Christopher S. and Purohit, Kiran D. (2009). Towards a Theory of Practice: Critical Transdisciplinary Multiliteracies. In: McInerney, Dennis M.; Van Etten, Shawn and Dowson, Martin eds. Standards In Education. Research on Sociocultural Influences on Motivation and Learning. Information Age Publishers, pp. 93–116.

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Journal ItemTo Top

Adamis, Dimitrios; Tatlow-Golden, Mimi; Gavin, Blánaid and McNicholas, Fiona (2019). General practitioners’ (GP) attitudes and knowledge about attention deficit hyperactivity disorder (ADHD) in Ireland. Irish Journal of Medical Science, 188(1) pp. 231–239.

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

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

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

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

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

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

Aggleton, Jen (2022). Pictures and picturing: mental imagery whilst reading illustrated novels. Cambridge Journal of Education (Early Access).

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

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

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

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

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

Allen-Collinson, Jacquelyn; Jennings, George; Vaittinen, Anu and Owton, Helen (2019). Weather-wise? Sporting embodiment, weather work and weather learning in running and triathlon. International Review for the Sociology of Sport, 54(7) pp. 777–792.

Allen-Collinson, Jacquelyn and Owton, Helen (2015). Intense embodiment: senses of heat in women’s running and boxing. Body & Society, 21(2) pp. 245–268.

Allen-Collinson, Jacquelyn and Owton, Helen (2014). Take a deep breath: Asthma, sporting embodiment and ‘auditory work’. International Review for the Sociology of Sport, 49(5) pp. 592–608.

Allen-Collinson, Jacquelyn; Owton, Helen and Crust, Lee (2016). Opening up dialogues and airways: using vignettes in research to enrich asthma understandings in sport and exercise. Qualitative Research in Sport, Exercise and Health, 8(4) pp. 352–364.

Allen-Collinson, Jacquelyn; Vaittinen, Anu; Jennings, George and Owton, Helen (2018). Exploring Lived Heat, “Temperature Work,” and Embodiment: Novel Auto/Ethnographic Insights from Physical Cultures. Journal of Contemporary Ethnography, 47(3) pp. 283–305.

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

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

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

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

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

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

Appleton, Jane V.; Harris, Margaret; Oates, John and Kelly, Cat (2012). Evaluating health visitor assessments of mother–infant interactions: a mixed methods study. International Journal of Nursing Studies, 50(1) pp. 5–15.

Armstrong, Christina; Archer, Anji; Critten, Valerie and Critten, Sarah (2022). Art box deliveries: The experiences of people with dementia and their carers during the Covid 19 lockdown. Art box deliveries: The experiences of people with dementia and their carers during the Covid 19 lockdown (Early Access).

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

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

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

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

Arthur, Lore and Crossley, Michael (2016). Wide horizons and blurred boundaries: comparative perspectives on adult and lifelong learning. International Journal of Lifelong Education, 36(1-2) pp. 181–194.

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.

Ash, James and Gallacher, Lesley Anne (2011). Cultural geography and videogames. Geography Compass, 5(6) pp. 351–368.

Attwood, Feona; Barker, Meg; Bragg, Sara; Egan, Danielle; Evans, Adrienne; Harvey, Laura; Hawkes, Gail; Heckert, Jamie; Holford, Naomi; Macvarish, Jan; Martin, Amber; McKee, Alan; Mowlabocus, Sharif; Paasonen, Susanna; Renold, Emma; Ringrose, Jessica; Valentine, Ludi; Frances Watson, Anne and van Zoonen, Liesbet (2011). Engaging with the Bailey Review: blogging, academia and authenticity. Psychology and Sexuality, 3(1) pp. 69–94.

Baldisserotto, Márcia Leonardi; Theme-Filha, Mariza Miranda; Griep, Rosane Harter; Oates, John; Renó Junior, Joel and Cavalsan, Juliana Pires (2018). Transcultural adaptation to the Brazilian Portuguese of the Postpartum Bonding Questionnaire for assessing the postpartum bond between mother and baby. Cadernos de Saúde Pública, 34(7), article no. e00170717.

Bamber, Philip; Bullivant, Andrea; Glover, Alison; King, Betsy and McCann, Gerard (2016). A comparative review of policy and practice for education for sustainable development/education for global citizenship (ESD/GC) in teacher education across the four nations of the UK. Management in Education, 30(3) pp. 112–120.

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

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

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

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

Batey, Jo and Owton, Helen (2014). Team mums: team sport experiences of athletic mothers. Women in Sport and Physical Activity Journal, 22(1) pp. 30–36.

Baxter, Jacqueline and Floyd, Alan (2019). Strategic narrative in multi-academy trusts in England: Principal drivers for expansion. British Educational Research Journal, 45(5) pp. 1050–1071.

Baxter, Jacqueline and Wise, Christine (2013). School federation governance: translation or transformation. Management in Education, 27(3) pp. 106–111.

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

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

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

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

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

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

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

Bertilsdotter Rosqvist, Hanna; Brownlow, Charlotte and O'Dell, Lindsay (2015). "What's the point in having friends?" reformulating notions of friends and friendship for adults with autism. Disability Studies Quarterly, 35(4)

Black, Paul; Harrison, Christine; Lee, Clare; Marshal, Bethan and Wiliam, Dylan (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1) pp. 8–21.

Bloom, Ashley; Critten, Sarah; Johnson, Helen and Wood, Clare (2020). A critical review of methods for eliciting voice from children with speech, language and communication needs. Journal of Research in Special Educational Needs, 20(4) pp. 308–320.

Bloom, Ashley; Critten, Sarah; Johnson, Helen and Wood, Clare (2020). Evaluating a method for eliciting children's voice about educational support with children with speech, language and communication needs. British Journal of Special Education, 47(2) pp. 170–207.

Boampong, Michael (2018). [Book review] Child and youth migration: mobility-in-migration in an era of globalization. Children's Geographies, 16(2) pp. 214–216.

Boampong, Michael (2021). [Book review] Marie Louise Seeberg and Elżbieta M Goździak, Contested Childhoods: Growing Up in Migrancy, Migration, Governance, Identities. Global Studies of Childhood, 11(1) pp. 115–117.

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

Bornat, Joanna (2001). Reminiscence and oral history: parallel universes or shared endeavour? Ageing and Society, 21(2) pp. 219–241.

Bornat, Joanna (2010). Remembering and reworking emotions: the reanalysis of emotion in an interview. Oral History, 38(2) pp. 43–52.

Bornat, Joanna (2005). Recycling the evidence: different approaches to the reanalysis of gerontological data. Forum: Qualitative Social Research, 6(1 (Art)

Bornat, Joanna; Dimmock, Brian; Jones, David and Peace, Sheila (1999). Stepfamilies and older people: evaluating the implications of family change for an ageing population. Ageing and Society, 19(2) pp. 239–410.

Bornat, Joanna; Henry, Leroi and Raghuram, Parvati (2011). The making of careers, the making of a discipline: luck and chance in migrant careers in geriatric medicine. Journal of Vocational Behavior, 78(3) pp. 342–350.

Bornat, Joanna; Henry, Leroi and Raghuram, Parvati (2009). 'Don't mix race with the specialty': interviewing South Asian overseas-trained geriatricians'. Oral History, 37(1) pp. 74–84.

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

Bornat, Joanna; Raghuram, Parvati and Henry, Leroi (2011). Geriatric medicine and the management of transitions into old age: the hospital bed as a site of spatial practice. Area, 43(4) pp. 430–437.

Bornat, Joanna; Raghuram, Parvati and Henry, Leroi (2012). Revisiting the archives - opportunities and challenges: a case study from the history of geriatric medicine. Sociological Research Online, 17(2) p. 11.

Bornat, Joanna and Walmsley, Jan (2008). Biography as empowerment or appropriation: Research and practice issues. The Innovation Journal: The Public Sector Innovation Journal, 13(1) p. 6.

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

Bower, Christine (2021). ‘Um, I was getting bullied at school because I didn’t believe in god’: one family’s experience of autism, school and home education. International Journal of Inclusive Education, 25(8) pp. 914–927.

Boyland, Emma and Tatlow-Golden, Mimi (2017). Exposure, Power and Impact of Food Marketing on Children: Evidence Supports Strong Restrictions. European Journal of Risk and Regulation, 8 pp. 224–236.

Bradshaw, Holly; Howells, Karen and Lucassen, Mathijs (2022). Abandoned to manage the post-Olympic blues: Olympians reflect on their experiences and the need for a change. Qualitative Research in Sport, Exercise and Health, 14(5) pp. 706–723.

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

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

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

Bradshaw, Pete and Younie, Sarah (2016). Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity. Teacher Development: An international journal of teachers' professional development, 20(5) pp. 599–613.

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

Bragg, Sara (2006). 'Like Shakespeare it's a Good Thing': Cultural Value in the Classroom'. Media International Australia Special Issue on Media Literacy: Value, Identity, Authority, 120 pp. 130–141.

Bragg, Sara (2007). “Student Voice” and governmentality: the production of enterprising subjects? Discourse: Studies in the cultural politics of education, 28(3) pp. 343–358.

Bragg, Sara (2007). 'But I listen to children anyway!'—teacher perspectives on pupil voice. Educational Action Research, 15(4) pp. 505–518.

Bragg, Sara (2012). What I heard about sexualisation†: or, conversations with my inner Barbie. Gender and Education, 24(3) pp. 311–316.

Bragg, Sara (2002). Wrestling in Woolly Gloves: Not Just Being Critically Media Literate. Journal of Popular Film and Television, 30(1) pp. 41–52.

Bragg, Sara (2001). Perverse and improper pedagogies: the case of Freddy's fingers and Russell's head. The Velvet Light Trap: A Critical Journal of Film and Television, 48 pp. 68–80.

Bragg, Sara (2006). Young women, the media and sex education. Feminist Media Studies, 6(4) pp. 546–551.

Bragg, Sara (2011). Tales of the classroom: on making media in school. Media Education Research Journal, 1(2)

Bragg, Sara (2006). 'Having a real debate': using media as a resource in sex education. Sex Education, 6(4) pp. 317–331.

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

Bragg, Sara and Buckingham, David (2004). Embarrassment, education and erotics: the sexual politics of family viewing. European Journal of Cultural Studies, 7(4) pp. 441–459.

Bragg, Sara and Buckingham, David (2005). A new approach to sex education in schools. ChildRight, 219 pp. 8–10.

Bragg, Sara and Buckingham, David (2013). Global concerns, local negotiations and moral selves: contemporary parenting and the ‘sexualisation of childhood’ debate. Feminist Media Studies, 13(4) pp. 643–659.

Bragg, Sara; Buckingham, David; Russell, Rachel and Willett, Rebekah (2011). Too much, too soon? Children, ‘sexualisation’ and consumer culture. Sex Education, 11(3) pp. 279–292.

Bragg, Sara and Manchester, Helen (2011). Doing it differently: youth leadership and the arts in a creative learning programme. UNESCO Observatory: Journal of Multi-Disciplinary Research in the Arts, 2(2)

Bragg, Sara and Manchester, Helen (2012). Pedagogies of student voice. Revista de Educación, 359 pp. 143–163.

Breeze, Kate and Holford, Naomi (2021). Creating playful spaces for collaborative development of online teaching capacity. Journal of Perspectives in Applied Academic Practice, 9(2) pp. 91–100.

Brockington, I. F.; Oates, J.; George, S.; Turner, D.; Vostanis, P.; Sullivan, M.; Loh, C. and Murdoch, C. (2001). A screening questionnaire for mother-infant bonding disorders. Archives of Women’s Mental Health, 3(4)

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

Brownlow, Charlotte (2010). Presenting the self: negotiating a label of autism. Journal of Intellectual and Developmental Disability, 35(1) pp. 14–21.

Brownlow, Charlotte and O'Dell, Lindsay (2007). Constructing an autistic identity: AS voices online. Mental Retardation, 44(5) pp. 315–321.

Brownlow, Charlotte and O'Dell, Lindsay (2002). Ethical Issues for Qualitative Research in Online Communities. Disability and Society, 17(6) pp. 685–694.

Brownlow, Charlotte and O'Dell, Lindsay (2009). Challenging understandings of 'theory of mind': a brief report. Intellectual and Developmental Disabilities, 47(6) pp. 473–478.

Brownlow, Charlotte and O'Dell, Lindsay (2009). Representations of autism: Implications for community healthcare practice. Community Practitioner, 82(7) pp. 18–21.

Buckingham Shum, Simon and Okada, Alexandra (2008). Knowledge Cartography for Open Sensemaking Communities. Journal of Interactive Media in Education(10)

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

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

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

Buckler, Alison (2011). Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers. International Journal of Educational Development, 31(3) pp. 244–250.

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

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

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

Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane and Kaije, Doris (2021). What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. Journal of Learning for Development, 8(1) pp. 10–26.

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

Budiyanto; Sheehy, Kieron; Kaye, Helen and Rofiah, Khofidotur (2018). Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation. International Journal of Inclusive Education, 22(5) pp. 543–559.

Budiyanto; Sheehy, Kieron; Kaye, Helen and Rofiaha, Khofidotur (2020). Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism. Athens Journal of Education, 7(1) pp. 77–98.

Burkitt, E. and Barnett, N. (2006). The Effects of Brief and Elaborate Mood Induction Procedures on the Size of Young Children’s Drawings. Educational Psychology, 26(1) pp. 93–108.

Burkitt, E.; Barrett, M. and Davis, A. (2003). The effect of affective characterisations on the size of children's drawings. British Journal of Developmental Psychology, 21(4) pp. 565–583.

Burkitt, Esther; Barrett, Martyn and Davis, Alyson (2004). The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model. Educational Psychology, 24(3) pp. 315–343.

Burkitt, Esther; Barrett, Martyn and Davis, Alyson (2003). Children's colour choices for completing drawings of affectively characterised topics. Journal of Child Psychology and Psychiatry, 44(3) pp. 445–455.

Burkitt, Esther and Tala, Katri (2007). Finnish and English children's color use to depict affectively characterized figures. International Journal of Behavioral Development, 31(1) pp. 59–64.

Burnard, Pamela; Colucci-Gray, Laura and Cooke, Carolyn (2022). Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences. Review of Research in Education, 46(1) pp. 166–197.

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

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

Butcher, John; McPherson, Elaine; Shelton, Isobel; Clarke, Anactoria; Hills, Laura and Hughes, Jonathan (2017). Unfit for purpose? Rethinking the language of assessment for Widening Participation students. Widening Participation and Lifelong Learning, 19(2) pp. 27–46.

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

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

Bywater, Amy and Mander, Sarah (2018). Seamlessly transcending the ‘Academic Bump’ to support the new lecturer in higher education. Research in Post-compulsory Education, 23(2) pp. 202–212.

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

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

Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernadette; Martin, Cynthia and Hiens, Barbara (2012). Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13, 40(4) pp. 363–378.

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

Camfield, Laura; Streuli, Natalia and Woodhead, Martin (2009). What's the use of 'well-being' in contexts of child poverty? Approaches to research, monitoring and children's participation. International Journal of Children's Rights, 17(1) pp. 65–109.

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

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

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

Canning, Natalie and 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, 36(1) pp. 65–79.

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

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

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

Chalachanová, Anna; Nind, Melanie; Power, Andy; Tilley, Elizabeth; Walmsley, Jan; Westergård, Britt-Evy; Ostby, May; Heia, Torill; Magne Gerhardsen, Alf; Magnus Oterhals, Ole and King, Matthew (2020). Building Relationships in Inclusive Research in Diverse Contexts. Scandinavian Journal of Disability Research, 22(1) pp. 147–157.

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

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

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

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

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.

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

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. Literacy (Early Access).

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

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

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

Chappell, Kerry; Craft, Anna; 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.

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

Chera, Pav and Wood, Clare (2003). Animated multimedia 'talking books' can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1) pp. 33–52.

Choak, Clare (2022). Alternative post-16 transitions: examining the career pathways of young women 'on road'. Journal of Youth Studies, 25(3) pp. 290–306.

Choak, Clare (2020). British Criminological Amnesia: Making the Case for a Black and Postcolonial Feminist Criminology. Decolonization of Criminology and Justice, 2(1) pp. 37–58.

Choak, Clare (2021). Hegemonic Masculinity and “Badness”: How Young Women Bargain with Patriarchy “On Road". Boyhood Studies, 14(1) pp. 63–74.

Chu, Judy Y.; Drummond, Murray; Redman, Peter; Fine, Gary Alan; Morrell, Robert; Keddie, Amanda; Korobov, Neill; Janssen, Diederik F.; Pallotta-Chiarolli, Maria; Kehily, Mary Jane; Timimi, Sami; Pomerance, Murray and Levant, Ronald F. (2009). Comments on the status of Boyhood Studies. Boyhood Studies, 3(2) pp. 111–154.

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.

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

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

Clegg, Helen; Owton, Helen and Allen-Collinson, Jacquelyn (2016). The cool stuff!: Gender, dance and masculinity. Psychology of Women Section Review, 18(2) pp. 6–16.

Clegg, Helen; Owton, Helen and Allen-Collinson, Jacquelyn (2018). Challenging conceptions of gender: UK dance teachers’ perceptions of boys and girls in the ballet studio. Research in Dance Education, 19(2) pp. 128–139.

Clegg, Helen; Owton, Helen and Allen-Collinson, Jacquelyn (2019). Attracting and Retaining Boys in Ballet: A Qualitative Study of Female Dance Teachers. Journal of Dance Education, 19(4) pp. 158–167.

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

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

Fox, Alison and Busher, Hugh (2022). Democratising Ethical Regulation and Practice in Educational Research. Education Sciences, 12(10), article no. 674.

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

Fox, Alison; Deaney, Rosemary and Wilson, Elaine (2010). Examining beginning teachers' perceptions of workplace support. Journal of Workplace Learning, 22(4) pp. 212–227.

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

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

Fox, Alison and Wilson, Elaine (2008). Viewing recently qualified teachers and their networks as a resource for a school. Teacher Development, 12(1) pp. 97–99.

Fox, Alison and Wilson, Elaine (2009). 'Support our networking and help us belong!': listening to beginning secondary school science teachers. Teachers and Teaching, 15(6) pp. 701–718.

Fox, Alison; Wilson, Elaine and Deaney, Rosemary (2011). Beginning Teachers’ Workplace Experiences: Perceptions of and Use of Support. Vocations and Learning, 4(1) pp. 1–24.

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

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

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Gallacher, Lesley-Anne (2011). (Fullmetal) alchemy: the monstrosity of reading words and pictures in Shonen Manga. Cultural Geographies, 18(4) pp. 457–473.

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

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

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

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

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

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

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

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

Glatter, Ron (2009). Wisdom and bus schedules: Developing school leadership. School Leadership and Management, 29(3) pp. 225–237.

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

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

Glover, Alison; Harries, Stuart and Jones, Martin (2018). An evaluation of a project aimed at increasing participation of young women in STEM activities and training in Wales. International Journal of Gender, Science and Technology, 10(3) pp. 432–440.

Glover, Alison and Hutchinson, Steven (2022). Delivering education reform in Wales: a flexible route into teaching. Education Inquiry (Early Access).

Glover, Alison; Jones, Yvonne; Claricoates, Jane; Morgan, Jan and Peters, Carl (2013). Developing and piloting a baselining tool for Education for Sustainable Development and Global Citizenship (ESDGC) in Welsh higher education. Innovative Higher Education, 38(1) pp. 75–86.

Glover, Alison; Peters, Carl and Haslett, Simon K. (2011). Education for sustainable development and global citizenship: An evaluation of the validity of the STAUNCH auditing tool. International Journal of Sustainability in Higher Education, 12(2) pp. 125–144.

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Goodfellow, Robin; Strauss, Pat and Puxley, Marianne (2012). Web-based writing support: making it useable for distance teachers. European Journal of Open, Distance and e-Learning, I pp. 1–13.

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

Goodliff, Gill (2017). [Book Review] Embracing children’s spirituality: glimpsing spiritual moments in children’s play. International Journal of Children's Spirituality, 22(3-4) pp. 358–360.

Gopinath, Manik; Holland, Caroline and Peace, Sheila (2022). Enduring commitment: older couples living apart. Families, Relationships and Societies (Early Access).

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

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

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

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

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

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

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

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

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

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

Grant, Cathy M.; Grayson, Andy and Boucher, Jill (2001). Using tests of false belief with children with autism: How valid and reliable are they? Autism, 5(2) pp. 135–145.

Griffin, Lynda and Roy, James (2022). A great resource that should be utilised more, but also a place of anxiety: student perspectives on using an online discussion forum. Open Learning: The Journal of Open, Distance and e-Learning, 37(3) pp. 235–250.

Guerin, Suzanne and Tatlow-Golden, Mimi (2019). How Valid Are Measures of Children’s Self-Concept/ Self-Esteem? Factors and Content Validity in Three Widely Used Scales. Child Indicators Research, 12(5) pp. 1507–1528.

Gunter, Anthony (2008). Growing up bad: Black youth, ‘road’ culture and badness in an East London neighbourhood. Crime, Media, Culture: An International Journal, 4(3) pp. 349–366.

Gunter, Anthony (2003). The Trouble with Black (Male) Youth. Criminal Justice Matters, 54(1) pp. 22–23.

Gunter, Anthony (2015). ‘Keeping it real’: the experiences of black youth beyond criminal (in)justice statistics. Criminal Justice Matters, 101(1) pp. 14–17.

Gunter, Anthony and Watt, Paul (2009). Grafting, going to college and working on road: youth transitions and cultures in an East London neighbourhood. Journal of Youth Studies, 12(5) pp. 515–529.

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

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

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

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

Hall, Kathy; Collins, Janet; Benjamin, Shereen; Nind, Melanie and Sheehy, Kieron (2004). SATurated models of pupildom: Assessment and Inclusion/Exclusion. British Educational Research Journal, 30(6) pp. 801–817.

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Hammersley, Martyn (2006). Ethnography: Problems and prospects. Ethnography and Education, 1(1) pp. 3–14.

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

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

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Hammersley, Martyn (2010). Reproducing or constructing? Some questions about transcription in social research. Qualitative Research, 10(5) pp. 553–569.

Hammersley, Martyn (2005). The myth of research-based practice: the critical case of educational inquiry. International Journal of Social Research Methodology, 8(4) pp. 317–330.

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

Hammersley, Martyn (2012). Troubling theory in case study research. Higher Education Research and Development, 31(3) pp. 393–405.

Hammersley, Martyn (1995). Theory and evidence in qualitative research. Quality and Quantity, 29(1) pp. 55–66.

Hammersley, Martyn (2002). Research as emancipatory: the case of Bhaskar's realism. Journal of Critical Realism, 1(1) pp. 33–48.

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

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

Hammersley, Martyn (2009). Against the ethicists: on the evils of ethical regulation. International Journal of Social Research Methodology, 12(3) pp. 211–225.

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

Hammersley, Martyn (2022). Karl Mannheim’s Ideology and Utopia and the public role of sociology. Journal of Classical Sociology, 22(2) pp. 176–198.

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

Hammersley, Martyn (2022). Qualitative Researchers as the Avant-Garde of Democratization: A Modest Proposal of a Sporting Analogy as Methodological Fiction. Qualitative Inquiry, 28(3-4) pp. 394–395.

Hammersley, Martyn (1990). An evaluation of two studies of gender imbalance in primary classrooms. British Educational Research Journal, 16(2) pp. 125–143.

Hammersley, Martyn (1991). A myth of a myth? An assessment of two ethnographic studies of option choice schemes. British Journal of Sociology, 42(1) pp. 61–94.

Hammersley, Martyn (1997). Educational research and teaching: A response to David Hargreaves' TTA lecture. British Educational Research Journal, 23(2) pp. 141–161.

Hammersley, Martyn (1987). Heap and Delamont on transmissionism and British Ethnography of Schooling. Curriculum Inquiry, 17(2) pp. 235–237.

Hammersley, Martyn (1988). On Transmissionism and Evaluative Inquiry: a reply to Heap. Curriculum Inquiry, 18(2) pp. 231–233.

Hammersley, Martyn (2001). On Michael Bassey's concept of the fuzzy generalisation. Oxford Review of Education, 27(2) pp. 219–225.

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

Hammersley, Martyn (2021). Karl Mannheim on Fascism: Sociological Lessons About Populism and Democracy Today? Sociological Research Online (Early access).

Hammersley, Martyn (2022). [Book review] Experimenting with Ethnography: A Companion to Analysis. The AAG Review of Books, 10(1) pp. 11–12.

Hammersley, Martyn (2022). Is ‘Representation’ a Folk Term? Some Thoughts on a Theme in Science Studies. Philosophy of the Social Sciences (Early access).

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

Hammersley, Martyn (2022). Max Weber and his conservative critics: Social science and the problem of value relativism. Journal of Classical Sociology (Early access).

Hammersley, Martyn (2022). An Empiricist Manifesto. Qualitative Inquiry (Early access).

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

Hammersley, Martyn (2022). Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain? London Review of Education, 20(1), article no. 15.

Hammersley, Martyn (2022). Reply to Michael Lynch’s Comment on “Is Representation a ‘Folk’ Term?”. Philosophy of the Social Sciences, 52(4) pp. 268–271.

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

Hammersley, Martyn and Treseder, Peggy (2007). Identity as an analytic problem: who's who in `pro-ana' websites? Qualitative Research, 7(3) pp. 283–300.

Hampel, Regine; Felix, Uschi; Hauck, Mirjam and Coleman, James A. (2005). Complexities of learning and teaching languages in a real-time audiographic environment. German as a foreign language(3) pp. 1–30.

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

Hancock, Roger and Cox, Alison (2002). 'I would have worried about her being a nuisa