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Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. (2022). Multilingual Education in South Asia: At the Intersection of Policy and Practice. Oxford: Routledge.

Addis, Mark; Eckert, Claudia and Stacey, Martin (2022). Past Designs as Repositories of Tacit Collective Knowledge. In: Fritzsche, Albrecht and Santa-María, Andres eds. Rethinking Technology and Engineering - Dialogues Across Disciplines and Geographies. Springer, (In Press).

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

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

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

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

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

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

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

Batsila, Marianthi and Shrestha, Prithvi N. (2022). Business English Needs and Secondary Vocational Business English: The Case of Greek Workplaces. Business and Professional Communication Quarterly, 85(3) pp. 247–278.

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

Bhandari, Renu (2022). “Aao Hindi bole” - Improving inclusive practice by assessing the impact of Hindi language learning in early years practitioners in the UK. In: Diversity and social justice in language learning, teaching and research: bringing theory and practice together, 14 Jun 2022, Online.

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

Butcher, John and Clarke, Anactoria (2022). ‘Part-time mature students and (the unexpected benefits of?) access to the arts’. In: Broadhead, Samantha ed. Access and Widening Participation in Arts Higher Education: Current Practice and Research. The Arts in Higher Education. Switzerland: Springer Nature - Palgrave Macmillan, pp. 119–139.

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

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

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

Chamberlain, Liz; 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.

Clark, Terryann C.; Ball, Jude; Fenaughty, John; Drayton, Bradley; Fleming, Theresa; Rivera-Rodriguez, Claudia; Le Grice, Jade; Peiris-John, Roshini; Bavin, Lynda-Maree; Schwencke, Ariel; Sutcliffe, Kylie; Lewycka, Sonia; Lucassen, Mathijs; Waa, Anaru; Greaves, Lara M. and Crengle, Sue (2022). Indigenous adolescent health in Aotearoa New Zealand: Trends, policy and advancing equity for rangatahi Māori, 2001–2019. The Lancet Regional Health-Western Pacific, 28, article no. 100554.

Conde Gafaro, Barbara (2022). First steps towards self-regulated learning. In: Rienties, Bart; Hampel, Regine; Eileen, Scanlon and Denise, Whitelock eds. Open World Learning. Routledge, pp. 63–75.

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

Cooke, Carolyn (2022). Walking With(in) Transdisciplinary-Scapes. In: Burnard, Pamela; Macklay, Elizabeth; Rousell, David and Dragovic, Tatjana eds. Doing Rebellious Research In and Beyond the Academy. Critical Issues in the Future of Learning and Teaching, 23. Leiden: Brill, pp. 70–83.

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

Crowther, Norman; Addis, Mark and Winch, Christtopher (2022). Developing English VET through Social Partnership in Further Education. London Review of Education (In Press).

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

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

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)

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

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

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

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

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

Duggan, Brett; Thomas, Hefin; Davies-Walker, Morgan; Sinnema, Claire; Cole Jones, Nia and Glover, Alison (2022). Practitioner survey on preparations for Curriculum and Assessment Reforms 2022: final report. Welsh Government, Cardiff, Wales.

Duggan, Brett; Thomas, Hefin; Davies-Walker, Morgan; Sinnema, Claire; Stewart, Sarah; Cole Jones, Nia; Glover, Alison and Griffiths, Mike (2022). Scoping study for the evaluation of the curriculum and assessment reforms in Wales: final report. Welsh Government, Cardiff, Wales.

Dumble, Katie; Driessen, Annelieke; Borgstrom, Erica; Martin, Jonathan; Yardley, Sarah and Cohn, Simon (2022). How much information is 'reasonable'? A qualitative interview study of the prescribing practices of palliative care professionals. Palliative medicine (early access).

Fang, Fan; Zhang, Lawrence Jun and Sah, Pramod K (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2) pp. 305–312.

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

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

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.

Freeman, Shannon; Marston, Hannah; Ross, Christopher; Morgan, Deborah; Wilson, Gemma; Gates, Jessica; Kolochuk, Stefani and McAloney, Richard (2022). Progress towards enhanced access and use of technology during the COVID-19 pandemic: A need to be mindful of the continued digital divide for many rural and northern communities. Healthcare Management Forum (Early access).

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

Garratt, Danielle; Johnson, Kelley; Millear, Amanda; Picken, Shaun; Slattery, Janice and Walmsley, Jan (2022). Celebrating Thirty Years of Inclusive Research. Social Sciences, 11(9) e385.

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

Gopinath, Manik; Jamieson, Lynn and Haux, Tina (2022). Remembering David Morgan and his work: collaborations, inspirations and new applications. Families, Relationships and Societies, 11(2) pp. 149–156.

Haugh, Michael; Kádár, Dániel Z. and Marquez Reiter, Rosina (2022). Offence and morality: Pragmatic perspectives. Language & Communication, 87 pp. 117–122.

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

Herodotou, Christothea; Twiner, Alison; Scanlon, Eileen; McLeod, Kevin and Seale, Jane (2022). From participants to creators: Considerations for community-led citizen science. In: Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (Chinn, C.; Tan, E.; Chan, C. and Kali, Y. eds.), International Society of the Learning Sciences, Hiroshima, Japan, pp. 11–18.

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

Hultgren, Anna Kristina (2022). English-Medium Instruction in Danish Universities: An Unintended Policy? In: McKinley, Jim and Galloway, Nicola eds. English-Medium Instruction Practices in Higher Education International Perspectives. Bloomsbury Publishing, pp. 47–57.

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

Iwaniec-Thompson, Gosia (2022). The identity trajectories of older academics. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning. Routledge, pp. 250–263.

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

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

King, Liz (2022). Benefits of podcasts for healthcare professionals. Journal of Child Health Care, 26(3) pp. 341–342.

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

Kremers, Sanne H. M.; Wild, Sarah H.; Elders, Petra J. M.; Beulens, Joline W. J.; Campbell, David J. T.; Pouwer, Frans; Lindekilde, Nanna; de Wit, Maartje; Lloyd, Cathy and Rutters, Femke (2022). The role of mental disorders in precision medicine for diabetes: a narrative review. Diabetologia (Early access).

Kucirkova, Natalia and Rowsell, Jennifer (2022). Living with digital materialisations of self. Learning, Media and Technology, 47(3) pp. 305–309.

Langdown, Ben (2022). The Junior Golfer. In: Bliss, Alex ed. Strength and Conditioning for Golf: A Guide for Coaches and Players. London: Routledge, pp. 101–122.

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

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

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

Lucassen, M.; Fleming, T.; Shepherd, M.; Stasiak, K. and Merry, S. (2022). Playing anxiety and depression away: Serious games for mental health problems in children and adolescents. In: Bennett, Sophie; Myles-Hooton, Pamela; Schleider, Jessica and Shafran, Roz eds. Oxford Guide to Brief and Low Intensity Interventions for Children and Young People. Oxford: Oxford University Press, pp. 273–279.

Lucassen, Mathijs F. G.; Núñez-García, Alicia; Rimes, Katharine A.; Wallace, Louise M.; Brown, Katherine E. and Samra, Rajvinder (2022). Coping Strategies to Enhance the Mental Wellbeing of Sexual and Gender Minority Youths: A Scoping Review. International Journal of Environmental Research and Public Health, 19(14), article no. e8738.

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

Madeley, Anna-Marie (2022). Asserting atypical choices in a complex maternity system. In: Personalised Maternity Care Building on Ockenden, 8 Jun 2022, London, Maternity and Midwifery Forum.

Madeley, Anna-Marie (2022). Request, Resistance and the Rhetoric of Choice: UK women's experiences of expressing non-normative choice in a complex and fearful maternity system. In: 21st International Normal Labour and Birth Conference, 12-14 Sep 2022, Aarhus University, Denmark.

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

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

Minnick, Alyssa M.; Cachelin, Fary M. and Gil-Rivas, Virginia (2022). Examining predictors of binge eating behaviors among racially and ethnically diverse college men. Journal of American College Health (Early Access).

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

Mohamud, Khadija; Buckler, Alison; Pitt, Beck and Twining, Peter (2022). Internet kiosks in Uganda. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning. Routledge, pp. 131–143.

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

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

Myring, Gareth; Mitchell, Paul Mark; Kernohan, W. George; McIlfatrick, Sonja; Cudmore, Sarah; Finucane, Anne M.; Graham-Wisener, Lisa; Hewison, Alistair; Jones, Louise; Jordan, Joanne; McKibben, Laurie; Muldrew, Deborah H. L.; Zafar, Shazia and Coast, Joanna (2022). An analysis of the construct validity and responsiveness of the ICECAP-SCM capability wellbeing measure in a palliative care hospice setting. BMC Palliative Care, 21(1), article no. 121.

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

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

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

Phyak, Prem; Sah, Pramod K; Ghimire, Nani Babu and Lama, Anju (2022). Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools. RELC Journal, 53(2) pp. 431–451.

Pitt, B.; Huynh, T. Q.; Gregson, J.; Seal, T.; Tran, H. H.; Nguyen, H. T.; Bui, T. N. T. and Nguyen, H. M. (2022). Readiness of Digital Transformation in Vietnamese Universities. British Council.

Porsché, Yannik; Scholz, Ronny and Singh, Jaspal eds. (2022). Institutionality: Studies of Discursive and Material (Re-)ordering. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan.

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

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

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise (2022). Introduction to open world learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning. Routledge, pp. 1–12.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise (2022). Reflecting on the main findings and practical applications. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning. Routledge, pp. 264–272.

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

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

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

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

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

Sheehy, Kieron; Vackova, Petra; van Manen, Saskia; Turnip, Sherly Saragih; Rofiah, Khofidotor and Twiner, Alison (2022). Inclusive disaster risk reduction education for Indonesian children. International Journal of Inclusive Education (Early Access).

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

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

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

Singh, Jaspal (2022). Transcultural decoloniality, global hip hop and reflexive narrative analysis. In: Solange, Maria Barros and Resende, Viviane eds. Coloniality in Discourse: A Radical Critique. London: Routledge, pp. 136–154.

Spruce, G.; Philpott, C.; Finney, J. and Cooke, C. (2022). What do we mean by meaning-making in music education? In: 29th European Association of Music in Schools Conference, 18-21 May 2022, Belgrade / Online..

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

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

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

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

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

Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Tim (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning. Routledge, pp. 44–62.

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

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

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

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

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

Wells, Jack and Langdown, Ben (2022). Warming-up for Golf. In: Bliss, A. ed. Strength and Conditioning for Golf: A Guide for Coaches and Players. London: Routledge, pp. 55–74.

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2020To Top

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