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Borgstrom, Erica; Mallon, Sharon and Murphy, Sam eds. (2022). Unpacking Sensitive Research: Epistemological and Methodological Implications. Abingdon: Routledge.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. (2022). Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge.

Afroze, Jiniya (2022). To be respectable, to be good – aspirations of young people in the context of everyday precariousness in Bangladesh. Ethnography and Education, 17(3) pp. 241–258.

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

Ahuja, Latika; Price, Anna; Bramwell, Charlotte; Briscoe, Simon; Shaw, Liz; Nunns, Michael; O’Rourke, Gareth; Baron, Samantha and Anderson, Rob (2022). Implementation of the Making Safeguarding Personal Approach to Strengths-based Adult Social Care: Systematic Review of Qualitative Research Evidence. The British Journal of Social Work (early access).

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

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

Alderson, P; Bellsham-Revell, H; Brierley, J; Dedieu, N; Heath, J; Johnson, M; Johnson, S; Katsatis, A; Kazim, R; King, Liz; Mendizabal, R; Sutcliffe, K; Trowell, J; Vigneswaren, T; Wellesley, H and Wray, J (2022). Children's informed, signified and voluntary consent to heart surgery: Professionals’ practical perspectives. Nursing Ethics (Early access).

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

Azuike, Priscilla; Anjoyeb, Mahmood and King, Liz (2022). Bereavement and children’s mental health: Recognising the effects of early parental loss. Nursing Children and Young People, 34(1) pp. 26–32.

Barrett, David and Twycross, Alison (2022). Impact of COVID-19 on nursing students' mental health: a systematic review and meta-analysis. Evidence-based nursing, 25(1) pp. 8–9.

Bartlett, Terry; Charlesworth, Pat; Choksi, Ajay; Christian, Paul; Gentry, Susie; Green, Vicky; Grove, Nicola; Hart, Craig; Kwiatkowska, Gosia; Ledger, Sue; Murphy, Sharon; Tilley, Liz and Tokley, Kate (2022). Surviving through story: Experiences of people with learning disabilities in the covid19 pandemic 2020–2021. British Journal of Learning Disabilities (Early access).

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

Batsila, Marianthi and Shrestha, Prithvi (2022). Business English needs and secondary vocational business English: the case of Greek workplaces. Business and Professional Communication Quarterly (In press).

Bayley, Zana Pauline (2022). How Does a Population Residing in a UK Town Perceive Hospice Care Provision? A Qualitative Study of Milton Keynes and its Hospice. PhD thesis The Open University.

Bevan Jones, Rhys; Hussain, Faris; Shameem Agha, Sharifah; Weavers, Bryony; Lucassen, Mathijs; Merry, Sally; Stallard, Paul; Simpson, Sharon Anne and Rice, Frances (2022). Digital technologies to support adolescents with depression and anxiety. BJPsych Advances (In press).

Borgstrom, Erica; Jordan, Joanne and Henry, Claire (2022). Ambitions for Palliative and End of Life Care: Mapping Examples of Use in Practice. The Open University, Milton Keynes, UK.

Boyle, Geraldine; Constantinou, Georgina and Garcia, Rebecca (2022). Does gender influence children’s and young people’s caring? A qualitative, systematic review and meta-ethnography. Children & Society

Boyle, Geraldine; Constantinou, Georgina and Garcia, Rebecca (2022). Does gender influence children's and young people's caring? A qualitative, systematic review and meta‐ethnography. Children & Society (Early access).

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.

Butcher, John (2022). The danger of unintended consequences-minimum entry requirements. Forum for Access and Continuing Education.

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

Cantarutti, Marina Noelia (2022). Co-Animation in Troubles-Talk. Research on Language and Social Interaction, 55(1) pp. 37–58.

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

Chamberlain, Liz and Dean, Caroline (2022). Breaking the textbook gender bias: Inspiring girls and young women through providing role models they can identify with. UKFIET, London.

Christian, Paul and Ledger, Sue (2022). Being part of history, being part of activism: Exploring the lives and experiences of Black people with learning disabilities. British Journal of Learning Disabilities (Early Access).

Cole Jones, Nia (2022). One of the Million: Developing Welsh Language Skills Amongst ITE Students. The Open University.

Coleman, Phil (2022). The use of block and integrated practicum structures within employer-sponsored pre-registration nursing programmes: a Critical Realist study. Journal of Nursing Education and Practice, 12(3) pp. 47–58.

Coleman, Phil (2022). The Theory of Human Relatedness as a Potential Underlying Causative Mechanism in Nursing Student Placement Experiences: A UK-Based Critical Realist Study. International Journal for Research in Vocational Education and Training, 9(1) pp. 44–65.

Coleman, Phil (2022). Validity and Reliability within Qualitative Research for the Caring Sciences. International Journal of Caring Sciences, 14(3) pp. 2041–2045.

Cooke, Carolyn (2022). What do we mean by sustainability in music education? (Re)making meaningful practices. In: European Association for Music in Schools Conference, 18-21 May 2022, Belgrade / Online..

Cornock, Marc (2022). Consent – the legal evidence base. Orthopaedic & Trauma Times(41) pp. 29–41.

Coughlan, Tim and Lister, Kate (2022). Creating Stories of Learning, for Learning: Exploring the Potential of Self-Narrative in Education with ‘Our Journey’. In: Proceedings of C&C '22: Creativity and Cognition, ACM pp. 526–531.

Cremin, Teresa and Hendry, Helen (2022). Literacy histories as opportunities for learning: Reflecting, connecting, and learning from Margaret Meek Spencer. English in Education (In press).

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Taking in the complete picture: framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111, article no. 103597.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Spherical 360-degree video recording and viewing in educational research: a case-study from India. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Edward Elgar.

Cross, Simon; Wolfenden, Freda; Charania, Amina; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Supporting practice-based teacher professional learning and assessment at scale in the Global South. In: INTED2022 Proceedings.

Curran, Sheila; Gormally, Sinead and Smith, Christine (2022). Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19. Education Sciences, 12(3), article no. e201.

Curry, Mary Jane and Lillis, Theresa (2022). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching (Early Access).

Dalton O'Connor, Caroline; Caples, Maria and Pawlyn, Jillian (2022). Physical health. In: Atherton, Helen. L. and Crickmore, Debbie. J. eds. Intellectual Disabilities: Towards Inclusion (7th ed.). Elsevier Ltd, pp. 191–212.

Davies, Ian; Iriate, Edurne Garcia; Jarrett, Simon; Johnson, Kelley; Stainton, Tim; Tilley, Liz and Walmsley, Jan (2022). Fifty years of the British journal of learning disabilities: The power of the past. British Journal of Learning Disabilities, 50(2) pp. 119–121.

Doehler, Steph (2022). Role model or quitter? Social media’s response to Simone Biles at Tokyo 2020. In: Center for Sociocultural Sport and Olympic Research - annual conference, 18-19 Mar 2022, California State University, Fullerton.

Doehler, Steph (2022). A tragic hero? An exploration of Diego Maradona’s stardom through national and local patriotism. In: Official heroes and contested guerrillas: The role models of football fans’ patriotism, 1 Apr 2022, Université Libre de Bruxelles & Adam Mickiewicz University Poznan.

Dorrian, Jane (2022). Evaluation of the HAF/Welsh Active Early Years Programme. Early Years Wales (In Press).

Dorrian, Jane (2022). Rethinking the Design of School Readiness Assessments. In: Betts, A. L. and Thai, K-P. eds. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Advances in Early Childhood and K-12 Education (AECKE). Hershey, Pennsylvania: IGI Global, pp. 96–112.

Douglas, Jenny (2022). Black Women and Public Health in the UK. In: Evans, Stephanie Y.; Davis, Sarita K.; Hinkson, Leslie R. and Wathington, Deanna J. eds. Black Women and Public Health: Strategies to Name, Locate, and Change Systems of Power. Black Women's Wellness. New York: SUNY Press, pp. 181–194.

Duffy, Joe; Cameron, Colin; Casey, Helen; Beresford, Peter and McLaughlin, Hugh (2022). Service User Involvement and COVID-19—An Afterthought? The British Journal of Social Work (Early Access).

Ebubedike, Margaret; Boampong, Michael; James, Kiki; Shuaibu, Hassana and Monyeh, Temitope Yetu (2022). Inclusive Learning for Children in Northeast Nigeria: Radio School Response During a Global Pandemic. Social Inclusion, 10(2) pp. 206–216.

Farran, Emily K.; Critten, Valerie; Courbois, Yannick; Campbell, Emma and Messer, David (2022). Spatial Cognition in Children With Physical Disability; What Is the Impact of Restricted Independent Exploration? In: Ionta, Silvio; Ortibus, Els and Aspell, Jane Elizabeth eds. Psychology and Neuropsychology of Perception, Action, and Cognition in Early Life. Research Topics. Lausanne, Switzerland: Frontiers Media SA, pp. 127–139.

Fearn, Lesley June (2022). [Book Review] Transforming Teacher Education with Mobile Technologies by Kevin Burden and Anna Naylor. Open Learning: The Journal of Open, Distance and e-Learning (Early Access).

Foley, Karen (2022). Engaging Distance Learners in an Academic Community: Student Hub Live. EdD thesis The Open University.

Forbes, Tina; Fox, Alison; Comfort, Catherine; Taylor, Louise and Mott, Natalie (2022). The language and practice of student support for one another: Diverse options for diverse purposes. A practice insight working paper. CollectivED, Leeds Beckett University, Leeds.

Fowle, Wendy (2022). Widening Participation to Higher Education for Adult Learners: The Past Matters. EdD thesis The Open University.

Fox, Alison; Comfort, Catherine; Forbes, Tina; Taylor, Louise and Mott, Natalie (2022). Taking an ecological view of student (peer) mentoring. CollectivED, Leeds Beckett University, Leeds.

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

French, Rebecca S.; Shawe, Jill; Tilouche, Nerissa; Earle, Sarah and Grenfell, Pippa (2022). (Not) talking about fertility: the role of digital technologies and health services in helping plan pregnancy. A qualitative study. BMJ Sexual & Reproductive Health, 48(1) pp. 16–21.

Garcia, Rebecca and Garcia, Miguel (2022). A cancer diagnosis during covid-19. A nurse’s insider perspective. Evidenced Based Nursing.

Garcia, Rebecca; Mozdiak, Elizabeth; Taylor, Anne and Vseteckova, Jitka (2022). A systematic review Protocol to determine interventions that are used to support the spiritual well-being of nurses. NIHR/PROSPERO.

Giaxoglou, Korina (2022). Affective positioning in hyper-mourning: sharers as tellers, co-tellers and witnesses. Conjunctions. Transdisciplinary Journal of Cultural Participation (In press).

Giaxoglou, Korina (2022). Μικρές ιστορίες θρήνου και μνήμης στο διαδίκτυο
(Small stories of mourning and remembrance in online contexts). In: Kakavoulia, Maria and Politis, Periklis eds. ΑΦΗΓΗΣΗ: ΜΙΑ ΠΟΛΥΕΠΙΣΤΗΜΟΝΙΚΗ ΘΕΩΡΗΣΗ [Narrative: An interdisciplinary approach]. Athens: Gutenberg, (In press).

Gillie, Sarah (2022). Family Transitions and Home Education: Circumstances, Processes and Practices. EdD thesis The Open University.

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

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

Hanley, Joe (2022). Book Review: Writing skills for social work students by Bella Ross. Journal of Social Work (Early access).

Harrison, Virginia; Moulds, Michelle and Jones, Katie (2022). Perceived social support and prenatal wellbeing; The mediating effects of loneliness and repetitive negative thinking on anxiety and depression during the COVID-19 pandemic. Women and Birth, 35(3) pp. 232–241.

Hedges, Claire and Power, Tom (2022). Print. Resource Pack to Support Remote Learning. UNICEF & The World Bank.

Henry, Lucy A.; Christopher, Emma; Chiat, Shula and Messer, David J. (2022). A Short and Engaging Adaptive Working-Memory Intervention for Children with Developmental Language Disorder: Effects on Language and Working Memory. Brain Sciences, 12(5), article no. 642.

Henry, Lucy A.; Poloczek, Sebastian; Messer, David J.; Dennan, Rachel; Mattiauda, Elisa and Danielsson, Henrik (2022). Hebb repetition learning in adolescents with intellectual disabilities. Research in developmental disabilities, 125, article no. 104219.

Horan, C.; Zadeh, P. G.; Rennison, C.; Hoggart, L. and Kavanagh, J. (2022). A qualitative analysis of medical students’ attitudes to abortion education in UK medical schools. BMJ Sexual & Reproductive Health (Early Access).

Horsley, Karen (2022). Exploring Young Migrant Children's 'Funds of Knowledge' Through Documentary Photography. EdD thesis The Open University.

Hubscher-Davidson, Severine (2022). Invited Panellist: ‘Multilingualism and COVID-19: Lessons Learned and Looking Forward’, Symposium organised by the Study Group on Language and the UN. In: Symposium organised by the Study Group on Language and the UN, 3-4 May 2022.

Hubscher-Davidson, Severine (2022). Invited research seminar: ‘Improving the Emotional Intelligence of Translators with a Training Intervention’, Research Seminar Series, University of Newcastle. In: Research Seminar Series, University of Newcastle, Feb 2022.

Hultgren, Anna Kristina; Owen, Nathaniel; Shrestha, Prithvi; Kuteeva, Maria and Mezek, Spela (2022). Assessment and English as a medium of instruction: Challenges and Opportunities. Journal of English-Medium Instruction, 1(1) pp. 105–123.

Ibbotson, Paul; Jimenez-Romero, Cristian and Page, Karen M. (2022). Dying to cooperate: the role of environmental harshness in human collaboration. Behavioral Ecology, 33(1) pp. 190–201.

Johnson, Paulette (2022). [Book Review] Working with conflict in social work practice by Brian Littlechild, Karen Mills and Rose Parkes. Journal of Social Work (Early Access).

Jones, Kerry and Hughes, Ben (2022). Children's Experiences of Death Anxiety and Responses to the Covid-19 Pandemic. Illness, Crisis & Loss (Early Access).

Jones, Kerry and Hughes, Ben (2022). Children’s Experiences of Death Anxiety and Responses to the Covid-19 Pandemic. Illness, Crisis & Loss (Early Access).

Jones, Kerry and Murphy, Sam (2022). Researching perinatal death: managing the myriad of emotions in the field. In: Borgstrom, Erica; Mallon, Sharon and Murphy, Sam eds. Unpacking Sensitive Research: Epistemological and Methodological Implications. Abingdon: Routledge.

Josephidou, Joanne; Rodriguez-Leon, Lucy; Bennett, Stephanie; Bolshaw, Polly; Musgrave, Jackie and Rix, Jonathan (2022). Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families. TACTYC, United Kingdom.

Kent, Carmel; Akanji, Abayomi; du Boulay, Benedict; Bashir, Ibrahim; Fikes, Thomas; Rodríguez De Jesús, S.; Ramirez Hall, A.; Alvarado, P.; Jones, J.; Cukurova, Mutlu; Sher, V.; Blake, C.; Fisher, A.; Greenwood, J. and Luckin, Rosemary (2022). Mind the Gap. From Typical LMS Traces to Learning to Learn Journeys. In: Trajkovski, Goran; Demeter, Marylee and Hayes, Heather eds. Applying Data Science and Learning Analytics Throughout a Learner’s Lifespan. Hershey, PA: IGI Global, (In Press).

Kent, Carmel; Akanji, Abayomi; du Boulay, Benedict; Bashir, Ibrahim; Fikes, Thomas G.; Rodríguez De Jesús, Sue A.; Ramirez Hall, Alysha; Alvarado, Paul; Jones, Jennifer E.; Cukurova, Mutlu; Sher, Varshita; Blake, Canan; Fisher, Arthur; Greenwood, Juliet and Luckin, Rosemary (2022). Mind the Gap: From Typical LMS Traces to Learning to Learn Journeys. In: Trajkovski, Goran; Demeter, Marylee and Hayes, Heather eds. Applying Data Science and Learning Analytics Throughout a Learner’s Lifespan. IGI Global (In Press), pp. 1–26.

Kent, Carmel and du Boulay, B. (2022). AI for Learning. CRC Press, Routledge.

Knight, Marian; Bunch, Kathryn; Vousden, Nicola; Banerjee, Anita; Cox, Philippa; Cross-Sudworth, Fiona; Dhanjal, Mandish K.; Douglas, Jenny; Girling, Joanna; Kenyon, Sara; Kotnis, Rohit; Patel, Roshni; Shakespeare, Judy; Tuffnell, Derek; Wilkinson, Meg and Kurinczuk, Jennifer J. (2022). A national cohort study and confidential enquiry to investigate ethnic disparities in maternal mortality. EClinicalMedicine, 43, article no. 101237.

Kokoszka, Andrzej; Pacura, Agata; Kostecka, Barbara; Lloyd, Cathy E. and Sartorius, Norman (2022). Body self-esteem is related to subjective well-being, severity of depressive symptoms, BMI, glycated hemoglobin levels, and diabetes-related distress in type 2 diabetes. PLOS ONE, 17(2), article no. e0263766.

Kroese, Ingeborg (2022). An Investigation Into Sex/Gender Equity And Inclusion In Corporate Training And Development Programmes. EdD thesis The Open University.

Kubota, Ryuko; Corella, Meghan; Lim, Kyuyun and Sah, Pramod K. (2022). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities (Early Access).

Langdown, Ben; Bridge, Matt W. and Li, Francois-Xavier (2022). The Influence of an 8-Week Strength and Corrective Exercise Intervention on the Overhead Deep Squat and Golf Swing Kinematics. Journal of Strength and Conditioning Research

Larkin, Mary; Henwood, Melanie and Milne, Alisoun (2022). Older Carers and Carers of People with Dementia: Improving and Developing Effective Support. Social Policy and Society, 21(2) pp. 242–256.

Ledger, Susan June; Martin, Anne-Marie and Tilley, Elizabeth (2022). What's important to me? Using collaborative and creative approaches to shift the power in assessment. In: Atherton, Helen. L. and Crickmore, Debbie. J. eds. Intellectual Disabilities: Towards Inclusion (7th ed.). Elsevier Ltd, pp. 53–76.

Lillis, Theresa and Curry, Mary Jane (2022). The dynamics of academic knowledge making in a multilingual world: chronotypes of production. Journal of English for Research and Publication Purposes (In press).

Lillis, Theresa; Twiner, Alison; Balkow, Michael; Lucas, Gillian; Smith, Miriam and Leedham, Maria (2022). Reflections on the procedural and practical ethics in researching professional social work writing. Journal of Applied Linguistics and Professional Practice (In Press).

Lindsay, Rosie; Vseteckova, Jitka; Horne, Jo; Smith, Lee; Trott, Mike; de Lappe, Joseph; Soysal, Pinar; Pizzol, Damiano and Kentzer, Nichola (2022). The prevalence of physical activity among informal carers: a systematic review of international literature. Sport Sciences for Health (Early Access).

Lister, Kate (2022). Mental Wellbeing in Distance Learning: Barriers, Enablers and Solutions. EdD thesis The Open University.

Lloyd, Cathy; Musyimi, Christine; Mutiso, Victoria and Ndetei, David (2022). Individual and community experiences and the use of language in understanding diabetes and depression in rural Kenya. Global Public Health (Early Access).

Lucassen, Mathijs; Samra, Rajvinder; Rimes, Katharine; Brown, Katherine and Wallace, Louise (2022). Promoting Resilience and Well-being Through Co-Design (The PRIDE Project): Protocol for the Development and Preliminary Evaluation of a Prototype Resilience-Based Intervention for Sexual and Gender Minority Youth. JMIR Research Protocols, 11(2), article no. e31036.

Luelmo del Castillo, M. J. and Pérez Cavana, M. L. (2022). Are eportfolios effective tools to promote self-regulation? An exploration of students self-perceptions. In: FECIES ed. International Handbook of Innovation and Assessment of the Quality of Higher Education and Research. Thomson Reuters (In Press).

Lustenberger, Andrea (2022). An Investigation into Oral Digital Storytelling in Primary English in Switzerland. EdD thesis The Open University.

Madeley, Anna-Marie (2022). No is a complete sentence. British Journal of Midwifery, 30(2) pp. 66–68.

Mallon, Sharon; Walker, Kate; Bayley, Zana and Griffiths, Chris (2022). Practitioner perspectives on best practice in non‐treatment factors that support the delivery of repetitive transcranial magnetic stimulation (rTMS) for depression. Journal of Psychiatric and Mental Health Nursing (Early access).

Marquez Reiter, Rosina (2022). Translocalisation of values, relationality and offence. Language & Communication, 84 pp. 20–32.

Marquez Reiter, Rosina and Kádár, Dániel Z. (2022). Sociality and Moral Conflicts: Migrant stories of relational vulnerability. Pragmatics and Society, 13(1) pp. 1–21.

McCartney, Kieran (2022). Reflecting on the Importance of Managing Time and Delegation in Sport and Fitness Environments: Reflective Thoughts from a Practitioner. Unpublished.

Meister, Izabel and Okada, Alexandra (2022). The knowledge in virtual networks with social media to promote open education: habitat of collective intelligences. EmRede Journal of Distance Education, 8(2)

Messer, David; Kearvell‐White, Jennifer; Danielsson, Henrik; Faulkner, Dorothy; Henry, Lucy and Ibbotson, Paul (2022). The structure of executive functioning in 11 to 14 year olds with and without special educational needs. British Journal of Developmental Psychology (Early access).

Milne, Pauline and Twycross, Alison (2022). Effectiveness of flipped classroom techniques in nurse education. Evidence-Based Nursing, 25(2) pp. 46–47.

Mitchell, Rafael; Agbaire, Jennifer; Paulson, Julia; Sprague, Terra and Tikly, Leon (2022). Endogenous systems leadership for education in crises: A framework for inclusive and equitable quality education in low- and middle-income countries. Bristol Working Papers in Education Series, Working Paper #03/2022. (Unpublished)

Moulds, Michelle L; Bisby, Madelyne A; Black, Melissa J; Jones, Katie; Harrison, Virginia; Hirsch, Colette R and Newby, Jill M (2022). Repetitive negative thinking in the perinatal period and its relationship with anxiety and depression. Journal of Affective Disorders, 311 pp. 446–462.

Mueller-Hartmann, Andreas and Hauck, Mirjam (2022). Fostering (Critical) digital teaching competence through virtual exchange. In: Kayi-Aydar, Hayriye and Reinhardt, Jonathon eds. Language Teacher Development in Digital Contexts. Language Learning and Language Teaching (57). Philadelphia: John Benjamins, pp. 135–156.

Nicholson, Philip and Hendry, Helen (2022). A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One. Education 3-13, 50(2) pp. 184–196.

Ogden, Richard and Cantarutti, Marina (2022). Coding categories relevant to interaction. In: Yaeger-Dror, Malcah; Cieri, Christopher and Drager, Katie eds. Dimensions of Linguistic Variation. Oxford University Press (In Press).

Orthaber, Sara and Marquez Reiter, Rosina (2022). “I’m your guy”: Self-promoting behaviour in a Slovenian translators’ forum. In: Xie, Chaoqun ed. Self-praise across cultures and contexts. Springer, (In Press).

Owens, Rebecca (2022). Know Your Bugs: A Collaborative Evaluation of a Community Health Education Module That Aims to be Accessible to Adults with Learning Disabilities. PhD thesis The Open University.

Owton, Helen (2022). “Oh Shit!” Moments: Motorcycling, “Thrownness,” and the Startle Effect. Cultural Studies ↔ Critical Methodologies (Early access).

O’Farrelly, Christine and Tatlow-Golden, Mimi (2022). It’s up to you if you want to take part. Supporting young children’s informed choice about research participation with simple visual booklets. European Early Childhood Education Research Journal, 30(1) pp. 63–80.

Parmar, Alp; Earle, Rod and Phillips, Coretta (2022). Seeing is Believing: How the Layering of Race is Obscured by “White Epistemologies” in the Criminal Justice Field. Journal of Criminal Justice Education (Early Access).

Pawlyn, Jillian (2022). Profound Intellectual and Multiple Disabilities (PIMD/ PMID/ PMLD). In: Barksby, J. and Charnock, C. eds. Learning Disability Case Studies. McGraw-Hill, (in press).

Penn, Simon and Brown, Nicola (2022). Is Screencast Feedback Better Than Text Feedback for Student Learning in Higher Education? A Systematic Review. Ubiquitous Learning: an international journal, 15(2) pp. 1–18.

Pinchbeck, Jessica and Heaney, Caroline (2022). The impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module. Athens Journal of Education, 9(1) pp. 103–118.

Power, Tom (2022). Introduction. Resource Pack to Support Remote Learning. UNICEF & The World Bank.

Power, Tom and Hedges, Claire (2022). Digital. Resource Pack to Support Remote Learning. UNICEF & The World Bank.

Power, Tom and Hedges, Claire (2022). Mobile. Resource Pack to Support Remote Learning. UNICEF & The World Bank.

Rahman, Md Shajedur and Siddik, Mohammad Abu Bakar (2022). Need for Teachers' Professional Development in a Low-Resource Context During and After COVID-19. International Journal of Teacher Education and Professional Development, 5(1), article no. 47.

Rets, Irina; Stickler, Ursula; Coughlan, Tim and Astruc, Lluïsa (2022). Simplification of open educational resources in English: Its effect on text processing of English learners. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge, pp. 89–102.

Rix, Jonathan (2022). Insults according to notions of intelligence: Perspectives from education and newsmedia. British Journal of Learning Disabilities (Early access).

Rizvi, Saman Zehra (2022). Inclusiveness in Online Learning Designs: Geo-Cultural and Socioeconomic Perspectives. PhD thesis The Open University.

Robertson, Derek James (2022). Sociocultural Pedagogy and The Use of Digital Video in Higher Education. EdD thesis The Open University.

Rogers, Justin; Karunan, Victor; Ketnim, Pryn and Saeli, Aphisara (2022). Sharing Their Narratives: A research project exploring children's and families' experiences of alternative care in Thailand. Online Report.

Rogers, Justin and Thomas, Ian (2022). Twenty suicides of care experienced people in custody: A scoping review of the Ombudsman’s fatal incident reports for care experienced people who died in custodial settings between 2004 and 2020. Prison Service Journal, 258 pp. 25–31.

Roy Capell, Julia (2022). Meaning-Making Practices of Emergent Arabic–English Bilingual Kindergarten Children in Cairo. EdD thesis The Open University.

Sah, Pramod and Kubota, Ryuko (2022). Towards critical translanguaging: a review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes pp. 1–15.

Sah, Pramod K. (2022). A research agenda for English-medium instruction: Conversations with scholars at the research fronts. Journal of English-Medium Instruction, 1(1) pp. 124–136.

Sah, Pramod K. (2022). English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism, 25(2) pp. 742–755.

Sah, Pramod K. (2022). Teacher Preparation for Primary English Education in Nepal: Missing Agendas of Diversity and Inclusion. English Teaching & Learning (Early Access).

Sah, Pramod K. (2022). English as a medium of instruction, social stratification, and symbolic violence in Nepali schools: Untold stories of Madhesi children. In: Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. Multilingual Education in South Asia: At the Intersection of Policy and Practice. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education. London: Routledge, pp. 50–68.

Sah, Pramod K. and Karki, Jeevan (2022). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development (Early Access).

Sah, Pramod K. and Li, Guofang (2022). Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism (Early Access).

Sah, Pramod K. and Phyak, Prem (2022). Critical Literacies in South Asia. In: Pandya, Jessica Zacher; Mora, Raúl Alberto; Alford, Jennifer Helen; Golden, Noah Asher and de Roock, Roberto Santiago eds. The Handbook of Critical Literacies. New York: Routledge, pp. 289–296.

Sheehy, Kieron; Sujarwanto; Khofidotor, Rotofiah and Budiyanto (2022). Should meaningful online learning experiences be fun for higher education students in Indonesia? In: Ravi, Kumar, and McKinney,, Stephen eds. LSME Research Compendium 2022. London School of Management Education, pp. 270–290.

Shi, Xi; Nikolic, Gorana; Fischaber, Scott; Black, Michaela; Rankin, Debbie; Epelde, Gorka; Beristain, Andoni; Alvarez, Roberto; Arrue, Monica; Pita Costa, Joao; Grobelnik, Marko; Stopar, Luka; Pajula, Juha; Umer, Adil; Poliwoda, Peter; Wallace, Jonathan; Carlin, Paul; Pääkkönen, Jarmo and De Moor, Bart (2022). System Architecture of a European Platform for Health Policy Decision Making: MIDAS. Frontiers in Public Health, 10, article no. 838438.

Shohel, M. Mahruf C.; Ashrafuzzaman, Md.; Azim, Farhan; Naomee, Iffat; Rahman, Md Shajedur and Siddik, Mohammad Abu Bakar (2022). Blended Learning Space for Primary and Secondary Education. In: Driscoll, Thomas F. ed. Designing Effective Distance and Blended Learning Environments in K-12. IGI Global, pp. 187–222.

Shrestha, Prithvi (2022). Primary English language teaching in Bangladesh: classroom practices and teacher identities. In: Zein, Subhan and Butler, Yuko Goto eds. Teaching English to Young Learners in Asia: Challenges and Directions for Teacher Education. The Routledge Research in Teacher Education. Oxon; New York NY: Routledge, pp. 106–128.

Shrestha, Prithvi and Gautam, Ganga Ram (2022). English language teaching, learning and assessment in Nepal: Policies and practices in the school education system. Kathmandu: British Council.

Simons, Joan; Snowden, Michael and Fairbairn, Kate (2022). The Benefits of the Disabled Veterans’ Scholarship Fund at the Open University, UK. Journal of Veteran Studies (In press).

Simpson, Alyson and Cremin, Teresa Mary (2022). Responsible Reading: Children’s Literature and Social Justice. Education Sciences, 12(4), article no. e264.

Singh, Jaspal Naveel (2022). [Book Review] Youth language practices and urban language contact in Africa. Rajend Mesthrie, Ellen Hurst‐Harosh and Heather Brookes (Eds.) Cambridge: Cambridge University Press. 2021. 205pp. Journal of Sociolinguistics (Early access).

Smirnova, Natalia and Lillis, Theresa (2022). Citation in global academic knowledge making: A paired text history methodology for studying citation practices in English and Russian. Journal of English for Research Publication Purposes, 3(1) pp. 78–108.

Spurr, Sue; Barbour, Rosaline S. and Draper, Jan (2022). Some Methodological Insights from a Reflexive “Insider” Ethnography of Shiatsu Practice. Journal of Contemporary Ethnography (Early access).

Stevens, Emma; Price, Liz and Walker, Liz (2022). “Just because people are old, just because they're ill…” dignity matters in district nursing. The Journal of Adult Protection (Early Access).

Stickler, Ursula (2022). Technology and Language Teaching. Elements in Language Teaching. Cambridge: Cambridge University Press.

Tang, Xiaolong and Kan, Qian (2022). Researching Into the Use of Real-Life Materials in Language Learning Apps. In: Xu, Xiaoge ed. Applying Mobile Technologies to Chinese Language Learning. IGI Global, pp. 91–122.

Therova, Dana (2022). The Development of Academic Vocabulary in International Foundation Students’ Assessed Academic Writing. The Journal of International Students, 12(1) pp. 123–140.

Tilley, Elizabeth and Jarrett, Simon (2022). The history of the history of learning disability. British Journal of Learning Disabilities, 50(2) pp. 132–142.

Toledo-Rodriguez, Maria and Lister, Kate (2022). Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students. Widening Participation and Lifelong Learning, 24(1) pp. 139–164.

Tope, Clare (2022). Scoping Review, Systematic Review or Review of the Literature what is the difference? Research Conversations: by and for Education researchers.

Tume, Lyvonne N.; Blackwood, Bronagh; McAuley, Daniel F.; Morris, Kevin; Peters, Mark J.; Jordan, Joanne; Walsh, Timothy Simon and McIlmurray, Lisa (2022). Using the TIDieR checklist to describe the intervention of the Sedation and Weaning in Children (SANDWICH) trial. Nursing in Critical Care (Early Access).

Twiner, Alison; Major, Louis and Wegerif, Rupert (2022). School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work: A design-based research study. Irish Educational Studies, 41(1) pp. 51–69.

Ugueto, Ana M. and Lucassen, Mathijs (2022). Differences in suicidality and psychological symptoms between sexual and gender minority patients compared to heterosexual and cisgender patients in a psychiatric hospital. Children and Youth Services Review, 138, article no. 106504.

Vicary, Sarah (2022). [Book Review] The medicalisation of everyday life: A critical perspective by Barbara Fawcett, Zita Weber, and Helen Bannister. Journal of Social Work (Early Access).

Vicary, Sarah; McCusker, Pearse; Davidson, Gavin and Stone, Kevin (2022). Conducting Research Online Using Surveys: An Exploratory Survey of Mental Health Social Work in Europe. Sage.

Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Timothy (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of Higher Quality Education. Routledge.

von Lindeiner-Strasky, Karina; Pulker, Hélène and Vialleton, Elodie (2022). Moving your language teaching online. Evaluation of a free online toolkit provided for language teachers in Higher Education. In: Emke, Martina and Stickler, Ursula eds. Online language teaching: Crises and creativities. Castledown (In Press).

Vseteckova, J.; Jordan, J.; Tilley, E.; Larkin, M.; Ryan, S. and Wallace, L. M. (2022). Transitions for older people with learning disabilities and behaviours that challenge others, and their family carers: a merged protocol for two rapid scoping reviews of evidence. Systematic Reviews, 11(1)

Waterhouse, Philippa; Bennett, Rachel; Aravinda, Guntupalli and Mokomone, Zitha (2022). Combining economic work and motherhood: challenges faced by women in sub-Saharan Africa. In: Baikady, Rajendra; Przeperski, Jaroslaw; Nadesan, Varishini; Islam, Rezaul and Jianguo, Gao eds. The Palgrave Handbook of Global Social Problems. London: Palgrave Macmillan, (In press).

Waterhouse, Philippa; Dennis, Carol Azumah and Álvarez, Inma (2022). Exploring perceptions of social presence among researching professionals. In: Golam, Jamil and Morley, Dawn eds. Agile Learning Environments. London: Palgrave Macmillan, (In press).

Waterhouse, Philippa; Samra, Rajvinder and Lucassen, Mathijs (2022). Distance education students' satisfaction: Do work and family roles matter? Distance Education, 43(1) pp. 56–77.

Weiser, O.; Kalman, Y.M.; Kent, Carmel and Ravid, G. (2022). 65 Competencies: Which Ones Should Your Data Analytics Experts Have? Communications of the ACM, 65(3) pp. 58–66.

Wiles, Fran (2022). Book Review: Social work and COVID-19: lessons for education and practice by Denise Turner. Journal of Social Work (Early access).

Williams, Jacqueline and Hadley, Julie (2022). An exploration of the development of resilience in student midwives. British Journal of Midwifery, 30(4) pp. 202–207.

Wolfenden, Freda (2022). Innovation in teacher policy and practice in education recovery. International Task Force on Teachers for Education 2030, Paris.

Young, Alys; Rodriguez-vincente, Natalia; Tipton, Rebecca; Napier, Jemina and Vicary, Sarah (2022). A Scoping Review of interpreter-mediated assessments under the Mental Health Act (1983) and international equivalents. International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY), article no. 202220086.

Young, Hannah M. L.; Ruddock, Nicki; Harrison, Mary; Goodliffe, Samantha; Lightfoot, Courtney J.; Mayes, Juliet; Nixon, Andrew C.; Greenwood, Sharlene A.; Conroy, Simon; Singh, Sally J.; Burton, James O.; Smith, Alice C. and Eborall, Helen (2022). The Impact of Falls: A Qualitative Study of the Experiences of People Receiving Haemodialysis. International Journal of Environmental Research and Public Health, 19(7), article no. e3873.

2021To Top

Blaj-Ward, Lia; Hultgren, Anna Kristina; Arnold, Ruth and Reichard, Bella eds. (2021). Narratives of innovation and resilience: Supporting student learning experiences in challenging times. Renfrew: BALEAP.

Borgstrom, Erica and Mallon, Sharon eds. (2021). Narratives of COVID: Loss, Dying, Death and Grief during COVID-19. The Open University.

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

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

Mallon, Sharon and Smith, Jo eds. (2021). Preventing and Responding to Student Suicide. London: Jessica Kingsley.

Morris, Sean Michael; Rai, Lucy and Littleton, Karen eds. (2021). Voices of Practice: Narrative Scholarship from the Margins. Washington DC, USA: Hybrid Pedagogy Inc.

Sanchez Moreano, Santiago and Blestel, Élodie eds. (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. Contact and Multilingualism, 4. Berlin: Language Science Press.

Adams, Anne; FitzGerald, Elizabeth; Sargent, Julia; Bektik, Duygu; Ismail, Nashwa; Bossu, Carina and Clough, Gill (2021). The CPD2 Change Cycle: Enabling development for Online Higher Education. In: CALRG 2021 Book of Abstracts (Jones, Ann; Gaved, Mark; Chua, Shi-Min; Scanlon, Eileen; Conde Gafaro, Barbara; Cantwell, James; Bax, Kristiina and Matthews, Kylie eds.), The Open University, p. 24.

Addae-Kyeremeh, Eric; Ani, Anthony; Jebuni-Adanu, Cynthia and Nettey, Jeremiah (2021). Exploring new ways of working in the co-creation of digital teaching and learning assets to support professional development at scale- Experiences from Ghana. In: DETA Conference 2021-Reimagining African Teacher Education through Distance for a Post-Pandemic Future, 03/08/2021-05/08/2021, Online.

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Alla-Mensah, Joyceline and McGrath, Simon (2021). A capability approach to understanding the role of informal apprenticeship in the human development of informal apprentices. Journal of Vocational Education & Training (Early access).

Alla-Mensah, Joyceline; McGrath, Simon and Henderson, Holly (2021). Technical and vocational education and training for disadvantaged youth. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, Bonn, Germany.

Almack, Kathryn; King, Andrew and Jones, Rebecca L (2021). Care in late life, end of life and in bereavement for the oldest LGBT generations around the globe. Sexualities (Early access).

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

Angermuller, Johannes (2021). Critique Equals Suffering Plus Society? Towards a New Approach to Critique. Social Epistemology Review and Reply Collective, 10(9) pp. 1–5.

Arenge, G. and Dowdeswell, E. (2021). Liberated Learning: from pockets of resistance to imaginary spaces and back again. Environmental Education. The Journal of the National Association for Environmental Education, 126(Spring) pp. 20–21.

Aristeidou, Maria; Cross, Simon and Rossade, Klaus-Dieter (2021). Online remote exams: Open University students’ views around the nuances and variants of online exams. The Open University.

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

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.

Austen, Samantha and Jarvis, Scott (2021). Conceptual meaning in Italian speaking learners’ expression of temporality in L2 English. Journal of Second Language Studies, 4(1) pp. 121–153.

Baldwin, Catherine Anne (2021). Seeing Shakespeare Live: A Study of Secondary School Students' Responses to a Production at Shakespeare's Globe. PhD thesis The Open University.

Barkanyi, Zsuzsanna (2021). Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs. ReCALL - Researching Massive Open Online Courses for language teaching and learning, 33(2) pp. 143–160.

Barkanyi, Zsuzsanna (2021). Teaching Spanish Pronunciation Praxis Project Report. The Open University.

Bárkányi, Zsuzsanna and Kiss, Zoltán G. (2021). The perception of voicing contrast in assimilation contexts in minimal pairs: evidence from Hungarian. Acta Linguistica Academica (Early Access).

Baron, Samantha; de Lappe, Joseph and Hammett, Joseph (2021). Phase 1 of Reset & Build Report. Community Futures, Webpage.

Beavers, Sian and Warnecke, Sylvia (2021). Audience perceptions of historical authenticity in visual media. In: Alvestad, Karl and Houghton, Robert eds. The Middle Ages in Modern Culture: History and Authenticity in Contemporary Medievalism. London: Bloomsbury Academic, pp. 74–89.

Beran, Magdalena; Muzambi, Rutendo; Geraets, Anouk; Albertorio, Juan; Adriaanse, Marcel C; Iversen, Marjolein M; Kokoszka, Andrzej; Nefs, Giesje; Nouwen, Arie; Pouwer, Frans; Huber, Jörg W; Schmitt, Andreas and Schram, Miranda T (2021). The bidirectional longitudinal association between depressive symptoms and HbA1c: A systematic review and met-analysis. Diabetic medicine : a journal of the British Diabetic Association (Early access).

Bhandari, Renu (2021). A study exploring key areas of worry in children and their expression through drawings amid COVID-19 outbreak in March 2020. International Journal of Child Development and Mental Health, 9(1) pp. 39–54.

Blackwood, Bronagh; Tume, Lyvonne N.; Morris, Kevin P.; Clarke, Mike; McDowell, Clíona; Hemming, Karla; Peters, Mark J.; McIlmurray, Lisa; Jordan, Joanne; Agus, Ashley; Murray, Margaret; Parslow, Roger; Walsh, Timothy S.; Macrae, Duncan; Easter, Christina; Feltbower, Richard G.; McAuley, Daniel F. and SANDWICH Collaborators (2021). Effect of a Sedation and Ventilator Liberation Protocol vs Usual Care on Duration of Invasive Mechanical Ventilation in Pediatric Intensive Care Units. JAMA, 326(5) pp. 401–410.

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.

Boampong, Michael (2021). Overview of Youth Development in Ghana. Commonwealth Secretariat, London, UK.

Boampong, Michael (2021). ‘Everywhere feels like home’: transnational neoliberal subjects negotiating the future. In: Horton, John; Pimlott-Wilson, Helena and Hall, Sarah Marie eds. Growing Up and Getting By: International Perspectives on Childhood and Youth in Hard Times. Bristol: Policy Press, pp. 115–135.

Bobrov, A. E.; Starostina, E. G.; Agamamedova, I. N.; Volodina, M. N.; Karacheva, Yu. V.; Nikitina, T. E.; Parpara, M. A.; Subbotnikova, O. A.; Tsarenko, D. M.; Nouwen, A.; Lloyd, C. and Sartorius, N. (2021). Mental disorders in type 2 diabetes. S.S. Korsakov Journal of Neurology and Psychiatry = Zhurnal nevrologii i psikhiatrii imeni S.S. Korsakova, 121(7) pp. 22–30.

Borgstrom, Erica (2021). Models will only get us so far: planning for place of care and death. Age and Ageing (Early Access).

Borgstrom, Erica (2021). Death, dying, and end-of-life care. In: Chamberlain, Kerry and Lyons, Antonia eds. Routledge International Handbook of Critical Issues in Health and Illness. London: Routledge.

Borgstrom, Erica; Cohn, Simon; Driessen, Annelieke; Martin, Jonathan and Yardley, Sarah (2021). Multidisciplinary team meetings in palliative care: an ethnographic study. BMJ Supportive & Palliative Care (Early Access).

Borgstrom, Erica and Ellis, Julie (2021). Internalising ‘sensitivity’: vulnerability, reflexivity and death research(ers). International Journal of Social Research Methodology, 24(5) pp. 589–602.

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.

Bradshaw, A.; Walker, L.; Borgstrom, E. and Burke, S.M. (2021). Group-based Tai Chi as therapy for alleviating experiences of social death in people with advanced, incurable disease: an ethnographic study. Qualitative Research in Sport, Exercise and Health (Early Access).

Bradshaw, Andrew; Walker, Liz; Borgstrom, Erica and Burke, Shaunna (2021). Tai Chi as therapy for alleviating experiences of social death in people with advanced, incurable disease: An ethnographic study. Qualitative Research in Sport, Exercise and Health (Early access).

Bradshaw, Holly; Howells, Karen and Lucassen, Mathijs (2021). 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 (Early access).

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.

Buckler, Alison; Chamberlain, Liz; Mkwananzi, Faith; Chigodora, Obert and Dean, Caroline (2021). Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach? Cambridge Journal of Education (Early access).

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.

Burkill, Sarah; Waterhouse, Philippa and Pazzagli, Laura (2021). The association between family structure and children’s BMI over time - the mediating role of income. Annals of Epidemiology, 55 pp. 83–90.

Burnard, P; Colucci-Gray, L and Cooke, Carolyn (2021). Posthumanising transdisciplinary pedagogies: New directions for democratising how the arts and sciences can teach creatively together. In: American Educational Research Association Conference, Apr 2021, Online.

Burnard, Pam; Colucci-Gray, Laura and Cooke, Carolyn (2021). Posthumanising transdisciplinary pedagogies: New directions for democratising how the arts and sciences can teach creatively together. In: American Education Research Association Annual Meeting, 8-12 Apr 2021, Online.

Busher, Hugh; Fox, Alison and Capewell, Carmel (2021). Developing Phrónēsis: Challenges and opportunities. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment,. London: Routledge, pp. 200–207.

Butcher, John; Awan, Rehana and Gray, Darren (2021). How do we talk about race…and mental health? Widening Participation and Lifelong Learning, 23(3) pp. 147–162.

Butcher, John and Clarke, Anactoria (2021). Widening HE participation in the arts: Impacts of an access module on learner preparedness. Arts and Humanities in Higher Education (Early Access).

Calcutt, Jane (2021). An Evaluation of a Mindfulness Programme in a Primary School. EdD thesis The Open University.

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).

Cantarutti, Marina (2021). Co-animation and the multimodal management of contextualisation problems when jointly “doing being” others. Social Interaction. Video Studies of Human Sociality., 4(4) (In press).

Cantarutti, Marina and Szczepek-Reed, Beatrice (2021). Stress and Rhythm. In: Knight, Rachel-Anne and Setter, Jane eds. The Cambridge Handbook of Phonetics. Cambridge University Press, pp. 159–184.

Carr, Jessica E. (2021). Can an Inclusive Approach Meaningfully Engage People with Learning Disabilities? Exploring Capacity Building for Citizen Science. PhD thesis The Open University.

Carr, Sam; Rogers, Justin and Hickman, Caroline (2021). Reflections on a community-based participatory research project with unaccompanied asylum-seeking children. In: Montero-Sieburth, Martha; Mas Giralt, Rosa; Garcia-Arojna, Noemi and Eguren, Joaquín eds. Family Practices in Migration: Everyday Lives and Relationships. Routledge, pp. 192–208.

Cendon, Eve and Butcher, John (2021). Editorial. Widening Participation and Lifelong Learning(1)

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

Chamberlain, Liz and Drane, Rob (2021). How schools are getting writing wrong. Times Educational Supplement.

Chamberlain, Liz; Karlsen, May Lene; Sinitsky, Gail; Bennett, Stephanie; Plowright-Pepper, Linda and Vackova, Petra (2021). Coronavirus and my life: What children say. Children's Research Centre, Milton Keynes.

Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina (2021). Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period. In: SITE Interactive 2021, 26-28 Oct 2021, Online.

Charitonos, Koula; Hoggart, Lesley; Jones, Rebecca; Keogh, Peter and Scott, Ellen (2021). Principles in practice. Co-creation of Learning in complex and challenging environments. Discussion Guide and Toolkit. The Open University and the ACCESS consortium.

Choak, Clare (2021). Alternative post-16 transitions: examining the career pathways of young women 'on road'. Journal of Youth Studies (Early Access).

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

Chua, Shi Min (2021). The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions. PhD thesis The Open University.

Cichoń, Ewelina; Kiejna, Andrzej; Gondek, Tomasz M; Obrębski, Marcin; Sutkowska, Edyta; Lloyd, Cathy E.; Sartorius, Norman and Kokoszka, Andrzej (2021). PAID-PL—The Polish Version of the Problem Areas in Diabetes Scale: Perfect Reliability and a One-Factor Structure. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 14 pp. 4433–4441.

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 and Tuck, Jackie (2021). Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context. Studies in Higher Education, 46(9) pp. 1894–1906.

Coleman, Phil (2021). “Yes, the type of student supervision matters, but what about the placement structure?” – A Critical Realist review of block and integrated practice learning models within pre-registration nursing programmes. Journal of Nursing Education and Practice, 11(1) pp. 39–50.

Coleman, Phil (2021). A Realist Synthesis of Potential Underlying Causative Mechanisms Related to the Optimal Design of a Nursing Student Practicum. EAS Journal of Nursing and Midwifery, 3(3) pp. 106–117.

Cooke, Carolyn (2021). ‘Troubling’ Music Education: Playing, (re)making and researching differently. In: Birmingham City University Centre for the study of Practice and Culture in Education, Apr 2021, Online hosted by BCU.

Cornock, Marc (2021). Case reports and ethics: Focus on consent, privacy and authorship. Case Reports in Women's Health, 32, article no. e00358.

Cornock, Marc (2021). Key Questions in Healthcare Law and Ethics. London: Sage.

Cornock, Marc (2021). [Book Review] David Gomez, The Regulation of Healthcare Professionals: Law, Principle and Process. Medical Law Review, 29(1) pp. 198–202.

Costa, Joao Pita; Rei, Luis; Stopar, Luka; Fuart, Flavio; Grobelnik, Marko; Mladenić, Dunja; Novalija, Inna; Staines, Anthony; Pääkkönen, Jarmo; Konttila, Jenni; Bidaurrazaga, Joseba; Belar, Oihana; Henderson, Christine; Epelde, Gorka; Gabaráin, Mónica Arrúe; Carlin, Paul and Wallace, Jonathan (2021). NewsMeSH: a new classifier designed to annotate health news with MeSH headings. Artificial Intelligence in Medicine, 114, article no. 102053.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon; Aubrey-Smith, Fiona and Biard, Olivier (2021). Digital Decision: Understanding and supporting key choices in online and blended teaching in Sub-Saharan Africa. The Open University, Milton Keynes, UK.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon and Biard, Olivier (2021). Making digital decisions: A Guide for harnessing the potential of online learning and digital technologies. The Open University, Milton Keynes, UK.

Coughlan, Tim; Iniesto, Francisco; Mote, Kellie and Lister, Kate (2021). Opportunities for virtual assistants and artificial intelligence to reduce administrative burden and enhance support for disabled students. A report from the ADDAPT project. The Open University and Jisc, Milton Keynes.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2021). Representing the Unseen with “Our Journey”: a Platform to Capture Affective Experiences and Support Emotional Awareness in University-Level Study. Journal of Formative Design in Learning, 5(1) pp. 39–52.

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

Cremin, Teresa and Chappell, Kerry (2021). Creative pedagogies: a systematic review. Research Papers in Education (Early Access).

Critten, Valerie; Hagon, Hanna and Messer, David (2021). Can Pre-school Children Learn Programming and Coding Through Guided Play Activities? A Case Study in Computational Thinking. Early Childhood Education Journal (Early access).

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

Cukurova, Mutlu; Kent, Carmel and Akanji, Abayomi (2021). Identifying tertiary level educators' needs and understanding of the collaboration process analytics. EdArXiv Preprints

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

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

Davidson, Michael C. J.; Malcolm, Lorraine; Sturley, Liz; Crowley, Margaret; Mackinnon, Fiona and McInally, Wendy (2021). The future of nurse education? Studying at the Open University in Scotland. British Journal of Nursing, 30(7) pp. 428–432.

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

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

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Dimova, Slobodanka; Hultgren, Anna Kristina and Kling, Joyce (2021). Englishization in Danish higher education: From critical to constructive conceptualizations. In: Wilkinson, Robert and Gabriëls, René eds. The Englishization of Higher Education in Europe. Amsterdam: Amsterdam University Press, pp. 143–162.

Diop, Dame (2021). An investigation of teacher professional development through the pedagogical cells of secondary school teachers of English in Senegal. PhD thesis The Open University.

Dodds, Catherine; Keogh, Peter; Bourne, Adam; McDaid, Lisa; Squire, Corinne; Weatherburn, Peter and Young, Ingrid (2021). The Long and Winding Road: Archiving and Re-Using Qualitative Data from 12 Research Projects Spanning 16 Years. Sociological Research Online, 26(2) pp. 269–287.

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Doehler, Steph (2021). A hero’s journey: the monomythical narrative of Diego Maradona’s World Cup appearances. Funes. Journal of Narratives and Social Sciences, 5 pp. 4–17.

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

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Douglas, Jenny and Butcher, John (2021). Editorial: Special edition ‘Race and Ethnicity’. Widening Participation and Lifelong Learning, 23(3) pp. 1–8.

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Earle, Rod (2021). Exploring narrative, convictions and autoethnography as a convict criminologist. Tijdschrift over Cultuur & Criminaliteit [Journal of Culture and Crime], 2020(3) pp. 80–96.

Earle, Rod (2021). No Cell for the Soul: Prison, Philosophy and Bernard Stiegler - A Short Appreciation. Journal of Prison Education and Reentry, 7(2) (In press).

Earle, Rod (2021). [Book Review] Sensory Penalties: Exploring the Senses in Spaces of Punishment and Social Control. By Kate Herrity, Bethany E. Schmidt and Jason Warr. The British Journal of Criminology, 61(6) pp. 1684–1686.

Earle, Rod (2021). Courting disaster and indulging the Whiteness of the criminological imagination. British Society of Criminology, UK.

Earle, Rod (2021). Doing Time for Convict Criminology. In: Ross, Jeffrey Ian and Vianello, Francesca eds. Convict Criminology for the Future. UK: Routledge.

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Earle, Sarah and Blackburn, Maddie (2021). Young adults with life-limiting or life-threatening conditions: sexuality and relationships support. BMJ Supportive & Palliative Care, 11(2) pp. 163–169.

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Earle, Sarah; Marston, Hannah; Hadley, Robin and Banks, Duncan (2021). Use of menstruation and fertility app trackers: a scoping review of the evidence. BMJ Sexual & Reproductive Health, 47(2) pp. 90–101.

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

Emke, M. and Stickler, U. (2021). Language Learning in Distance Education in Times of Covid-19: Opportunities and Challenges. In: Foreign Language Education in Turkey and European Practices: Developments and Suggestions (Conference Proceedings) (Öztürka, A.; Sağdiç, A.; Tertemiz Arat, E.; Çelik uzun, E. and Yilmaz, M. eds.), pp. 85–89.

Emke, Martina (2021). Teacher empowerment within Twitter chats: A more-than-human perspective. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking Critically and Ethically About Research for Education: Engaging with Voice and Empowerment in International Contexts. Routledge, pp. 93–106.

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Ferguson, Gillian (2021). “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work. EdD thesis The Open University.

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Floriano Ramos, Carmen and Fuertes Gutierrez, Mara (2021). Enfoque AICLE y enseñanza del español en la educación superior británica: perspectivas del profesorado de ELE [Content and Language Integrated Learning (CLIL) and Spanish Language Teaching in British Higher Education: perspectives from language lecturers]. Doblele, 7 pp. 31–49.

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

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

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

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

Fuertes Gutiérrez, Mara (2021). Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms. In: Beaven, Tita and Rosell-Aguilar, Fernando eds. Innovative language pedagogy report. Research-publishing.net, pp. 29–33.

Fuertes Gutierrez, Mara; Soler Montes, Carlos and Klee, Carol A. (2021). Sociolingüística aplicada a la enseñanza del español / Applied Sociolinguistics in Spanish Language Teaching (SLT). Journal of Spanish Language Teaching, 8(2) pp. 105–113.

Furenes, May Irene; Kucirkova, Natalia and Bus, Adriana G. (2021). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4) pp. 483–517.

Garcia, Rebecca; Ali, Nasreen; Guppy, Andy; Griffiths, Malcolm and Randhawa, Gurch (2021). Analysis of routinely collected data: Determining associations of maternal risk factors and infant outcomes with gestational diabetes, in Pakistani, Indian, Bangladeshi and white British pregnant women in Luton, England. Midwifery, 94, article no. 102899.

Garcia, Rebecca; Mahon, Aiofe; Boyle, Geraldine; Jones, Kerry and Vseteckova, Jitka (2021). Frailty and spousal/partner bereavement in older people: a scoping review. Journal of Health and Social Care Improvement, 4(1) pp. 14–23.

Garcia, Rebecca and Qureshi, Irtiza (2021). Nurse identity: reality and media portrayal. Evidence Based Nursing (Early Access).

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.

Giaxoglou, Korina (2021). Mobilizing stories of illness in digital contexts: a critical approach to narrative, voice and visibility. Poetics Today (In press).

Giaxoglou, Korina and Georgakopoulou, Alexandra (2021). A narrative practice approach to identities: small stories and positioning analysis in digital contexts. In: Bamberg, Michael; Demuth, Carolin and Watzlawik, Meike eds. Cambridge Handbook of Identity. Cambridge: Cambridge University Press, (In press).

Giddings, Lindsay (2021). [Book Review] Making the most of your social work placement by Paula Beesley. Journal of Social Work, 21(3) pp. 625–627.

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

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

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

Gopinath, Manik; Entwistle, Vikki; Kelly, Timothy and Illsley, Barbara (2021). Moving residence in later life: actively shaping place and wellbeing. International Journal of Ageing and Later Life, 15(1) pp. 127–161.

Gorbunova, Viktoriia; Gusak, Natalia; Klymchuk, Vitalii; Kondur, Zemfira; Valeriia, Paliy; Popenko, Viola and Oates, John (2021). Social constructions of mental health among Romani in Ukraine. Mental Health and Social Inclusion, 25(2) pp. 123–133.

Gorbunova, Viktoriia; Gusak, Natalia; Klymchuk, Vitalii; Palii, Valeriia; Ustenko, Vitalina; Kondur, Zemfira; Popenko, Viola and Oates, John (2021). Social determinants of mental well-being: senses of powerlessness and empowerment among Romani in Ukraine. Mental Health and Social Inclusion (Early access).

Gordon, Jean; Dunworth, Moira; Dumbleton, Susan and Brown, Alistair (2021). Evaluation of an Advanced Skills Module for social work education in Scotland. Scottish Social Services Council.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2021). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction, 37(9) pp. 867–883.

Hammersley, Martyn (2021). Karl Mannheim’s Ideology and Utopia and the public role of sociology. Journal of Classical Sociology (Early access).

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Hammersley, Martyn (2021). Qualitative Researchers as the Avant-Garde of Democratization: A Modest Proposal of a Sporting Analogy as Methodological Fiction. Qualitative Inquiry (Early Access).

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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.

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Hanley, Joe (2021). Networks of power and counterpower in social work with children and families in England. Critical Social Policy (Early Access).

Hanley, Joe (2021). ‘The best and the brightest’: widening participation and social justice in contemporary English social work education. European Journal of Social Work, 24(3) pp. 505–514.

Hanley, Joe; De Luca-Ruane, Alissa and Moth, Rich (2021). Why we are worried about the ‘Independent’ Review of Children’s Social Care in England – and why we think you should be too. Critical and Radical Social Work, 9(2) pp. 301–306.

Hanley, Joe; McGrath-Brookes, Michael and Higgins, Martyn (2021). Dismantling the Blueprint: Buurtzorg in English child protection social work. European Journal of Social Work (Early Access).

Harrison, Stephen (2021). Remote professional development during Covid 19: The Case of SAGE in Zimbabwe. In: UNESCO Inclusive Policy Lab Education & Digital Skills: Conversation event, 08/12//2021, Online.

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Hassan, Xavière; Eardley, Annie and Combe, Christelle (2021). Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers. In: Zoghlami, Naouel; Brudermann, Cédric; Sarré, Cédric; Grosbois, Muriel; Bradley, Linda and Thouësny, Sylvie eds. CALL and professionalisation: short papers from EUROCALL 2021. Research-publishing.net, pp. 112–118.

Hasson, Felicity; Jordan, Joanne; McKibben, Laurie; Graham-Wisener, Lisa; Finucane, Anne; Lamour, Kathy; Zafar, Shazia; Hewison, Alistair; Brazil, Kevin and Kernohan, George (2021). Challenges for palliative care day services: a focus group study. BMC Palliative Care, 20(11)

Heaney, Caroline (2021). Understanding Mental Health and Wellbeing in Sport. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. London: Routledge / The Open University, pp. 183–200.

Heaney, Caroline (2021). Mental health and wellbeing on the athlete's journey. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 181–183.

Heaney, Caroline; Kentzer, Nichola and Oakley, Ben (2021). Effective athletic development: Closing thoughts. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 247–250.

Heinze, Gerhard; Sartorius, Norman; Guizar Sanchez, Diana Patricia; Bernard-Fuentes, Napoleón; Cawthorpe, David; Cimino, Larry; Cohen, Dan; Lecic-Tosevski, Dusica; Filipcic, Igor; Lloyd, Cathy; Mohan, Isaac; Ndetei, David; Poyurovsky, Michael; Rabbani, Golam; Starostina, Elena; Yifeng, Wei and EstefaníaLimon, Limón (2021). Integration of mental health comorbidity in medical specialty programs in 20 countries. The International Journal of Psychiatry in Medicine (Early Access).

Hemmington, Jill; Graham, Matthew; Marshall, Alan; Brammer, Andy; Stone, Kevin and Vicary, Sarah (2021). Approved Mental Health Professionals, Best Interests Assessors and People with Lived Experience: An Exploration of Professional Identities and Practice. Social Work England.

Hernaiz, Rodrigo (2021). A Variationist Approach to Orthographic and Phonological Peculiarities of the Language in the Laws of Hammurabi. In: De Graef, Katrien and Goddeeris, Anne eds. Law and (Dis)Order in the Ancient Near East. Rencontre Assyriologique Internationale, 59. Penn State University Press, pp. 117–135.

Hernáiz, Rodrigo (2021). Morphological variation in the Old Babylonian stative paradigm. In: Feliu, Lluís; Millet, Adelina and Vidal, Jordi eds. Fs del Olmo Lete. «Sentido de un empeño». Homenatge a Gregorio del Olmo Lete. Barcelona: Edicions de la Universitat de Barcelona, pp. 235–248.

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Hobbs, Lindsay (2021). The role of language in power and coercion in maternity services. The Open University.

Hoggart, Lesley (2021). Difficult data: reflections on making knowledge claims in a turmoil of competing subjectivities, sensibilities and sensitivities. International Journal of Social Research Methodology, 24(5) pp. 581–587.

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Holford, Naomi (2021). Children and young people negotiating gender in context. In: Cooper, Victoria and Holford, Naomi eds. Exploring childhood and youth. Abingdon: Routledge, pp. 35–48.

Horne, Joanna; Kentzer, Nichola; Smith, Lee; Trott, Mike and Vseteckova, Jitka (2021). A Systematic Review on the Prevalence of Physical Activity, and Barriers and Facilitators to Physical Activity, in Informal Carers in the United Kingdom. Journal of Physical Activity and Health, 18(2) (Early Access).

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

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Hubscher-Davidson, Severine (2021). Emotions and the affective side of Translation and Interpreting. European Society for Translation Studies.

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Hubscher-Davidson, Severine (2021). Emotions and the Translation Professions (Organiser & Chair). In: International Online Symposium Emotions and the Translation Professions, May 2021, The Open University.

Hubscher-Davidson, Severine (2021). Threlford Memorial Lecture: Psychological Capital and Sustainability in the Language Professions. In: CIOL Online Conference 2021, 11-13 Mar 2021, [Online].

Hubscher-Davidson, Severine (2021). Emotions and Translation. In: Gambier, Yves and Van Doorslaer, Luc eds. Handbook of Translation Studies (HTS). HTS, 5. Amsterdam and Philadelphia: John Benjamins, pp. 53–58.

Hubscher-Davidson, Severine and Devaux, Jerome (2021). Teaching Translation and Interpreting in Virtual Environments. The Journal of Specialised Translation, 36 pp. 184–192.

Hubscher-Davidson, Severine and Lehr, Caroline (2021). Improving the Emotional Intelligence of Translators: A Roadmap for an Experimental Training Intervention. Palgrave Studies in Translating and Interpreting. Cham, Switzerland: Spinger.

Hultgren, Anna Kristina (2021). Tracing the causes of the rise of English as an international language. British Association for Applied Linguistics.

Hultgren, Anna Kristina (2021). Applied linguistics as a smorgasbord of ontologies: A rejoinder to Lanvers’ ‘Spare a thought for the language learner!’. Nordic Journal of English Studies, 20(1) pp. 284–291.

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Hunt, Sally (2021). The South African news media and representations of sexuality. In: Angouri, Jo and Baxter, Judith eds. The Routledge Handbook of Language, Gender, and Sexuality. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 587–601.

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Jewitt, Katharine; Baxter, Jacqueline and Floyd, Alan (2021). Strategic management of online education in English secondary schools during Covid 19 and beyond. In: EDULEARN21 Proceedings: 13th International Conference on Education and New Learning Technologies, IATED Academy, pp. 765–772.

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Jones, Bill and Butcher, John (2021). Editorial: Combined UALL special edition and general edition. Widening Participation and Lifelong Learning, 23(2) pp. 1–6.

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

Jones, Emma; Samra, Rajvinder and Lucassen, Mathijs (2021). Key challenges and opportunities around wellbeing for distance learning students: the online law school experience. Open Learning: The Journal of Open, Distance and e-Learning (Early Access).

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Jones, K.; Methley, A.; Boyle, G.; Garcia, R. and Vseteckova, J. (2021). A Systematic Review of the Effectiveness of Acceptance and Commitment Therapy for Managing Grief Experienced by Bereaved Spouses or Partners of Adults Who Had Received Palliative Care. Illness, Crisis, & Loss (Early Access).

Jones, Kerry (2021). Covid-19 and Front-Line Nursing and Health Care Workers. EC Nursing and Healthcare, 3(2) pp. 16–17.

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Jones, Kerry and Murphy, Sam (2021). Researching perinatal death: managing the myriad of emotions in the field. International Journal of Social Research Methodology, 24(5) pp. 603–615.

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

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Joy, Phillip; Cosma, Alina; Goodliffe, Samantha; Hiltner, Sarah; Magnée, Tessa and Plug, Ilona (2021). A journey of gender in health: Transforming health by promoting gender considerations through comic art. Journal of Applied Arts & Health, 12(2) pp. 145–162.

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Kaliisa, Rogers; Gillespie, Anna; Herodotou, Christothea; Kluge, Anders and Rienties, Bart (2021). Teachers’ Perspectives on the Promises, Needs and Challenges of Learning Analytics Dashboards: Insights from Institutions Offering Blended and Distance Learning. In: Sahin, Muhittin and Dirk, Ifenthaler eds. Visualizations and Dashboards for Learning Analytics. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 351–370.

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Kent, Carmel; Chaudhry, M. A.; Cukurova, M.; Bashir, I.; Pickard, H.; Jenkins, C.; Du Boulay, B. and Luckin, R. (2021). On how Unsupervised Machine Learning Can Shape Minds: a Brief Overview. A poster. In: International Learning Analytics and Knowledge Conference (LAK 2021), Apr 2021, Online.

Kent, Carmel; Chaudhry, Muhammad Ali; Cukurova, Mutlu; Bashir, Ibrahim; Pickard, Hannah; Jenkins, Chris; du Boulay, Benedict; Moeini, Anissa and Luckin, Rosemary (2021). Machine learning models and their development process as learning affordances for humans. In: Artificial Intelligence in Education. AIED 2021., Lecture Notes in Computer Science, Springer.

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Keogh, Peter and Dodds, Catherine (2021). Tempering hope with Intimate Knowledge: contrasting emergences of the concept ‘uninfectious’ in HIV. Sociology of Health & Illness, 43(5) pp. 1100–1116.

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Kucirkova, Natalia (2021). Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines. Journal of Early Childhood Literacy, 21(1) pp. 148–174.

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Kucirkova, Natalia and Bus, Adriana (2021). A Comparison of Children’s Reading on Paper versus Screen: A Meta-analysis conference presentation. In: Society for the Scientific Study of Reading, Annual Meeting, 13-16 Jul 2021, Online.

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

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

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

Langdown, Ben (2021). Developing a movement culture in the first ten years. In: Bailey, , P, Richard; Agans, Jennifer P.; Côté, Jean; Daly-Smith, Andy and Tomporowski, Phillip D. eds. Physical Activity and Sport During the First Ten Years of Life, Volume 1st Ed. London: Routledge.

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Larkin, Mary (2021). Sustaining unpaid care: the National Institute for Health and Care Excellence (NICE) guideline “Carers: provision of support for adult carers. In: Sustainable care, 12-30 Apr 2021.

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

Lee, Clare and Ward-Penny, Robert (2021). Agency and Fidelity in Primary Teachers’ Efforts to Develop Mathematical Resilience. Teacher Development (Early Access).

Leedham, Maria (2021). ‘[She] stated [they] would ‘kick off’: Using quotations to make service users visible in social workers’ writing. In: ‘Creativity and Collaboration’ symposium. British Association of Applied Linguistics SIG (Professional, Academic, and Work-Based Literacies PAWBL), 29 Jan 2021, Virtual Event.

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Leedham, Maria; Lillis, Theresa and Twiner, Alison (2021). Creating a corpus of sensitive and hard-to-access texts: Methodological challenges and ethical concerns in the building of the XXX Corpus. Applied Corpus Linguistics, article no. 100011.

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Lewis, Tim and Qian, Kan (2021). Designing and Supporting Virtual Exchange: The Case of Chinese–English e-Tandem. Modern Languages Open, 1, article no. 19.

Li, Chenxi (Cecilia) (2021). Negotiation For Meaning In Audio And Video Synchronous Computer-mediated Communication. PhD thesis The Open University.

Lillis, Theresa (2021). Professional written voice ‘in flux’: the case of social work. Applied Linguistics Review (Early Access).

Lillis, Theresa (2021). Writing as a critical moment in professional discourse. Journal of Applied Linguistics and Professional Practice, 15(3) pp. 334–363.

Lillis, Theresa (2021). Academic Literacies: Intereses Locales, Preocupaciones Globales? Academic Literacies: Local Interests, Global Concerns? In: Ávila Reyes, Natalia ed. Multilingual Contributions to Writing Research Toward an Equal Academic Exchange. The WAC Clearinghouse; University Press of Colorado, pp. 35–59.

Lillis, Theresa (2021). Prefacio. Herramientas para construir una pedagogía inclusiva de la escritura. In: Navarro, Federico ed. Escritura e inclusión en la universidad. Herramientas para docentes. Santiago, Chile: Editorial Universitaria, pp. 19–44.

Linn, Andrew; Shrestha, Prithvi; Bezborodova, Anastasiya and Hultgren, Anna Kristina (2021). Current practice in English-medium education in higher education: Case studies from Kazakhstan, Turkmenistan, Bangladesh and Nepal. TeachingEnglish. London: British Council.

Lister, Kate (2021). Barriers and Enablers to Mental Wellbeing in Distance Learning: Staff and Student Perspectives. EURODL (European Journal of Open, Distance and E-Learning) (In press).

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

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

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

Lister, Kate; Seale, Jane and Douce, Christopher (2021). Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

Lombardozzi, Lorena; Copperman, Jeanette and Auma, Carolyn (2021). Food poverty and urban struggles during COVID-19: the social reproduction of unequal London and the false narrative about the ‘pandemic-led crisis’. OU, Milton Keynes.

Lucassen, Mathijs; Perry, Yael; Frampton, Christopher; Fleming, Theresa; Merry, Sally; Shepherd, Matthew and Stasiak, Karolina (2021). Intersex adolescents seeking help for their depression: The case study of SPARX in New Zealand. Australasian Psychiatry, 29(4)

Lucassen, Mathijs; Stasiak, Karolina; Fleming, Theresa; Frampton, Christopher; Perry, Yael; Shepherd, Matthew and Merry, Sally (2021). Computerised cognitive behavioural therapy for gender minority adolescents: Analysis of the real-world implementation of SPARX in New Zealand. Australian & New Zealand Journal of Psychiatry (Early access).

Lucassen, Mathijs and Ugueto, Ana (2021). Special Considerations for SGM Youth Online. Psychiatric Times, 38(5) pp. 16–18.

Luelmo del Castillo, Maria Jose and Pérez Cavana, Maria Luisa (2021). Is a self-regulatory eELP the way forward? A reflection on two decades of achievements and failures of the ELP. CEFR Journal – Research and Practice, 3 pp. 6–20.

Lusted, Jim; Kilvingon, Daniel and Qureshi, Asad (2021). Coaching Ethnically Diverse Participants: ‘Race,’ Racism, and Anti-Racist Practice in Community Sport. In: Ives, Ben; Potrac, Paul; Gale, Laura and Nelson, Lee eds. Community Sport Coaching: Policies and Practice. London: Routledge, pp. 77–95.

Lyons, Agnieszka; Tagg, Caroline and Hu, Rachel (2021). Chronotopic (non)modernity in translocal mobile messaging among Chinese migrants in the UK. Internet Pragmatics, 4(2) pp. 190–218.

Lyrigkou, Christina (2021). The role of informal second language learning in the spoken use of discourse markers by Greek adolescent learners of English. PhD thesis The Open University.

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

Madeley, Anna-Marie (2021). Supporting complex homebirths. The Practising Midwife, 24(3) pp. 12–14.

Madeley, Anna-Marie (2021). Retaining and Reclaiming Control and Autonomy in Pregnancy and Childbirth: Making Non-Normative Choices. Results of a Meta-Ethnographic Review of the Literature. The Open University.

Madeley, Anna-Marie (2021). I'm only sweeping. British Journal of Midwifery, 29(2) pp. 66–67.

Madeley, Anna-Marie (2021). Birth after previous caesarean section. British Journal of Midwifery, 29(11) pp. 615–619.

Madeley, Anna-Marie and Anderson, Michelle (2021). The Perinatal Midwifery Toolkit. In: Anderson, Michelle ed. Midwifery Essentials: Perinatal Mental Health. Midwifery Essentials, 1 (1). London: Elsevier, pp. 148–182.

Manderson, Grace and King, Liz (2021). Mobile phone interventions to promote adherence to HIV treatment: mitigating the challenges. Nursing Standard (Early access).

Marquez Reiter, Rosina (2021). How can ethnography contribute to understanding (im)politeness? Journal of Politeness Research: Language, Behavior, Culture, 17(1) pp. 35–59.

Márquez Reiter, Rosina (2021). Confessions of lockdown breaches. Problematising morality during the Covid-19 pandemic. Journal of Pragmatics, 179 pp. 61–69.

Marquez Reiter, Rosina (2021). The Politics of Conviviality: on the ground experiences from Spanish-speaking Latin Americans in Elephant & Castle, London. Journal of Sociolinguistics, 25(5) pp. 662–681.

Marquez Reiter, Rosina and Cantarutti, Marina (2021). The value of vale: negotiating the progressivity of service in a market restaurant. Contrastive Pragmatics pp. 1–30.

Marquez Reiter, Rosina and Felix-Brasdefer, J. Cesar (2021). Service Encounter Discourse. In: Haugh, M.; Kadar, D. and Terkourafi, M. eds. The Handbook of Sociopragmatics. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press, pp. 496–519.

Marston, Hannah; Hadley, Robin; Pike, Graham and Hesketh, Ian (2021). Games for health & mHealth apps for police & blue light personnel: A research review. The Police Journal: Theory, Practice and Principles, 94(3) pp. 372–387.

Marston, Hannah; Morgan, D.J; Wilson-Menzfeld, G; Gates, J.R and Turner, R (2021). Written evidence [PTC0018]. UK Government.

Marston, Hannah and Musselwhite, Charles (2021). Improving Older People’s Lives Through Digital Technology and Practices. Gerontology and Geriatric Medicine, 7 pp. 1–4.

Marston, Hannah; Wilson, Gemma; Morgan, D. J. and Gates, Jessica (2021). Beyond Digital: Planning for a Hybrid World. House of Lords.

Marston, Hannah R.; Niles-Yokum, Kelly and Alexandra Silva, Paula (2021). A Commentary on Blue Zones®: A Critical Review of Age-Friendly Environments in the 21st Century and Beyond. International Journal of Environmental Research and Public Health, 18(2)

McConville, Kevin (2021). Professional Identity Formation in Becoming a GP Trainer – Barriers and Enablers. EdD thesis The Open University.

McCormick, Michael (2021). Employability: identity and student agency. The Open University.

McCormick, Michael; Meade, Rosie and Tunnah, Edward (2021). Employability framework and personal development planning: closing the loop. In: Employability: breaking the mould (Norton, Stuart and Dalrymple, Roger eds.), Advance HE, pp. 67–75.

McFadden, Alison; Fitzpatrick, Bronagh; Shinwell, Shona; Tosh, Karen; Donnan, Peter; Wallace, Louise M; Johnson, Emily; MacGillivray, Steve; Gavine, Anna; Farre, Albert and Mactier, Helen (2021). Cue-based versus scheduled feeding for preterm infants transitioning from tube to oral feeding: the Cubs mixed-methods feasibility study. Health Technology Assessment, 25(74)

McInally, Wendy and Gray-Brunton, Carol (2021). Research made simple: using multiperspective interpretative phenomenological analysis to explore healthcare phenomena. Evidence-Based Nursing, 24(3) pp. 71–73.

McInally, Wendy; Gray-Brunton, Carol; Chouliara, Zoe and Kyle, Richard G. (2021). Experiences of living with cancer of adolescents and young adults and their families: A narrative review and synthesis. Enfermería Clínica, 31(4) pp. 234–246.

McInally, Wendy; Gray‐Brunton, Carol; Chouliara, Zoe and Kyle, Richard G. (2021). Life Interrupted: Experiences of adolescents, young adults and their family living with malignant melanoma. Journal of Advanced Nursing, 77(9) pp. 3867–3879.

Meredith, Allan (2021). Primary School Parent Governors In A Deprived South Wales Community: How Do Their Experiences Contribute To Our Understanding Of School Governance? EdD thesis The Open University.

Messer, David and Critten, Valerie (2021). Creative Use of Digital Storytelling. In: Grove, Nicola ed. Storytelling, Special Needs and Disabilities: Practical Approaches for Children and Adults. Abingdon: Routledge.

Micklethwaite, Daniel and Earle, Rod (2021). A Voice Within: An Autoethnographic Account of Moving from Closed to Open Prison Conditions by a Life‐Sentenced Prisoner. The Howard Journal of Crime and Justice (Early Access).

Montgomery, Heather (2021). [Book review] Steinberg, Jonah. A garland of bones: child runaways in India. Journal of the Royal Anthropological Institute, 27(2) pp. 435–436.

Montgomery, Heather (2021). [Book review] Belittled citizens: The cultural politics of childhood on Bangkok’s margins, by Giuseppe Bolotta. Children & Society (Early access).

Montgomery, Heather (2021). [Book review] Golden, Deborah; Erdreich, Lauren and Roberman, Sveta. Mothering, education and culture: Russian, Palestinian and Jewish middle‐class mothers in Israeli Society. Children & Society, 35(6) pp. 975–976.

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

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

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

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

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

Mullen, Rosemary; Kydd, Angela; Fleming, Anne and McMillan, Laura (2021). A practical guide to the systematic application of nominal group technique. Nurse Researcher, 29(1)

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

Musgrave, Jackie and Payler, Jane (2021). Proposing a model for promoting Children's Health in Early Childhood Education and Care Settings. Children & Society (Early Access).

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2021). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education (Early access).

Narzisi, Katia and Simons, Joan (2021). Interventions that prevent or reduce obesity in children from birth to five years of age: A systematic review. Journal of Child Health Care, 25(2) pp. 320–334.

Nelson, Elspeth (2021). The Importance Of Absence: An Investigation Into The Significance Of Resilience In Retention On Higher Education Courses In A Further Education College. EdD thesis The Open University.

Newton, Victoria (2021). [Book Review] Ritual & Myths in Nursing: A Social History. Folklore, 132(1) pp. 104–105.

Newton, Victoria (2021). Book Review: The Kiss of Death: Contagion, Contamination and Folklore. Folklore (Early Access).

Nguyen, An (2021). ‘From targets to tools: A major overhaul on researching English Language Teaching in Vietnam’. British Association of Applied Linguistics.

Nguyen, An (2021). (Mis)alignment between English textbooks and test papers: A corpus-based discourse study from Vietnam. In: International Corpus Linguistics Conference 2021, 13-17 Jul 2021, Limerick, Ireland.

Nguyen, An (2021). Examining implications of English versus Local-language Medium Instruction programmes on students’ English self-efficacy and proficiency in Vietnamese Higher Education. In: 2nd International Conference on Language Teaching and Learning 2021, 19-20 Jun 2021, Hongkong SAR, China.

Nguyen, An (2021). Internationalisation of Vietnamese higher education through English Medium Instruction programmes: a literature review on outcomes. In: Vietnam Education Symposium 2021, 9-12 Sep 2021, Hochiminh City, Vietnam (Hybrid).

Nguyen, An (2021). English Medium Instruction and language proficiency gains: Evidence from Vietnam. In: Multilingual Learning: Policy and Practice 2021, 2-3 Dec 2021, Krakow, Poland (Hybrid).

Nilsson, Karin; Danielsson, Henrik; Elwér, Åsa; Messer, David; Henry, Lucy and Samuelsson, Stefan (2021). Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading. Journal of Cognition, 4(1), article no. 56.

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

Nouwen, Arie; Deschênes, Sonya S.; Balkhiyarova, Zhanna; Albertorio-Díaz, Juan R.; Prokopenko, Inga and Schmitz, Norbert (2021). Measurement Invariance Testing of the Patient Health Questionnaire-9 (PHQ-9) across People with and without Diabetes Mellitus from the NHANES, EHMS and UK Biobank datasets. Journal of Affective Disorders, 292 pp. 311–318.

O'Connor, Gráinne Ann (2021). Experiences of People with Multiple Sclerosis and Their Use of Assistance Dogs: An Interpretative Phenomenological Analysis. PhD thesis The Open University.

Oakley, Ben (2021). Athletic development: A holistic view of the journey. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development. A Psychological Perspective. New York: Routledge, pp. 5–7.

Oakley, Ben (2021). How Did We Get Here? Exploring the Evolution of Athletic Development Perspectives. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 20–37.

Oakley, Ben (2021). What is athletic development? In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 9–19.

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

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

Oluseye, Ayomide; Waterhouse, Philippa and Hoggart, Lesley (2021). “I really wanted to abort”: Desire for abortion, failed abortion and forced motherhood in South-Western Nigeria. Global Public Health (Early Access).

Oluseye, Ayomide Oreoluwa (2021). Exploring The Lived Experiences Of Unmarried Young Mothers In South-Western Nigeria. PhD thesis The Open University.

Owen, Nathaniel; Shrestha, Prithvi and Bax, Stephen (2021). Researching lexical thresholds and lexical profiles across the common European framework of reference for languages (CEFR) levels assessed in the Aptis test. ARAGs Research Reports Online, AR-G/2021(1)

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in two contrasting EMI (English as a Medium of Instruction) university contexts, and implications for the design of EAP reading tests. In: 42nd Language Testing Research Colloquium (LTRC), International Language Testing Association (ILTA).

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in Two Contrasting English as a Medium of Instruction Contexts at a University Level. (TOEFL Research Report No. RR-91). Educational Testing Service.

Owton, Helen (2021). Quest for Freedom: Intense Embodied Experiences of Motorcycling. Cultural Studies - Critical Methodologies (Early Access).

Owton, Helen (2021). The Thrill of Motorcycling: Quest for Flow. http://www.open.ac.uk/blogs/OU-Sport/?p=2721.

Oyinloye, Bukola (2021). Towards an Ọmọlúàbí code of research ethics: Applying a situated, participant-centred virtue ethics framework to fieldwork with disadvantaged populations in diverse cultural settings. Research Ethics (Early Access).

Oyinloye, Bukola (2021). Parents’ perspectives and practices around the schooling of children in rural Northern Nigeria. PhD thesis The Open University.

Palmgren-Neuvonen, Laura; Littleton, Karen and Hirvonen, Noora (2021). Dialogic spaces in divergent and convergent collaborative learning tasks. Information and Learning Sciences (Early Access).

Papathoma, Tina; Ferguson, Rebecca and Vogiatzis, Dimitrios (2021). Accessible learning, accessible analytics: a virtual evidence café. In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21).

Parker, Roses S; McKeever, Stephen; Twycross, Alison and Wiseman, Theresa (2021). Understanding the toolbox: A mixed methods study of attitudes, barriers and facilitators in parental intervention of children’s cancer pain at home. Journal of Child Health Care, 25(1) pp. 126–145.

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

Paterson, Laura L (2021). [Book review] Dennis Baron, What's your pronoun? Beyond he & she. Language in Society, 50(2) pp. 314–317.

Pawlyn, Jillian (2021). Reflections on writing journal articles. Learning Disability Practice, 24(5), article no. e2074.

Pinchbeck, Jessica (2021). “It’s more than just playing a sport”. A socio-cultural analysis of participation in netball across the lifespan. PhD thesis The Open University.

Pinchbeck, Jessica (2021). The Family Behind the Athlete. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 141–162.

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

Preece, Victoria Kirstin (2021). Young children’s bodies: multiple perspectives on the embodied experience of starting school. EdD thesis The Open University.

Pulker, Helene; Stickler, Ursula and Vialleton, Elodie (2021). Well-rounded graduates – what languages can do. In: Plutino, Alessia and Polisca, Elena eds. Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net, pp. 23–35.

Quereshi, Irtiza; Garcia, Rebecca; Ali, Nasreen and Randhawa, Gurch (2021). Utilising intersectionality for reviewing contributing factors in the number of Black, Asian and Minority Ethnic nurse deaths due to COVID-19. Nursing Standard (In press).

Qureshi, Irtiza; Garcia, Rebecca; Ali, Nasreen and Randhawa, Gurch (2021). Understanding the disproportionate effects of COVID-19 on nurses from ethnic minority backgrounds. The Nursing Standard, 36(9) pp. 29–34.

Rai, Lucy (2021). Writing for Social Work. Transforming Social Work. London: SAGE.

Rainey, Isobel (2021). Action research and the deferred hopes for just research at the TESOL grassroots. Educational Action Research (Early Access).

Rainford, Jon (2021). How institutional doxa shapes access to higher education through framings of ‘potential’. Power and Education (Early access).

Rainford, Jon (2021). Are we still “raising aspirations”? The complex relationship between aspiration and widening participation practices in English higher education institutions. Educational Review (Early Access).

Rainford, Jon (2021). Stripping back the novelty: A critical reflection on the dual use of a comic-based approach to engage participants and publics. Methodological Innovations Online, 14(3) pp. 1–12.

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

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2020To Top

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

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

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

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

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

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.

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 (2020). What has been learned from 20 years of published articles on widening participation and lifelong learning? Higher Education Policy Institute.

Butcher, John (2020). Unheard: the voices of part-time adult learners. Higher Education Policy Institute, Oxford.

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

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

Cantarutti, Marina (2020). The Multimodal and Sequential Design of Co-Animation as a Practice for Association in English Interaction. PhD thesis University of York.

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.

Cartwright, Marion (2020). An Exploration of Diverse Historical Influences on Leading and Managing Continuing Professional Development in Colleges in the Post-Incorporated English Further Education Sector. PhD thesis The Open University.

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.

Chaloner, Christopher P. (2020). Out of Time? The Experience of First-time Fatherhood After 40: An Interpretative Phenomenological Analysis. PhD thesis The Open University.

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

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

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

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.

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.

Cichon, Ewelina; Kiejna, Andrzej; Kokoszka, Andrzej; Gondek, Tomasz; Rajba, Beata; Lloyd, Cathy and Sartorius, Norman (2020). Validation of the Polish version of WHO-5 as a screening instrument for depression in adults with diabetes. Diabetes Research and Clinical Practice, 159, article no. 107970.

Cichoń, Ewelina; Kiejna, Andrzej; Kokoszka, Andrzej; Gondek, Tomasz M.; Radzio, Rafał; Jastrzębski, Adam; Andrzejewska, Beata E.; Alosaimi, Fahad D.; Lloyd, Cathy E. and Sartorius, Norman (2020). People with diabetes need a lower cut-off than others for depression screening with PHQ-9. PLOS ONE, 15(10), article no. e0240209.

Clarke, Anactoria (2020). [Book Review] ‘Review of Hammond’s ‘Artemidorus: The Interpretation of Dreams’ and Thonemann’s ‘An Ancient Dream Manual: Artemidorus’ The Interpretation of Dreams’. Classics for All.

Coelho, Jorge A. P. M.; Souza, Gustavo H. S. and Albuquerque, Josmário (2020). Desenvolvimento de questionários e aplicação na pesquisa em Informática na Educação. In: Jaques, Patricia; Pimentel, Mariano; Siqueira, Sean and Bitencourt, Ig eds. Metodologia de Pesquisa Científica em Informática na Educação: Abordagem Quantitativa. Série Metodologia de Pesquisa em Informática na Educação, 2. SBC.

Coleman, Lynn and Tuck, Jackie (2020). ’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university. Journal of Vocational Education & Training, 72(4) pp. 575–594.

Coleman, Phil and Vance, Gillian (2020). A Critical Realist Review of Pre-Registration Nursing Student Stress. International Journal of Studies in Nursing, 5(2) pp. 28–40.

Coleman, Phil Michael (2020). A Critical Realist review of practice learning experiences within pre-registration nursing programmes. EAS Journal of Nursing and Midwifery, 2(3) pp. 202–212.

Comas-Quinn, Anna (2020). Experiences of Online Volunteer Translation and Implications for Translation Education. EdD thesis The Open University.

Conde Gafaro, Barbara and Yildiz, Hilal Seda (2020). Supporting Learners' Self-regulation in LMOOCs: What Have We Done and How Far We Can Go? In: Proceedings of the Seventh ACM Conference on Learning @ Scale, ACM.

Cooke, Carolyn; Burnard, Pam; Colucci-Gray, Laura and Sinha, Pallawi (2020). Transdisciplinarity: Making the case and heeding the evidence for letting arts and science teach together with a new turn for music education. In: Australian and New Zealand Association for Research in Music Education (ANZARME) 2020 ONLINE CONFERENCE, 42nd Conference, 4 Oct 2020, Online.

Cooper, Victoria (2020). Childhood identities and materiality. In: Cooper, Victoria and Holford, Naomi eds. Exploring childhood and youth. Abingdon: Routledge, pp. 7–20.

Copperman, Jeanette and Malies, Steven (2020). ‘The soul of the community’: two practitioners reflect on history, place and community in two community-based practices from 1980 to 1995: St Hilda’s Community Centre in Bethnal Green and Waterloo Action Centre in Waterloo, South London. In: Gal, John; Köngeter, Stefan and Vicary, Sarah eds. The Settlement House Movement Revisited A Transnational History. Bristol: Bristol University Press.

Cornock, Marc (2020). To indemnify or not: professional indemnity arrangements. Orthopaedic & Trauma Times, 38 pp. 6–11.

Cornock, Marc (2020). Indemnity during the COVID-19 pandemic: Professional indemnity arrangements for returnees and volunteers. Orthopaedic & Trauma Times, 38 pp. 12–14.

Cornock, Marc (2020). A summary of law and ethics for the new health care practitioner. Orthopaedic & Trauma Times, 36 pp. 30–37.

Cornock, Marc (2020). Revisiting informed consent. Orthopaedic & Trauma Times, 38 pp. 29–42.

Cornock, Marc (2020). Organ donation in the United Kingdom. Orthopaedic & Trauma Times, 38 pp. 29–42.

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

Crawley, Christine Ann (2020). A case study exploring the impact of social media technology on students in a UK secondary school. EdD thesis The Open University.

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

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

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

Critten, Sarah; Holliman, Andrew J.; Hughes, David J.; Wood, Clare; Cunnane, Helen; Pillinger, Claire and Deacon, S. Hélène (2020). A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing, 34(2) pp. 371–389.

Critten, Valerie (2020). From education to employment: A transition story. In: Fielden, Sandra; Moore, Mark and Bend, Gemma Louise eds. The Palgrave Handbook of Disability at Work. Cham: Palgrave Macmillan, pp. 115–130.

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

Cukurova, Mutlu; Luckin, Rosemary and Kent, Carmel (2020). Impact of an Artificial Intelligence Research Frame on the Perceived Credibility of Educational Research Evidence. International Journal of Artificial Intelligence in Education, 30(2) pp. 205–235.

Culpeper, Jonathan and Kan, Qian (2020). Communicative styles, rapport and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5) pp. 756–786.

Curry, George and Butcher, John (2020). To what extent does structure and voice in Access level curriculum improve the learning experience of widening participation students’. In: Broadhead, Samantha; Butcher, John; Davison, Ellie; Fowle, Wendy; Hill, Mike; Martin, Louise; McKendry, Stephanie; Norton, Francis; Raven, Neil; Sanderson, Bernadette and Williams, Steven Wynn eds. Delivering the Public Good of Higher Education: Widening Participation, Place and Lifelong Learning. Peterborough: Forum for Access and Continuing Education, pp. 91–106.

Dattatreyan, Ethiraj Gabriel and Singh, Jaspal (2020). Ciphers, ‘hoods and digital DIY studios in India: Negotiating aspirational individuality and hip hop collectivity. Global Hip Hop Studies, 1(1) pp. 25–45.

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

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

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

Douglas, Jenny (2020). Developing intersectionality- informed research methodologies. Social Research Association.

Dowdeswell, Emily (2020). What is the role of fun in learning? The Open University.

Driessen, Annelieke; Borgstrom, Erica and Cohn, Simon (2020). Placing death and dying:the work of making place at the end of life. In: Palliative Care Congress, 19-20 Mar 2020, Telford.

Duggan, Brett; Glover, Alison and Grover, Tanwen (2020). Evaluation of the School Based Supply Cluster Model Project: Follow-up report. The Welsh Government.

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

Earle, Rod (2020). Degrees of Freedom - prison education at The Open University. Discover Society.

Earle, Rod (2020). Review Essay: They think it's all over...'. Theoretical Criminology, 24(3) pp. 543–548.

Earle, Rod (2020). Book Review: Labelled a Black Villain: and Understanding the Social Deprivation Mindset. By Trevor Hercules. Reviewer: Rod Earle. CrimeTalk, CrimeTalk.

Earle, Rod and Davies, Bill (2020). Glimpses across 50 years of prison life from members of British Convict Criminology. Prison Service Journal(250) pp. 13–19.

Earle, Sarah; Ledger, Sue; Tilley, Elizabeth; Walmsley, Jan; Chapman, Rohhss and Townson, Lou (2020). A critical reflection on accessing women with learning disabilities to participate in research about sensitive subjects through organisational partnerships. British Journal of Learning Disabilities, 48(2) pp. 162–169.

Earle, Sarah; O'Dell, Lindsay; Davies, Alison and Rixon, Andrew (2020). Views and Experiences of Sex, Sexuality and Relationships Following Spinal Cord Injury: A Systematic Review and Narrative Synthesis of the Qualitative Literature. Sexuality and Disability, 38(4) pp. 567–595.

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

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

Evans, Mel and Tagg, Caroline (2020). Women's spelling in Early Modern English: perspectives from new media. In: Condorelli, Marco ed. Advances in Historical Orthography, c. 1500-1800. Cambridge: Cambridge University Press, pp. 191–218.

Fensham-Smith, Amber (2020). What are the issues in rethinking fieldwork-practically, theoretically, ethically? The Open University.

Fensham-Smith, Amber (2020). Should we really call this home schooling? Reflections from the research field. BERA.

Fensham-Smith, Amber (2020). Towards co-operative working in alternative education. The Freedom to Learn Project, Phoenix Education Trust.

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).

Fleming, Theresa; Sutcliffe, Kylie; Lucassen, Mathijs; Pine, Russell and Donkin, Liesje (2020). Serious Games and Gamification in Clinical Psychology. Reference Module in Neuroscience and Biobehavioral Psychology, Elsevier.

Foley, Karen (2020). The Student Hub Live: The Open University’s Solution to Facilitating the Development of an Academic Community in Distance Learning through Collaborative Online Interaction. In: Dennis, Chris; Abbott, Stuart; Matheson, Ruth and Tangney, Sue eds. Flexibility and Pedagogy in Higher Education: Delivering Flexibility in Learning through Online Learning Communities. Brill | Sense, pp. 179–191.

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

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

França, Alex Bacadini; Gordon, Adam Lee; Samra, Rajvinder; Duarte, Evelise Saia Rodolpho and Jacinto, Alessandro Ferrari (2020). Symptoms of mood disorders in family carers of older people with dementia who experience caregiver burden: a network approach. Age and Ageing, 49(4) pp. 628–633.

France, Rachel (2020). Volunteers in End-of-Life Care: How is their Role Constructed? PhD thesis The Open University.

France, Rachel; Vseteckova, Jitka; Lapwood, Susie; Roberts, Nia; Jones, Nicholas and Flemming, Kate (2020). How can patients with COVID-19 and their family or unpaid carers be enabled and supported to manage palliative care treatment safely and effectively at home? Centre for Evidence-Based Medicine.

Freeman, S.; Marston, H.; Olynick, J.; Musselwhite, C.; Kulczycki, C.; Genoe, R. and Xiong, B. (2020). Intergenerational Effects on the Impacts of Technology Use in Later Life: Insights from an International, Multi-Site Study. International Journal of Environmental Research and Public Health, 17(16), article no. 5711.

Freeman, Shannon; Marston, Hannah R; Musselwhite, Charles; Olynick, Janna; Genoe, Rebecca; Kulczycki, Cory and Xiong, Beibei (2020). Intergenerational connections through technology: Insights from the Technology Use in Later Life multi-site study. Innovation in Aging, 4(Supplement) pp. 928–929.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Introducción. Revista de Didáctica Español Lengua Extranjera, 31 III-V.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Enseñanza de la gramática en ELE: resultados de investigación y nuevas propuestas. MarcoELE, Valencia.

Gagne, Christophe and Wilton-Godberfforde, Emilia (2020). English to French Translation: A Practical Manual. Abingdon: Routledge.

Gal, John; Kongeter, Stefan and Vicary, Sarah (2020). Introduction. In: Gal, John; Kongeter, Stefan and Vicary, Sarah eds. Settlement House Movement Revisted: A Transnational History. Research in Social Work. Policy Press, pp. 1–11.

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

Garcia, Rebecca; Ali, Nasreen; Malcolm, Griffiths and Gurch, Randhawa (2020). A qualitative study exploring the experiences of bereavement after stillbirth in Pakistani, Bangladeshi and White British mothers living in Luton, UK. Midwifery, 91, article no. 102833.

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.

Garcia-Ponce, Edgar Emmanuell and Tagg, Caroline (2020). Role of EFL teachers’ beliefs in speaking practice: The case of a mexican university. System, 95, article no. 102376.

Gargett, Andrew; Firth, Rob and Aletras, Nikolaos (2020). LegalOps: A Summarization Corpus of Legal Opinions. In: 2020 IEEE International Conference on Big Data (Big Data), IEEE, pp. 2117–2120.

Gargett, Andrew and Leung, Tommi (2020). Building the Emirati Arabic FrameNet. In: Proceedings of the International FrameNet Workshop 2020: Towards a Global, Multilingual FrameNet, European Language Resources Association, Marseille, France pp. 70–76.

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.

Giaxoglou, Korina (2020). Mobilizing Grief and Remembrance with and for Networked Publics: towards a Typology of Hyper-Mourning. European Journal of Life Writing, 9 pp. 264–284.

Giaxoglou, Korina (2020). A Narrative Approach to Social Media Mourning: Small Stories and Affective Positioning. Narrative, Interaction and Discourse. Abingdon: Routledge.

Giaxoglou, Korina (2020). From Rest in Peace to #R.I.P.: tracing shifts in the language of mourning. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: historicising English language practices. Topics in English Linguistics. De Gruyter Mouton, pp. 129–148.

Giaxoglou, Korina and Johansson, Marjut (2020). Introduction: Networked practices of emotion and stancetaking in reactions to mediatized events and crises. Pragmatics, 30(2) pp. 169–178.

Giaxoglou, Korina and Spilioti, Tereza (2020). The Shared Story of #JeSuisAylan on Twitter: Story Participation and Stancetaking in Visual Small Stories. Pragmatics, 30(2) pp. 277–302.

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

Gimenez, Julio; Baldwin, Mark; Breen, Paul; Green, Julia; Roque Gutierrez, Ernesto; Paterson, Richard; Pearson, Jayne; Percy, Martin; Specht, Doug and Waddell, Guy (2020). Reproduced, reinterpreted, lost: Trajectories of scientific knowledge across contexts. Text & Talk, 40(3) pp. 293–324.

Glatter, Ron (2020). The ‘independent state school’ and its aftermath: implications for the processes and structures surrounding school leadership. School Leadership & Management (Early access).

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.

Golding, Tyrrell and Dunn, Clare (2020). Recognising Prior Experiential Learning: Challenges and Opportunities for Advancing Employability and Accrediting Lifelong Learning. In: Employability Conference 2020: expanding the narrative for a rapidly changing world, 11 Mar 2020, The Open University, Milton Keynes.

Graham, Helen; Green, Victoria; Headon, Kassie; Ingham, Nigel; Ledger, Susan; Minnion, Andy; Richards, Rowena and Tilley, Elizabeth (2020). The public and the relational: The collaborative practices of the Inclusive Archive of Learning Disability History. In: Popple, Simon; Prescott, Andrew and Mutibwa, Daniel H. eds. Communities, Archives and New Collaborative Practices. Connected Communities. Bristol: Policy Press, pp. 219–234.

Gregory, Ian N. and Paterson, Laura L. (2020). English Language and History: Geographical Representations of Poverty in Historical Newspapers. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. London: Routledge, pp. 418–439.

Gregson, Jon; Pitt, Beck and Seal, Timothy (2020). TIDE Digital Strategy Report. Transformation by Innovation in Distance Education (TIDE), Milton Keynes.

Haider, Sharif (2020). Equality and Human Rights. In: Future of Care, 3 Mar 2020, London.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Player conceptualizations of creativity in digital entertainment games. Convergence: The International Journal of Research into New Media Technologies, 26(5-6) pp. 1226–1247.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Expressivity of Creativity and Creative Design Considerations in Digital Games. Computers in Human Behavior, 105, article no. 106206.

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

Hammersley, Martyn (2020). The ‘radical critique of interviews’: a response to recent comments. International Journal of Social Research Methodology (Early Access).

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

Hampel, Regine (2020). Disruptive technologies and language learner identity in the digital age. In: 2020 STELLA Symposium: Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings, STELLA 2020, 15-16 Oct 2020, Stockholm, Sweden.

Hanley, Joe (2020). [Book Review] The politics of children’s services reform: Re-examining two decades of policy change by Carl Purcell (2020). Critical and Radical Social Work, 8(2) pp. 293–294.

Hanley, Joe (2020). Left behind: exploring how mainstream social work students see themselves compared to the ‘best and brightest’. Social Work Education (Early access).

Hanley, Joe (2020). The negative impact of student evaluations on higher education research. In: Luo, Y.; Saengkhattiya, T.; Bonful, L; Yu, W.; Li, L.; Fazal, N.; Ahmed, H. and Watts, M. eds. The Voice of Educators and Education Students. London: Brunel University, pp. 178–184.

Harris, Nicky; Noyes, Jane; Fraser, Lorna; Lapwood, Susie; Harrop, Emily; Blackburn, Maddie; Price, Jayne; Chambers, Lizzie and Bluebond-Langer, Myra (2020). Managing and sharing research data in children's palliative care: Risks, benefits and imponderables. Journal of advanced nursing (Early access).

Hauck, Mirjam and Müller-Hartmann, Andreas (2020). Introduction. In: Hauck, Mirjam and Müller-Hartmann, Andreas eds. Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference. Research-publishing.net, pp. 1–10.

Hauck, Mirjam; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35.

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

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

Henning, Lucy (2020). I’m gonna get it for my birthday: Young children’s interpretive reproduction of literacy practices in school. Journal of Early Childhood Literacy, 20(4) pp. 706–731.

Hernáiz, Rodrigo (2020). Studies on linguistic and orthographic variation in Old Babylonian letters. Alter Orient und Altes Testament, 465. Münster: Ugarit-Verlag.

Hernaiz Gomez, Rodrigo (2020). The grammaticalization of manner expressions into complementizers: Insights from Semitic languages. In: The grammaticalization of manner expressions into complementizers, 26 Aug - 1 Sep 2020, Bucharest (online).

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 143, article no. 103675.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Tutors’ understanding of students’ emotional experiences in assessed, online, collaborative activities. In: CALRG Annual Conference 2020, 15-17 Jun 2020, Milton Keynes, UK.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). The impact of emotions on student participation in an assessed, online, collaborative activity. In: European Distance and E-Learning Network (EDEN) Proceedings, European Distance and E-Learning Network, pp. 143–152.

Hilliard, Jake; Wong, Patrick; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Using real time student feedback as an emotion awareness and regulation tool in an assessed, online, collaborative project. In: The 9th eSTEeM Annual Conference, 29-30 Apr 2020, Milton Keynes, England.

Horne, Jo; Kentzer, Nichola; Smith, Lee; Trott, Mike; Abington, Jane and Vseteckova, Jitka (2020). Participation in group outings, gender related profiling and preferences of outings for carers of individuals living with dementia: systematic review. Prospero - International prospective register of systematic reviews.

Horne, Jo; Kentzer, Nichola; Smith, Lee; Trott, Mike and Vseteckova, Jitka (2020). A systematic review on the prevalence of physical activity in informal / unpaid carers in the UK. Prospero - International prospective register of systematic reviews.

Horne, Jo; Vseteckova, Jitka; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review protocol on the barriers and facilitators to physical activity in informal/unpaid carers in the UK. PROSPERO: International prospective register of systematic reviews, CRD42020167742.

Horne, Jo; Vseteckova, Jitka; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review on the barriers and facilitators to physical activity in informal / unpaid carers in the UK. Prospero.

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

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

Hubscher-Davidson, Severine (2020). Translation and the Double Bind of Imaginative Resistance. Translation Studies, 13(3) pp. 251–270.

Hubscher-Davidson, Severine (2020). The psychology of sustainability and psychological capital: new lenses to examine well-being in the translation profession. European Journal of Sustainable Development Research, 4(4), article no. em0127.

Hubscher-Davidson, Severine (2020). The impact of COVID-19 on linguists and their mental health. OpenLearn.

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Rai, Lucy and Simpson, Jenny (2020). Listening to stories of study: Identity and the awarding gap experienced by Ethnic Minority students in the context of distance education. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

Rajeh, Nisreen; Grant, Janet; Farsi, Jamila and Tekian, Ara (2020). Contextual Analysis of Stakeholder Opinion on Management and Leadership Competencies for Undergraduate Medical Education: Informing Course Design. Journal of Medical Education and Curricular Development, 7 pp. 1–24.

Ramsden Marston, Hannah; Shore, Linda and White, P.J. (2020). How does a (Smart) Age-friendly Ecosystem look in a Post-Pandemic Society? International journal of environmental research and public health, 17(21), article no. 8276.

Rankin, Debbie; Black, Michaela; Flanagan, Bronac; Hughes, Catherine F; Moore, Adrian; Hoey, Leane; Wallace, Jonathan; Gill, Chris; Carlin, Paul; Molloy, Anne M; Cunningham, Conal and McNulty, Helene (2020). Identifying Key Predictors of Cognitive Dysfunction in Older People Using Supervised Machine Learning Techniques: Observational Study. JMIR Medical Informatics, 8(9), article no. e20995.

Ratle, Olivier; Robinson, Sarah; Bristow, Alexandra and Kerr, Ron (2020). Mechanisms of micro-terror? Early career CMS academics’ experiences of ‘targets and terror’ in contemporary business schools. Management Learning, 51(4) pp. 452–471.

Rawles, Joanna (2020). Critical Thinking and Reflective Practice. In: Parker, Jonathan ed. Introducing Social Work. London: Sage, pp. 102–112.

Redmore, Ned (2020). [Book Review] Seen and Heard: Exploring Participation, Engagement and Voice for Children with Disabilities. Children & Society, 34(3) pp. 234–235.

Rets, Irina; Rienties, Bart and Lewis, Timothy (2020). Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development. Interactive Learning Environments (Early Access).

Rienties, Bart; Lewis, Tim; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2020). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning (Early access).

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

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

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

Robb, Martin (2020). ‘From Your Ever Anxious and Loving Father’: Faith, Fatherhood, and Masculinity in One Man’s Letters to His Son during the First World War. Genealogy, 4(1), article no. 32.

Robb, Martin (2020). Fathers and Forefathers: Men and Their Children in Genealogical Perspective. Genealogy, 4(2) e65.

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

Rogers, Justin M and Karunan, Victor (2020). Is the deinstitutionalisation of alternative care a ‘wicked problem’? A qualitative study exploring the perceptions of child welfare practitioners and policy actors in Thailand. International Social Work, 63(5) pp. 626–639.

Rogers, Justin Mark and Cheung, Johnson Chun-Sing (2020). Civic Crowdfunding for Social Work Research: Opportunities, Challenges and Strategies. The British Journal of Social Work, 51(7) pp. 2782–2801.

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

Rose, Lauren T. and Soundy, Andrew (2020). The Positive Impact and Associated Mechanisms of Physical Activity on Mental Health in Underprivileged Children and Adolescents: An Integrative Review. Behavioral Sciences, 10(11) e171.

Rouse, Lorna Jane (2020). The Social Construction of Quality Diabetes Care Appointments in Primary Care by Adults with Mild-to-Moderate Learning Disabilities, Their Supporters and Healthcare Professionals. PhD thesis The Open University.

Ryan, Gemma S and Cornock, Marc (2020). PRISM: Professional Regulation In Social Media. Validation and evaluation of a decision-making tool. Nursing Management (In Press).

Safford, Kimberly (2020). Climate Change - All Change: evaluation of the primary school pilot for architecture. The Museum of Childhood.

Samra, Rajvinder (2020). The edges of human performance in psychiatry. The British Journal of Psychiatry, 216(6) pp. 294–295.

Saunders, Claire (2020). Building a community of writers in a university: An ethnographic study. EdD thesis The Open University.

Saunders, Claire (2020). Building a community of writers in a university. The Open University.

Schiro, Julie L.; Shan, Liran Christine; Tatlow-Golden, Mimi; Li, Chenguang and Wall, Patrick (2020). #Healthy: smart digital food safety and nutrition communication strategies—a critical commentary. npj Science of Food, 4(1), article no. 14.

Schmitt, Christian J. (2020). [Book review] Matteo Farina. Facebook and conversation analysis: The structure and organization of comment threads. Internet Pragmatics, 3(1) pp. 121–126.

Seale, Jane (2020). Keeping connected and staying well: the role of technology in supporting people with learning disabilities during the coronavirus pandemic. The Open University.

Seale, Jane; Burgstahler, Sheryl and Havel, Alice (2020). One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Open Learning: The Journal of Open and Distance Learning (Early Access).

Seale, Jane; King, Laura; Jorgensen, Mary; Havel, Alice; Asuncion, Jennison and Fichten, Catherine (2020). Engaging Ignored Stakeholders of Higher Education Accessibility Practice: Analysing the experiences of an international network of practitioners and researchers. Journal of Enabling Technologies, 14(1) pp. 15–29.

Seargeant, Philip (2020). The existential paradoxes of english: Book review of Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment. Journal of English as a Lingua Franca, 9(2) pp. 309–312.

Seargeant, Philip (2020). The Art of Political Storytelling: Why Stories Win Votes in Post-truth Politics. London: Bloomsbury.

Seargeant, Philip (2020). "New" media and self-fashioning: The construction of a political persona by Elizabeth I and Donald Trump. In: Tagg, C. and Evans, M. eds. Message and Medium: English Language Practices Across Old and New Media. Topics in English Linguistics [TiEL] Series. Berlin: de Gruyter Mouton.

Seargeant, Philip and Edwards, Alison (2020). Beyond English as a second or foreign language: Local uses and the cultural politics of identification. In: Schreier, D; Hundt, M and Schneider, Edgar eds. The Cambridge Handbook of World Englishes. Cambridge University Press, pp. 311–359.

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

Sheehy, Kieron (2020). Eugenics and the lives of disabled children. In: Cooper, Victoria and Holford, Naomi eds. Exploring Childhood and Youth. London: Routledge.

Sheerman, Laura; Marston, Hannah R.; Musselwhite, Charles and Morgan, Deborah J. (2020). COVID-19 and the secret virtual assistants: the social weapons for a state of emergency. Emerald Open Research, 2(19)

Sher, Noa; Kent, Carmel and Rafaeli, Sheizaf (2020). How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content. Education Sciences, 10(10), article no. 267.

Sher, Noa; Kent, Carmel and Rafaeli, Sheizf (2020). Creativity is Connecting Things: The Role of Network Topology in Fostering Collective Creativity in Multi-Participant Asynchronous Online Discussions. In: Proceedings of the 53rd Annual Hawaii International Conference on System Sciences (Bui, Tung X. ed.), HICSS Conference Office, University of Hawaii at Manoa, Honolulu, Hawaii.

Shrestha, Prithvi (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives. Cham: Springer.

Shrestha, Prithvi N. (2020). [Book review] From a Trickle to a Torrent: Education, Migration and Social Change in a Himalayan Valley of Nepal. By Geoff Childs and Namgyal Choedup. Mountain Research and Development, 39(3) M1-M2.

Simons, Joan; Carter, Bernie and Craske, Jennie (2020). Developing a framework to support the delivery of effective pain management for children: an exploratory qualitative study. Pain Research and Management, 2020, article no. 5476425.

Simons, Joan; Leverett, Stephen and Beaumont, Kythe (2020). Success of distance learning graduates and the role of intrinsic motivation. Open Learning: The Journal of Open and Distance Learning, 35(3) pp. 277–293.

Simons, Joan and Snowden, Michael (2020). A qualitative study exploring the perceptions of part time distance learning students learning gain using the ‘Three Gains’ Employability model. International Journal of Multidisciplinary Comparative Studies, 7(1 - 3) pp. 5–18.

Singh, Jaspal (2020). Loudness registers: Normalizing cosmopolitan identities in a narrative of ethnic othering. Journal of Sociolinguistics, 24(2) pp. 209–227.

Singh, Jaspal (2020). The Sociolinguistic Saffronisation of India. In: Theodoropoulou, Irene and Tovar, Johanna eds. Research Companion to Language and Country Branding. Routledge Studies in Language and Identity. Abingdon: Routledge, pp. 57–71.

Singh, Jaspal (2020). Appropriate meaning: Discursive struggle and polyphonic semiosis in Indian hip hop. In: Zizek, Boris and Piepenbring, Hanna N. eds. Formen der Aneignung des Fremden. Intercultural Studies. Schriftenreihe des Zentrums für Interkulturelle Studien (ZIS), 10. Heidelberg: Universitätsverlag Winter, pp. 129–144.

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

Sowden, Ryann; Selman, Lucy and Borgstrom, Erica (2020). “Praying for your loved one wearing masks and gloves is what night-mares feels like.” What do newspapers tell us about experiences of grief, bereavement and death from COVID-19? In: Elizabeth Blackwell Institute Focus Week: COVID-19, 26/09/2020.

Spicer, Barbara (2020). ‘Translating Women: Breaking Borders and Building Bridges in the English-language Book Industry’ IMLR, 31 October–1 November 2019. Journal of Romance Studies, 20(1) pp. 189–191.

Spicer, Barbara (2020). All about Eve: Evolutionary anatomy of a literary translation from first draft to published product through a feminist lens. The Open University.

Stickler, Ursula; Hampel, Regine and Emke, Martina (2020). A developmental framework for online language teaching skills. Australian Journal of Applied Linguistics, 3(1) pp. 133–151.

Stickler, Ursula; Hampel, Regine; Heiser, Sarah; Ernest, Pauline; Hopkins, Joseph; Germain-Rutherford, Aline and Emke, Martina (2020). ReN: Perspectives and Trajectories of the Language Teacher in the 21st Century (TPLang21). International Journal of Applied Linguistics, 30(2) pp. 344–349.

Stone, Kevin; Vicary, Sarah; Scott, Charlotte and Buckland, Rosie (2020). Ethical Approval and Being a Virtuous Social Work Researcher. The Experience of Multi-site Research in UK Health and Social Care: An Approved Mental Health Professional Case Study. Ethics and Social Welfare, 14(1) pp. 156–171.

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

Swanborough-Nilson, Christine Ann (2020). Actions and Words: Meaning Making in a Bilingual Arabic/English Kindergarten. EdD thesis The Open University.

Swift, Amelia and Twycross, Alison (2020). Using ways of knowing in nursing to develop educational strategies that support knowledge mobilization. Paediatric and Neonatal Pain, 2(4) pp. 139–147.

Szabo, Csaba Z.; Stickler, Ursula and Adinolfi, Lina (2020). Predicting the academic achievement of multilingual students of English through vocabulary testing. International Journal of Bilingual Education and Bilingualism (Early Access).

Tagg, Caroline (2020). [Book review] The Pragmatics of Text Messaging: Making Meaning in Messages, Michelle A. McSweeney, Routledge, New York (2018). Journal of Pragmatics, 155 pp. 346–348.

Tagg, Caroline (2020). English language and social media. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. Routledge Handbooks in English Language Studies. Routledge, pp. 568–586.

Tagg, Caroline and Evans, Mel eds. (2020). Message and Medium: English Language Practices Across Old and New Media. Topics in English linguistics, 105. Berlin: De Gruyter Mouton.

Tagg, Caroline and Evans, Mel (2020). Spelling in context: a transhistorical pragmatic perspective on orthographic practices in English. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: English language practices across old and new media. Topics in English Linguistics. Berlin: De Gruyter Mouton, pp. 55–79.

Tatlow-Golden, Mimi and Garde, Amandine (2020). Digital food marketing to children: Exploitation, surveillace and rights violations. Global Food Security, 27, article no. 100423.

Tatlow-Golden, Mimi and Parker, Dan (2020). The Devil is in the Detail: Challenging the UK Department of Health’s 2019 Impact Assessment of the Extent of Online Marketing of Unhealthy Foods to Children. International Journal of Environmental Research and Public Health, 17(19), article no. e7231.

Taverner, Phil; Larkin, Mary; Vseteckova, Jitka; Kentzer, Nichola; Horne, Jo; Penson, Martin; Robb, Martin; Berry, Alex; Spencer, Melinda and Methley, Abigail (2020). How can Adult Carers get the best support during Covid-19 pandemic and beyond? Open Learn, Milton Keynes.

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

Therova, Dana (2020). Review of Academic Word Lists. TESL-EJ, 24(1)

Therova, Dana (2020). General Word Lists: Overview and Evaluation. Vocabulary Learning and Instruction, 9(1) pp. 51–61.

Tilley, Elizabeth; Ledger, Susan and de Haas, Catherine (2020). Enabling people with profound and multiple learning disabilities to belong in public and community archive collections. In: Nind, Melanie and Strnadová, Iva eds. Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion. London: Routledge, pp. 176–195.

Tilley, Elizabeth; Strnadová, Iva; Danker, Joanne; Walmsley, Jan and Loblinzk, Julie (2020). The impact of self‐advocacy organizations on the subjective well‐being of people with intellectual disabilities: A systematic review of the literature. Journal of Applied Research in Intellectual Disabilities, 33(6) pp. 1151–1165.

Tweed, Joy and Wallace, Louise M (2020). Guardians of public interest: the expectation and experience of non-executive directors in National Health Service commissioning boards in England. Journal of health organization and management (Early access).

Utter, Jennifer; Lucassen, Mathijs; Denny, Simon; Fleming, Terry; Peiris-John, Roshini and Clark, Terryann (2020). Using the Internet to access health-related information: results from a nationally representative sample of New Zealand secondary school students. International Journal of Adolescent Medicine and Health, 32(2), article no. 20170096.

van der Bom, Isabelle and Paterson, Laura L. (2020). Revisiting the welfare state through the decades: Investigating the discursive construction of the welfare state in the Times from 1940-2009. In: Gomez-Jimenez, Eva M. and Toolan, Michael eds. The Discursive Construction of Economic Inequality: CADS Approaches to the British Media. Bloomsbury, pp. 49–68.

van Hoof, Joost; Boerenfijn, Peter; Beneken Gennamd Kolmer, Deidre M.; Marston, Hannah R.; Kazak, Jan K. and Verbeek, Hilde (2020). Environmental Design For An Ageing Population. In: Phelan, Amanda and O'Shea, Diarmuid eds. Changing Horizons in the 21st Century: Perspectives on Ageing. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 268–290.

van Hoof, Joost; Dikken, Jeroen; Buttigieg, Sandra C.; van den Hoven, Rudy F.M; Kroon, Esther and Marston, Hannah (2020). Age-friendly cities in the Netherlands: An explorative study of facilitators and hindrances in the built environment and ageism in design. Indoor and Built Environment, 29(3) pp. 417–437.

Vicary, Sarah (2020). Conclusion. In: Gal, John; Kongeter, Stefan and Vicary, Sarah eds. Settlement House Movement Revisted. Research in Social Work. Policy Press, pp. 221–229.

Vicary, Sarah; Stone, Kevin; Hemmington, Jill and Leah, Caroline (2020). Research Informed Practice; Practice Informed Research [Editorial]. Practice: Social Work in Action, 32(4) pp. 247–251.

Vicary, Sarah; Stone, Kevin; McCusker, Pearse; Davidson, Gavin and Spencer-Lane, Tim (2020). “It's about how much we can do, and not how little we can get away with”: Coronavirus-related legislative changes for social care in the United Kingdom. International Journal of Law and Psychiatry, 72, article no. 101601.

Vicary, Sarah; Stone, Kevin and Spencer-Lane, Tim (2020). The Approved Mental Health Professional Practice Handbook. Bristol: Policy Press.

von Lindeiner-Stráský, Karina; Pulker, Hélène; Barkanyi, Zsuzsanna; Pleines, Christine and Vialleton, Elodie (2020). Tookit "Moving your Language Teaching Online". Open Learn Create.

von Lindeiner-Strasky, Karina; Stickler, Ursula and Winchester, Susanne (2020). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

Vseteckova, J.; Mahon, A.; Boyle, G.; Jones, K. and Garcia, R. (2020). Frailty and Spousal/Partner Bereavement in Older People: A Systematic Scoping Review Protocol. Biomedical Journal of Scientific and Technical Research, 24(4)

Vseteckova, Jitka; Álvarez, Inma and Horackova, Clare (2020). What is the early mobility of female doctoral holders, what types and subjects were their doctoral degrees in and what is the reported impact of early career mobility on physical and mental health and well-being of female doctoral holders? A systematic review. Prospero - International Prospective register of Systematic Reviews.

Vseteckova, Jitka; Boyle, Sally and Higgins, Martyn (2020). Use of current parenting models used in social care in the UK for families with young children identified as vulnerable: a systematic review. Centre for Reviews and Dissemination, University of York.

Vseteckova, Jitka; Dadova, Klara; Gracia, Rosaria; Ryan, Gemma; Borgstrom, Erica; Abington, Jane; Gopinath, Manik and Pappas, Yannis (2020). Barriers and facilitators to adherence to walking group exercise in older people living with dementia in the community: a systematic review. European Review of Aging and Physical Activity, 17, article no. 15.

Vseteckova, Jitka; Horne, Joanna; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review on the prevalence of physical activity in informal / unpaid carers worldwide. Prospero - International prospective register of systematic reviews, CRD42020184204.

Vseteckova, Jitka; Horne, Joanna; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review on the barriers and facilitators to physical activity in informal / unpaid carers worldwide. Prospero - International prospective register of systematic reviews, CRD42020184196.

Vseteckova, Jitka; Jones, Kerry; Boyle, Geraldine; Garcia, Rebecca and Methley, Abigail (2020). Protocol: A systematic review of the effectiveness of Acceptance and Commitment Therapy (ACT) compared with other psychological therapies in managing grief experienced by bereaved spouses or partners of adults who had received palliative care worldwide. Prospero - International Prospective register of Systematic Reviews (In Press).

Vseteckova, Jitka; Kentzer, Nichola; Horne, Jo; Penson, Martin; Robb, Martin; Larkin, Mary; Berry, Alex; Spencer, Melinda; Methley, Abigail and Taverner, Phil (2020). Young carers,COVID-19 and physical activity. OpenLearn, Milton Keynes.

Vseteckova, Jitka; Kentzer, Nichola; Horne, Jo; Robb, Martin; Larkin, Mary; Berry, Alex; Spencer, Melinda; Methley, Abigail and Taverner, Phil (2020). The effects of self-isolation and lack of physical activity on carers. Open Learn, Milton Keynes.

Vseteckova, Jitka; Methley, Abigail and Jones, Kerry (2020). A systematic review on use of green spaces in supporting recovery from trauma in older people living in community in the UK. Prospero - International prospective register of systematic reviews, CRD42020183058.

Waterhouse, Philippa; Samra, Rajvinder and Lucassen, Mathijs (2020). Mental distress and its relationship to distance education students’ work and family roles. Distance Education, 41(4) pp. 540–558.

Wells, J.E.T. and Langdown, B. (2020). Sports science for golf: A survey of high-skilled golfers’ “perceptions” and “practices”. Journal of Sports Sciences, 38(8) pp. 918–927.

White, P.J.; Marston, Hannah; Shore, Linda and Turner, Robert (2020). Learning from COVID-19: Design, Age-friendly Technology, Hacking and Mental Models. Emerald Open Research, 2(21)

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

Williams, Jacqueline (2020). An Exploration Of The Development Of Resilience In Student Midwives. EdD thesis The Open University.

Williams, Jacqueline (2020). An exploration into the development of resilience in student midwives. The Open University.

Wilson, Sonia (2020). Family language policy through the eyes of bilingual children: the case of French heritage speakers in the UK. Journal of Multilingual and Multicultural Development, 41(2) pp. 121–139.

Witney, Tom (2020). Doing serodiscordant intimacy in the era of HIV biomedicalisation: A qualitative investigation of the lived experience of gay and bisexual men in serodiscordant relationships in the UK. PhD thesis The Open University.

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

Xu, Yuwei; Warin, Jo and Robb, Martin (2020). Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC). Early Years, 40(1) pp. 1–4.

2019To Top

Borgstrom, Erica; Ellis, Julie and Woodthorpe, Kate eds. (2019). Researching Death, Dying and Bereavement. Routledge.

Briz, Antonio; Martínez Alcalde, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. (2019). Estudios lingüísticos en homenaje a Emilio Ridruejo. Valencia: Universitat de València.

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

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. (2019). New case studies of openness in and beyond the language classroom. research-publishing.net.

Earle, Rod and Mehigan, James eds. (2019). Degrees of Freedom: Prison Education at The Open University. UK: Policy Press.

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

King, Andrew; Almack, Kathryn and Jones, Rebecca L. eds. (2019). Intersections of ageing, gender and sexualities: Multidisciplinary international perspectives. Ageing in a Global Context. Bristol: Policy Press.

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.

Access All, Areas; Ledger, Susan and Walmsley, Jan (2019). Sharing Learning Disability History - Inclusive Methods and Activities. Access All Areas, London.

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