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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.

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

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

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

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

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

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

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.

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

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

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

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

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

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

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.

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

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 (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.

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

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 and Leach, Jenny (2008). The Power of Pedagogy. 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, 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.

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.

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.

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

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

Cremin, Teresa and Locke, Terry eds. (2016). Writer Identity and the Teaching and Learning of Writing. London and New York: 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. (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 and Hargreaves, Andy eds. (1984). Curriculum practice: Some sociological case studies. UK: Falmer Press.

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

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

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

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

Moyles, Janet; 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.

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 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.

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..

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.

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.

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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.

Akyeampong, Kwame (2020). Transforming Teacher Preparation for Development of Education in Ghana: Challenges, Progress and Prospects. In: Lefty, Lauren and Frazer, James W. eds. Teaching the World's Teachers. Baltimore, MD: John Hopkins University, pp. 179–198.

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

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.

Banks, Frank (2006). 'Technology, Design and Society' versus 'Science, Technology and Society (STS)': Learning Some Lessons. In: Dakers, John R. ed. Defining Technological Literacy: Towards an Epistemological Framework. New York, USA: Palgrave Macmillan, pp. 197–217.

Banks, Frank (2011). Technological literacy in a developing world context: the case of Bangladesh. In: de Vries, Marc J. ed. Positioning Technology Education in the Curriculum. International Technology Education Studies (8). Rotterdam: Sense Publishers, pp. 219–226.

Banks, Frank (2009). Competency based training in the UK. In: Jones, Alister and de Vries, Marc eds. International Handbook of Research and Development in Technology Education. International technology Education Series (5). Rotterdam: Sense publishers, pp. 555–568.

Banks, Frank (2009). Research on teaching and learning in technology education. In: Jones, Alister and de Vries, Marc eds. International Handbook of Research and Development in Technology Education, Volume 5. Sense Publishers, pp. 373–390.

Banks, Frank (2007). International collaborative case studies: Developing professional thinking for technology teachers. In: Middleton, Howard ed. Researching technology education: Methods and techniques. International Technology Education Series. Rotterdam, Netherlands: Sense Publishers, pp. 28–45.

Banks, Frank (2001). Research in design and technology education. In: Owen-Jackson, Gwyneth ed. Teaching design and technology in secondary schools: a reader. London: Routledge/Falmer, pp. 299–317.

Banks, Frank (2007). Creating and Effective Learning Environment. In: Owen-Jackson, Gwyneth ed. A Practical Guide to Teaching Design and Technology in the Secondary School. Routledge Teaching Guides. London, UK: Routledge, pp. 85–94.

Banks, Frank (2008). Teaching design and technology. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school. Learning to teach subjects in the secondary school series, 2nd ed. London: Routledge/Falmer, pp. 174–193.

Banks, Frank (2013). Innovation education through science, technology, engineering, and math (STEM) subjects - the UK experience. In: Shavinina, Larisa V. ed. The Routledge International Handbook of Innovation Education. Abingdon: Routledge, pp. 557–569.

Banks, Frank (2011). What do 'good' teachers know? Investigating teacher professional knowledge. In: Subramaniam, K. ed. Research Trends in Science, Technology and Mathematics Education. The episteme Reviews (3). New Delhi, India: Macmillan India, pp. 275–299.

Banks, Frank (2006). Technology Teacher Education in the UK. In: Williams, P.J. ed. International Technology Teacher Education. International Technology Teacher Education. USA: McGraw Hill-Glencoe, pp. 215–239.

Banks, Frank and Chikasanda, Vanwyk K. M. (2015). Technology education and developing countries. In: Williams, P. John; Jones, Alister and Buntting, Cathy eds. The Future of Technology Education. Contemporary Issues in Tecnology Education. Singapore: Springer, pp. 217–238.

Banks, Frank and Dheram, Premakumari (2012). India: committing to change. In: Moon, Robert ed. Teacher Education and the Challenge of Development: a Gobal Analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 76–90.

Banks, Frank and McCormick, Robert (2006). A case study of the inter-relationship between science and technology: England 1984-2004. In: De Vries, M. J. and Mottier, I. eds. International Handbook of Technology Education. Rotterdam, Netherlands: Sense Publishers, pp. 285–312.

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

Banks, Frank and Plant, Malcolm (2013). Transferring knowledge versus learning knowledge through technology education: what's the difference? In: Middleton, Howard and Baartman, L. K. J. eds. Transfer, Transitions and Transformations of Learning. International Technology Education Series (11). Rotterdam: Sense Publishers, pp. 23–39.

Banks, Frank and Williams, John (2013). International perspectives on technology education. In: Owen-Jackson, Gwyneth ed. Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge, pp. 31–48.

Bond, J; Coleman, P and Peace, Sheila (1993). Ageing in the Twentieth Century. In: Bond, J; Coleman, P and Peace, Sheila eds. Ageing in society : an introduction to social gerontology, 2nd edition. London: Sage, pp. 1–18.

Bornat, Joanna (2008). Biographical methods. In: Alasuutari, Pertti; Bickman, Leonard and Brannen, Julia eds. The Sage Handbook of Social Research Methods. London, UK: Sage, pp. 344–356.

Bornat, Joanna and Wilson, Gail (2008). Recycling the evidence: Different approaches to the reanalysis of elite life histories. In: Edwards, Rosalind ed. Researching families and communities: Social and generational change. London, UK: Routledge, pp. 95–113.

Bornat, Joanna (2008). 'Kate': The constant rediscovery of a poem. In: Johnson, Julia and De Souza, Corinne eds. Understanding Health and Social Care. London, UK: Sage, pp. 14–22.

Bornat, Joanna (2010). Remembering in late Lifer: generating individual and social change. In: Ritchie, Donald A. ed. The Oxford Handbook of Oral History. Oxford Handbooks in History. New York: Oxford University Press, pp. 202–218.

Bornat, Joanna (2004). Oral History. In: Seale, Clive; Gobo, Giampetro; Gubrium, Jaber F and Silverman, David eds. Qualitative Research Practice. London, UK: Sage Publications Ltd, pp. 34–47.

Bornat, Joanna; Dimmock, B; Jones, D and Peace, Sheila (1999). Generational ties in the 'new' family: changing contexts for traditional obligations. In: Silva, Elizabeth B. and Smart, Carol eds. The new family? London: Sage, pp. 115–128.

Bornat, Joanna; Dimmock, Brian; Jones, David and Peace, Sheila (2000). Researching the implications of family change for older people: the contribution of a life-history approach. In: Chamberlayne, Prue; Bornat, Joanna and Wengraf, Tom eds. The Turn to Biographical Methods in Social Science: Comparative Issues and Examples. Social Research Today. London: Routledge, pp. 244–260.

Bornat, Joanna; Dimmock, Brian; Jones, David and Peace, Sheila (1999). The impact of family change on older people: the case of stepfamilies. In: McRae, Susan ed. Changing Britain: Families and Households in the 1990s. Oxford: Oxford University Press, pp. 248–262.

Bornat, Joanna and Jones, Rebecca L. (2014). Introduction: The Future as a Topic in Ageing Research. In: Bornat, Joanna and Jones, Rebeccca L. eds. Imagining Futures: Methodological Issues for Research into Ageing. The Representation of Older People in Ageing Research Series (13). Centre for Policy on Ageing, pp. 1–11.

Bornat, Joanna and Walmsley, Jan (2004). Biography as empowering practice: lessons learned from research. In: Chamberlayne, Prue; Bornat, Joanna and Aptizsch, Ursula eds. Biographical methods and professional practice: an international perspective. Bristol, UK: Policy Press, pp. 221–236.

Boulton, David and Hammersley, Martyn (2006). Analysis of unstructured data. In: Sapsford, Roger and Jupp, Victor eds. Data Collection and Analysis. London: Sage, pp. 243–259.

Buckingham Shum, Simon and Okada, Alexandra (2008). Knowledge Cartography for Controversies: The Iraq Debate. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: software tools and mapping techniques. Advanced Information and Knowledge Processing, 1. Springer, pp. 249–265.

Buckler, Alison S. (2018). New teachers and corporal punishment in Ghana. In: Safford, Kimberly and Chamberlain, Liz eds. Learning and Teaching Around the World: Comparative Studies in Primary Education. London: Routledge.

Burton, Sonia; Eyres, Ian and McCormick, Robert (2019). The Educational Context of Bangladesh: An Overview. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, pp. 9–22.

Busher, Hugh and Fox, Alison (2019). Chapter 1 – Introduction: Overview of the book. In: Busher, Hugh and Fox, Alison eds. Implementing Ethics in Educational Ethnography: Regulation and Practice. London: Routledge, pp. 1–16.

Busher, Hugh; Fox, Alison and Capewell, Carmel (2022). Developing Phrónēsis: Challenges and opportunities. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment,. London: Routledge, pp. 200–207.

Canning, Natalie (2019). ‘Can you shout a little louder?’ Listening and hearing children’s voices through play. In: Patterson, Catherine and Kocher, Laurie eds. Pedagogies for Children's Perspectives. Thinking about Pedagogy in Early Childhood Education. Oxon: Routledge, pp. 33–46.

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

Canning, Natalie (2011). Exploring the concept of quality play. In: Reed, Michael and Canning, Natalie eds. Implementing Quality Improvement and Change in the Early Years. London, UK: Sage Publications Ltd, pp. 75–91.

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

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

Carroll, Tricia and Josephidou, Joanne (2022). The Early Years: Foundation Stage within the Primary School. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. London, UK: SAGE Publications Ltd, pp. 145–170.

Caton, Lucy and Green, Mel (2023). Digital childhood and youth: Life with screens. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 186–199.

Chamberlain, Liz (2018). Pedagogical choices in primary English. In: Baldwin, Lisa ed. Leading English in the Primary School: A Subject Leader's Guide. Routledge, pp. 82–94.

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

Chamberlain, Liz (2024). Vignette: The role of home language in supporting adolescent girls’ learning in rural Zimbabwe. In: Reilly, Colin; Chimbutane, Feliciano; Clegg, John; Rubagumya, Casmir and Erling, Elizabeth J. eds. Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education, 2. Abingdon, Oxfordshire: Routledge, pp. 92–98.

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

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

Chamberlain, Liz; Buckler, Alison; Worwood, Kelly; Chigodora, Obert; Chishava, Charlotte and Hedges, Claire (2023). Overcoming adversity for marginalised adolescent girls in Zimbabwe. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Taylor and Francis, pp. 223–233.

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

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

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Journal ItemTo Top

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

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

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.

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

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

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

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.

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.

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.

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

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; 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.

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.

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.

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.

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

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; Flynn, Naomi; Hafeez, Imran; Twitchen, Alex and Sells, Jim (2023). Supporting literacy skills and community cohesion for transnational young people. EAL Journal(21) pp. 32–34.

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.

Clifton, Grace (2004). Making the case for the BRAT (British Regiment Attached Traveller). British Educational Research Journal, 30(3) pp. 457–462.

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.

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

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.

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.

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

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; 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 (2024). Editorial. Education 3-13 (early access).

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

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

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; 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 (Early access).

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.

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.

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)

Delprato, Marcos and Akyeampong, Kwame (2019). The effect of working on students’ learning in Latin America: Evidence from the learning survey TERCE. International Journal of Educational Development, 70, article no. 102086.

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; 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.

Domínguez, Ana; Pacho, Guillermo; Bowers, Lisa; Wild, Fridolin; Alcock, Sarah; Chiazzese, Giuseppe; Farella, Mariella; Arrigo, Marco; Ross, David; Treacy, Rita; Yegorina, Darya; Mangina, Eleni and Masneri, Stefano (2023). Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences. Scientific Data, 10, article no. 823.

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

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.

Evans, Jennifer; Castle, Frances; Cooper, Deborah; Glatter, Ron and Woods, Philip A. (2005). Collaboration: The big new idea for school improvement? Journal of Education Policy, 20(2) pp. 223–235.

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.

Foster, Peter; Gomm, Roger and Hammersley, Martyn (2000). Case studies as spurious evaluations: the example of research on educational inequalitites. British Journal of Educational Studies, 48(3) pp. 215–230.

Foster, Peter and Hammersley, Martyn (1998). A review of reviews: structure and function in reviews of educational research. British Educational Research Journal, 24(5) pp. 609–628.

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

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

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

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 (Early access).

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.

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 (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.

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

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

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

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

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

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

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 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.

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

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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.

Alcock, Sarah; Aristeidou, Maria; Rienties, Bart and Kouadri Mostéfaoui, Soraya (2023). How do professional learners engage with learning analytics dashboards? In: Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK’23), ACM, New York, New York pp. 86–88.

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 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.

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.

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

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

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

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

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