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Allen, Isobel; Hogg, Debra and Peace, Sheila (1992). Elderly people: Choice, participation and satisfaction. London: Policy Studies Institute.

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

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

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

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

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

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

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

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

Bolshaw, Polly and Josephidou, Jo (2023). Understanding the Media in Young Children’s Lives: An Introduction to the Key Debates. Abingdon: Routledge.

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

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

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

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

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

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

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

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

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

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2023). Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge.

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

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

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M.; Powell, Sacha and Drury, Rose (2014). Researching Literacy Lives: Building Communities between Home and School. Abingdon: Routledge.

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

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

Foster, Peter; Gomm, Roger and Hammersley, Martyn (1996). Constructing educational inequality: An assessment of research on school processes. Social research & educational studies, 15. London: Falmer.

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

Gibson, Poppy (2024). Nurturing Wellbeing in Academia: How to Prioritise Your Mental Health. Surviving and Thriving in Academia. Leeds, UK: Emerald Publishing Limited.

Gibson, Poppy (2024). Who am I teaching? Sage (In press).

Gibson, Poppy; Morgan, Robert and Brett, Ashley (2023). Primary Teacher Solutions: Ready Pedagogy and Inspirational Ideas. Abingdon, UK: Routledge.

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

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

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

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

Greenhalgh, Marie and Gibson, Poppy (2024). All the Things They Never Told You About Teaching: Facilitating Conversations Around Sensitive Topics With Our Learners. London: Routledge.

Hammersley, Martyn (2002). Educational Research, Policymaking and Practice. London: Paul Chapman.

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

Hammersley, Martyn (2008). Questioning Qualitative Research: Critical Essays. London, UK: Sage.

Hammersley, Martyn (1989). The dilemma of qualitative method: Herbert Blumer and the Chicago tradition. London: Routledge.

Hammersley, Martyn (1990). Classroom ethnography: Empirical and methodological essays. Milton Keynes: Open University Press.

Hammersley, Martyn (1990). Reading ethnographic research: A critical guide. London: Longman.

Hammersley, Martyn (1992). What's wrong with ethnography? London: Routledge.

Hammersley, Martyn (1995). The politics of social research. London: Sage.

Hammersley, Martyn (2000). Taking sides in social research: Essays on partisanship and bias. London: Routledge.

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

Hammersley, Martyn (2013). What is Qualitative Research? What Is? Research Methods. London: Continuum/Bloomsbury.

Hammersley, Martyn (2013). The Myth of Research-Based Policy and Practice. Social Research Methods. London: Sage.

Hammersley, Martyn (2014). The Limits of Social Science: Causal Explanation and Value Relevance. London: Sage.

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

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

Hammersley, Martyn and Atkinson, Paul (1983). Ethnography: Principles in practice. London: Tavistock.

Hammersley, Martyn and Scarth, John (1986). The impact of examinations on secondary school teaching: A research report. Milton Keynes: The Open University.

Holland, Caroline; Clark, Andrew; Katz, Jeanne and Peace, Sheila (2007). Social interactions in urban public places. Public Spaces. Bristol, UK: Policy Press.

Ivinson, Gabrielle and Murphy, Patricia (2007). Rethinking single sex teaching. Buckingham, UK: Open University Press.

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

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

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

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

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

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

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

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

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

Moon, Bob (2001). A Guide to the National Curriculum (4th Edition). Oxford: Oxford University Press.

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

Moon, Bob and Leach, Jenny (2008). The Power of Pedagogy. London: Sage.

Musgrave, Jackie (2023). Health and Wellbeing for Babies and Children: Contemporary Issues. Abingdon: Routledge.

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

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

Okada, A. (2023). CONNECT open schooling networks for Climate Change and Sustainable Education supported by the CARE-KNOW-DO framework. Milton Keynes, UK: The Open University.

Okada, Alexandra (2025). Cartografia do conhecimento para jovens pensadores: Questões de sustentabilidade, técnicas de mapeamento e inteligência artificial. The Open University.

Okada, Alexandra (2025). Knowledge Cartography for Young Thinkers: Sustainability Issues, Mapping Techniques and AI Tools. Advanced Information and Knowledge Processing. Switzerland: Springer.

Okada, Alexandra; Okada, Alberto; Muller, Riulma; Moura, Rossana; Castro, Thais; Ferreira, Luciana; Oliveira, Eila; Vaz, Giseli; Benaian, Regina; Castro, Silvana; Almeida, Jaqueline and Rodrigues, Tayanne (2023). Open Schooling in the Amazon for Community Empowerment: A Case Study in the TUPÉ Sustainable Development Reserve. Milton Keynes, UK: The Open University.

Okada, Alexandra; Okada, Alberto; Muller, Riulma; Moura, Rossana; Castro, Thais; Ferreira, Luciana; Oliveira, Eila; Vaz, Giseli; Benaian, Regina; Castro, Silvana; Almeida, Jaqueline and Rodrigues, Tayanne (2023). Escolarização Aberta na Amazônia para Empoderamento Comunitário: Um Estudo de Caso na Reserva de Desenvolvimento Sustentável TUPÉ. Milton Keynes, UK: The Open University.

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

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

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

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

Peace, Sheila (2023). The Environments of Ageing: Space, Place and Materiality. Ageing in a Global Context. Policy Press.

Peace, Sheila; Holland, Caroline and Kellaher, Leonie (2006). Environment and Identity in Later Life. Growing Older. Maidenhead, UK: Open University Press.

Peace, Sheila; Kellaher, Leonie and Willcocks, Dianne (1997). Re-evaluating residential care. Buckingham: Open University Press.

Power, Tom; Babu, Rasel and Chowdhury, Tanjeeba (2017). An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. Research Monograph Series (73). Dhaka, Bangladesh: BRAC Research and Evaluation Division.

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

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

Willcocks, Dianne; Peace, Sheila and Kellaher, Leonie (1986). Private lives in public places: a research-based critique of residential life in local authority old people's homes. London, UK / New York, USA: Tavistock Publications Ltd. (Routledge).

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

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

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

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

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

Bond, John; Coleman, Peter G. and Peace, Sheila eds. (1993). Ageing in society: An Introduction to social gerontology, 2nd edition. London: Sage.

Bond, John; Peace, Sheila M.; Dittmar-Kohli, Freya and Westerhof, Gerben eds. (2007). Ageing in society, 3rd edition. London: Sage.

Bornat, Joanna and Jones, Rebecca eds. (2014). Imagining Futures: Methodological Issues for Research into Ageing. The Representation of Older People in Ageing Research, 13. London: Centre for Policy on Ageing.

Bornat, Joanna and Tetley, Josie eds. (2010). Oral History and Ageing. The Representation of Older People in Ageing Research Series (9). London: Centre for Policy on Ageing.

Brechin, Ann; Walmsley, Jan; Katz, Jeanne and Peace, Sheila eds. (1998). Care matters: Concepts, practice and research in health and social care. London: Sage.

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

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

Chamberlayne, Prue; Bornat, Joanna and Apitzsch, Ursula eds. (2004). Biographical methods and professional practice: an international perspective. Bristol, UK: The Policy Press.

Chamberlayne, Prue; Bornat, Joanna and Wengraf, Tom eds. (2000). The turn to biographical methods in social science: Comparative issues and examples. London, UK: Routledge.

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

Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. (2013). Understanding Research with Children and Young People. London: Sage.

Coleman, James A.; Ferney, Derrik; Head, David and Rix, Rob eds. (2001). Language-learning futures: issues and strategies for modern languages provision in higher education. London, UK: CiLT in association with the SCHML.

Coleman, James A.; Grotjahn, Rüdiger and Raatz, Ulrich eds. (2002). University language learning and the C-Test. Bochum, Germany: AKS-Verlag.

Coleman, James A. and Klapper, John eds. (2005). Effective learning and teaching in Modern Languages. Effective Learning and Teaching in Higher Education. Routledge/Falmer.

Cooper, Barry; Glaesser, Judith; Gomm, Roger and Hammersley, Martyn eds. (2012). Challenging the Qualitative-Quantitative Divide: Explorations in Case-focused Causal Analysis. London: Continuum.

Cremin, Teresa and McGeown, Sarah eds. (2025). Reading for Pleasure : International Perspectives. Abingdon, UK: Routledge.

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

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

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

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. (2016). Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York: Routledge.

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

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

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

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

Gomm, Roger; Hammersley, Martyn and Foster, Peter eds. (2000). Case study method: Key texts, key issues. London: Sage.

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

Hammersley, Martyn ed. (2007). Educational Research and Evidence-based Practice. In association with the Open University. London: Sage.

Hammersley, Martyn ed. (1983). The Ethnography of schooling: Methodological issues. N. Humberside: Nafferton.

Hammersley, Martyn ed. (1986). Controversies in classroom research: A reader. Milton Keynes: Open University Press.

Hammersley, Martyn ed. (1986). Case studies in classroom research: A reader. Milton Keynes: Open University Press.

Hammersley, Martyn ed. (1992). Social research: Philosophy, politics and practice. London: Sage.

Hammersley, Martyn ed. (1993). Educational research: Current issues. London: Sage.

Hammersley, Martyn ed. (1999). Researching school experience: Ethnographic studies of teaching and learning. London: Routledge.

Hammersley, Martyn and Hargreaves, Andy eds. (1984). Curriculum practice: Some sociological case studies. UK: Falmer Press.

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

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

Hammersley, Martyn and Woods, Peter eds. (1992). Gender and ethnicity in schools: Ethnographic accounts. London: Routledge.

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

Johnston-Wilder, Sue and Lee, Clare eds. (2024). The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Oxon, UK and New York, USA: Routledge.

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

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

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

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

Katz, Jeanne Samson and Peace, Sheila eds. (2003). End of life in care homes: A palliative care approach. Oxford, UK: Oxford University Press.

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

Lee, Clare and Ward-Penny, Robert eds. (2019). A practical guide to teaching mathematics in the secondary school. 2nd edition. Routledge Teaching Guides. London: Routledge.

Leece, Janet and Bornat, Joanna eds. (2006). Developments in direct payments. Bristol, UK: The Policy Press.

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

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

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

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

Musgrave, Jackie; Dorrian, Jane; Josephidou, Jo; Langdown, Ben and Rodriguez Leon, Lucy eds. (2024). Promoting Physical Development and Activity in Early Childhood: Practical Ideas for Early Years Settings. Little Minds Matter, 1. Abingdon, Oxon: Routledge.

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.

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

Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. (2008). Knowledge Cartography: Software tools and mapping techniques. Advanced Information and Knowledge Processing, 1. London, UK: Springer.

Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. (2014). Knowledge Cartography: Software Tools and Mapping Techniques (2nd ed). Advanced Information and Knowledge Processing. London: Springer.

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

Peace, Sheila ed. (1990). Researching social gerontology: Concepts, methods and issues. London: Sage.

Peace, Sheila ed. (1998). Involving older people in research: An amateur doing the work of a professional? London: Centre for Policy on Ageing.

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.

Peace, Sheila M. and Holland, Caroline eds. (2001). Inclusive housing in an ageing society: innovative approaches. Bristol, UK: Policy Press.

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

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

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

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

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

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

Sarkar, Bikash Chandra; Hedges, Claire; Griffiths, Malcolm; Mathew, Rama and Biswas, Sudeb Kumar eds. (2017). Teachers' Voices. Capturing the Dynamics of Change. Dhaka, Bangladesh: English in Action, Bangladesh.

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

Soler, Janet; 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.

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

Woods, Peter and Hammersley, Martyn eds. (1977). School Experience: Explorations in the sociology of education. London: Croom Helm.

Moon, Bob ed. (2016). Do Universities Have a Role in the Education and Training of Teachers? An International analysis of policy and practice. Cambridge: Cambridge University Press.

Musgrave, Jackie; Savin-Baden, Maggi and Stobbs, Nicola eds. (2017). Studying for Your Early Years Degree: Skills and knowledge for becoming an effective early years practitioner. Early Years. St Albans: Critical Publishing.

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

Okada, Alexandra ed. (2024). Escolarização Aberta e Inclusiva com Ciência Engajadora e orientada para o Futuro: Práticas baseadas em evidências, Princípio e Artefatos. Milton Keynes: The Open University.

Okada, Alexandra ed. (2023). Inclusive Open Schooling with engaging and future-oriented science: Evidence-based Practices, Principle & Tools. Milton Keynes, UK: The Open University.

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

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Aggleton, Jen; Carter, Carol and Grieve, Mary Rose (2023). Reading Librarians and school libraries. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 150–161.

Alla-Mensah, Joyceline and Addae-Kyeremeh, Eric (2024). The potential role of ICT in facilitating learning for livelihoods among informal apprentices in the automotive trade in Ghana. In: Powell, Lesley; Cooper, Adam; Brown, Trent and McGrath, Simon eds. Learning for Livelihoods in the Global South: Theoretical and Methodological Lenses on Skills and the Informal Sector. Routledge Research in International and Comparative Education. Abingdon, UK: Routledge, pp. 117–130.

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

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

Anderson, John and McCormick, Robert (2006). Pedagogic quality - supporting the next UK generation of e-learning. In: Ehlers, Ulf-Daniel and Pawlowski, Jan Martin eds. Handbook on Quality and Standardisation in E-Learning. Berlin: Springer, pp. 407–421.

Anderson, John and McCormick, Robert (2006). A common framework for e-learning quality. In: McCluskey, Alan ed. Policy and Innovation in Education. Quality Criteria. Brussels: European Schoolnet, pp. 4–9.

Anderson, John and McCormick, Robert (2006). Ten pedagogic principles for E-learning. In: McCluskey, Alan ed. Policy and Innovation in Education. Quality Criteria. Brussels: European Schoolnet, pp. 10–15.

Ashbridge, Jan and Josephidou, Jo (2018). The role of the teacher and other adults. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. SAGE.

Ashbridge, Jan and Josephidou, Jo (2018). Classroom organisation and the learning environment. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. SAGE.

Austen, Samantha and Griffin, Lynda (2023). Evaluation of a guest lecturer programme on an online PG distance learning module in applied linguistics. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

Baker, Sally and Cremin, Teresa (2016). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. Routledge, pp. 98–114.

Baldwin, Lisa and Chamberlain, Liz (2018). Congratulations, you’re the English subject leader! In: Baldwin, Lisa ed. Leading English in the Primary School: A Subject Leader's Guide. Routledge, pp. 5–21.

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Journal ItemTo Top

(2017). Some Guidance on Conducting and Reporting Qualitative Studies. Computers & Education, 106 A1-A9.

Adams, Sarah (2020). School mental health for all. Management in Education, 34(1) pp. 28–30.

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

Addis, Mark and Eckert, Claudia (2024). Explanatory frameworks in complex change and resilience system modelling. Logic Journal of IGPL (Early access).

Aerila, Juli-Anna; Kauppinen, Merja; Cremin, Teresa; Siipola, Mari; Mukherjee, Sarah Jane and Lahteela, Johanna (2023). Student teachers as readers: the reading experiences and reading pedagogy of Finnish and British student teachers. Australian Journal of Teacher Education, 48(9) pp. 86–99.

Aggleton, Jen (2022). Pictures and picturing: mental imagery whilst reading illustrated novels. Cambridge Journal of Education, 53(1) pp. 79–95.

Aggleton, Jen; Mannard, Emily; Aljanahi, Mona Humaid and Ehret, Christian (2024). Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English. Literacy (Early access).

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

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

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

Aktar, Afrin; Roelen, Keetie and Ton, Giel (2024). Exploring Synergies Between Community Mobilisation and Cash Transfers in Bangladesh. IDS Bulletin, 55(2) pp. 193–208.

Alla-Mensah, Joyceline (2021). [Book review] Open(ing) Education: Theory and Practice. Critical Studies in Teaching and Learning (CriSTaL), 9(2) pp. 105–107.

Alla-Mensah, Joyceline and McGrath, Simon (2023). A capability approach to understanding the role of informal apprenticeship in the human development of informal apprentices. Journal of Vocational Education & Training, 75(4) pp. 677–696.

Amrane-Cooper, Linda; Hatzipanagos, Stylianos and Tait, Alan (2023). Silver linings: rethinking assessment pedagogy under the pandemic. European Journal of Open, Distance and E-Learning, 25(1) pp. 93–103.

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

Ashley, Kelly (2023). Reading for Pleasure and Vocabulary Instruction – Pac Man with Purpose. NATE Primary Matters, 2023(Spring) pp. 23–27.

Ashley, Kelly; Cremin, Teresa; Jealous, Jenni and Jordan, Curtis (2024). Reading for Pleasure: A catalyst for connection. Impact: Journal of the Chartered College of Teaching, 20 pp. 50–53.

Azubuike, Obiageri Bridget; Moore, Rhiannon and Vaidya, Gayatri (2023). Using Bourdieu's theory of cultural reproduction to examine English language learning: A multilevel study in three lower- and middle-income countries. Social Sciences & Humanities Open, 8(1), article no. 100578.

Baker, Sally; Burke, Rachel; Cabiles, Bonita; Fox, Alison and Molle, Tebeje (2024). Navigating institutional ethics processes: Insights from higher degree by research students and supervisors doing research in fragile contexts. Qualitative Research (Early access).

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

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

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

Barnett, Inka; Meeker, Jessica; Roelen, Keetie and Nisbett, Nick (2022). Behaviour change communication for child feeding in social assistance: A scoping review and expert consultation. Maternal & Child Nutrition, 18(3)

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

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

Batra, Namrita (2023). ‘We will call you madamii’: a researcher’s journey from being viewed as a madame to a madamii by children in a rural village in India. Ethnography and Education, 18(3) pp. 323–338.

Batra, Namrita (2024). [Book Review] Anandini Dar, Divya Kannan (Eds) Childhood and youth in India: Engagements with modernity. Children & Society, 38(1) pp. 248–249.

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

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

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; McCormick, Robert; James, Mary and Pedder, David (2006). Learning how to learn and assessment for learning: a theoretical inquiry. Research Papers in Education, 21(2) pp. 119–132.

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

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

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

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

Bornat, J. (2003). A Second take: revisiting interviews with a different purpose. Oral History, 31(1) pp. 47–53.

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

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

Bornat, Joanna (2003). The Constant Rediscovery of a Poem. Generations, 27(3) pp. 89–93.

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

Bornat, Joanna and Bytheway, Bill (2008). Tracking the lives of the oldest generation. Generations Review, 18(4) no page numbers.

Bornat, Joanna and Bytheway, Bill (2010). Perceptions and presentations of living with everyday risk in later life. British Journal of Social Work, 40(4) pp. 1118–1134.

Bornat, Joanna and Diamond, Hanna (2007). Women’s history and oral history: developments and debates. Women's History Review, 16(1) pp. 19–39.

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

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

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

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

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.

Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; Asino, Tutaleni I.; Atenas, Javiera; Bali, Maha; Blomgren, Constance; Bond, Melissa; Bonk, Curtis J.; Brown, Mark; Burgos, Daniel; Conrad, Dianne; Costello, Eamon; Cronin, Catherine; Czerniewicz, Laura; Deepwell, Maren; Deimann, Markus; DeWaard, Helen J.; Dousay, Tonia A.; Ebner, Martin; Farrow, Robert; Gil-Jaurena, Inés; Havemann, Leo; Inamorato, Andreia; Irvine, Valerie; Karunanayaka, Shironica P.; Kerres, Michael; Lambert, Sarah; Lee, Kyungmee; Makoe, Mpine; Marín, Victoria I.; Mikroyannidis, Alexander; Mishra, Sanjaya; Naidu, Som; Nascimbeni, Fabio; Nichols, Mark; Olcott, Don; Ossiannilsson, Ebba; Otto, Daniel; Padilla Rodriguez, Brenda Cecilia; Paskevicius, Michael; Roberts, Verena; Saleem, Tooba; Schuwer, Robert; Sharma, Ramesh C.; Stewart, Bonnie; Stracke, Christian M.; Tait, Alan; Tlili, Ahmed; Ubachs, George; Weidlich, Joshua; Weller, Martin; Xiao, Junhong and Zawacki-Richter, Olaf (2023). Openness in Education as a Praxis: From Individual Testimonials to Collective Voices. Open Praxis, 15(2) pp. 76–112.

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.

Buckingham Shum, Simon and Okada, Alexandra (2008). Knowledge Cartography for Open Sensemaking Communities. Journal of Interactive Media in Education, 2008(1), article no. 10.

Buckler, Alison; Agbaire, Jennifer and Oluseye, Ayomide (2025). Teaching inclusively in Nigeria: new framings of inclusion surfaced through a collective storytelling approach. International Journal of Qualitative Studies in Education (Early access).

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

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

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

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

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

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

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

Bugallo, Lucía; Mukherjee, Sarah Jane; Scheuer, Nora; Cremin, Teresa; Montoro, Virginia; Golinkoff, Roberta; Preston, Marcia; Wah Cheng, Doris Pui and Popp, Jill (2024). Children’s and mothers’ understanding of play and learning: Repertoires across five cultures. Learning and Instruction, 94, article no. 101981.

Burke, Rachel; Baker, Sally; Molla, Tebeje; Cabiles, Bonita and Fox, Alison (2024). How do higher degree research students and supervisors navigate ethics-in-practice for educational research in sensitive or ‘fragile’ contexts? British Educational Research Journal, 50(2) pp. 837–854.

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

Busher, Hugh and Fox, Alison (2022). Editorial for Special Issue on Regulation and Ethical Practice for Educational Research. Education Sciences, 12(11), article no. 815.

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; Bhandari, Renu; Foley, Karen; McCormick, Mick and Curry, George (2024). Preparing to succeed: the impact of an access module. Journal of Further and Higher Education, 48(7) pp. 639–653.

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

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.

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

Canning, Natalie and Robinson, Beryl (2021). Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England. European Journal of Special Needs Education, 36(1) pp. 65–79.

Canning, Natalie; Teszenyi, Eleonora and Pálfi, Sandor (2022). Are you listening to me? Understanding children's rights through Hungarian pedagogic practice. Journal of Childhood, Education & Society, 3(3) pp. 218–232.

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

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

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

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

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

Canning, Natalie; Horsley, Karen and Payler, Jane (2019). Researching Children’s Curiosity and Imagination Through the Our Story Tablet App. BERA Research Intelligence(140) pp. 22–23.

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

Carmichael, Patrick; Fox, Alison; McCormick, Robert; Procter, Richard and Honour, Leslie (2006). Teachers' networks in and out of school. Research Papers in Education, 21(2) pp. 217–234.

Chamberlain, Liz; Rodriguez-Leon, Lucy and Woodward, Clare (2022). Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia. Literacy, 56(3) pp. 264–274.

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

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

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

Chamberlain, Liz and Cooper, Victoria (2019). Representing children’s rights from discussion through to illustration and interpretation. Research Intelligence(139) pp. 13–14.

Chamberlain, Liz; Lacina, Jan; Bintz, William P.; Jimerson, 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.

Chapman, Susan; Ellis, Rosy; Beacuchamp, Gary; Sheriff, Lisa; Stacey, David; Waters-Davies, Jane; Lewis, Adam; Jones, Catherine; Griffiths, Merris; Chapman, Sammy; Wallis, Rachel; Sheen, Elizabeth; Crick, Tom; Lewis, Helen; French, Graham and Atherton, Stephen (2023). ‘My picture is not in Wales’: pupils’ perceptions of cynefin (Belonging) in primary school curriculum development in Wales. Education 3-13, 51(8) pp. 1214–1228.

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.

Charania, Amina; Cross, Simon; Wolfenden, Freda; Sen, Sohini and Adinolfi, Lina (2024). Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India. Computers and Education Open, 7, article no. 100227.

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

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Clifton, Grace (2016). Does one size fit all? Using scholarship to enhance the student learning experience. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 11(1) pp. 57–65.

Clifton, Grace (2017). An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience. International Review of Research in Open and Distributed Learning, 18(5) pp. 277–286.

Cole-Jones, Nia; Defis, Nerys; Glover, Alison; Jones, Mathew and Wallis, Rachel (2024). Using collaborative peer reflection to develop student teachers’ practice. Distances et médiations des savoirs, 46, article no. 10045.

Coleman, James A. (2008). L’Evolution du métier d’enseignant de langue de spécialité – une perspective internationale. Cahiers de l'APLIUT, XXVII(2) pp. 22–39.

Coleman, James A. (2009). Why the British do not learn languages: myths and motivations in the United Kingdom. Language Learning Journal, 37(1) pp. 111–127.

Coleman, James A. and Chafer, Tony (2010). Study abroad and the Internet: physical and virtual context in an era of expanding telecommunications. Frontiers: The InterdisciplinaryJournal of Study Abroad, XIX pp. 151–167.

Coleman, James A.; Galaczi, Á. and Astruc, L. (2007). Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3. Language Learning Journal, 35(2) pp. 245–280.

Coleman, James A. (2005). CALL from the margins: towards effective dissemination of CALL research and good practices. ReCALL, 17(1) pp. 18–31.

Coleman, James A. (2004). Modern Languages in British universities: past and present. Arts and Humanities in Higher Education, 3(2) pp. 147–162.

Coleman, James A. (2006). English-medium teaching in European Higher Education. Language Teaching, 39(1) pp. 1–14.

Coleman, James A. (2003). A Bolognai Folyamat és az európai nyelvtanárképzés jövöje. Modern Nyelvoktatás, 9(4) pp. 3–12.

Coleman, James A. (2011). Modern languages in the United Kingdom. Arts and Humanities in Higher Education, 10(2) pp. 127–129.

Coleman, James A. (2012). Non-specialist linguists in the United Kingdom in the context of the Englishisation of European higher education. Fremdsprachen Lehren und Lernen, 41(2) pp. 9–24.

Coleman, James A. (2013). Dymplexity: new theories, new contexts and new labels for mobile students. Journal of Multicultural Discourses, 8(1) pp. 20–28.

Coleman, James A. and Furnborough, Concha (2010). Learner characteristics and learning outcomes on a distance Spanish course for beginners. System, 38(1) pp. 14–29.

Coleman, Jim; Hultgren, Kristina; Li, Wei; Tsui, Cheng-Fang Cynthia and Shaw, Philip (2018). Forum on English-medium Instruction. TESOL Quarterly, 52(3) pp. 701–720.

Costa, Francesca and Coleman, James A. (2010). Integrating content and language in higher education in Italy: ongoing research. International CLIL Research Journal, 1(3) pp. 19–29.

Costa, Francesca and Coleman, James A. (2012). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1) pp. 3–19.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Aubrey-Smith, Fiona and Tanglang, Nebath (2023). Decision Making in Shifts to Online Teaching: Analysing Reflective Narratives from Staff Working in African Higher Educational Institutions. Trends in Higher Education, 2(1) pp. 123–139.

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.

Craft, Anna; Chappell, Kerry and Twining, Peter (2008). Learners reconceptualising education: widening participation through creative engagement? Innovations in Education and Teaching International, 45(3) pp. 235–245.

Craft, Anna; Cremin, Teresa; Burnard, Pamela; Dragovic, Tatjana and Chappell, Kerry (2012). Possibility thinking: culminative studies of an evidence-based concept driving creativity? Education 3-13, 41(5) pp. 538–556.

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.

Crawford, Paul and Hallawell, Bob (2011). Where is the love? Learning Disability Practice, 14(6) p. 9.

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

Cremin, Teresa (2023). Reading for pleasure: Recent research insights. School Libraries in View (SLIV)(47) pp. 6–12.

Cremin, Teresa (2023). Motivation and reading: Focusing on disengaged readers. Teaching English(32) pp. 32–36.

Cremin, Teresa (2024). Developing readers who choose to read. Practical Literacy: The Early and Primary Years, 29(3) pp. 10–13.

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.

Cremin, Teresa and Chappell, Kerry (2021). Creative pedagogies: a systematic review. Research Papers in Education, 36(3) pp. 299–331.

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2018). Storytelling and story-acting: co-construction in action. Journal of Early Childhood Research, 16(1) pp. 3–17.

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.

Cremin, Teresa and Hendry, Helen (2022). Literacy histories as opportunities for learning: Reflecting, connecting, and learning from Margaret Meek Spencer. English in Education, 56(3) pp. 209–221.

Cremin, Teresa and Hendry, Helen (2024). Editorial. Education 3-13, 52(7) pp. 911–915.

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Hulston, Samantha Jayne (2024). Informal book talk: digging beneath the surface. Education 3-13, 52(7) pp. 930–945.

Cremin, Teresa; Mukherjee, Sarah Jane; Aerila, Juli‐Anna; Kauppinen, Merja; Siipola, Mari and Lähteelä, Johanna (2024). Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon. The Reading Teacher, 77(6) pp. 833–841.

Cremin, Teresa and Scholes, Laura (2024). Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations. Language and Education, 38(4) pp. 537–559.

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

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

Cremin, Teresa (2019). Our foot's in the door: Editorial to Special Issue on Creativity, Arts and Cultural Education. Impact(7) pp. 1–3.

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.

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.

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2008). Primary teachers as readers. English in Education, 42(1) pp. 8–23.

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.

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.

Cremin, Teresa and Moss, Gemma (2018). [Editorial] Reading for pleasure: supporting reader engagement. Literacy, 52(2) pp. 59–61.

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.

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.

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.

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.

Cremin, Teresa and Oliver, Lucy (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295.

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.

Crossley, Michael; Gu, Qing; Barrett, Angeline M.; Brown, Lalage; Buckler, Alison; Christensen, Carly; Janmaat, Jan Germen; McCowan, Tristan; Preston, Rosemary; Singal, Nidhi and Trahar, Sheila (2018). Celebration, reflection and challenge: The BAICE 20th anniversary. Compare: A journal of comparative education, 48(5) pp. 801–820.

Cuesta, Jose; Devereux, Stephen; Abdulai, Abdul‐Gafaru; Gupte, Jaideep; Ragno, Luigi Peter; Roelen, Keetie; Sabates‐Wheeler, Rachel and Spadafora, Tayllor (2021). Urban social assistance: Evidence, challenges and the way forward, with application to Ghana. Development Policy Review, 39(3) pp. 360–380.

Cumper, Peter; Adams, Sarah; Onyejekwe, Kerry and O’Reilly, Michelle (2023). Teachers’ perspectives on relationships and sex education lessons in England. Sex Education, 24(2) pp. 238–254.

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.

de los Arcos, Beatriz; Coleman, James A. and Hampel, Regine (2009). Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk. ReCALL, 21(1) pp. 3–17.

Defis, Nerys and Glover, Alison (2023). Student teachers’ experiences of online learning. Advances in Online Education: A Peer-Reviewed Journal, 2(2) pp. 147–159.

Defis, Nerys; Glover, Alison; Jennings, Carys; Stewart, Sarah; Wallis, Rachel; Craggs, Ben; Hay, Ceris; Linton, Beth; Powell, Thomas and Williams, Amanda (2022). Using video technology to support micro-teaching and reflection in Initial Teacher Education. Journal of Educational Innovation, Partnership and Change, 8(1)

Dennis, Carol Azumah (2021). Looking forward to the long ago. Management in Education, 35(1) pp. 62–63.

Dennis, Carol Azumah (2021). [Book Review] International Perspectives on Leadership in Higher Education. Management in Education, 35(4) p. 200.

Dennis, Carol Azumah (2024). Editorial ‐ Volume 26, Number 2. Widening Participation and Lifelong Learning, 26(2) pp. 1–6.

Dennis, Carol Azumah and Ade‐Ojo, Gordon O. (2025). Through the lens of the decolonial imagination. The Curriculum Journal (early access).

Dennis, Carol Azumah; Aubrey-Smith, Fiona; Álvarez, Inma; Waterhouse, Philippa and Ferguson, Gillian (2024). Professional doctorates reconciling academic and professional knowledge: towards a diffractive re-reading. Higher Education Research & Development, 43(7) pp. 1525–1539.

Dennis, Carol Azumah and Chandler, Judy (2025). Editorial: Dismantling racial inequalities in higher education. Frontiers in Sociology, 9, article no. 1544431.

Dennis, Carol Azumah; Chandler, Kathy and Puntil, Donata (2023). Practice and the professional doctorate: a diffractive re-reading. Journal of Further and Higher Education, 47(3) pp. 364–377.

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.

Dennis, Carol (2011). Measuring quality, framing what we know: A critical discourse analysis of the Common Inspection Framework. Literacy, 45(3) pp. 119–125.

Dennis, Carol (2010). Is the Professionalisation of Adult Basic Skills Practice Possible, Desirable or Inevitable? Literacy and Numeracy Studies, 18(2) pp. 26–42.

Dennis, Carol Azumah (2015). Locating post-16 professionalism: public spaces as dissenting spaces. Research in Post-Compulsory Education, 20(1) pp. 64–77.

Dennis, Carol Azumah (2015). Blogging as public pedagogy: Creating alternative educational futures. International Journal of Lifelong Education, 34(3) pp. 284–299.

Dennis, Carol Azumah (2016). Further education colleges and leadership: Checking the ethical pulse. London Review of Education, 14(1) 116 - 130.

Dennis, Carol Azumah (2014). Positioning further education and community colleges: Text, teachers and students as global discourse. Studies in the Education of Adults, 46(1) pp. 91–107.

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 (2019). Further Education, Leadership and Ethical action: thinking with Hannah Arendt. Educational Management Administration & Leadership, 47(2) pp. 189–205.

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

Diniz, Tatiana and Glover, Alison (2011). Future is Due: Reflection on local and global practice to act towards sustainability. The International Journal of Environmental, Cultural, Economic and Social Sustainability, 7(4) pp. 17–32.

Dolton, Alice; Adams, Sarah and O'Reilly, Michelle (2020). In the child’s voice: The experiences of primary school children with social, emotional and mental health difficulties. Clinical Child Psychology and Psychiatry, 25(2) pp. 419–434.

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, 43(1) pp. 91–103.

Downing, Verity (2024). [Book Review]: Invisible education: posthuman explorations of everyday learning. Widening Participation and Lifelong Learning, 26(2) pp. 272–277.

Ebubedike, Margaret; Akanji, Tajudeen; Kunock, Afu Isaiah and Fox, Alison (2023). Ethics for educational research in regions of protracted armed conflict and crisis: a participatory community project in the Lake Chad region. Community Development Journal, 58(1) pp. 102–120.

Elliott, Samantha; Hendry, Helen; Ayres, Chloe; Blackman, Kim; Browning, Francesca; Colebrook, Daisy; Cook, Colin; Coy, Nathan; Hughes, Jessica; Lilley, Natasha; Newboult, Devon; Uche, Oluchi; Rickell, Amber; Rura, Gagan-Preet; Wilson, Heidi and White, Philip (2018). ‘On the outside I’m smiling but inside I’m crying’: communication successes and challenges for undergraduate academic writing. Journal of Further and Higher Education, 43(9) pp. 1163–1180.

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

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Evans, Jessica; Jordan, Sally and Wolfenden, Freda (2016). Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 91–107.

Evans, Tracey; Glover, Alison; Mattingley, Rebecca and Jones, Desmond (2019). Improving resilience through the physical domain. Physical Education Matters, 14(2) pp. 41–43.

Eyres, Ian; Cable, Carrie; Hancock, Roger and Turner, Janet (2004). 'Whoops, I forgot David’ – children’s perceptions of the adults who work in their classrooms. Early Years: An International Journal of Research and Development, 24(2) pp. 149–162.

Eyres, Ian and Hancock, Roger (2004). Implementing a required curriculum reform: teachers at the core, teaching assistants on the periphery? Westminster Studies in Education, 27(2) pp. 223–235.

Flewitt, Rosie; Nind, Melanie and Payler, Jane (2009). `If she's left with books she'll just eat them': Considering inclusive multimodal literacy practices. Journal of Early Childhood Literacy, 9(2) pp. 211–233.

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

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

Fox, A. and McCormick, R. (2009). Events and professional learning: studying educational practitioners. Journal of Workplace Learning, 21(3) pp. 198–218.

Fox, Alison (2016). Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context? Universal Journal of Educational Research, 4(5) pp. 1129–1141.

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

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

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

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

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

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

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

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

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

Freel, Louise; O’Reilly, Michelle; Fleury, Juliana; Adams, Sarah and Vostanis, Panos (2022). Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences. International Journal of Mental Health Promotion, 24(1) pp. 51–67.

Furnborough, Concha and Coleman, James A. (2014). Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners. EURODL (European Journal of Open, Distance and E-Learning), 17(2) pp. 40–59.

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

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

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

Gearing, B.; Peace, S. and Johnson, J. (1994). Comparision of two Open University courses in Gerontology. Education and Ageing, 9(2) pp. 86–97.

Gibson, Poppy (2025). Students’ self-reported barriers to success: an Interpretative Phenomenological Analysis of first-generation and non-traditional students on an undergraduate Primary Education Studies degree in London. Compass Journal, 17(2) pp. 60–69.

Gibson, Poppy (2024). Thoughtful guidance on understanding and creating safe learning environments. A review of Home Learning Environments for Young Children by Cathy Nutbrown, Peter Clough, Kay Davies and Peter Hannon (2022, London: Sage). Norland Educare Research Journal, 2(1), article no. 11.

Gibson, Poppy (2025). Teaching wellbeing and AI: Using Artificial Intelligence in the classroom to reduce workload and support teacher wellbeing. Pedagogical Dialogue Journal, 50(4) pp. 32–35.

Gibson, Poppy; Clarkson, Rebecca and Scott, Mike (2022). Promoting potential through purposeful inclusive assessment for distance learners. Distance Education, 43(4) pp. 543–555.

Gibson, Poppy and Hadley, Amber (2025). Working Walls or Instagramable laminates: a reflection on creating purposeful learning environments in the primary classroom. Research in Teacher Education Journal (RiTE) (In press).

Gibson, Poppy; Scott, Mike and Clarkson, Rebecca (2024). Purposeful, Inclusive Assessment: Maximising Potential in Distance Learning. Atomic Academic

Gibson, Poppy; Wood, Abigail; Gray, Leanne; Bowser-Angermann, Joanne; Fossey, Matt and Godier-McBard, Lauren (2023). Social media and Internet-based communication in military families during separation: An international scoping review. New Media and Society, 25(7) pp. 1802–1823.

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

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

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

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

Glover, A.; Jones, M.; Thomas, A. and Worrall, L. (2024). Finding the joy: effective mentoring in Teacher Education. Mentoring & Tutoring: Partnership in Learning, 32(4) pp. 377–394.

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

Glover, Alison; Bleasdale, Catharine; Clifton, Grace and Thomas, Angela (2025). 'It's good to talk': Exploring Effective Professional Conversations in Teacher Education. International Journal of Changes in Education (early access).

Glover, Alison and Hutchinson, Steven (2023). Delivering education reform in Wales: a flexible route into teaching. Education Inquiry, 14(4) pp. 442–457.

Glover, Alison; Jones, Megan; Thomas, Angela and Worrall, Leigh (2023). The Triad of Success Factors that can Strengthen Student Teacher Mentoring. Educator Perspectives, 3 pp. 15–20.

Glover, Alison and Stewart, Sarah (2024). Using a blended distance pedagogy in teacher education to address challenges in teacher recruitment. Teaching Education, 35(1) pp. 104–126.

Glover, Alison; Stewart, Sarah; Thomas, Angela and Thomas, Rachel (2023). How do we achieve the third space? The challenges and strengths of partnership working to deliver a flexible PGCE Programme in Wales. Wales Journal of Education, 25(1) pp. 6–37.

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

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

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

Gopinath, Manik; Holland, Caroline and Peace, Sheila (2022). Enduring commitment: older couples living apart. Families, Relationships and Societies, 12(2) pp. 201–219.

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

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

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

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

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

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

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

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

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

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

Green, Melissa and Malcolm, Claire (2023). Degrees of change: the promise of anti-racist assessment. Frontiers in Sociology, 8, article no. 972036.

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

Hallawell, Bob (2001). Issues emerging from the London Learning Disability Plan. British Journal of Nursing, 10(3) pp. 173–178.

Hallawell, Bob (1995). [Book Review] Bob Hallawell and Richard Brittle, The Individual in Society. Nursing Standard, 9(42)

Hallawell, Bob (1994). Implementing TQM in a college of nursing and midwifery. British Journal of Nursing, 3(19) pp. 1011–1016.

Hallawell, Bob (2016). Quality management in a college of nursing and midwifery. British Journal of Nursing, 2(13) pp. 682–685.

Hallawell, Bob; Stephens, Jacqueline and Charnock, David (2012). Physical activity and learning disability. British Journal of Nursing, 21(10) pp. 609–612.

Hallawell, Robert (1992). Total quality in education. Nursing Standard, 6(49) p. 51.

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

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

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

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

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

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

Hammersley, Martyn (2021). Karl Mannheim on Fascism: Sociological Lessons About Populism and Democracy Today? Sociological Research Online, 28(2) pp. 320–335.

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, 52(3) pp. 132–149.

Hammersley, Martyn (2024). Max Weber and his conservative critics: Social science and the problem of value relativism. Journal of Classical Sociology, 24(1) pp. 75–94.

Hammersley, Martyn (2022). An Empiricist Manifesto. Qualitative Inquiry, 29(3-4)

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

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

Hammersley, Martyn (2022). Is There Quality in Qualitative Research? Qualitative Inquiry, 29(10) p. 1094.

Hammersley, Martyn (2024). Dangerous Liaisons in the Wasteland? A Found Document. Qualitative Inquiry, 30(3-4) pp. 358–359.

Hammersley, Martyn (2023). Are There Assessment Criteria for Qualitative Findings? A Challenge Facing Mixed Methods Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 24(1)

Hammersley, Martyn (2023). Rewriting Social Science: The Literary Turn in Qualitative Research. Qualitative Inquiry, 30(6) pp. 533–540.

Hammersley, Martyn (2024). Can epistemologies and methodologies be racially unjust? The case of Allison Davis and cultural deprivation. International Journal of Research & Method in Education, 47(1) pp. 20–32.

Hammersley, Martyn (2023). Research Literacy and Teaching: The Peculiar Case of Research about Teaching about Research. Professions and Professionalism, 13(2), article no. e5260.

Hammersley, Martyn (2024). Should Sociology be Normative? The American Sociologist, 55 pp. 24–37.

Hammersley, Martyn (2023). Was the UK Government’s Policymaking ‘Evidence-Based’ During the Pandemic? Reflections on Science and Politics. Zeitschrift für Evaluation, 2023(2) pp. 217–242.

Hammersley, Martyn (2024). What is an ‘open society’? Bergson, Strauss, Popper, and Deleuze. History of European Ideas, 50(8) pp. 1422–1432.

Hammersley, Martyn (2024). A brief reply to David Byrne. International Journal of Social Research Methodology (Early access).

Hammersley, Martyn (2025). A Critical Encounter: Jean Floud’s Appraisal of Karl Mannheim. British Journal of Educational Studies, 73(2) pp. 255–269.

Hammersley, Martyn (2024). On urgency, reciprocity, and complicity as ethical justifications for a ‘critical’, ‘activist’, or ‘engaged’ social science. International Journal of Social Research Methodology (Early access).

Hammersley, Martyn (2024). Challenging historicist utopianism: Karl Popper’s criticism of Karl Mannheim. History of European Ideas (Early Access).

Hammersley, Martyn (2025). Decolonising the canon: The case of Bhambra and Holmwood’s Colonialism and Modern Social Theory. Journal of Classical Sociology (Early access).

Hammersley, Martyn (2025). Not theories but explanations? A methodological inquiry. Theory and Society (Early Access).

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

Hammersley, M (2001). Whose side was Becker on? Questioning political and epistemological radicalism. Qualitative Research, 1(1) pp. 91–110.

Hammersley, M. (2003). Can and should educational research be educative? Oxford Review of Education, 29(1) pp. 3–25.

Hammersley, M. and Gomm, R. (2004). Recent radical criticism of the interview in qualitative research. Developments in Sociology: Annual review, 20 pp. 91–102.

Hammersley, Martyn (2001). On “Systematic” reviews of research literatures: a narrative reply to Evans and Benefield. British Educational Research Journal, 27(5) pp. 543–554.

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

Hammersley, Martyn (2003). Media representation of research: the case of a review of ethnic minority education. British Educational Research Journal, 29(3) pp. 327–343.

Hammersley, Martyn (2003). Conversation analysis and discourse analysis: methods or paradigms? Discourse and Society, 14(6) 751- 781.

Hammersley, Martyn (2004). Action Research: a contradiction in terms? Oxford Review of Education, 30(2) pp. 165–181.

Hammersley, Martyn (2007). Reflections on linguistic ethnography. Journal of Sociolinguistics, 11(5) pp. 689–695.

Hammersley, Martyn (2008). Reflexivity for what? A response to Gewirtz and Cribb on the role of values in the sociology of education. British Journal of Sociology of Education, 29(5) pp. 549–558.

Hammersley, Martyn (2006). Philosophy's contribution to social science research on education. Journal of Philosophy of Education, 40(2) pp. 273–286.

Hammersley, Martyn (2003). Social research today: some dilemmas and distinctions. Qualitative Social Work, 2(1) pp. 25–44.

Hammersley, Martyn (2005). Should social science be critical? Philosophy of the Social Sciences, 35(2) pp. 175–195.

Hammersley, Martyn (2004). Towards a usable past for qualitative research. International Journal of Social Research Methodology, 7(1) pp. 19–27.

Hammersley, Martyn (2005). What can the literature on communities of practice tell us about educational research? Reflections on some recent proposals. International Journal of Research and Method in Education, 28(1) pp. 5–21.

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

Hammersley, Martyn (2005). Ethnography and discourse analysis: incompatible or complementary? Polifonia(10) pp. 1–20.

Hammersley, Martyn (2005). Is the evidence-based practice movement doing more good than harm? Reflections on Iain Chalmers' case for research-based policy making and practice. Evidence and Policy, 1(1) pp. 85–100.

Hammersley, Martyn (2005). Countering the 'new orthodoxy' in educational research: a response to Phil Hodkinson. British Educational Research Journal, 31(2) pp. 139–155.

Hammersley, Martyn (2007). The issue of quality in qualitative research. International Journal of Research and Method in Education, 30(3) pp. 287–306.

Hammersley, Martyn (2008). Troubling criteria: a critical commentary on Furlong and Oancea's framework for assessing educational research. British Educational Research Journal, 34(6) pp. 747–762.

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

Hammersley, Martyn (2008). Causality as conundrum: The case of qualitative inquiry. Methodological Innovations Online, 2(3)

Hammersley, Martyn (2009). Challenging relativism: The problem of assessment criteria. Qualitative Inquiry, 15(1) pp. 3–29.

Hammersley, Martyn (1980). Classroom ethnography. Educational Analysis, 2(2) pp. 47–74.

Hammersley, Martyn (1984). Some reflections on the macro-micro problem in the sociology of education. Sociological Review, 32(2) pp. 316–324.

Hammersley, Martyn (1985). From ethnography to theory: A programme and paradigm in the sociology of education. Sociology, 19(2) pp. 244–259.

Hammersley, Martyn (1987). Ethnography and the cumulative development of theory: A discussion of Woods' proposal for 'phase two' research. British Educational Research Journal, 14(3) pp. 283–296.

Hammersley, Martyn (1987). Ethnography for Survival?: A reply to Woods. British Educational Research Journal, 13(3) pp. 283–295.

Hammersley, Martyn (1987). Some notes on the terms 'validity' and 'reliability'. British Educational Research Journal, 13(1) pp. 73–81.

Hammersley, Martyn (1990). Herbert Blumer and qualitative method. International Journal of Qualitative Studies in Education, 3(1) pp. 31–36.

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

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

Hammersley, Martyn (1991). A note on Campbell's distinction between internal and external validity. Quality and Quantity, 25(4) pp. 381–387.

Hammersley, Martyn (1992). Some reflections on ethnography and validity. International Journal of Qualitative Studies in Education, 5(3) pp. 195–203.

Hammersley, Martyn (1992). Reflections on the Liberal University: Truth, citizenship and the role of the academic. International Studies in Sociology of Education, 2(2) pp. 165–183.

Hammersley, Martyn (1993). Research and anti-racism: The case of Peter Foster and his critics. British Journal of Sociology, 44(3) pp. 429–448.

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

Hammersley, Martyn (1996). Post Mortem of Post Modern? Some refelctions on British sociology of education. British Journal of Educational Studies, 44(1) pp. 395–408.

Hammersley, Martyn (1997). On the foundations of critical discourse analysis. Language and Communication, 17(3) pp. 237–248.

Hammersley, Martyn (1999). Sociology, what's it for? A critique of Gouldner'. Sociological Research Online, 4(3)

Hammersley, Martyn (1999). Not bricolage but boatbuilding: Exploring two metaphors for thinking about ethnography. Journal of Contemporary Ethnography, 28(6) pp. 574–585.

Hammersley, Martyn (2000). Varieties of social research. International Journal of Social Research Methodology, 3(3) pp. 221–229.

Hammersley, Martyn (2000). The relevance of qualitative research. Oxford Review of Education, 26(3-4) pp. 393–405.

Hammersley, Martyn (2009). Why critical realism fails to justify critical social research. Methodological Innovations Online, 4(2) pp. 1–11.

Hammersley, Martyn (2010). Can we re-use qualitative data via secondary analysis? Notes on some terminological and substantive issues. Sociological Research Online, 15(1)

Hammersley, Martyn (2010). A historical and comparative note on the relationship between analytic induction and grounded theorising. Forum: Qualitative Social Research, 11(2) article no. 4.

Hammersley, Martyn (2010). The case of disappearing dilemma: Herbert Blumer on sociiological method. History of the Human Sciences, 23(5) pp. 70–90.

Hammersley, Martyn (1981). Using qualitative methods. Social Science Information Studies, 1(4) pp. 209–220.

Hammersley, Martyn (1989). The problem of the concept: Herbert Blumer on the relationship between concepts and data. Journal of Comtemporary Ethnography, 18(2) pp. 133–159.

Hammersley, Martyn (1990). What's wrong with ethnography? The myth of theoretical description. Sociology, 24(4) pp. 597–615.

Hammersley, Martyn (1992). On feminist methodology. Sociology, 26(2) pp. 187–206.

Hammersley, Martyn (1993). The rhetorical turn in ethnography. Social Science Information, 32(1) pp. 23–37.

Hammersley, Martyn (1993). On the teacher as researcher. Educational Action Research, 1(3) pp. 425–445.

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

Hammersley, Martyn (1997). Qualitative data archiving: Some reflections on its prospects and problems. Sociology, 31(1) pp. 131–142.

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

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

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

Hammersley, Martyn (1994). On feminist methodology: A response. Sociology, 28(1) pp. 293–300.

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

Hammersley, Martyn (2001). A reply to partisan reviews. British Journal of Sociology of Education, 22(3) pp. 417–421.

Hammersley, Martyn (2001). Interpreting achievement gaps: Some comments on a dispute. British Journal of Educational Studies, 49(3) pp. 285–298.

Hammersley, Martyn (2003). Recent radical criticism of interview studies: Any implications for the sociology of education? British Journal of Sociology of Education, 24(1) pp. 119–126.

Hammersley, Martyn (2003). "Analytics" are no substitute for methodology: a response to Speer and Hutchby. Sociology, 37(2) pp. 339–351.

Hammersley, Martyn (2003). Doing the fine thing: A rejoinder to Johnathon Potter. Discourse and Society, 14(6) pp. 795–798.

Hammersley, Martyn (2003). The impracticality of scepticism: A further response to Potter. Discourse and Society, 14(6) pp. 803–804.

Hammersley, Martyn (2004). A new political arithmetic to make sociology useful? Comments on a debate. British Journal of Sociology, 55(3) pp. 439–446.

Hammersley, Martyn (2008). Paradigm war revived? On the diagnosis of resistance to randomized controlled trials and systematic review in education. International Journal of Research and Method in Education, 31(1) pp. 3–10.

Hammersley, Martyn (2011). On Becker’s studies of marijuana use as an example of analytic induction. Philosophy of the Social Sciences, 41(4) pp. 535–566.

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

Hammersley, Martyn (2010). Aristotelian or Galileian? On a puzzle about the philosophical sources of analytic induction. Journal for the Theory of Social Behaviour, 40(4) pp. 393–409.

Hammersley, Martyn (2015). Research Ethics and the Concept of Children’s Rights. Children and Society, 29(6) pp. 569–582.

Hammersley, Martyn (2015). On ethical principles for social research. International Journal of Social Research Methodology, 18(4) pp. 433–449.

Hammersley, Martyn (2016). Can Academic Freedom be Justified? Reflections on the Arguments of Robert Post and Stanley Fish. Higher Education Quarterly, 70(2) pp. 108–126.

Hammersley, Martyn (2016). An Ideological Dispute: Accusations of Marxist Bias in the Sociology of Education During the 1970s. Contemporary British History, 30(2) pp. 242–259.

Hammersley, Martyn (2016). Glossing inadequacies: problems with definitions of key concepts in some methodology texts. International Journal of Social Research Methodology, 19(6) pp. 731–737.

Hammersley, Martyn (2014). The crisis in economics: what can it tell us about social science? Contemporary Social Science: Journal of the Academy of Social Sciences, 9(3) pp. 338–344.

Hammersley, Martyn (2014). The perils of 'impact' for academic social science. Contemporary Social Science: Journal of the Academy of Social Sciences, 9(3) pp. 345–355.

Hammersley, Martyn (2018). What is ethnography? Can it survive? Should it? Ethnography and Education, 13(1) pp. 1–17.

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

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

Hammersley, Martyn (2017). [Book Review] John Goldthorpe, Sociology as a Population Science. Sociology, 51(6) pp. 1326–1330.

Hammersley, Martyn (2019). Exploring the distinctive ontological attitude of ethnomethodology via suicide, death, and money. Journal of Classical Sociology, 19(2) pp. 185–204.

Hammersley, Martyn (2018). Commentary—On the “Indistinguishability Thesis”: A Response to Morgan. Journal of Mixed Methods Research, 12(3) pp. 256–261.

Hammersley, Martyn (2019). Ethnomethodological criticism of ethnography. Qualitative Research, 19(5) pp. 578–593.

Hammersley, Martyn (2019). [Book Review] Writing the World of Policing, edited by Didier Fassin. Sociology, 53(4) pp. 800–801.

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

Hammersley, Martyn (2019). [Book Review] Interrogating Ethnography: Why Evidence Matters by Steven Lubet. Qualitative Research, 19(3) pp. 357–359.

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

Hammersley, Martyn (2019). Alfred Schutz and ethnomethodology: Origins and departures. History of the Human Sciences, 32(2) pp. 59–75.

Hammersley, Martyn (2017). Interview data: a qualified defence against the radical critique. Qualitative Research, 17(2) pp. 173–186.

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

Hammersley, Martyn (2020). From methodology to methodography? Methodological Innovations, 13(3)

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

Hammersley, Martyn and Gomm, Roger (1997). Bias in social research. Sociological Research Online, 2(1) http://www.socresonline.org.uk/socresonline/2/1/2.html.

Hammersley, Martyn and Hargreaves, Andy (1982). CCCS Gas! Politics and science in the work of the Centre for Contemporary Cultural Studies. Oxford Review of Education, 8(2) pp. 139–144.

Hammersley, Martyn and Scarth, John (1987). More questioning of ORACLE: A reply to Croll and Galton. Educational Research, 29(1) pp. 37–46.

Hammersley, Martyn and Scarth, John (1986). Questioning ORACLE: An assessment of ORACLE'S analysis of teachers' questions. Educational Research, 28(3) pp. 174–184.

Hammersley, Martyn and Scarth, John (1993). Beware of wise men bearing gifts: A case study in the misuse of educational research. British Educational Research Journal, 19(5) pp. 489–498.

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

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

Hancock, Roger; Hall, Thelma; Cable, Carrie and Eyres, Ian (2010). 'They call me wonder woman': the job jurisdictions and workplace learning of higher level teaching assistants. Cambridge Journal of Education, 40(2) pp. 97–112.

Harrison, Neil; Baker, Zoe; Ellis, Katie and Stevenson, Jacqueline (2024). A praxis-based perspective on supporting care-experienced students to thrive in higher education using the capabilities approach. European Journal of Higher Education, 14(4) pp. 601–620.

Hathaway, Tanya; Jones, Lowri; Glover, Alison; Ayres, Julian and Jones, Mathew (2024). A word to the wise (gair i gall): university teacher educators’ experiences of emergency response pedagogy in Wales. Cogent Education, 11(1), article no. 2423624.

Hawkridge, David and McCormick, Bob (1983). China's Television Universities. British Journal of Educational Technology, 14(3) pp. 160–173.

Hendry, Helen; Teszenyi, Eleonora; Rodriguez-Leon, Lucy; Maynes, Mary-Louise; Dorrian, Jane and Edwards, Tracey (2024). Tensions, assumptions and situated ethics: attuning to the unpredictability of ethics in early childhood research participation. European Early Childhood Education Research Journal (Early access).

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.

Hendry, Helen (2017). [Book Review] Understanding schematic learning at two, by Julie Brierley and Cathy Nutbrown. pp 208. London: Bloomsbury. 2017. British Journal of Educational Studies, 66(2) pp. 272–274.

Hollingsworth, Sheila; Walton, Sarah and Hallawell, Bob (1994). Student perceptions of total quality. Nursing Standard, 8(23) 34–35.

Hopkins, Elizabeth; Hendry, Helen; Garrod, Frank; McClare, Siobhan; Pettit, Daniel; Smith, Luke; Burrell, Hannah and Temple, Jennifer (2016). Teachers' views of the impact of school evaluation and external inspection processes. Improving Schools, 19(1) pp. 52–61.

Horsley, Karen (2021). Slowing Down: Documentary Photography in Early Childhood. International Journal of Early Years Education, 29(4) pp. 438–454.

Horsley, Karen and Penn, Helen (2014). Remembering childhood: Do our memories and experiences influence our understanding of early childhood and our practice with young children? Management in Education, 28(4) pp. 175–179.

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Twining, Peter; Evans, Diane; Cook, Deirdre; Ralston, John; Selwood, Ian; Jones, Ann; Underwood, Jean; Scanlon, Eileen; Kukulska-Hulme, Agnes; Dillon, Gayle; McAndrew, Patrick and Sheehy, Kieron (2005). Should there be a future for Tablet PCs in schools? Journal of Interactive Media in Education, article no. p.Art. 20.

Wallis, Rachel (2025). Currere Cymru: Reflections on Navigating Curriculum Change in Wales: An Introduction to the Three Open University Submissions. Currere Exchange Journal, 8(2) pp. 61–63.

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Conference or Workshop ItemTo Top

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

Addae-Kyeremeh, Eric; 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.

Anamuah-Mensah, Jophus and Cullen, Jane (2013). The Teacher Education in sub-Saharan Africa Programme (TESSA): Evolving, Extending, Embedding, Reflecting. In: DETA: Distance Education and Teacher Education International Conference, 30 Jul - 1 Aug 2013, Nairobi, Kenya.

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

Bailey, J and Hallawell, Bob (2011). Birth and second life: simulating the labour suite in the virtual environment. In: Networking for Education in Healthcare Conference, 6-8 Sep 2011, Cambridge, UK.

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

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

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

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

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

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

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

Banks, Frank and Barlex, David Michael (2014). Beyond the subject silos in STEM – the case for ‘looking sideways' in the secondary school curriculum. In: STEM Education and our Planet Making connections across contexts 3rd International Conference, 12-15 Jul 2014, Vancouver, British Columbia, Canada.

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

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

Bateman, Peter; Lane, Andrew and Moon, Robert (2012). An emerging typology for analysing OER initiatives. In: Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education, a joint meeting of OER12 and OpenCourseWare Consortium Global 2012, 16-18 Apr 2012, Cambridge, UK.

Bennett, Nigel; Cooper, Deborah; MacDonald-Pearce, Peter; Wise, Christine and Sutton, Alan (2006). Perceptions of success: The developing role of the advanced skills teacher in English secondary schools. In: BELMAS Annual Conference: The Changing Landscape of Educational Leadership and Management, 6-8 Oct 2006, Birmingham.

Bhandari, Renu; Butcher, John; Foley, Karen and McCormick, Mick (2024). Preparing to Succeed: The Impact of an Access Module at the Open University. In: The European Conference on Education (ECE2024), 15 Jul 2024, London, UK (Online).

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

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

Bird, T. and Fox, A. (2016). Exploring Digital Literacy to Connect Less-Advantaged Pupils with Opportunity. In: ALT-C Annual Conference 2016, 6-8 Sep 2016, University of Warwick, UK.

Bird, T. and Fox, A. (2015). TwitterFlipping the Classroom: Social Media for Independent Learning through Teacher-Student and Teacher-Teacher Collaborations. In: ALT-C Annual Conference 2015, 8-10 Sep 2015, University of Manchester.

Bleasdale, Catharine (2024). Using a pivot model to support the development of professional teacher identity of student teachers. In: Teacher Education Advancement Network (TEAN) Conference 2024, 22-23 May 2024, Manchester.

Bleasdale, Catharine; Glover, Alison; Jones, Mathew; Stewart, Sarah; Thomas, Angela and Rees-Davies, Trudi (2024). Using video to support & develop student teachers' reflection within teacher education. In: Teacher Education Advancement Network (TEAN) Conference 2024, 22-23 May 2024, Manchester, UK.

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

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

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

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

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

Buckler, Alison; Mkwananzi, Faith; Chamberlain, Liz and Dean, Caroline (2019). Inclusive ways of knowing? Problematising the relationship between research and the design of inclusive education. In: 2019 UKFIET Conference, 17-19 Sep 2019, Oxford, UKFIET.

Buckler, Alison; Stutchbury, Kris; Kasule, George; Kaiije, Doris and Cullen, Jane (2019). “… by Seeking Help I Became Equipped, Skilled and Enlightened”: Ugandan Tutors’ Stories, Identities and Spaces for Professional Development in Teacher Colleges. In: Pan Commonwealth Forum 9, 2019. Conference Proceedings, Commonwealth of Learning, Vancouver, Canada, article no. 237.

Burton, Sonia and Moore, Rhiannon (2014). Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS-India. In: 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses, 21-23 Aug 2014, Jaipur, India.

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

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

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

Calonego, Renata; Coelho, Antonio Roberto Serra and Okada, Alexandra (2014). Social, open and personalised environments for communication and knowledge management between business and educational organisations. In: Proceedings of the 14th International Conference on Knowledge Technologies and Data-driven Business - i-KNOW '14, ACM International Conference Proceeding Series.

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

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

Canning, Natalie (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, Mar 2007, Blencathra, Cumbria.

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

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

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

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

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

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

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

Chamberlain, Liz and Safford, Kimberly (2019). Learning Assistants in Sierra Leone: model, innovation, and impact. In: 9th Pan-Commonwealth Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9), 09-13 Sep 2019, Edinburgh.

Chapman, Susan; Ellis, Rosy; Beauchamp, Gary; Sheriff, Lisa; Stacey, David; Waters-Davies, Jane; Jones, Cath; Griffiths, Meris; Chapman, Sammy; Wallis, Rachel; Sheen, Elizabeth; Crick, Thomas; Lewis, Helen; French, Graham and Atherton, Stephen (2023). “My picture is not in Wales”: Building a sense of cynefin (belonging) through children’s perceptions in primary school curriculum development: a case study of Wales. In: British Education Research Association Conference, 12-14 Sep 2023, Aston University, Birmingham, UK.

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.

Clark, Andrew; Peace, Sheila; Holland, Caroline and Katz, Jeanne (2005). Sense of community, public space, and intergenerational (in)activity in Middle England. In: Annual Meeting of The Association of American Geographers, 5-9 Apr 2005, Denver, CO, UK.

Clark, Andrew; Peace, Sheila; Holland, Caroline and Katz, Jeanne (2005). Intergenerational relationships around town: Aylesbury in winter and spring. In: British Society of Gerontology 34th Annual Scientific Meeting, 14-16 Jul 2005, University of Keele.

Clark, Ted; Chambers, Diane and Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in Victorian schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 87–97.

Clifton, Grace and Bleasdale, Catharine (2024). It's good to talk - exploring effective professional conversations in teacher education. In: WELS Research Day, 13 Nov 2024, The Open University, Milton Keynes, UK.

Clifton, Grace (2015). Does one size fit all? Using scholarship to enhance the student learning experience. In: Enhancing Student Learning Through Innovative Scholarship Conference, 16-17 Jul 2015, Durham.

Clifton, Grace (2017). Towards an institutional understanding of employability for the part-time, distance learner. In: The Higher Education Academy Annual Conference 2017, 4-6 Jul 2017, Manchester.

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

Corrêa, André Luis; Rabello, Cíntia Regina Lacerda and Okada, Alexandra (2014). Reliability of web-based information in inquiry projects. In: Open Learning and Teaching in Educational Communities, Springer International Publishing, pp. 385–390.

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

Cremin, Teresa; Chamberlain, Liz; Rowe, Deborah and Gardner, Paul (2023). Exploring aspects of being and becoming writers: A symposium exploring notions of being a writer, from a sociocultural perspective. In: Writing Matters. UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

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

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

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.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. In: 8th Annual mEducation Alliance Symposium, 6-8 Nov 2018, Washington DC, USA.

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

Cullen, Jane; Ocloo, Augustine; Owusu, Kofi; Murphy, Kerry; Velasco, Maria; Davies, Sarah-Jane and Addae-Kyeremeh, Eric (2023). Opportunities and challenges of tertiary level ICT-based science education in Ghana. In: Education for Social & Environmental Justice: Diversity, Sustainability , Responsibility: UKFIET 17th Conference on International Education and Development, 07 Sep 2023 online; 12-14 Sep 2023 Oxfo UK, Oxford, UK.

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

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

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

Cullen, Jane and Chitsulo, Joyce (2013). ‘I really appreciate you saying that’: the challenges of developing a partnership. In: UKFIET International Conference on Education and Development – Education & Development Post 2015: Reflecting, Reviewing, Re-visioning, 10-12 Sep 2013, Oxford, UK.

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

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

Davis, Geraldine and Payler, Jane (2016). Professional learning and development: trends, developments and impact in the UK since 2003. In: 26th EECERA (European Early Childhood Education Research Association) Conference, 2016, 31 Aug - 03 Sep 2016, Dublin City University, Dublin, Ireland.

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

Defis, Nerys (2024). Seeing children as experts: Using participatory methods to explore children's experiences of wellbeing whilst using technology / Gweld plant fel arbenigwyr: Defnyddio dulliau cyfranogol er mwyn ymchwilio i brofiadau plant o'u lles wrth ddefnyddio technoleg. In: Research Conference of the Coleg Cymraeg Cenedlaethol, 28 Jun 2024, National Library of Wales, Aberystwyth, Coleg Cymraeg Cenedlaethol.

Defis, Nerys; Jennings, Carys and Jones, Mathew R. (2021). 'Distance needn't mean distant': Promoting a distance learning model of teacher education in a changing educational landscape. In: Teacher Education Advancement Network Conference 2021, 06-07 May 2021, Online, Teacher Education Advancement Network (TEAN).

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

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

Diniz, Tatiana and Glover, Alison (2010). Future is due: reflecting on local and global practice to discover effective sustainability. In: Proceedings of the Newport NEXUS Conference: Enhancing Research-Teaching Links in Higher Education, 3 pp. 59–69.

Dorrian, Jane (2022). What is a tutorial? An exploration of ‘learning event literacy’ on student experience. In: Advance HE Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Northumbria University, Newcastle.

Dorrian, Jane (2024). Exploring the effects of parental involvement in children’s physical activity sessions. In: BECERA 2024: Early Years Education as Political Activity: Access, Choice, Agency and Voice, 13 Feb 2024, Birmingham, UK.

Edwards, C.; Whitelock, D.; Okada, A. and Holmes, W. (2018). Trust in online authentication tools for online assessment in both formal and informal contexts. In: ICERI2018 Proceedings (Gómez Chova, L.; López Martínez, A. and Candel Torres, I. eds.), 12-14 Nov 2018, Seville, Spain, IATED Academy, pp. 3754–3762.

Edwards, Chris; Holmes, Wayne; Whitelock, Denise and Okada, Ale (2018). Student Trust in e-Authentication. In: L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale, ACM, New York, article no. 42.

Edwards, Chris; Whitelock, Denise; Brouns, Francis; Rodríguez, M. Elena; Okada, Alexandra; Baneres, David and Holmes, Wayne (2019). An embedded approach to plagiarism detection using the TeSLA e-authentication system. In: TEA 2018 Technology Enhanced Assessment Conference, 10-11 Dec 2018, Amsterdam, the Netherlands.

Edwards, Chris; Whitelock, Denise and Okada, Alexandra (2019). Did you really do this? E-authentication raising confidence in e-assessment. In: 9th Pan-Commonwealth Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9), 9-12 Sep 2019, Edinburgh, Scotland.

Erling, Elizabeth; Gowland, S; Hedges, Claire; Eyres, Ian; Solly, Michael and Rahman, Md. Shajedur (2021). Economic gain and English language: Evidence and Equity. In: 13th Education and Development Forum (UKFIET) Conference, Sep 15-17., Oxford, United Kingdom.

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

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

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).

Fluck, Andrew and Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in Tasmanian schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 166–174.

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

Fox, B. and Twining, P. (2006). Comparing perspectives on the role of ICT in education. In: Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (Crawford, C.; Carlsen, R.; McFerrin, K.; Price, J.; Weber, R. and Willis, D. eds.), 19 Mar 2006, Orlando, Florida, USA, Association for the Advancement of Computing in Education, pp. 1551–1558.

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

Fox, A. (2013). What is the experience of emerging as a school leader in the English context? In: ISATT Biennial Conference on Teachers and Teaching, 1-5 Jul 2013, Ghent, Belgium.

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

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

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

Fox, A. and Bird, T. (2016). #Anyuse? What do we need about how teachers and doctors benefit from engaging with social media? In: BERA Annual Conference, 13-15 Sep 2016.

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

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ThesisTo Top

Acevedo, Margaret Claire (2020). Bringing Language to Consciousness: Teacher Professional Learning in Genre-based Reading Pedagogy. Doctor of Philosophy (PhD) thesis The Open University.

Addae-Kyeremeh, Eric (2020). The Role of Networking in Supporting Headteachers' Professional Development and Practice in Ghana. Doctor of Education (EdD) thesis The Open University.

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

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

Alshawabka, Khaled Elwalid (2018). Staff Perceptions of Lesson Observation and Feedback in a UK Secondary School: CPD, Identity, and Organisational Culture. Doctor of Education (EdD) thesis The Open University.

Anderson, Eleanor (1990). The implications of recent research on cohesion for teacher education in reading. Doctor of Philosophy (PhD) thesis The Open University.

Araújo, Helena Costa (1993). The construction of primary teaching as women's work in Portugal, (1870-1933). Doctor of Philosophy (PhD) thesis The Open University.

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

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

Aubrey-Smith, Fiona (2021). An Exploration Of The Relationship Between Teachers' Pedagogical Stance And The Use Of ICT In Their Classroom Practice. Doctor of Education (EdD) thesis The Open University.

Austin, Nicholas James (2015). Video Conferencing and Multimodal Expression of Voice: Children's Communication in a Second Language Using Skype. Doctor of Education (EdD) thesis The Open University.

Ayres, Nicole (1993). A study in oral and written narratives, with particular reference to retellings, in the secondary classroom. Bachelor of Philosophy (BPhil) thesis The Open University.

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

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

Banks, Frank (2022). Developing the Professional Knowledge of Teachers of Technology and STEM in Secondary Schools. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

Barton, Dionne (2023). An Investigation into Personal Tutoring: Staff Perceptions. Doctor of Education (EdD) thesis The Open University.

Bateman, Peter Thomas (2009). A critical analysis of the open educational resources (OER) movement in the higher education sector in sub-Saharan Africa. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

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

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

Bentley, Gerald Ian (1980). The Affective Development Of Biology Students In Further Education. The Construction And Evaluation Of A Test Related To O- and A-level Courses In Biology, With Particular Reference To The Affective Domain. Use Of The Test To Obtain Diagnostic And Predictive Information. Master of Philosophy (MPhil) thesis The Open University.

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

Binns, R (1993). An investigation into a technique for developing written language. The Open University.

Blackburn, Jennifer C (1985). The Voluntary Reading Habits Of 10 - 12 Year Olds: A Survey Analysed With Reference To Scores On Cattell's Children's Personality Questionnaire. Master of Philosophy (MPhil) thesis The Open University.

Boagey, Susan Barbara (2010). Musical composition in primary schools : learning with learners. Doctor of Philosophy (PhD) thesis The Open University.

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

Bolger, William Patrick (2001). The inter-relationship of procedural and conceptual knowledge in two- and three- dimensional spatial problem solving of technical drawing students. Doctor of Education (EdD) thesis The Open University.

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

Bourchak, Mokhtar (2020). Retention of At-Risk Students: a Case Study from a Tertiary Education Institution in the Middle East. Doctor of Education (EdD) thesis The Open University.

Bowden, Sandra Louise (2019). Working On The Margins Of An Educational Organisation: The Experiences Of Online Tutors And Their Professional Identity. An Interpretative Phenomenological Analysis (IPA) Study. Doctor of Education (EdD) thesis The Open University.

Bowers, Susan (2012). The Application of Systemic Functional Linguistics to Teaching L2 Academic Writing. Doctor of Education (EdD) thesis The Open University.

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

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

Brooks, Donald Andrew John (2002). Training The Military Engineer: A Study Of Assessment And Its Validity. Doctor of Education (EdD) thesis The Open University.

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

Bullough, Donna Patricia (1987). Teenage belief systems : planning for the future. Doctor of Philosophy (PhD) thesis The Open University.

Burns, Jean (2009). Strategy leadership culture and change : a case study of the complexities of multiple change initiatives in a small primary school. Doctor of Education (EdD) thesis The Open University.

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

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

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

Campbell, Robin (1982). Hearing Children Read: An Exploration and Pedagogical Analysis of a Teacher-Child Interaction in Infant Schools. Master of Philosophy (MPhil) thesis The Open University.

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

Chandler, Judith (2024). An Exploration of Educational Leadership and Management Enacted by Administrative Managers in a Distance and Online Higher Education Setting. Doctor of Education (EdD) thesis The Open University.

Chapman, Eva Maria (1986). The social construction of birth and the effects of culturally induced birth factors. Doctor of Philosophy (PhD) thesis The Open University.

Charalambous, Arsinoe (2015). Cypriot primary head teachers' responses to a top-down change : the case of multicultural education within the new national curriculum. Doctor of Education (EdD) thesis The Open University.

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

Clark, Philip (1984). Conceptions Of Deprivation: An Empirical Study. Master of Philosophy (MPhil) thesis The Open University.

Clarke, Francis Alan (1993). European Community vocational education and training initiatives in response to technological innovation : a study of selected European Community programmes. Doctor of Philosophy (PhD) thesis The Open University.

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

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

Coleman, Lynn (2014). Literary Practices and the Curriculum Context: Exploring the Production of Assignments in a South African Vocational Higher Education Institution. Doctor of Philosophy (PhD) thesis The Open University.

Comfort, Catherine Jean (2023). Relationships, Assets and Social Capital: A Case Study Review of Youth Mentoring. Doctor of Education (EdD) thesis The Open University.

Connolly, Bríd (2009). Praxis, Critical Pedagogy and Critical Adult and Community Education. Doctor of Philosophy (PhD) thesis The Open University.

Copcutt, Peter Kenneth (2014). Headteachers' Perspectives on Managing Student Voice Activity: Power; Purpose; Participation; Potential. Doctor of Education (EdD) thesis The Open University.

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

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

Craik, James B. (1985). Attitudes To School Of Poor Attenders. Master of Philosophy (MPhil) thesis The Open University.

Creer, Adele (2014). An exploration of the everyday and college-assessed literacy practices of further education students. Doctor of Education (EdD) thesis The Open University.

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

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

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

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

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

Darmody, Julie (2016). Theory and practice: An examination of the factors influencing the development of confidence in mathematical pedagogical content knowledge (PCK) within primary trainee teachers. Doctor of Education (EdD) thesis The Open University.

Das, Shobha (1997). Multiple realities, multiple meanings : a reception analysis of television and nationhood in India. Doctor of Philosophy (PhD) thesis The Open University.

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

Davies, Ivor Harley (1986). Changing the contours of college government : the consequences of the Weaver reforms in colleges of further education. Doctor of Philosophy (PhD) thesis The Open University.

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

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

Davies, Michele L (1993). Healing Sylvia : an analysis of the discursive constitution of identity in a case of childhood sexual abuse and dual personality disorder. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

Deem, Rosemary (1990). Women and leisure : a sociological investigation. Doctor of Philosophy (PhD) thesis The Open University.

Doherty, John G (1990). The development of cross curricular software for primary schools. The Open University.

Doka, Jane S. (2024). Exploring 'marginalised' girls' agency and their perspectives of schooling and VET: a study of girls in Zimbabwe. Doctor of Philosophy (PhD) thesis The Open University.

Dowdeswell, Emily (2024). What’s fun got to do with it? A transdisciplinary, critical-reflexive and relational exploration of why fun matters to 9-and 10-year-old children in an English primary school. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

Emmans, Keith Allen (1985). An Analysis Of The Use Of French And German In Employment And Leisure By Holders Of ’A’ Level Passes In These Two Languages. Master of Philosophy (MPhil) thesis The Open University.

Esch, Edith Marie (1992). Native/non-native interaction : foreigner-talk. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

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

Fisher, R (1985). The study of the impact of different assessment techniques upon teachers' perceptions of their pupils ability in mathematical problem solving. The Open University.

Fitzpatrick, Janine (1990). A comparative European study of provision for second language learners. The Open University.

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

Ford, Michael George (1985). The Relation Between The Obsessional Character And Aspects Of Cognitive Performance. Master of Philosophy (MPhil) thesis The Open University.

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

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

Gann, David A. (2023). Investigating the Efficacy of Online Text Reconstruction Exercises for Facilitating the Use of Metadiscourse Markers in First-Year Japanese University Students’ Argumentative Writing. Doctor of Education (EdD) thesis The Open University.

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

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

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

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

Gilchrist, Rosemary Martine (2015). Work in progress?: 14-16 year old boys' experience of vocational education. Doctor of Education (EdD) thesis The Open University.

Gillespie, Anna (2022). Teachers’ Use of Predictive Learning Analytics: Experiences from The Open University UK. Doctor of Education (EdD) thesis The Open University.

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

Golding, Linda Patricia (2012). A case study : planning and managing change projects in a college of further and higher education (FE/HE). Doctor of Education (EdD) thesis The Open University.

Golding, Tyrrell (2020). Volunteering And Lifelong Learning: An Exploration Of Adult Motivation To Volunteer In Work With Young People In England. Doctor of Education (EdD) thesis The Open University.

Gray, M. Elizabeth (1981). A Study Of The Thematic Content Preference Of Young Children In Northern Ireland Learning To Read. Master of Philosophy (MPhil) thesis The Open University.

Greer, Paul (1990). MEETING INFORMATION NEEDS IN HIGHER EDUCATION CAREERS ADVISORY SERVICES. Bachelor of Philosophy (BPhil) thesis The Open University.

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

Hafford-Letchfield, Patricia Jean (2010). The lifelong learning of older people using social care services : rhetoric and realities. Doctor of Education (EdD) thesis The Open University.

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

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

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

Hassan, Mohammad Kamrul (2014). Teachers' and students' perceived difficulties in implementing communicative language teaching in Bangladesh: A critical study. Doctor of Philosophy (PhD) thesis The Open University.

Heffernan, Kevin (2014). E-Learning: Designing to Improve Learner Experiences. Doctor of Education (EdD) thesis The Open University.

Herron, Noel Hall (1997). Further education in the Lisburn area : integration and co-ordination. The Open University.

Hibbett, Angelika Ulrike (1987). Expectations and experiences of adult education students : a case study of Luton College of Higher Education. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

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

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

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

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

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

James, Mary Elizabeth (1990). Studies in school-focused evaluation and pupil-centred assessment. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

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

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

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

Keen, Terence R. (1979). Pedagogic styles in physics teaching: an attitude scaling and repertory grid study. Doctor of Philosophy (PhD) thesis The Open University.

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

Kelly, Bethany Katherine (2018). Investigating Applicants' Perceptions of the Recruitment and Selection Process of Headteachers in English Secondary Schools: Looking at Headship Through a Leadership Identity Lens. Doctor of Education (EdD) thesis The Open University.

Kemeny, Hilary (1995). "Will she be happy here?" : a study of the processes of girls' choice of and transition to secondary school. Master of Philosophy (MPhil) thesis The Open University.

Khalil, Betul (2013). Investigating English Teachers' Views on the Concept of Learner Autonomy in 9th and 10th Grades in Anatolian High Schools in Turkey. Master of Research (MRes) thesis The Open University.

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

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

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

Laffoy, Olive Ann (2014). Promotion procedures and professional identities : an investigation into six Irish post primary schools. Doctor of Education (EdD) thesis The Open University.

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

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

Leake, J (1982). An examination of perceptions of pupils' transfer from primary to secondary school. Bachelor of Philosophy (BPhil) thesis The Open University.

Lee, Elisabeth (2023). The Nature of Talk and Communication in Primary Process Drama. Doctor of Education (EdD) thesis The Open University.

Lee, Patricia Margaret (1990). The language of hypothesis : a study of certain social class differences in the written language of nine- and twelve-year-old children. The Open University.

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

Lewis, Roger Frederick (1980). Do correspondence students need something more than correspondence tuition? : an exploration of the issues raised by the provision of a local counselling service. Bachelor of Philosophy (BPhil) thesis The Open University.

Lidchi, Henrietta Josephine (1994). "All in the choosing eye": charity, representation and developing world. Doctor of Philosophy (PhD) thesis The Open University.

Lima, Maria Cristina Barbosa (2014). Accounts From an Online Reading Group for English Language Teachers Worldwide: A Case Study on Dialogue and Online Interaction. Doctor of Philosophy (PhD) thesis The Open University.

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

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

Littlefair, Alison Barbara (1988). An exploration into pupil and teacher awareness of the register and genres of books used in school. Doctor of Philosophy (PhD) thesis The Open University.

Loads, Daphne Jane (2011). Surprising spaces : artistry in university lecturers' professional development. Doctor of Education (EdD) thesis The Open University.

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

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

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

Lusty, M (1991). Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation. Doctor of Philosophy (PhD) thesis The Open University.

Mackenzie, Alison M (1974). A study of the learning experience of remote students in the Open University in Scotland. Bachelor of Philosophy (BPhil) thesis The Open University.

Macnee, Helen (2025). Exploring customisation of blended learning for multinational diving instructors: a longitudinal case study. Doctor of Education (EdD) thesis The Open University.

Madden, Janet (2025). Exploring the interrelationship between young adolescents’ online lives and school lives when transitioning from primary to secondary school in England. Doctor of Education (EdD) thesis The Open University.

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

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

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Research Dataset RecordTo Top

Fox, Alison; Kagoya, Anne; Stutchbury, Kris; Jewitt, Katharine; Ruiz Martinez, Alejandro Tomas and Burrell, Susannah Collaborative Analysis Between Staff and Students of Interviews About Assessment, Agency, and Identity. Sage. https://doi.org/10.21954/ou.rd.19284248.v2

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