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Number of items at this level: 879.

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

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

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

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

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

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

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

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

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

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

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

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

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

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. (2017). Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York : Routledge (In Press).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Lee, Clare; Johnston-Wilder, Sue and Ward-Penny, Robert eds. (2012). A Practical Guide to Teaching Mathematics in the Secondary School. Routledge Teaching Guides. Abingdon: Routledge.

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

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

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

Moyles, Janet; Georgeson, Jan and Payler, Jane eds. (2011). Beginning Teaching, Beginning Learning: In Early Years and Primary Education (4th edition). Maidenhead UK: Open University Press.

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

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

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

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

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

Oakley, Ben and Rhys, Martin eds. (2008). The Sport and Fitness Sector: an Introduction. Abingdon: Open University/Routledge..

Owen-Jackson, Gwyneth ed. (2007). A practical guide to teaching design & technology in the secondary school. A practial guide to teaching in the secondary school. London, UK: RoutledgeFalmer.

Owen-Jackson, Gwyneth ed. (2002). Teaching design and technology in secondary schools: a reader. Teaching in secondary schools. London, UK: RoutledgeFalmer.

Owen-Jackson, Gwyneth ed. (2002). Aspects of teaching secondary design and technology: perspectives on practice. Perspectives on practice. London, UK: RoutledgeFalmer.

Owen-Jackson, Gwyneth ed. (2008). Learning to Teach Design and Technology in the Secondary School: A Companion to School Experience. Learning to Teach in the Secondary School, Second edition. Abingdon, Oxon: Routledge.

Owen-Jackson, Gwyneth ed. (2013). Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge.

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

Palaiologou, Ioanna [Author]; Goodliff, Gill [Series editor] and Trodd, Lyn [Series editor] eds. (2008). Childhood Observation. Achieving EYPS. Exeter: Learning Matters.

Peace, Sheila and Hughes, Jonathan eds. (2010). Reflecting on User-Involvement and Participatory Research. The representation of older people in ageing research (10). London, UK: Centre for Policy on Ageing / The Open University.

Philpott, Chris and Spruce, Gary eds. (2012). Debates in Music Teaching. Debates in Subject Teaching . Abingdon: Routledge.

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

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

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

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

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

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

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

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

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

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

Spruce, Gary; Woodford, Paul; Schmidt, Patrick and Benedict, Cathy eds. (2015). The Handbook of Social Justice in Music Education. Oxford: Oxford University Press.

Stacey, Mary [Author]; Goodliff, Gill [Series editor] and Trodd, Lyn [Series editor] eds. (2009). Teamwork and Collaboration in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

Ward, Ute [Author]; Trodd, Lyn [Series editor] and Goodliff, Gill [Series editor] eds. (2009). Working with Parents in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

Wenger-Trayner, Etienne; Fenton-O'Creevy, Mark; Kubiak, Christopher; Hutchinson, Steven and Wenger-Trayner, Beverly eds. (2014). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. Abingdon: Routledge.

Whalley, Mary E. [Author]; Trodd, Lynn [Series editor] and Goodliff, Gill [Series editor] eds. (2008). Leading Practice in Early Years Settings. Achieving EYPS. Exeter: Learning Maters.

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

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

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

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

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

Amos, Sandra (1999). Teachers questions in the science classroom. In: Amos, Sandra and Boohan, Richard eds. Aspects of Teaching Secondary Science. OU PGCE COURSE READER (1). London: Routledge Falmer, pp. 5–14.

Amos, Sandra and Boohan, Richard (2001). The changing nature of science education. In: Amos, Sandra and Boohan, Richard eds. Teaching Science inSecondary Schools. OU PGCE Course Reader (1). London: routledgeFalmer, pp. 3–22.

Amos, Sandra J (2014). Teacher educators in higher education: a study of their practice and contribution during school placement visits. EdD thesis The Open University. file

Anamuah-Mensah, Jophus ; Banks, Frank; Moon, Robert and Wolfenden, Freda (2012). New modes of teacher pre-service training and professional support. In: Moon, Robert ed. Teacher Education and the Challenge of Development: A Global Analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 201–211.

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

Arthur, Linet; Floyd, Alan; Glenny, G. and Morrison, Marlene (2010). The Leadership and Management of Inter-professional Education and Collaborative Professional Practice. In: BELMAS Annual Conference, 11-13th July 2010, Reading.

Baker, Sally and Cremin, Teresa (2017). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. Routledge, pp. 98–114. restricted access item, not available for direct download

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

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

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

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

Barnes, Peter and Kehily, Mary (2003). Play and the cultures of childhood. In: Kehily, Mary and Swann, Joan eds. Children’s Cultural Worlds. Chichester: Wiley/Open University.

Bartlett, Tom and Erling, Elizabeth J. (2007). Local voices in global English: the authenticity and legitimation of non-standard ways of speaking. In: 33rd International Systemic Functional Congress (ISFC), 10-15 July 2006, Sao Paulo, Brazil.

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

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

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

Bearne, Eve and Grainger, Teresa (2004). Research in Progress - Raising boys' achievements in writing: joint PNS/UKLA pilot research project. Literacy, 38(3) pp. 156–158. restricted access item, not available for direct download

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

Beach, Nick; Evans, Julie and Spruce, Gary eds. (2011). Making Music in the Primary School. London: Routledge Falmer.

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

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

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

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

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

Bowl, Marion and Hughes, Jonathan (2013). Discourses of fair access in English higher education. Widening Participation and Lifelong Learning, 15(4) pp. 7–25.

Bowl, Marion and Hughes, Jonathan (2016). Fair access and fee setting in English universities: what do institutional statements suggest about university strategies in a stratified quasi-market? Studies in Higher Education, 41(2) pp. 269–287.

Bradshaw, Pete; Gallastegi, Lore; Shohel, Mahruf and Younie, Sarah (2014). Formalised action research as an emergent form of teacher professional development. In: Conference Programme Book, p. 21. file

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

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

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

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

Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4) pp. 561–565. restricted access item, not available for direct download

Breckenridge, Yvonne and Erling, Elizabeh J. (2011). The native speaker English teacher and the politics of globalization in Japan. In: Seargeant, Philip ed. English in Japan in the Era of Globalization. Basingstoke: Palgrave Macmillan, pp. 80–100.

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

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

Buckler, Alison (2012). Understanding the Professional Lives of Female Teachers in Rural Sub-Saharan African Schools: A Capability Perspective. PhD thesis The Open University. file

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

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

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

Butcher, John; McPherson, Elaine; Shelton, Isobel; Clarke, Anactoria; Hills, Laura and Hughes, Jonathan (2017). Unfit for purpose? Rethinking the language of assessment for Widening Participation students. Widening Participation and Lifelong Learning, 19(2) pp. 27–46. restricted access item, not available for direct download

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

Cable, C.; Driscoll, P.; Mitchell, R.; Sing, S.; Cremin, T.; Earl, J.; Eyres, I.; Holmes, B.; Martin, C. and Heins, B. (2010). Languages and Learning at Key Stage 2: A Longitudinal Study Final Report. Department for Children, Schools and Families, UK. file

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

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

Cable, C. and Goodliff, G. (2006). Developing reflective practitioners through supported work-based distance learning: an analysis of student perceptions of the impact on their practice. In: EECERA, 30 Aug - 02 Sep 2006, Reykjavik, Iceland.

Cable, C.; Goodliff, G. and Attar, D. (2007). Work-based learning and transitions in professional identity: women in the early years workforce. In: Women in Lifelong Learning Network, 18 May 2007, Birkbeck College, University of London.

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

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

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

Cable, Carrie and Goodliff, Gill (2007). Work-based learning and transitions in professional identity. In: Open CETL Conference, 15-16 Oct 2007, Milton Keynes.

Cable, Carrie and Goodliff, Gill (2011). Transitions in professional identity: women in the early years workforce. In: Jackson, Sue; Maclolm, Irene and Thomas, Kate eds. Gendered choices: learning, work, identities in lifelong learning. Lifelong learning book series (15). Amsterdam: Springer Academic Publishers, Lifelong Learning Series, pp. 173–188.

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

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

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

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

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

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

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

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

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

Canning, Natalie (2011). Exploring the concept of quality play. In: Reed, Michael and Canning, Natalie eds. Implementing Quality Improvement and Change in the Early Years. London, UK: Sage Publications Ltd, pp. 75–91. restricted access item, not available for direct download

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

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

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

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

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

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

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

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

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

Chamberlain, Liz (2015). Exploring the out-of-school writing practices of three children aged 9 - 10 years old and how these practices travel across and within the domains of home and school. EdD thesis The Open University. file

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

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

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

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

Chamberlain, Liz (2016). Passageways of practice: punching through domain boundaries. In: LRA Conference: Mobilising Literacy Research for Social Transformation, November 30th – December 3rd 2016, Nashville, Tennessee.

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

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

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

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

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

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

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

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

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

Chappell, Kerry; Craft, Anna; Rolfe, Linda and Jobbins, Veronica (2009). Dance partners for creativity: choreographing space for co-participative research into creativity and partnership in dance education. Research in Dance Education , 10 (3) pp. 177–197. restricted access item, not available for direct download

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

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Clark, Alison and Kehily, Mary Jane (2013). Home and family. In: Clark, Alison ed. Childhoods in Context (2nd ed). Bristol: Policy Press, pp. 53–108.

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

Craft, Anna and Chappell, Kerry (2009). Fostering possibility through co-researching creative movement with 7-11 year olds. In: Blenkinsop, Sean ed. The Imagination in Education: Extending the Boundaries of Theory and Practice. Newcastle upon Tyne: Cambridge Scholars Publishing.

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

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

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2) pp. 136–147. file

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

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Craft, Anna; Cremin, Teresa; Hay, Penny and Clack, Jim (2014). Creative primary schools: developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1) pp. 16–34. file

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

Cremin, T (2010). Motivating children to write with purpose and passion. In: Goodwin, P ed. The Literate Classroom (3rd ed.). Abingdon: Routledge. restricted access item, not available for direct download

Cremin, T. (2010). Reconceptualising reading in the 21st Century. In: McCannon, T. ed. Reading in the 21st Century. Dublin: Reading Association of Ireland. restricted access item, not available for direct download

Cremin, T. and Barnes, J. (2018). Creativity and Creative teaching and Learning. In: Cremin, T. and Burnett, C. eds. Learning to Teach in the Primary School (4th edition). Routledge. restricted access item, not available for direct download

Cremin, T.; Mottram, M.; Collins, F.; Powell, S. and Safford, K. (2009). Teachers as readers: Building communities of readers. UKLA, UK.

Cremin, Teresa (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3) pp. 415–433. file

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

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

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

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

Cremin, Teresa (2016). Introduction – Creativity and creative pedagogies: Exploring challenges, possibilities and potential. In: Cremin, Teresa ed. Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge, xvii-xxvii. restricted access item, not available for direct download

Cremin, Teresa (2007). Drama teaching. In: Cremin, Teresa and Dombey, Henrietta eds. Handbook of Primary English in Initial Teacher Education. Cambridge, UK: UKLA/NATE, pp. 115–128. restricted access item, not available for direct download

Cremin, Teresa (2017). Apprentice story writers: exploring young children’s print awareness and agency in early story authoring. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York: Routledge. restricted access item, not available for direct download

Cremin, Teresa (2017). Apprentice story writers: exploring young children’s print awareness and agency in early story authoring. In: Cremin, Teresa; Flewitt, Rosie; Martell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching Language, Literacy, and Classroom Culture,. Routledge, pp. 67–84. restricted access item, not available for direct download

Cremin, Teresa (2013). Exploring Teachers’ Positions and Practices. In: Dymoke, Sue; Lambirth, Andrew and Wilson, Anthony eds. Making Poetry Matter: International Research on Poetry Pedagogy. London: Bloomsbury, pp. 9–19. restricted access item, not available for direct download

Cremin, Teresa (2010). Motivating children to read through literature. In: Fletcher, J.; Parkhill, F. and Gillon, G. eds. Motivating Literacy Learners in Today's World. Wellington: New Zealand Council for Educational Research (NZCER), pp. 11–22. restricted access item, not available for direct download

Cremin, Teresa (2017). Motivating children to write with purpose and passion. In: Goodwin, Prue ed. The Literate Classroom (4th ed.). Routledge, pp. 131–140. restricted access item, not available for direct download

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

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

Cremin, Teresa (2010). Poetry teachers: teachers who read and readers who teach poetry. In: Styles, Morag; Joy, Louise and Whitley, David eds. Poetry and Childhood. London: Trentham. restricted access item, not available for direct download

Cremin, Teresa (2015). Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom. In: Turnbull, Jan; Barton, Georgina and Brock, Cynthia eds. Teaching Writing in Today's Classroom: Looking Back to Looking Forward. Sydney: Australian Literacy Educators' Association (ALEA), pp. 51–68. restricted access item, not available for direct download

Cremin, Teresa (2015). Creative teaching and creative teachers. In: Wilson, Anthony ed. Creativity in Primary Education (3rd ed). Achieving QTS. London: SAGE, pp. 33–44. restricted access item, not available for direct download

Cremin, Teresa (2009). Creative teachers and creative teaching. In: Wilson, Anthony ed. Creativity in Primary Education (2nd ed.). Achieving QTS Cross-Curricular Strand. Exeter: Learning Matters, pp. 36–46. restricted access item, not available for direct download

Cremin, Teresa and Baker, Sally (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9 (3) pp. 8–25. file

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

Cremin, Teresa and Baker, Sally (2014). Teachers as Writers: Implications for Identity. PETAA, Sydney: Australia . restricted access item, not available for direct download

Cremin, Teresa and Barnes, Jonathan (2010). Creativity in the curriculum. In: Arthur, James and Cremin, Teresa eds. Learning to Teach in the Primary School (2nd ed.). Abingdon: Routledge, pp. 357–373.

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

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2008). Primary teachers as readers. English in Education, 42(1) pp. 8–23. restricted access item, not available for direct download

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2009). Teachers as readers in the 21st Century. In: Styles, Morag and Arizpe, Evelyn eds. Acts of Reading: teachers, text and childhood. Staffordshire, UK: Trentham Books, pp. 201–218. restricted access item, not available for direct download

Cremin, Teresa; Burnard, Pamela and Craft, Anna (2006). Pedagogy and Possibility Thinking in the Early Years. Thinking Skills and Creativity, 1(2) pp. 108–119. file

Cremin, Teresa; Chappell, Kerry and Craft, Anna (2013). Reciprocity between narrative, questioning and imagination in the early and primary years: examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9 pp. 135–151. file

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

Cremin, Teresa and Flewitt, Rosie (2017). Laying the foundations: narrative and early learning. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Language,Literacy, and Culture,. Routledge, (In Press). restricted access item, not available for direct download

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan (2017). Introduction. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York : Routledge (In Press). restricted access item, not available for direct download

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2017). Storytelling and story-acting: co-construction in action. Journal of Early Childhood research (Forthcoming).

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

Cremin, Teresa; Goouch, Kathy; Blakemore, Louise; Goff, Emma and Macdonald, Roger (2006). Connecting drama and writing: seizing the moment to write. Research In Drama in Education, 11(3) pp. 273–291. file

Cremin, Teresa; Lillis, Theresa; Myhill, Debra and Eyres, Ian (2017). Professional writers’ identities: the perceived influence of formal education and early learning. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. Routledge, pp. 19–36. restricted access item, not available for direct download

Cremin, Teresa and Locke, Terry (2016). Introduction to Writer identity and the teaching and learning of writing. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. London and New York : Routledge, (In Press). restricted access item, not available for direct download

Cremin, Teresa and Locke, Terry (2016). Afterword to Writer identity and the teaching and learning of writing. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. London and New York : Routledge, (In Press). restricted access item, not available for direct download

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

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

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

Cremin, Teresa; Mottram, Marilyn; Bearne, Eve and Goodwin, Prue (2008). Exploring teachers' knowledge of children's literature. Cambridge Journal of Education, 38(4) pp. 449–464. file

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

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Drury, Rose (2012). Building communities: teachers researching literacy lives. Improving Schools, 15(2) pp. 101–115. restricted access item, not available for direct download

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly (2009). Teachers as readers: building communities of readers. Literacy, 43(1) pp. 11–19. file

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M.; Powell, Sacha and Drury, Rose (2015). Researching Literacy Lives: Building Communities between Home and School. Abingdon: Routledge.

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

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

Cremin, Teresa and Oliver, Lucy (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295. restricted access item, not available for direct download

Cremin, Teresa and Swann, Joan (2012). Report to Carnegie UK Trust and CILIP on a two-stage study of the Carnegie and Kate Greenaway Shadowing Scheme. CILIP . file

Cremin, Teresa and Swann, Joan (2016). School librarians as leaders of extracurricular reading groups. In: Carlsten, T. C.; Pihl, J. and van der Kooij, K. eds. School and library partnership: Inter-professional. New Voices and New Knowledge in Educational Research. Oslo: Sense Publishers (in press).

Cremin, Teresa and Swann, Joan (2017). School librarians as facilitators of extracurricular reading groups. In: Pihl, Joron; van der Kooij, Kristin Skinstad and Carlsten, Tone Cecilie eds. Teacher and Librarian Partnerships in Literacy Education in the 21st Century. Olso: Sense Publishers: New Voices and New Knowledge in Educational Research, pp. 119–137.

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

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

Cremin, Teresa; Swann, Joan; Flewitt, Rosie; Faulkner, Dorothy and Kucirkova, Natalia (2013). Evaluation Report of MakeBelieve Arts Helicopter Technique of Storytelling and Storyacting. MakeBelieveArts/The Open University. file

Crisp, Martin (2013). “It’s not a sausage factory!” Primary teaching assistants’ experiences on a short intensive block of study on mathematics. In: British Society for Research into Learning Mathematics (BSRLM) Day Conference, 16 November 2013, Edinburgh, British Society for Research into Learning Mathematics, pp. 7–12.

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