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2024To Top

Cooke, Carolyn and Burnard, Pam (2024). How Transdisciplinary and Improvisational Creativities Can Nurture Young Composers and Teachers as Confident 'Makers'. In: Kaschub, Michele ed. The Oxford Handbook of Music Composition Pedagogy. Oxford Handbooks. Oxford University Press (In Press).

Hampel, Regine (2024). Ecological perspectives on CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Publishing (In Press).

Hultgren, Anna Kristina and Habibie, Pejman (2024). Women and the construction and valuing of knowledge in academia. In: Hultgren, Anna Kristina and Habibie, Pejman eds. Women in Scholarly Publishing. Routledge, pp. 1–22.

Hultgren, Federico and Habibie, Pejman eds. (2024). Women in Scholarly Publishing: A Gender Perspective. Routledge.

Jones, Rebecca (2024). Aging and Bisexuality. In: Goldberg, Abbie ed. The SAGE Encyclopedia of LGBTQ Studies, 2nd Edition. Sage (In Press).

Paterson, Laura L and McGlashan, Mark (2024). Same-sex marriage, gay marriage, or equal marriage? Category construction in a corpus of 21st century newspaper texts. Journal of Language and Sexuality, 13(2)

Pleines, Christine and Vialleton, Elodie (2024). Curriculum design. In: Álvarez, Inma and Fuertes Gutierrez, Mara eds. The Politics of Language Teaching and Learning. Perspectives from Higher Education in the UK. London: John Murray Press (In Press).

Rainford, Jon (2024). Enabling part time doctoral researchers to develop effective support villages. In: Elliot, Dely L.; Bengtsen, Soren S.E. and Guccione, Kay eds. Developing Researcher Independence Through the Hidden Curriculum. Basingstoke: Palgrave Macmillan (In Press).

Rainford, Jon (2024). A Democratic View of Professional Development in HE. In: Hopkins, Neil and Thompson, Carol eds. Reflections on Identity: Narratives from Educators. Springer (In Press).

Rainford, Jon and Guccione, Kay (2024). Thriving in Part-Time Doctoral Study: Integrating Work, Life and Research. Insider Guides to Success in Academia. Abingdon: Routledge.

Shrestha, Prithvi; Rahman, Sayeedur and Shrestha, Bharat Babu (2024). English as a Medium of Instruction and Social Justice in Higher Education in Bangladesh and Nepal: A Capability Perspective. In: Giri, Ram Ashish; Padwad, Amol and Kabir, Mian Md Naushaad eds. English as a Medium of Instruction in South Asia: Issues in Equity, Inclusion and Social Justice. Routledge, pp. 170–189.

T Schram, Miranda; Schmitt, Andreas; Beran, Magdalena; Geraets, Anouk; Iversen, Marjolein M; Nefs, Giesje; Nouwen, Arie; Pouwer, Frans and Huber, Jörg W (2024). Associations between HbA1c reduction and change in depressive symptoms following glucose-lowering treatment in adults: A systematic review of intervention studies. Current Diabetes Reviews, 20 (Early Access).

Wilton-Godberfforde, Emilia (2024). Mithridate and the temporal contradictions of heroism. In: Hammond, Paul and Hammond, Nicholas eds. Tragedies of Tyranny: Essays on ‘Bajazet’ and ‘Mithridate’. Faux Titre. Leiden: Brill (In Press).

2023To Top

Cooper, Victoria and Tatlow-Golden, Mimi eds. (2023). An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge.

Ellis, Adam; Marques, Olga and Gunter, Anthony eds. (2023). Thug Criminology: A Call to Action. Toronto: University of Toronto Press.

Georgakopoulou, Alexandra; Giaxoglou, Korina and Patron, Sylvie eds. (2023). Small Stories Research: Tales, Tellings, and Tellers Across Contexts. Routledge Research in Narrative, Interaction, and Discourse. New York, USA: Routledge.

Hemmington, Jill and Vicary, Sarah eds. (2023). Making Decisions in Compulsory Mental Health Work: Boundaries, Frames and Perspectives. Bristol: Policy Press.

Hubscher-Davidson, Séverine and Lehr, Caroline eds. (2023). The Psychology of Translation: An Interdisciplinary Approach. London: Routledge.

Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. (2023). Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

Levell, Jade; Young, Tara and Earle, Rod eds. (2023). Exploring Urban Youth Culture Outside of the Gang Paradigm: Critical Questions of Youth, Gender and Race On-Road. UK: Bristol University Press (In Press).

Maci, Stefania M.; Demata, Massimiliano; McGlashan, Mark and Seargeant, Philip eds. (2023). The Routledge Handbook of Discourse and Disinformation. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge.

Márquez Reiter, Rosina and Patiño-Santos, Adriana eds. (2023). Language Practices and Processes among Latin Americans in Europe. Routledge Studies in Hispanic and Lusophone Linguistics. Oxon and New York: Routledge.

Stickler, Ursula and Emke, Martina eds. (2023). Online Language Teaching: Crises and Creativities. Developing Online Language Pedagogies, 1. London: Castledown.

Williams, Quentin and Singh, Jaspal Naveel eds. (2023). Global Hiphopography. Palgrave Macmillan, Cham.

Addis, Mark (2023). Normative Cognition in the Cognitive Science of Religion. In: Vinten, Robert ed. Wittgenstein and the Cognitive Science of Religion: Interpreting Human Nature and the Mind. London: Bloomsbury Academic.

Addis, Mark; Eckert, Claudia and Stacey, Martin (2023). 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. Philosophy of Engineering and Technology (45). Cham: Springer, pp. 55–66.

Agbaire, Jennifer Jomafuvwe (2023). On ethically inclusive international research: whose values, whose standards? The Open University.

Agbaire, Jennifer Jomafuvwe and Dunne, Máiréad (2023). Nigerian Higher Education Catchment Policy: Exclusions and the Absent Presence of Ethnicity. Higher Education Policy [Early Access].

Ahmad, Mufleha (2023). Exploring scientific resilience with KS3 students. Postgraduate Research Poster Competition, The Open University.

Albuquerque, Josmario (2023). Towards an Automatic Approach for Uncovering Ethnic Bias in Online Learning Texts. PhD thesis The Open University.

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.

Alderson, Priscilla; Bellsham-Revell, Hannah; King, Liz; Vigneswaran, Trisha and Wray, Jo (2023). Children’s ages of consent to non-urgent heart surgery: The views of two paediatric cardiology teams. Children and Society (Early Access).

ALDinHE (2023). LoveLD Magazine, Issue 1: February 2023. ALDinHE.

ALDinHE (2023). LoveLD Magazine, Issue 2: March 2023. ALDinHE.

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

Álvarez, Inma; Fuertes Gutierrez, Mara and Gallardo Barbarroja, Matilde (2023). Team teaching in languages: a scoping review of approaches and practices in higher education. Innovation in Language Learning and Teaching (Early access).

Amponsah Ansu, Mavis; Asamani, Lebbaeus and Addae-Kyeremeh, Eric (2023). Teacher instructional scaffolding improves the psychological capital of learners and boosts their self-regulated learning capabilities (71084). In: The 11th European Conference on Education (ECE2023), 13-17 Jul 2023, SOAS University of London and University College London.

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.

Angermuller, Johannes (2023). Postfaktischer Diskurs und Wahrheit. Zeitschrift für Diskursforschung, 10(2) pp. 349–357.

Angermuller, Johannes (2023). The analysis of discursive subjects. In: Cap, Piotr ed. Handbook of Political Discourse. Elgar Handbooks in Political Science. Cheltenham: Elgar, pp. 180–203.

Angermuller, Johannes and Blanchard, Philippe (2023). Careers of the Professoriate. Academic pathways of the linguists and sociologists in Germany, France and the UK. London: Palgrave MacMillan.

Angermuller, Johannes and Wroblewska, Marta (2023). “It’s creative stuff!” The REF Impact Agenda and the discursive (re-)positioning of academics. Educational Studies Review, 2(40) pp. 29–54.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton (2023). Online remote exams in higher education: distance learning students' views. In: INTED 2023 Proceedings, 6-8 Mar 2023, Valencia, Spain, pp. 2556–2563.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton (2023). Students’ experiences of remote online exams at a distance learning university. In: EARLI 2023: The 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 Aug 2023, Thessaloniki, Greece.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton and Paci, Patrizia (2023). Examining university student satisfaction and barriers to taking online remote exams. In: 9th International Conference on Higher Education Advances (HEAd’23), UPV Press, València, Spain, pp. 1–8.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton; Rees, Terri and Paci, Patrizia (2023). Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. Journal of Computer Assisted Learning [Early Access].

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.

Barkanyi, Zsuzsanna (2023). Ansiedad y aprendizaje virtual / Anxiety and virtual learning. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerzo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Advances in Spanish Language Teaching. London and New York: Routledge (In Press), pp. 160–185.

Barkanyi, Zsuzsanna and Kiss, Z. G. (2023). Production and perception of voicing contrast in assimilation contexts in Hungarian. Journal of Uralic Linguistics, 2(1) pp. 5–49.

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

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 [Early Access].

Batra, Namrita (2023). [Book Review] Anandini Dar, Divya Kannan (Eds) Childhood and youth in India: Engagements with modernity. Children & Society (Early access).

Benstead, Kim; Brandl, Andrea; Brouwers, Ton; Civera, Jorge; Collen, Sarah; Csaba, Degi L.; De Munter, Johan; Dewitte, Marieke; Diez de los Rios, Celia; Dodlek, Nikolina; Eriksen, Jesper G.; Forget, Patrice; Gasparatto, Chiara; Geissler, Jan; Hall, Corinne; Juan, Alfons; Kalz, Marco; Kelly, Richard; Klis, Giorgos; Kulaksız, Taibe; Lecoq, Carine; Marangoni, Francesca; McInally, Wendy; Oliver, Kathy; Popovics, Maria; Poulios, Christos; Price, Richard; Rollo, Irena; Romeo, Sylvia; Steinbacher, Jana; Sulosaari, M; Virpi and O'Higgins, Niall (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), article no. 106989.

Bevan Jones, Rhys; Hussain, Faris; Shameem Agha, Sharifah; Weavers, Bryony; Lucassen, Mathijs; Merry, Sally; Stallard, Paul; Simpson, Sharon Anne and Rice, Frances (2023). Digital technologies to support adolescents with depression and anxiety: review. BJPsych Advances, 29(4) pp. 239–263.

Bhandari, Renu (2023). Creating effective, empowered, and inclusive play in children with disabilities. SHEJ: Disability Rehabilitation Research, 1(1) pp. 3–12.

Bhandari, Renu (2023). Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention. Compass: Journal of Learning and Teaching, 16(1) pp. 34–48.

Bhandari, Renu (2023). Block 1 Unit 3: What made me who I am? In: Darnell, Simon ed. Y034 Psychology, social science and wellbeing. Milton Keynes: The Open University.

Bhandari, Renu (2023). Block 2 Unit 2: Do we all have the same chances? In: Darnell, Simon ed. Y034 Psychology, social science and wellbeing. Milton Keynes: The Open University.

Bhandari, Renu and Rainford, Jon (2023). Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support. International Journal of Educational and Life Transitions, 2(1), article no. 5.

Bhandari, Renu and Rainford, Jon (2023). Bridging the awarding gap in the transitions of neurodivergent students moving from Access to Level 1 study. In: Equality, Diversity, Inclusion & Accessibility (EDIA) AL Professional Development (Online) Event – 17 May 2023, 17 May 2023, The Open University [Online].

Bhandari, Renu and Rainford, Jon (2023). Exploring the transitions of Neurodivergent Access students to level one study: Narratives of study skills and support. In: PRAXIS Festival of Scholarship, 18 May 2023, The Open University [Online].

Bhandari, Renu and Rainford, Jon (2023). Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support. In: Research Centre for Transformative Change: Educational & Life Transitions (TCELT) Research Seminar, 5 Jul 2023, University of Dundee.

Bhandari, Renu and Rainford, Jon (2023). “Fearless” exploration of creative methodology in research. In: “Fearless” exploration of creative methodology in research, 23 Oct 2023, Online.

Bhandari, Renu and Rainford, Jon (2023). Listening to Neurodivergent student voice: Supporting transitions to level 1 study. In: ISSOTL23 (International Society for the Scholarship of Teaching and Learning Context matters ): Research on Teaching & Learning: Integrating Practices, 8-11 Nov 2023, Utrecht University, Netherlands.

Bliss, Alex and Langdown, Ben (2023). Integration of golf practise and strength and conditioning in golf: Insights from professional golf coaches. International Journal of Sports Science & Coaching [Early Access].

Bliss, Alex and Langdown, Ben L. (2023). Integrating strength and conditioning training and golf practice during the golf season: approaches and perceptions of highly skilled golfers. International Journal of Sports Science and Coaching (Early access).

Blower, Alex and Rainford, Jon (2023). Internalizing the Present in the Articulation of the Future: Masculinity, Inequality and trying on new Possible Selves. Boyhood Studies, 16(2) (In Press).

Boampong, Michael (2023). Diverse families. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 75–89.

Boateng, Felicia (2023). Does All ‘Talk’ Lead To 21st-Century Learning? Postgraduate Research Poster Competition, The Open University.

Bohr, Yvonne; Litwin, Leah; Hankey, Jeffrey Ryan; McCague, Hugh; Singoorie, Chelsea; Lucassen, Mathijs F. G.; Shepherd, Matthew and Barnhardt, Jenna (2023). Evaluating the Utility of a Psychoeducational Serious Game (SPARX) in Protecting Inuit Youth From Depression: Pilot Randomized Controlled Trial. JMIR Serious Games, 11, article no. e38493.

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

Borgstrom, Erica; Bashir, Kirsten; Pestano, Catherine and Ramsey-Jones, Esther (2023). End of Life Doula UK Evaluation: Leeds and Surrounding Areas NHS Commission. The Open University, Milton Keynes.

Borgstrom, Erica; Cohn, Simon and Driessen, Annelieke (2023). Forms of care: study overview and collated outputs. London School of Hygiene and Tropical Medicine; The Open University.

Borgstrom, Erica; Driessen, Annelieke; Krawczyk, Marian; Kirby, Emma; MacArtney, John and Almack, Kathryn (2023). Grieving Academic Grant Rejections: Examining Funding Failure and Experiences of Loss. Sociological Review (Early access).

Borgstrom, Erica; Harris, Claire A.; Jones, Kerry and Mallon, Sharon (2023). Bereavement during employment in Higher Education (UK): 2023 Survey Report. The Open University, Milton Keynes.

Borgstrom, Erica; Henry, Claire; Jordan, Joanne and St Ledger, Una (2023). Realising the Ambitions: Insights from how People Understand, Interpret and Implement the Ambitions Framework for Palliative and End of Life Care. The Open University, Milton Keynes, UK.

Borgstrom, Erica; Jordan, Joanne and Henry, Claire (2023). Ambitions for palliative and end of life care: mapping examples of use of the framework across England. BMC Palliative Care, 22, article no. 83.

Borgstrom, Erica; Jordan, Joanne; St Ledger, Una and Henry, Claire (2023). Small Steps, Big Vision - Grab and Go Guide to support the realisation of the Ambitions for Palliative and End of Life Care. The Open University.

Borgstrom, Erica; Jordan, Joanne; St Ledger, Una and Henry, Claire (2023). Small Steps, Big Vision - Grab and Go Customisable Template to support the realisation of the Ambitions for Palliative and End of Life Care. The Open University.

Bower, Virginia; Taylor, Julie; Hampson-Stemp, Hayley; Fullard, Michael; Peterson, Andrew and Carden (ed.), Catherine (2023). Character and ITE: A Practical Guide. Jubilee Centre for Character and Virtues. University of Birmingham, Birmingham.

Boyd, Lesley (2023). ULTIMATE: conceptual framework of a technology-enabled collaborative problem solving and improvement process. Open Issue 1.0 September 2023. Lesley Boyd.

Boyle, Geraldine; Constantinou, Georgina and Garcia, Rebecca (2023). Does gender influence children’s and young people’s caring? A qualitative, systematic review and meta-ethnography. Children & Society, 37(2) pp. 404–423.

Boyle, Geraldine and Mozdiak, Elizabeth (2023). Young Adult Carers Services in England: Facilitating Choice over Future Caring? Health & Social Care in the Community, 2023, article no. 1466336.

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.

Brash, Bärbel and Strasser, Thomas (2023). Transfer Theorie auf die Praxis: Webtools im mediengestützten Unterricht. In: Methodik-Didaktik-Digital, Egypt, pp. 209–247.

Brod, Garvin; Kucirkova, Natalia; Shepherd, Joshua; Jolles, Dietsje and Molenaar, Inge (2023). Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design. Educational Psychology Review, 35(1), article no. 25.

Brownlow, Charlotte; O'Dell, Lindsay and Abawi, Ding (2023). Critically contextualising ‘normal' development and the construction of the autistic individual. In: Milton, Damian and Ryan, Sara eds. The Routledge International Handbook of Critical Autism Studies. Routledge International Handbooks. London: Routledge, pp. 20–33.

Burnard, Pamela and Cooke, Carolyn (2023). Troubling Terrains of Diffractive Re-readings: Performing Transdisciplinary Re-matterings of Music, Mathematics and Visual Art Materiality. In: Bailey, Annouchka and Chan, JJ eds. Diffracting New Materialisms Emerging Methods in Artistic Research and Higher Education. Palgrave Macmillan, Cham, pp. 235–263.

Butcher, John (2023). What is the impact of an Access Programme? Forum for Access and Continuing Education.

Butcher, John (2023). The Importance of Access for Adult Learners. HE Professional.

Butcher, John (2023). Widening participation in higher education. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. Abingdon, Oxon: Routledge, pp. 139–150.

Carruthers, Helen; Derry, David and Astin, Felicity (2023). Becoming partners in rehabilitation with patients in intensive care: physiotherapists’ perspectives. Disability and Rehabilitation (Early access).

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 (2023). 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; 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 Drane, Rob (2023). A whole school approach to the teaching of writing: Lessons learned from collaborative lesson research. In: Writing Matters, UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

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.

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 [Early Access].

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

Charitonos, K.; Gillespie, M.; Dancu, L.; O'Malley, O.; Al-Rashid, A.; Martin, S.; Wilding, C.; Graffin, N.; Mutwarasibo, F. and Babjak, M. (2023). Examining transitions to distance and online higher education with students from refugee backgrounds. In: BERA 2023 Conference, 12-14 Sep 2023, Birmingham, UK.

Charitonos, Koula; Kukulska-Hulme, Agnes; Huxley, Sarah; Hedges, Claire; Law, Patrina; Power, Tom; Akyeampong, Kwame; Mwoma, Teresa; Al-Awidi, Hamid and Whitelock, Denise (2023). Consultation for the 2023 GEM Report on Technology and Education. The Open University.

Chatterton, Claire (2023). Commentary: Memories of nursing in Singapore: an oral history approach. Journal of Research in Nursing, 28(1) pp. 21–22.

Cobo Palacios, Isabel (2023). Spanish language teachers' mediation practices in Higher Education. PhD thesis The Open University.

Cohn, Simon; Driessen, Annelieke and Borgstrom, Erica (2023). Human and Person when life is fragile: New relationships and inherent ambivalences in the care of dying patients. Science, Technology, & Human Values (early access).

Coleman, Phil (2023). Practicum structures and nursing student retention/achievement rates in a United Kingdom university: a quantitative analysis. Quality Advancement in Nursing Education - Avancées en formation infirmière, 9(1), article no. 7.

Coleman, Phil and Tang, Anson (2023). Explaining the Practicum Experiences of Pre-Registration Nursing Students in Hong Kong using the Theory of Human Relatedness. International Journal of Work Integrated Learning, 24(2) pp. 227–240.

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

Cook, Jane (2023). Commentary - Collective experiences of people living with diabetes undertaking the inpatient journey and the nurses and midwives who support them. Evidence Based Nursing, 26(105)

Cook, Jane and Lewitt, Moira (2023). Intersectionality, governmentality and neoliberalism - a reality based framework for nurse education. In: 26th International Philosophy in Nursing Society (IPONS) Conference, 27-29 Sep 2023, Sydney, Australia.

Cooke, Carolyn; Colucci-Gray, Laura and Burnard, Pamela (2023). Sensing bodies: Transdisciplinary enactments of ‘thing-power’ and ‘making-with’ for educational future-making. Digital Culture & Education (In Press).

Cooke, Helen; Barton, Helen and Rossade, Klaus-Dieter (2023). Remaining ‘open’ during a crisis: Managing academic continuity at The Open University, UK. Advances in Online Education: A Peer-Reviewed Journal, 2(1) pp. 6–16.

Cooper, Megan; Madeley, Anna-Marie; Burns, Ethel and Feeley, Claire (2023). Understanding the barriers and facilitators related to birthing pool use from organisational and multi-professional perspectives: a mixed-methods systematic review. Reproductive Health, 20, article no. 147.

Cooper, Victoria (2023). [Book Review] Andrew Holliman, Kieron Sheehy, Overcoming Adversity in Education. The Psychology of Education Review, 47(2) p. 61.

Cooper, Victoria (2023). Young people’s mental health. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 90–106.

Cooper, Victoria; Montgomery, Heather and Tatlow-Golden, Mimi (2023). Adolescents, teenagers, and youth: A time of change. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 200–217.

Cooper, Victoria; Payler, Jane; Bennett, Stephanie Jane and Taylor, Lottie (2023). From arrest to release, helping families feel less alone: An evaluation of a Worcestershire pilot support project for families affected by parental imprisonment. The Open University, Milton Keynes.

Cooper, Victoria and Preece, Vicky (2023). Children's bodies. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 43–57.

Cornock, Marc (2023). Accountability and Professionalism in Nursing and Healthcare. London: SAGE Publications Ltd.

Cornock, Marc (2023). Consent: A Pocket Guide for Nursing and Health Care. London: Lantern Publishing Ltd.

Cornock, Marc (2023). Confidentiality: a pocket guide for nursing and health care. pocket guides for nursing and health care. London: Lantern Publishing Ltd.

Cornock, Marc (2023). Rights, ethics and law: an introduction. Orthopaedic & Trauma Times(43) pp. 27–33.

Cornock, Marc and Giddings, Lindsay (2023). A Straightforward Guide to Healthcare Rights and Law for Patients, Carers and Practitioners. UK: Straightforward Publishing.

Cornock, Marc and Rees, Margaret (2023). Research ethics, consent and publication. Heliyon, 9(8), article no. e18419.

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

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Cremin, Teresa (2022). Reading places. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 188–192.

Cremin, Teresa; Harris, Ben and Courtney, Matthew (2022). Reading aloud. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 73–86.

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

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2022). Conclusion : Reading Teachers of tomorrow. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers. Abingdon: Routledge, pp. 193–197.

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Douglas, Jenny (2022). Challenging Oppression in Health Promotion and Developing an Intersectional Framework for Health Promotion in Teaching Health Promotion Through a Distance Learning Module at the Open University. In: Akerman, Marco and Germani, Ana Claudia Camargo Gonçalves eds. International Handbook of Teaching and Learning in Health Promotion : Practices and Reflections from Around the World. Springer Cham, pp. 633–648.

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.

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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, 36(8) pp. 1242–1251.

Dyer, Natalie; Mackenzie, Hollie; Teggi, Diana and de Vries, Patricia (2022). Pussy Riot Vs. Trump: Becoming Woman To Resist Becoming Fascist. In: Dolphijn, Rick and Braidotti, Rosi eds. Deleuze and Guattari and Fascism. Deleuze Connections. Edinburgh: Edinburgh University Press, pp. 362–379.

Earle, Rod (2022). Book Review: The cage of days: Time and temporal experience in prison by Carceral, K.C. and Flaherty, Michael G. Criminal Justice Review (Early Access).

Earle, Sarah; Blackburn, Maddie; Chambers, Lizzie; Downing, Julia; Fleming, Kate; Hale, Jamie; Marston, Hannah R.; O'Dell, Lindsay; Sinason, Valerie; Watts, Lucy and Whitney, Sally (2022). 'Whose life are they going to save? It's probably not going to be mine!' Living with a Life-shortening Condition during the Coronavirus (COVID-19) Pandemic: A grounded theory study of embodied precarity. Qualitative Health Research, 32(14) pp. 2055–2065.

Earle, Sarah; Blackburn, Maddie; Lizzie, Chambers; Downing, Julia; Flemming, Kate; Hale, Jamie; Marston, Hannah; O'Dell, Lindsay; Sinason, Valerie; Watts, Lucy and Whitney, Sally (2022). Bearing witness at a time of crisis: Methodological reflections on interviewing young adults with life-limiting or life-threatening conditions in inclusive research. In: Hospice UK National Conference: Finding a Way Forward, 22-24 Nov 2022, Glasgow, UK.

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

Ege, Fatma; Yuksel, Dogan and Curle, Samantha (2022). A corpus-based analysis of discourse strategy use by English-Medium Instruction university lecturers in Turkey. Journal of English for Academic Purposes, 58, article no. 101125.

Evans, Ben; Frumkin, Lara; Coopamootoo, Kovila; Jesus, Vitor and Little, Sabine (2022). Digital technologies, power and control: A review of how organisations can empower individuals and communities to develop trust, uphold their privacy and curate their identity in a secure digital environment. University of Manchester.

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, 37(2) pp. 209–212.

Fearn, Lesley June (2022). EFL teachers’ perceptions of online community projects in secondary school education. The JALT CALL Journal, 18(3) pp. 360–381.

Fearn, Lesley June (2022). Online Community Projects and Post-Pandemic EFL Curricula in Secondary Schools. In: El-Henawy, Walaa M. and Suárez, Maria-del-Mar eds. English as a Foreign Language in a New-Found Post-Pandemic World. IGI Global, pp. 226–249.

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Finlay, Amy; Robinson, Eric; Jones, Andrew; Maden, Michelle; Cerny, Caroline; Muc, Magdalena; Evans, Rebecca; Makin, Harriet and Boyland, Emma (2022). A scoping review of outdoor food marketing: exposure, power and impacts on eating behaviour and health. BMC Public Health, 22, article no. 1431.

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

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

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

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

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

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

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, 35(5) pp. 286–290.

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.

Gallastegi, Lore; Gaved, Mark; Woodward, Clare; Stutchbury, Kris and Henry, Fiona (2022). ICT Strengthening Partnership in Zambian schools. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Gallastegi, Lore; Stutchbury, Kris; Woodward, Clare and Henry, Fiona (2022). School based professional development in partnership in Zambia. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Garcia, Rebecca (2022). Chapter 6: Social Determinants of Health. In: Gary, Faye A. and Lotas, Marylin J. eds. A Population Health Approach to Health Disparities for Nurses: Care of Vulnerable Populations. Springer, pp. 105–130.

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

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

Garcia, Rebecca and Qureshi, Irtiza (2022). Nurse identity: reality and media portrayal. Evidence Based Nursing, 25(1) pp. 1–5.

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.

Genoe, M. Rebecca; Liechty, Toni and Marston, Hannah R. (2022). Leisure innovation and the transition to retirement. Leisure Sciences, 44(4) pp. 440–458.

Giaxoglou, Korina (2022). Affective positioning in hyper-mourning: sharers as tellers, co-tellers and witnesses. Conjunctions. Transdisciplinary Journal of Cultural Participation, 9(1) pp. 1–12.

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.

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

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

Glover, Alison (2022). Fostering participation, collaboration and problem solving in the classroom – developing discussion and actions for sustainability. In: Teacher Education for Equity and Sustainability Network (TEESNet) 13th Annual Conference, 28 Sep 2022, Liverpool Hope University.

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

Glover, Alison; Jones, Megan; Thomas, Angela and Worrall, Leigh (2022). Effective mentoring in Initial Teacher Education: What works and why. The Open University, Cardiff, Wales.

Goiana-da-Silva, Francisco; Cruz-e-Silva, David; Rito, Ana; Lopes, Carla; Muc, Magdalena; Darzi, Ara; Araújo, Fernando; Miraldo, Marisa; Morais Nunes, Alexandre and Allen, Luke N. (2022). Modeling the health impact of legislation to limit the salt content of bread in Portugal: A macro simulation study. Frontiers in Public Health, 10, article no. 876827.

Golding, Tyrrell and Rossade, Klaus-Dieter (2022). Making Microcredentials Count. In: Innovating Higher Education Conference 2022, 19-21 Oct 2022, Athens.

Gopinath, Manik (2022). [Book Review] Beyond Filial Piety: Rethinking Aging and Caregiving in Contemporary East Asian Societies by Jeanne Shea, Katrina Moore and Hong Zhang (eds) (2020). International Journal of Care and Caring, 7(2) pp. 381–382.

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

Gopinath, Manik; 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.

Gorbunova, Viktoriia; Gusak, Natalia; Klymchuk, Vitalii; Palii, Valeriia; Ustenko, Vitalina; Kondur, Zemfira; Popenko, Viola and Oates, John (2022). Social determinants of mental well-being: senses of powerlessness and empowerment among Romani in Ukraine. Mental Health and Social Inclusion, 26(2) pp. 156–166.

Greenfield, Mari (2022). Lack of policy consideration for breastfeeding co-mothers in maternity services. British Journal of Midwifery, 30(9) pp. 526–530.

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

Habibie, Pejman and Hultgren, Anna Kristina (2022). Different Faces of Gatekeeping and Gatekeepers. In: Habibie, Pejman and Hultgren, Anna Kristina eds. The Inner World of Gatekeeping in Scholarly Publication. Palgrave Macmillan, pp. 9–24.

Haider, Sharif (2022). Sensitive Research in Social Work. Palgrave Macmillan.

Hall, John; Armstrong, Neil; Agulnik, Peter; Fees, Craig; Kennard, David; Leach, Jonathan and Millard, David (2022). The processes and context of innovation in mental healthcare: Oxfordshire as a case study. History of Psychiatry (Early Access).

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

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

Hammersley, Martyn (2022). [Book review] Experimenting with Ethnography: A Companion to Analysis. The AAG Review of Books, 10(1) pp. 11–12.

Hammersley, Martyn (2022). Is ‘Representation’ a Folk Term? Some Thoughts on a Theme in Science Studies. Philosophy of the Social Sciences, 52(3) pp. 132–149.

Hammersley, Martyn (2022). Max Weber and his conservative critics: Social science and the problem of value relativism. Journal of Classical Sociology (Early access).

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

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

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

Hammersley, Martyn (2022). Is There Quality in Qualitative Research? Qualitative Inquiry (Early Access).

Hanley, Joe (2022). Left behind: exploring how mainstream social work students see themselves compared to the ‘best and brightest’. Social Work Education, 41(4) pp. 497–513.

Hanley, Joe (2022). Better together: comprehensive social work education in England. Critical and Radical Social Work, 10(1) pp. 127–143.

Hanley, Joe (2022). [Book review]Writing skills for social work students by Bella Ross. Journal of Social Work, 22(5) pp. 1315–1316.

Hanley, Joe (2022). [Book Review] Ethics and risk management in online and distance social work by Frederic Reamer. Journal of Social Work, 22(6) pp. 1453–1454.

Hanley, Joe (2022). Social Work England: A regulator worthy of our collective dissent. Aotearoa New Zealand Social Work, 34(3) pp. 48–60.

Harris, Emma; Conway, Dwayne; Jimenez-Aranda, Angel; Butts, Jeremy; Hedley-Takhar, Philippa; Thomson, Richard and Astin, Felicity (2022). Development and user-testing of a digital patient decision aid to facilitate shared decision-making for people with stable angina. BMC Medical Informatics and Decision Making, 22, article no. 143.

Harrison, Stephen; Buckler, Alison and Curran, Sheila (2022). The ‘pivotal’ role of the ‘School Buddy’ in the development of a non-formal, community-based, education programme in Zimbabwe. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

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

Harrison, Virginia; Moulds, Michelle L. and Jones, Katie (2022). Support from friends moderates the relationship between repetitive negative thinking and postnatal wellbeing during COVID-19. Journal of Reproductive and Infant Psychology, 40(5) pp. 516–531.

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

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

Hedges, Claire; Power, Tom; Dawadi, Saraswati; Rahman, Hafiz and Siddique, Nure Alam (2022). 3MPower PEER Researcher Workshop Report. The Open University, Milton Keynes.

Hedges, Claire; Power, Tom; Haider, Arosa Tahsin; Shifat, Nazmuzzaman; Kawser, Masud; Galib, Sabir Hasan; Fahad, Sameul Hoque; Munira, Sirajam and Parvin, Tauhida (2022). 3MPower Evidence Café 1: Report. The Open University, Milton Keynes.

Helm, Francesca and Hauck, Mirjam (2022). Language, Identity and Positioning in Virtual Exchange. In: Klimanova, Liudmila ed. Identity, Multilingualism and CALL: Responding to New Global Realities. Advances in CALL Research and Practice. Sheffield: Equinox, pp. 24–48.

Hendry, Helen (2022). My reading practices. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 68–69.

Hendry, Helen; Thompson, Sonia and Truby, Andrew (2022). Reading Head Teachers. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 135–149.

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

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

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.

Hlosta, Martin; Herodotou, Christothea; Papathoma, Tina; Gillespie, Anna and Bergamin, Per (2022). Predictive learning analytics in online education: A deeper understanding through explaining algorithmic errors. Computers and Education: Artificial Intelligence, 3, article no. 100108.

Hoggart, Lesley and Berer, Marge (2022). Making the case for supported self-managed medical abortion as an option for the future. BMJ Sexual & Reproductive Health, 48 pp. 146–148.

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, 48 pp. 205–209.

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

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

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

Hubscher-Davidson, Séverine (2022). Communicating myriad emotions across cultures: A perspective from translator studies. In: Centre for Translation Studies’ Annual Lecture, 15 Jun 2022, University of Leeds.

Hubscher-Davidson, Séverine (2022). Stress management for professional linguists. In: Invited opening speaker at “Future of the profession” event series, 30 Sep 2022, United Nations Office in Vienna (UNOV).

Hubscher-Davidson, Séverine (2022). Regulating interpersonal emotions in the (translation) workplace. In: Petrilli, Susan and Ji, Meng eds. Intersemiotic Perspectives on Emotions: Translating across Signs, Bodies and Values. Creative, Social and Transnational Perspectives on Translation. London: Routledge, pp. 163–178.

Hughes, Ben and Jones, Kerry (2022). Young People’s Experiences of Death Anxiety and Responses to the Covid-19 Pandemic. OMEGA Journal of Death and Dying (Early access).

Hultgren, Anna Kristina (2022). Certifying Knowledge Under Neoliberalism: Global Inequality and Academic Wellbeing. In: Habibie, Perjman and Hultgren, Anna Kristina eds. The Inner World of Gatekeeping in Scholarly Publication. Palgrave Macmillan, pp. 163–182.

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 and Molinari, Julia (2022). The limits of translingualism: In search of complementary forms of resistance. Apples - Journal of Applied Language Studies, 16(3) pp. 48–68.

Hultgren, Anna Kristina; Nao, Marion; Sah, Pramod and Beach, Derek (2022). Tracing the Causes of English as a Medium of Instruction through Process Tracing. In: Sociolinguistics Symposium 24 - Inside and Beyond Binaries, 13-16 Jul 2022, Ghent University, Belgium.

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.

Hultgren, Anna Kristina and Wilkinson, Robert (2022). New understandings of the rise of English as a medium of instruction in higher education: the role of key performance indicators and institutional profiling. International Journal of the Sociology of Language, 2022(277) pp. 47–59.

Ibbotson, Paul (2022). Language Acquisition: The Basics. London: Routledge.

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

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2022). Accessibility in MOOCs: the stakeholders’ perspectives. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open world learning: research, Innovation and the Challenges of High-Quality Education. London: Routledge, pp. 119–130.

Iwaniec-Thompson, Gosia (2022). The identity trajectories of older academics: Workplace affordances and individual subjectivities. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 250–263.

Jen, Sarah and Jones, Rebecca (2022). Imagining Queer Futures Beyond Boundaries: A Narrative Analysis of Creative Writing. Innovation in Aging, 6(Supplement) p. 136.

Jennings, Carys (2022). These are our stories: Affording children and teachers’ voices in participatory research. BERA Blog.

Jennings, Carys (2022). The Place of Play in the Early Years curricula of the UK. In: Waters-Davies, Jane ed. Introduction to Play. London UK: SAGE Publications Ltd, pp. 133–145.

Jennings, Catriona; Astin, Felicity; Prescott, Eva; Hansen, Tina; Gale, Chris and De Bacquer, Dirk (2022). Illness perceptions and health literacy are strongly associated with health-related quality of life, anxiety and depression in patients with coronary heart disease: results from the EUROASPIRE V cross-sectional survey. European Journal of Cardiovascular Nursing (Early Access).

Jewitt, Katharine (2022). Resilience for riding the Coronacoaster. In: Equality, Diversity and Inclusion AL Development Event, Thursday 3 Mar 2022, The Open University.

Johnson, Paulette (2022). [Book Review] Working with conflict in social work practice by Brian Littlechild, Karen Mills and Rose Parkes. Journal of Social Work, 22(4) pp. 1127–1129.

Jonathan, Rix (2022). Re-examining special needs – What could be better? In: Tierney, R; Rizvi, F and Erkican, K eds. International Encyclopedia of Education, Volume 9 (4). Elsevier, pp. 284–292.

Jones, K.; Methley, A.; Boyle, G.; Garcia, R. and Vseteckova, J. (2022). A Systematic Review of the Effectiveness of Acceptance and Commitment Therapy for Managing Grief Experienced by Bereaved Spouses or Partners of Adults Who Had Received Palliative Care. Illness, Crisis, & Loss, 30(4) pp. 596–613.

Jones, Katie; Harrison, Virginia; Moulds, Michelle L. and Lazard, Lisa (2022). A qualitative analysis of feelings and experiences associated with perinatal distress during the COVID-19 pandemic. BMC Pregnancy and Childbirth, 22(1), article no. 572.

Jones, Kerry and Hughes, Ben (2022). Children’s Experiences of Death Anxiety and Responses to the Covid-19 Pandemic. Illness, Crisis & Loss, 31(3) pp. 558–575.

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.

Jones, Kerry; Schnitzler, Katy and Borgstrom, Erica (2022). The implications of COVID ‐19 on health and social care personnel in long‐term care facilities for older people: An international scoping review. Health & Social Care in the Community, 30(6) e3493-e3506.

Jones, Megan (2022). Exploring British Sign Language (BSL) as a strategy for Welsh language acquisition to all learners in Welsh medium early years settings. In: Teacher Education Advancement Network Conference (TEAN), 5 May - 6 May 2022, Virtual.

Jones, Megan and Worrall, Leigh (2022). Effective Mentoring in Initial Teacher Education: What works and why? Case Studies from The Open University Partnership in WALES PGCE Programme. The Open University in Wales, Cardiff, Wales.

Jones, Megan and Worrall, Leigh (2022). Effective mentoring in Initial Teacher Education – what works and
why? In: Teacher Education Advancement Network Conference (TEAN), 5 May - 6 May 2022, Virtual.

Jones, Megan and Worrall, Leigh (2022). Exploring Strategies for Mentor Development. In: Education Workforce Council - Moving Forward: Questions, Success and Challenges in the delivery of ITE Reform, 28 Mar 2022, Online.

Jones, Rebecca L. (2022). Imagining feminist old age: Moving beyond ‘successful’ ageing? Journal of Aging Studies, 63, article no. 100950.

Jones, Rebecca L.; Changfoot, Nadine and King, Andrew (2022). Revisioning ageing futures: Feminist, queer, crip and decolonial visions of a good old age. Journal of Aging Studies, 63, article no. 101083.

Jones, Rebecca L.; Marshall, Barbara and Sandberg, Linn (2022). Virtual roundtable discussion of ‘Revisioning ageing futures: Feminist, queer, crip and decolonial visions of a good old age’. Journal of Aging Studies, 63, article no. 101082.

Josephidou, Joanne and Kemp, Nicola (2022). A life "in and with nature?" Developing nature engaging and nature enhancing pedagogies for babies and toddlers. Global Education Review, 9(2) pp. 5–22.

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

Katz, Silvina and Hubscher-Davidson, Séverine (2022). Hermeneutics as a route to translating auditory aspects of emotion in Silvina Ocampo’s fictional worlds: An analysis of Okno, el esclavo. Yearbook of Translational Hermeneutics, 2 pp. 207–241.

Kaya, Sibel; Eryilmaz, Nurullah and Yuksel, Dogan (2022). The effects of motivational and metacognitive variables on immigrant and non-immigrant students’ reading achievement. International Journal of Educational Research, 112, article no. 101944.

Kaya, Sibel and Yuksel, Dogan (2022). Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught? Participatory Educational Research, 9(6) pp. 418–435.

Kerawalla, Lucinda; Chudasam, Meera and Messer, David J. (2022). “We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk. English in Education (Early access).

Kerr, B and Vallely, K (2022). Relationships and sex education: how does getting to know ourselves, our children and their families create a recipe for an inclusive RSE learning environment? In: Carden, Catherine ed. Primary Teaching: Learning and Teaching in Primary Schools Today (Primary Teaching Now). Learning Matters, pp. 485–496.

King, Elizabeth (2022). Reasonable adjustments for student nurses in clinical placement in the United Kingdom: The perspectives of the associated Community of Practice on current criteria and procedures. EdD thesis University College London.

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

King, Liz (2022). Reasonable adjustments for student nurses in clinical placement: The perspectives of the associated Community of Practice on current criteria and procedures. In: Royal College of Nursing Education Forum Conference, 26-27 Apr 2022, Online.

King, Liz and Bray, Lucy (2022). Journal of Child Health Care Podcast Number 4. 'We should have been told what would happen': Children’s and parents’ procedural knowledge levels add information-seeking behaviours when coming to hospital for a planned procedure. Journal of Child Health Care Podcast, SAGE.

King, Liz and Camp-Spivey, Logan (2022). Journal of Child Health Care Podcast Number 5. Theoretical and contextual considerations for self-management strategies of children and adolescents with chronic diseases: An integrative review. Journal of Child Health Care Podcast, SAGE.

King, Liz and Liverpool, Shaun (2022). [Podcast] Associations between child mental health, carer worry and help-seeking. SAGE.

King, Liz and Van Schandevyl, Guy (2022). Journal of Child Health Care Podcast Number 6. A medication adherence-enhancing simulation intervention in pediatric cystic fibrosis. Journal of Child Health Care Podcast, SAFE.

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

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

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, 65(11) pp. 1895–1906.

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

Kroese, Ingeborg (2022). Is employee training really gender-neutral? Introducing a sex/gender-sensitive model of training. Human Resource Management Review, 32(4), article no. 100890.

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

Kucirkova, Natalia (2022). The explanatory power of sensory reading for early childhood research: The role of hidden senses. Contemporary Issues in Early Childhood (Early access).

Kucirkova, Natalia (2022). Reflecting on my reader identity. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 13–15.

Kucirkova, Natalia; Lungenmuss-Ward, Nigel and Mansfield-Neimi, Nicola (2022). Digital books enriching children's literacy lives. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 35–44.

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

Kuzmičová, Anežka and Cremin, Teresa (2022). Different fiction genres take children’s memories to different places. Cambridge Journal of Education, 52(1) pp. 37–53.

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.

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

Langdown, Ben and Ehlert, Alex (2022). An investigation into the impact of the COVID-19 pandemic upon golfers’ strength and conditioning and golf practice. International Journal of Sports Science & Coaching (Early Access).

Langdown, Ben and Wells, Jack (2022). Meeting a Golfer's Needs: Needs Analysis, Profiling, and Coaching Considerations in Strength and Conditioning. In: Bliss, A. ed. Strength and Conditioning for Golf: A Guide for Coaches and Players. London: Routledge, pp. 11–33.

Langford, Katherine and Dowdeswell, Emily (2022). Fun in learning. Postgraduate Research Poster Competition, The Open University.

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

Larkin, Mary and Kubiak, Christopher (2022). The OU welcomes carers. The Open University.

Ledger, Sue; Mccormack, Noelle; Walmsley, Jan; Tilley, Elizabeth and Davies, Ian (2022). “Everyone has a story to tell”: A review of life stories in learning disability research and practice. British Journal of Learning Disabilities, 50(4) pp. 484–493.

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.

Lee, Clare and Ward-Penny, Robert (2022). Agency and Fidelity in Primary Teachers’ Efforts to Develop Mathematical Resilience. Teacher Development, 26(1) pp. 75–93.

Leedham, Maria (2022). ‘Social Workers Failed to Heed Warnings’: A Text-Based Study of How a Profession is Portrayed in UK Newspapers. The British Journal of Social Work, 52(2) pp. 1110–1128.

Leedham, Maria (2022). ‘Guv, I'm a copper, not a social worker!’: Using corpus-assisted discourse studies to analyse how caring professionals are portrayed on anglophone TV. In: ICAME Conference, 27-30 Jul 2022, Anglia Ruskin University, Cambridge, UK.

Leer, Jon (2022). Seclusion as a means of restraint in in special schools and alternative provision in England: A study of the lived experience of parents and practitioners. Postgraduate Research Poster Competition, The Open University.

Lewis, Tim; Rienties, Bart and Rets, Irina (2022). Communication, Metacommunication and Intercultural Effectiveness in Virtual Exchange: The Evaluate Project. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

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, 3(1) pp. 109–142.

Lillis, Theresa and Curry, Mary Jane (2022). [Editorial]. Journal of English for Research Publication Purposes, 3(1) pp. 1–5.

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, 18 pp. 1071–1118.

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

Lister, Kate (2022). Activities, Achievements and Abilities: a model for embedding mental wellbeing in technology-enhanced learning. In: 15th annual International Conference of Education, Research and Innovation, 7-9 Nov 2022, Seville, Spain.

Lister, Kate; Pearson, Victoria; Coughlan, Tim and Tessarolo, Felipe (2022). Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), article no. 571.

Lister, Kate; Pearson, Victoria; McPherson, Elaine and Gallen, Anne-Marie (2022). Views of inclusion across time and space: five years of perspectives from university tutors on accessibility and inclusion. In: 15th annual International Conference of Education, Research and Innovation, 7-9 Nov 2022, Seville, Spain.

Lister, Kate; Riva, Elena; Kukulska-Hulme, Agnes and Fox, Claudie (2022). Participatory digital approaches to embedding student wellbeing in higher education. Frontiers in Education, article no. 7:924868.

Litwin, Leah; Hankey, Jeffrey; Lucassen, Mathijs; Shepherd, Matthew; Singoorie, Chelsea and Bohr, Yvonne (2022). Reflections on SPARX, a self-administered e-intervention for depression, for Inuit youth in Nunavut. Journal of Rural Mental 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; Samra, Rajvinder; Rimes, Katharine; Brown, Katherine and Wallace, Louise (2022). Promoting Resilience and Well-being Through Co-Design (The PRIDE Project): Protocol for the Development and Preliminary Evaluation of a Prototype Resilience-Based Intervention for Sexual and Gender Minority Youth. JMIR Research Protocols, 11(2), article no. e31036.

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.

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

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

Lyall, Gemma K.; Birk, Gurpreet K.; Harris, Emma; Ferguson, Carrie; Riches‐Suman, Kirsten; Kearney, Mark T.; Porter, Karen E. and Birch, Karen M. (2022). Efficacy of interval exercise training to improve vascular health in sedentary postmenopausal females. Physiological Reports, 10(16), article no. e15441.

Macnee, Helen (2022). Dive into my Professional Doctorate research. Postgraduate Research Poster Competition, The Open University.

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

Madeley, Anna-Marie (2022). Challenging Choices in Pregnancy and Childbirth: Results from a Meta-Ethnographic Review of the Literature. In: Royal College of Midwives Education and Research Conference 2022, 23-24 Mar 2022, Coventry.

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 Research Conference, 12-14 Sep 2022, Aarhus University, Denmark.

Madeley, Anna-Marie; Earle, Sarah and O'Dell, Lindsay (2022). Challenging Norms: Making Non-Normative Choices in Childbearing. Results of a Meta Ethnographic Review of the Literature. Midwifery, article no. 103532.

Major, L.; Twiner, A. and Wegerif, R. (2022). Simulated virtual internships in schools: Engaging learners with the world of work to promote collaborative creativity. In: MacCallum, K. and Parsons, D. eds. Industry Practices, Processes and Techniques Adopted in Education. Singapore: Springer, pp. 173–195.

Major, Louis; Twiner, Alison; Wegerif, Rupert and Waters, Mark (2022). Developing learners’ dialogic collaborative problem-solving skills in a real-time 3D environment. In: European Association for Research on Learning and Instruction: SIG 20 & 26 Biennial Conference 2022, 14-16 Sep 2022, Utrecht.

Mallon, Sharon (2022). The Flawed Fairy-tale: A Feminist Narrative Account of the Challenges and Opportunities That Result from the Imposter Syndrome. In: Addison, Michelle; Breeze, Maddie and Taylor, Yvette eds. The Palgrave Handbook of Imposter Syndrome in Higher Education. Palgrave Macmillan, pp. 563–576.

Mallon, Sharon; Walker, Kate; Bayley, Zana and Griffiths, Chris (2022). Practitioner perspectives on best practice in non‐treatment factors that support the delivery of repetitive transcranial magnetic stimulation (rTMS) for depression. Journal of Psychiatric and Mental Health Nursing, 29(3) pp. 463–471.

Manderson, Grace and King, Liz (2022). Mobile phone interventions to promote adherence to HIV treatment: mitigating the challenges. Nursing Standard, 37(2) pp. 45–50.

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

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

Marston, Hannah R.; Shore, Linda; Stoops, Laura and Turner, Robbie S. (2022). Transgenerational Technology and Interactions for the 21st Century: Perspectives and Narratives. Emerald Publishing Limited.

Masento, Natalie A.; Dulay, Katrina May; Harvey, Kate; Bulgarelli, Daniela; Caputi, Marcella; Cerrato, Giuseppina; Molina, Paola; Wojtkowska, Katarzyna; Pruszczak, Dominika; Barlińska, Julia; Messer, David and Houston-Price, Carmel (2022). Parent, child, and environmental predictors of vegetable consumption in Italian, Polish, and British preschoolers. Frontiers in Nutrition, 9

McCaig, Colin and Rainford, Jon (2022). Increasing and Widening Participation in the Market: System Differentiation at the Institutional/Sectoral Level. In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 57–78.

McCaig, Colin; Rainford, Jon and Squire, Ruth (2022). Introduction: The case for a ‘business of widening participation'. In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 1–18.

McCaig, Colin; Rainford, Jon and Squire, Ruth (2022). Conclusion: Evolving Markets; Where Next for the Business of WP? In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 187–206.

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

McGrath, Simon; Powell, Lesley; Alla-Mensah, Joyceline; Hilal, Randa and Suart, Rebecca (2022). New VET theories for new times: the critical capabilities approach to vocational education and training and its potential for theorising a transformed and transformational VET. Journal of Vocational Education and Training, 74(4) pp. 575–596.

McInally, Wendy and Campbell, Karen (2022). Healthcare Professional and Service User Perspectives on Formal Educational Programmes for Children and Young People with Cancer in the UK. Journal of Cancer Education, 37 pp. 608–614.

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

Messer, David; Kearvell‐White, Jennifer; Danielsson, Henrik; Faulkner, Dorothy; Henry, Lucy and Ibbotson, Paul (2022). The structure of executive functioning in 11 to 14 year olds with and without special educational needs. British Journal of Developmental Psychology, 40(3) pp. 453–470.

Milà-Garcia, Alba and Tudela-Isanta, Anna (2022). Lenguas minoritarias y redes sociales: la creación de #estiktokat para contenidos en catalán. Cuadernos Europeos de Deusto(04) pp. 173–202.

Millard, David; Agulnik, Peter; Armstrong, Neil; Fees, Craig; Hall, John; Kennard, David and Leach, Jonathan (2022). Innovation in mental health care: Bertram Mandelbrote, the Phoenix Unit and the therapeutic community approach. History of Psychiatry (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: A window of opportunities? In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 131–143.

Montgomery, Heather (2022). [Book review] Belittled citizens: The cultural politics of childhood on Bangkok’s margins, by Giuseppe Bolotta. Children & Society, 36(4) pp. 713–714.

Montgomery, Heather (2022). Children’s Rights and Child Prostitution: Critical Reflections on Thailand in the 1990s and Beyond. In: Howard, Neil and Okyere, Samuel eds. International Child Protection Towards Politics and Participation. Palgrave Studies on Children and Development. Cham, Switzerland: Springer, pp. 147–165.

Montgomery, Heather (2022). Anthropological Perspectives on Social Development. In: Smith, Peter K. and Hart, Craig H. eds. The Wiley‐Blackwell Handbook of Childhood Social Development. Third Edition. Wiley-Blackwell, pp. 135–149.

Moore, Dylan; Seargeant, Philip and Smith, Donna (2022). Citizens’ voices, people's news: making the media work for Wales. OU Wales / Institute of Welsh Affairs.

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.

Nao, Marion (2022). [Book Review] Philip Seargeant, The Art of Political Storytelling: Why Stories Win Votes in Post-Truth Politics. Discourse & Communication, 16(6) pp. 740–742.

Nao, Marion (2022). [Book Review] Bonnin, J.E. (2019). Discourse and Mental Health: Voice, Inequality and Resistance in Medical Settings by Juan Eduardo Bonnin. CADAAD Journal, 14(1) pp. 144–146.

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

O'Hagan, Lauren (2022). Modernity, Beauty and the Swedish ‘Way of Life’: Lifestyle Marketing in Stomatol Toothpaste Advertisements, 1900-1950. Journal of Historical Research in Marketing, 14(4) pp. 424–452.

O'Hagan, Lauren (2022). “Foodstagramming” in Early 20th-Century Postcards: A Transhistorical Perspective. Visual Communication (Early Access).

O'Hagan, Lauren (2022). Introducing Ethnohistorical Research to Multimodal Studies. Multimodality and Society, 2(4) pp. 355–378.

O'Hagan, Lauren (2022). Breaking the “Class” Ceiling: The Challenges and Opportunities of Creating a Digital Archive of Edwardian Working-Class Book Inscriptions. In: Schwan, Ann and Thomson, Tara eds. The Palgrave Handbook of Digital and Public Humanities. Cham: Palgrave, p. 275.

O'Hagan, Lauren (2022). Lauren Alex O'Hagan. In: Women in Academia Support Network ed. researcHER: The Power and Potential of Research Careers for Women. United Kingdom: Emerald, pp. 109–112.

O'Hagan, Lauren Alex (2022). [Book Review] Music, the moving image and Ireland, 1897–2017
by John O’Flynn. Irish Studies Review, 30(3) pp. 369–372.

O'Hagan, Lauren Alex (2022). All that glistens is not (green) gold: historicising the contemporary chlorophyll fad through a multimodal analysis of Swedish marketing, 1950–1953. Journal of Historical Research in Marketing, 14(3) pp. 374–398.

O'Hagan, Lauren Alex (2022). “It’s always nice to head for home”: Music-Making, Sense of Place, and Corkonian Identity in the Rory Gallagher Irish Tour ’74 Documentary. Journal for the Society of Musicology in Ireland, 17 pp. 47–77.

O'Hagan, Lauren Alex (2022). Fashioning the “People’s Guitarist”: The Mythologization of Rory Gallagher in the International Music Press. Rock Music Studies, 9(2) pp. 174–198.

O'Hagan, Lauren Alex (2022). Flesh-Formers or Fads? Historicising the Contemporary Protein-Enhanced Food Trend. Food, Culture and Society, 25(5) pp. 875–898.

O'Hagan, Lauren Alex (2022). “My Musical Armor”: Exploring Metalhead Identity Through the Battle Jacket. Rock Music Studies, 9(1) pp. 34–53.

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Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati; Mazeed, Zahid; Ibrahimi, Munir and Shrestha, Sushil (2022). Promoting Inclusion at Scale with School Leader Network Communities Supported by Open Resources: Researching Participant Needs and Priorities. In: PCF 10 Conference, 14-16 Sep 2022, Canada, Commonwealth of Learning (COL).

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2021To Top

(2021). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4) pp. 483–517.

Agbaire, Jennifer Jomafuvwe; Agema, Su'ur Su'eddie and Kamari, Juhi eds. (2021). Education and Development: International Insights on Exclusions, Inclusion and Transformational Change. Makurdi, Nigeria: Sevhage Publishers.

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

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

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

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

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

Laxman, Gnawali; Laudari, Suman and Shrestha, Sagun eds. (2021). Exploratory Action Research: Stories of Nepalese EFL Teachers. Kathmandu: Nepal English Language Teachers' Association.

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

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

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

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

Addae-Kyeremeh, Eric (2021). Researching professional learning in context. The Open University.

Addae-Kyeremeh, Eric (2021). Bringing a teacher’s learning and development, back to school. The Open University.

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

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Agbaire, Jennifer Jomafuvwe (2021). From ‘hearing’ to listening – in conversation with policymakers on students’ lived experiences of access. University of Bristol.

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

Altay, Mehmet and Yüksel, Doğan (2021). Job Prospects of Different EMI Engineering Programmes’ Graduates. Participatory Educational Research, 8(2) pp. 460–475.

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

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

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

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

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

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